Here is an excellent opportunity for occupational therapy discussions among professionals, peers, and students..  How would you intervene?  Would you intervene? Would you educate the caretakers?  Would you recommend any particular adaptive equipment? Hmmmmm....Let's see. 

It has long been recognized that people with Parkinson’s want access to therapies. They recognize the benefits that occupational therapy, physiotherapy, and speech and language therapy can bring to their functional status and quality of life, and appreciate the way in which interventions are tailored to their specific activity and participation needs.

Here is another way to continue the discussion with children about coronavirus. This is a great activity book.

Here is a great way to open conversation about coronavirus for little one's.

I think this may be an OT's dream...lol.  Check out this fully automated apartment for those with disabilities. This could be a real game-changer in the lives of some patients. 

Federal legislation, contemporary teaching and learning practices, professional guidance, and scientific evidence influence the ways in which occupational therapists design and implement evalu- ation in school settings. Evaluation is a key role of occupational therapy practitioners in school settings, and one of the central purposes of evaluation is to determine whether a student has a disability; whether that disability adversely affects the student’s participation, performance, and progress in the general education curriculum; and whether the student requires specially designed instruction to access and make progress in their educational program (Jackson, 2007).
The domain of occupational therapy as defined in the Occupa- tional Therapy Practice Framework: Domain and Process (3rd. ed.; Framework; American Occupational Therapy Association, 2014) provides an effective tool to guide the evaluation process and make assessment choices for school-based practitioners.

This Learner Guide has been developed specifically for Allied Health Assistants to provide the skills and knowledge required to receive and respond to rehabilitation programs developed by Allied Health Professionals This Learner Guide contains information and activities relating to key topics to enhance learning opportunities. The guide is broken up into three topic areas with sub-topics for each. These are as follows:

Organisation Requirements:
 Policies and procedures relevant to conducting group sessions  Legal and ethical requirements for allied health assistance work  Record keeping practices including confidentially requirements

Group Processes:
 Group dynamics and the factors that affect group behaviour

 Group roles
 Group learning

Service Provision:
 Service delivery model

 Client care model
 Scope of practice

This booklet was made to help you better understand brachial plexus palsy.

Documentation of occupational therapy services is required whenever professional services are provided to a client.1 Occupational therapy practitioners2 identify the types of documentation required and record all necessary components of services provided within their scope of practice. This document, based on the Occupational Therapy Practice Framework: Domain and Process (3rd ed.; American Occupational Therapy Association [AOTA], 2014b), describes the purpose, types, and content of professional documentation used in occupational therapy.

The content of these guidelines are based on the status of scientific knowledge available at the time of their finalization as well as on the opinion of the experts who participated in the development of the guidelines. Choices reflected in these guidelines do not preclude the possibility of other approaches or practices also being valid and relevant. Healthcare professionals must at all times use their clinical judgment and consider other factors such as patient preferences and resource availability in applying these recommendations. Moreover, healthcare professionals must at all times respect the legal and normative regulations of the regulatory bodies, in particular with regards to scopes of practice and restricted/protected activities, as these may differ provincially.