Anne Escher, MS, OTR/L

Anne Escher, MS, OTR/L

Title
Clinical Assistant Professor, Department of Occupational Therapy
Level I Fieldwork Coordinator
Office
635 Commonwealth Ave, SAR-549
Email
aaescher@bu.edu
Phone
617-353-6569; fax 617-353-2926
Education
OTD, Clinical Doctorate in Occupational Therapy, Chatham University, anticipated Dec 2016
MS in Occupational Therapy, Boston University, 2008.
BA in Anthropology, Skidmore College, 1998.
Website or Lab
BU Sargent entry-level OTD Level I Fieldwork (LIFW)
CV
Download CV

Scholarly, Research, and/or Practice Interests

Anne Escher’s practice has included clinical experience in acute care (including rotations on cardiac, general medicine, pediatrics and the NICU), as well as working with older adults with low vision, and in rehabilitation settings.  She is especially interested in teaching classes that integrate coursework with clinical and fieldwork experience.  She is involved in facilitating interprofessional opportunities, especially through the Aphasia Resource Center (ARC).  With the ARC, Prof Escher has led the OT component of an interdisciplinary group, as well as assisted students to develop and implement occupational therapy groups.  She also works with a month-long interdisciplinary intensive summer program for adults post-stroke with aphasia and is involved with data collection and OT intervention.

MSOT Courses Taught

This graduate course in occupational therapy is the first integrative seminar in a 4-seminar sequence designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Using problem-based case scenarios, class discussion, classroom activities, fieldwork experiences and reflective journaling this seminar focuses on learning the foundations for professional socialization, group processes, therapeutic relationships, ethical practice and other professional issues for working with persons and populations of all ages with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this seminar. (Credits: 2)

This course is the second in a four-seminar sequence designed to develop and enhance professional reasoning processes by integrating knowledge and skills from previous educational and work experiences and from concurrent OT courses with weekly fieldwork experiences. This seminar focuses on reasoning related to theories of learning and behavior change; the assessment, intervention, and documentation process; use of theory and research evidence in practice; therapeutic rapport and communication; and other professional topics and issues as they relate to working with persons and populations of all ages in a variety of OT practice contexts. Self-directed and collaborative learning, class participation, reflective writing for application and analysis of learning, case-based learning, and ongoing development of a professional portfolio are essential aspects of this seminar. (Credits: 2)

This companion course to OT563 Context and OT502 Integrative Seminar III emphasizes the development of assessment and intervention skills for working with individuals living with chronic conditions likely to benefit from compensatory and adaptive strategies. Students have opportunity for hands-on practice in selecting, administering, and interpreting assessments, as well as choosing and implementing occupation-based interventions. Best practice is promoted by requiring students to support their assessment and intervention choices through theoretical and empirical evidence. (Credits: 4)

This companion course to OT566 Client Factors emphasizes the development of assessment and intervention skills for working with individuals living with conditions likely to benefit from remedial interventions directed toward performance skills and client factors. Students have opportunity for hands-on practice in selecting, administering, and interpreting assessments, as well as choosing and implementing interventions. Best practice is promoted by requiring students to support their assessment and intervention choices through theoretical and empirical evidence. (Credits: 4)

Level I Fieldwork (LIFW) coordinator for (C1 sections):

This graduate course in occupational therapy is the first integrative seminar in a 4-seminar sequence designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Using problem-based case scenarios, class discussion, classroom activities, fieldwork experiences and reflective journaling this seminar focuses on learning the foundations for professional socialization, group processes, therapeutic relationships, ethical practice and other professional issues for working with persons and populations of all ages with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this seminar. (Credits: 2)

This course is the second in a four-seminar sequence designed to develop and enhance professional reasoning processes by integrating knowledge and skills from previous educational and work experiences and from concurrent OT courses with weekly fieldwork experiences. This seminar focuses on reasoning related to theories of learning and behavior change; the assessment, intervention, and documentation process; use of theory and research evidence in practice; therapeutic rapport and communication; and other professional topics and issues as they relate to working with persons and populations of all ages in a variety of OT practice contexts. Self-directed and collaborative learning, class participation, reflective writing for application and analysis of learning, case-based learning, and ongoing development of a professional portfolio are essential aspects of this seminar. (Credits: 2)

This is the third course in a sequence designed to develop clinical reasoning by integrating course-related knowledge with weekly fieldwork experiences. The course uses problem-based case scenarios and fieldwork experiences to practice reasoning about evaluation and intervention for person of all ages with a variety of disabling conditions. Students apply client-centered, occupation and evidence-based practice concepts to their evaluation and intervention plans. (Credits: 4)

This Level I Fieldwork Practicum and Integrative Seminar in Occupational Therapy is the culminating course in a four-semester course sequence. It is designed to enhance clinical reasoning by integrating knowledge and skills from current and previous courses with a weekly fieldwork experience. Students use principles of program development, needs assessment, group intervention planning and implementation, along with theory and research evidence, to design and co-lead occupation-centered groups in a variety of practice settings and contexts with child, adult and elder populations. Readings, independent learning, and group supervision are combined with assignments specific to planning and leading a group. Class participation and independent learning are an essential aspect of this course. (Credits: 4)

Please note that BU is transitioning to the Entry-level OTD program.

Research Activities

2013-2015 
Boston University, Sargent College, Boston, MA
Co-PI; Title: Intensive Interdisciplinary Treatment Program for Individuals with Stroke-Induced Aphasia

2012-2013
MAB Community Services and Boston Medical Center, Boston, MA
Interventionist; Title: Assessing the Impact of Low Vision Rehabilitation on Geriatric Outcomes

2006-2007
New England Eye Commonwealth, Boston, MA
Research assistant; Title: Elder’s Right to Sight

Presentations

  • Berger, S. & Escher, A. (2016, April). Outcome Measures for People with Aphasia.  Presentation at the American Occupational Therapy Association Annual Conference & Expo, Chicago, IL
  • Escher, A. & Berger, S. (2015, April).  An interdisciplinary program for persons post-stroke with aphasia: Increasing community participation. Presentation at the American Occupational Therapy Association Annual Conference & Expo, Nashville, TN.
  • Escher, A. (2014, March).  A vision to address low vision.  Presentation at Boston University Lead the Way Symposium, Boston, MA.
  • Berger, S. & Escher, A. (2013, October).  Professor and clinician collaboration: A dynamic classroom environment.  Poster presentation at the AOTA Education Summit, Atlanta, GA.
  • Kaldenberg, J., Berger, S., Chu, G., Huefner, K., & Escher, A.  (2010, May).  Lighting and its relationship to visual function of older adults: A pilot study.  Poster presentation at the World Federation of Occupational Therapy Congress, Santiago, Chile.
  • Kaldenberg, J., Berger, S., Escher, A., & Huefner, K.  (2008, September). Lighting and contrast: Environmental issues for older adults.  Presentation at the Massachusetts Association of Occupational Therapy Annual Conference, Westford, MA.
  • Escher, A. & Berger, S. (2007, May).  Low vision: Strategies to improve function.  Presentation at Greater Boston Chinese Golden Age Center, Brighton, MA.
  • Kaldenberg, J., Berger, S., & Escher, A. (2007, April). Lighting and its relationship to visual function in older adults: A pilot study.  Presentation at the American Occupational Therapy Association’s 87th Annual Conference & Expo, St. Louis, MO.

Licenses and Certifications

  • Registered Occupational Therapist, National Board for Certification in Occupational Therapy
  • Licensed Occupational Therapist, Commonwealth of Massachusetts