• Additional Titles:Adjunct Assistant Professor, Department of Health Law, Policy, and Management, BU School of Public Health
    Director, Youth and Young Adult Empowerment, Leadership & Learning Lab
  • Education:BS in Occupational Therapy, University of Florida, 1999
    MS in Occupational Therapy (post-professional), University of Illinois at Chicago, 2004
    PhD in Disability Studies, University of Illinois at Chicago, 2008
    Postdoctoral Fellowship, Boston University Health and Disability Research Institute, 2008-2009
  • Website or Lab: Youth and Young Adult Empowerment, Leadership & Learning Lab
  • Office:635 Commonwealth Ave., Rm. 503
  • Phone:617-353-2702

Scholarly, Research, and/or Practice Interests

  • Kramer’s interests center around the involvement of children with disabilities in research and intervention planning, the development of theory-based assessments and interventions, and disability rights and culture. She partners with youth and young adults with intellectual and developmental disabilities in all aspects of research, from design to data collection to dissemination.
  • Kramer and her research group are developing an accessible self-report version of the Pediatric Evaluation of Disability Inventory (PEDI), referred to as the PEDI-PRO (patient reported outcome). She has contributed to the development of other assessments for children and adults with disabilities.
  • Kramer, in partnership with national advocacy organizations and self-advocates, has formed the Intellectual and Developmental Disabilities and Mental Health Research Partnership (IDD-MH Research Partnership) focusing on the needs and experiences of young adults with IDD and mental health conditions.
  • Kramer and her research group developed Project TEAM, an intervention to teach youth with disabilities to systematically evaluate environmental barriers and supports, identify needed supports, and request environmental modifications and reasonable accommodations to facilitate participation.
  • Kramer’s practice experience is with enabling children and youth ages 3 to 20 with multiple, severe disabilities to participate and learn in a public school setting.

Courses Taught

This is a graduate-level course for occupational therapy students designed to develop essential skills for conducting evidence-based practice. We will focus in detail on appraising the internal, external, and statistical validity of evidence related to intervention effectiveness and predicting client outcomes. We will examine evidence gathered using a variety of quantitative methods including group designs and meta-analytic approaches. Readings have been selected from a variety of peer-reviewed journals related to health and disability to introduce students to the interdisciplinary literature that may provide valuable evidence for occupational therapy practice. (Credits: 2)

This is the third course in a sequence that develops skills and knowledge for evidence-based occupational therapy practice. The course focuses on generating evidence for one's own practice. The course introduces students to methods to examine generating group level (program evaluation) individual outcomes (single subject design). (Credits: 4)

Individually supervised study for advanced students wishing to pursue a specialized area of interest in occupational therapy. (Credits: Var)

Under the guidance of a faculty mentor, the student develops a written research proposal. (Credits: Var)

Selected Peer Reviewed Publications

  • Kramer, J., & Schwartz*, A. (in press). Development of the Pediatric Disability Inventory-Patient Reported Outcome (PEDI-PRO) conceptual measurement framework. Scandinavian Journal of Occupational Therapy. [Special issue on participatory action research in occupational therapy]
  • Kramer, J., Helfrich, C., Levin, M., Hwang,* I., Samuel, P., & Carralles, A., Schwartz*, A., Goeva, A., & Kolaczyk, E. (in press). Initial evaluation of the effects of an environmental-focused problem-solving intervention for transition-age youth with developmental disabilities: Project TEAM. Developmental Medicine and Child Neurology.
  • Kramer, J., Hwang*, I., Levin, M., Acevedo-Garcia, D., & Rosenfeld, L. (2018). Identifying environmental barriers to participation: Usability of a health-literacy informed problem identification approach for parents of young children with developmental disabilities. Child: Care, Health, and Development, 44, 249-259. doi: 10.1111/cch.12542.
  • Kramer, J. M., Ryan*, C. T., Moore*, R., & Schwartz*, A. (2018). Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications. Journal of Applied Research in Intellectual Disabilities, 31(1), e118-e129. doi: 10.1111/jar.12346.
  • Kramer, J., Hwang*, I., Helfrich, C., Samuel, P., Carralles, A., & the YELL Youth Research Team. (2018) Evaluating the social validity of Project TEAM: A problem-solving intervention to teach transition age youth with developmental disabilities to resolve environmental barriers. International Journal of Disability, Development, and Education, 65, 57-75. doi: 10.1080/1034912X.2017.1346237
  •  Kramer, J., & Schwartz*, A. (2017). Reducing barriers to Patient Reported Outcome Measures for people with cognitive impairments. Archives of Physical Medicine and Rehabilitation, 98 (8), 1705-1715. doi: 10.1016/j.apmr.2017.03.011
  •  Kramer, J. & Schwartz*, A. (2017). Refining the Pediatric Evaluation of Disability Inventory–Patient-Reported Outcome (PEDI-PRO) item candidates: Interpretation of a self-reported outcome measure of functional performance by young people with neurodevelopmental disabilities. Developmental Medicine and Child Neurology, 59(10), 1083- 1088. doi: 10.1111/dmcn.13482.
  • Kramer, J. M., Liljenquist*, K., & Coster, W. (2016). Validity, reliability, and usability of the PEDI-CAT (ASD). Developmental Medicine  and Child Neurology, 58(3), 255-261.                               doi: 10.1111/dmcn.12837
  • Kramer, J., Liljenquist*, K., Ni, P., & Coster, W. (2015). Examining differential responses of youth with and without autism on a measure of everyday activity performance. Quality of Life Research, 24(12), 2293-3000. doi: 10.1007/s11136-015-1035-2. Nominated for the Quality of Life Research Journal (QLR) Outstanding Article of the Year Award.
  • Kramer, J. (2015). Identifying and evaluating the therapeutic strategies used during a manualized self- advocacy intervention for transition-age youth. OTJR: Occupation, Participation, and Health, 35 (1), 23-33. doi: 10.1177/1539449214564146
  • Kramer, J. M., Roemer*, K., Liljenquist, K., Shin*, J., & Hart, S. (2014) Formative evaluation of Project TEAM (Teens making Environment and Activity Modifications). Intellectual and Developmental Disabilities, 52(4), 258-272. doi: 10.1352/1934-9556-52.4.258

*Mentored student co-authors

View Dr. Kramer’s most current collection of publications on PubMed/NCBI.

You can also visit Dr. Kramer’s Google Scholar page.

Recent Presentations

  • Kramer, J., Ryan, C., & Schwartz, A. (June, 2017). Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities. Poster presented at the annual meeting of the American Association on Intellectual and Developmental Disabilities, Hartford, CT.
  • Kramer, J., Levin, M., & Hwang, I. (April, 2017). Project TEAM: Empowering transition-age youth with developmental disabilities to problem solve environmental barriers to participation. Presented at the American Occupational Therapy Association conference, Philadelphia, PA.
  • Kramer, J., Hwang, I., Helfrich, C., & Samuel, P. (April, 2017). Youth and parent perspectives of an environment problem solving intervention for transition-age youth with disabilities. Poster presented at the American Occupational Therapy Association conference, Philadelphia, PA.
  • Kramer, J., & Schwartz, A. (September, 2016). Initial proof of concept for a self-report of functional performance for transition-age youth: The PEDI-PRO. Presented at the 2016 American Academy of Cerebral Palsy and Developmental Medicine, Hollywood, FL
  • Kramer, J., & Schwartz, A. (September, 2016). Cognitive accessibility of patient reported outcomes (PRO) for youth and adults with developmental disabilities: Assumptions and proposed design features for rehabilitation assessment. Presented at the 2016 American Academy of Cerebral Palsy and Developmental Medicine, Hollywood, FL
  • Kramer, J., Schwartz, A., Foley, A., McDonald, K., Romer, K., Dehaiman, L., & Liljenquist, K. (June, 2016). Shifting boundaries: Processes and outcomes of inclusive research. Presented at the American Association on Intellectual and Developmental Disabilities, Atlanta, GA
  • Kramer, J. & Schwartz, A. (April 2016). A participatory approach to developing the new Pediatric Evaluation of Disability Inventory-Patient Reported Outcome (PEDI-PRO). Presented at the American Occupational Therapy Association Annual Conference, Chicago, IL.
  • Health Matters Virtual Conference: Dr. Kramer presents “Nothing About Us Without Us: Partnering with Youth and Young Adults with Developmental Disabilities to Conduct Rehabilitation Research.” Hosted by Boston University College of Health and Rehabilitation Sciences: Sargent College (September 17, 2015).

Grant Funding

  • PCORI, Pipeline to Proposal Tier A- 7675658-A,  Building a national partnership to identify the mental health priorities of young adults with intellectual and developmental disabilities. Building a national partnership to identify the mental health priorities of young adults with intellectual and developmental disabilities. This project will build a national partnership between young adults (YA) ages 18-30 with intellectual and developmental disabilities (I/DD) and their families, service providers, and researchers to identify mental health research priorities for YA with I/DD.
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, STTR Phase I, 1R41HD090772-01, Designing and Evaluating Outcome Assessment Software for Youth with Developmental Disabilities: The Pediatric Evaluation of Disability Inventory-Patient Reported Outcome (PEDI-PRO), The purpose of this project is to develop a prototype Pediatric Evaluation of Disability Inventory-Patient Reported Outcome (PEDI-PRO), the first PRO assessment system designed to bolster the validity and reliability of patient reported outcome measures (PROMs) by youth with developmental disabilities ages 14-22.
  • Department of Justice Office of Justice Programs, Office of Juvenile Justice & Delinquency Prevention, Contract 2016-JU-FX-0013, Disability Mentoring Initiative. The purpose of this project is to provide high quality and evidence-based mentoring opportunities to youth with disabilities who are at risk for juvenile delinquency, and to examine the outcomes of mentoring.
  • National Institute on Disability, Independent Living, and Rehabilitation Research, Administration for Community Living, 90IF0032-01-00, Evaluation of Project TEAM (Teens Making Environmental and Activity Modifications) – Effectiveness, Social Validity and Feasibility, 10/1/12- 7/31/17, PI: Jessica Kramer.
  • American Occupational Therapy Foundation, An Environment Problem Solving Strategy for Parents of Youth with Disabilities, 7/1/2015- 6/30/2017, PI: Jessica Kramer.
  • National Center Medical Rehabilitation Research, National Institute of Child Health and Human Development / National Institute Neurological Disorders and Stroke, National Institutes of Health, K12 HD055931,  Comprehensive Opportunities in Rehabilitation Research Training (CORRT)- Developing a youth self-report version of the Pediatric Evaluation of Disability Inventory, 9/1/2013- 8/31/2016, PI: Jessica Kramer.

Awards and Honors

  • Invited Faculty Mentor, AOTA/AOTF Summer Institute for Future Scientists in Occupational Therapy (2017)
  • Recipient, NIH, Comprehensive Opportunities in Rehabilitation Research Training (CORRT) K12 Scholar (2013)
  • Boston University Department of Occupational Therapy Youth Marketing & Research Panel, Recipient, Massachusetts Advocates for Children YAY! Award Celebrating the 40th Anniversary of Special Education (2012)
  • American Occupational Therapy Foundation, Dissertation Research Grant Award

Licenses and Certifications

  • Licensed occupational therapist, MA

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