Jessica M. Kramer, PhD, OTR/L
Jessica Kramer, PhD, OTR/L
- Assistant Professor, Department of Occupational Therapy
Adjunct Assistant Professor, Department of Health Policy and Management, BU School of Public Health
Director, Youth and Young Adult Empowerment, Leadership & Learning Lab
- 635 Commonwealth Ave, SAR-503
- (617) 353-2702
- Postdoctoral Fellowship, Boston University Health and Disability Research Institute, 2008-2009.
PhD in Disability Studies, University of Illinois at Chicago, 2008.
MS in Occupational Therapy (post-professional), University of Illinois at Chicago, 2004.
BS in Occupational Therapy, University of Florida, 1999.
- Website or Lab
- Youth and Young Adult Empowerment, Leadership & Learning Lab
- Download CV
Scholarly, Research, and/or Practice Interests
Dr. 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. Her current research uses a participatory approach to evaluate the effectiveness of 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. Dr. Kramer is also partnering with youth with disabilities to develop 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.
Dr. 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.
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, this presentation was a part of an online, virtual conference, “Health Matters,” which took place on September 17, 2015.
Entry-level MS in Occupational Therapy courses (please note that BU is transitioning to the Entry-level OTD program)
SAR OT620: Evidence-Based OT Practice II
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)
SAR OT621: Evidence-Based OT Practice III
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)
SAR OT736: Independent Study
Individually supervised study for advanced students wishing to pursue a specialized area of interest in occupational therapy. (Credits: Var)
SAR OT904: Thesis Proposal Development
Under the guidance of a faculty mentor, the student develops a written research proposal. (Credits: Var)
Post-professional distance education OTD courses
SAR OT930: Doctoral Project
This is an on-line graduate course in the post-professional OTD program. Concurrent with each full semester (fall, spring, summer) in the OTD program, students register for one credit of the Doctoral Project. In the fourth semester of the program, students register for 3 credits of the Doctoral Project course. The Doctoral Project is organized around the student's proposed innovation in practice. It is in the form of a series of qualifying tasks, each of which represents a critical phase of the proposal. Guidance in the doctoral project will be through a combination of three elements: Faculty advising and mentorship, peer mentorship and a.Circle of Advisors composed of a minimum of two professionals with content expertise in the doctoral project. The project outcomes include: Description of a short-coming, gap or specific need in the student's area of practice; compilation of a theoretical and evidence base to support the proposed project; description of the proposed program; evaluation plan; funding plan; dissemination plan; executive summary and Fact Sheet. (1 credit each full semester until completed, 3 credits in the final semester - a minimum of 6 credits) (Credits: Var)
SAR OT990: OTD Independent Study
Continuation of the on-line doctoral project for OTD students who need additional semesters beyond the 6 credits of OT 930 to complete their doctoral project. (Credits: Var)
Selected Peer Reviewed Publications
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. doi: 10.1111/dmcn.13482. [Epub ahead of print]. Here
Kramer, J. M., Ryan, C. T., Moore, R., & Schwartz, A. (2017). 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. doi: 10.1111/jar.12346 [Epub ahead of print]. Here
Kramer, J., Hwang, I., Helfrich, C., Samuel, P., Carralles, A., & the YELL Youth Research Team (2017). 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, & Education. doi: 10.1080/1034912X.2017.1346237 [Epub ahead of print]. Here.
Kramer, J., & Schwartz*, A. (in press). Reducing barriers to Patient Reported Outcome Measures for people with cognitive impairments. Archives of Physical Medicine and Rehabilitation. doi: 10.1016/j.apmr.2017.03.011
Kramer, J. M., Liljenquist, K., Ni, P., & Coster, W. J. (2015). Examining differential responses of youth with and without autism on a measure of everyday activity performance. Quality of Life Research, 24(12), 2993-3000. doi: 10.1007/s11136-015-1035-2. Here
Kramer, J. M., Liljenquist, K., & Coster, W. J. (2015). Validity, reliability, and usability of the Pediatric Evaluation of Disability Inventory‐Computer Adaptive Test for autism spectrum disorders. Developmental Medicine & Child Neurology. doi: 10.1111/dmcn.12837 Here
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 Here
Kramer, J. M., Roemer, K., Liljenquist, K., Shin, J., & Hart, S. (2014) Formative evaluation of Project TEAM (Teens making Environment and Activity Modifications). Intellectual/Developmental Disability, 52(4), 258-272. doi: 10.1352/1934-9556-52.4.258 Here
Kramer, J., Barth, Y., Curtis, K., Livingston, K., O’Neil, M., Smith, Z., Vallier, S., & Wolfe, A. (2013). Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM. Disability and Rehabilitation, 35(7), 614- 622. doi: 10.3109/09638288.2012.705218 Here
Kramer, J., Olsen, S., Mermelstein, M., Bacalls, A., & Liljenquist, K. (2012). Youth with disabilities’ perspectives of the environment and participation: A qualitative meta- synthesis. Child: Care, Health, and Development, 38 (6), 763-777. doi: 10.1111/j.1365-2214.2012.01365.x Here
Kramer, J., Coster, W., Kao, Y., Snow, A., Orsmond, G., & Moed, R. (2012). A new approach to the measurement of adaptive behavior: The development of the PEDI-CAT for children and youth with autism spectrum disorders. Physical and Occupational Therapy in Pediatrics, 32(1), 34-37. doi: 10.3109/01942638.2011.606260 Here
Kramer, J., Walker, R., Cohn, E., Mermelstein, M., Olsen, S., O’Brien, J., & Bowyer, P. (2012). Striving for shared understandings: Therapists’ perspectives of the benefits and dilemmas of using a child self-assessment. OTJR: Occupation, Participation, and Health, 32(1), s48-s58. doi: 10.3928/15394492-20110906-02 Here
Recent Grant Funding
Evaluation of Project TEAM (Teens Making Environmental and Activity Modifications) – Effectiveness, Social Validity and Feasibility
National Institute on Disability, Independent Living, and Rehabilitation Research, Administration for Community Living
PI: Jessica Kramer
An Environment Problem Solving Strategy for Parents of Youth with Disabilities
American Occupational Therapy Foundation
PI: Jessica Kramer
Comprehensive Opportunities in Rehabilitation Research Training (CORRT)- Developing a youth self-report version of the Pediatric Evaluation of Disability Inventory
National Center Medical Rehabilitation Research, National Institute of Child Health and Human Development / National Institute Neurological Disorders and Stroke, National Institutes of Health
PI: Jessica Kramer
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.
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