Daniel Vance, MOT, LOTR, ATP
Clinical Instructor of Occupational Therapy
- Licensed Occupational Therapist – Louisiana - #321002
- National Board Certified Occupational Therapist - #428216
- Certified Assistive Technology Professional - #93627
Master of Occupational Therapy
Louisiana State University Health Sciences Center, New Orleans, LA; May 2019
Master of Library and Information Sciences
Louisiana State University, Baton Rouge, LA; Aug 2011
Bachelor of Music
Loyola University, New Orleans, LA; May 2007
Corrently in Progress: PhD in Occupational Therapy
Texas Woman’s University, Houston, TX
- OCCT 6532: Occupational Therapy for Neurological Conditions II (Fall 2024, 2025)
- OCCT 6432: Assistive Technology (Spring 2025, 2026)
- OCCT 6528: Occupational Therapy for Neurological Conditions I (Summer 2025, 2026)
- The effects of smart wheelchair technology (ie sensors) on mobility related activities of daily living and overall sense of relative mastery.
- The effects of experiential theory education on the use of occupational theory in clinical reasoning and practice.
- The use of 3D printing within an iterative co-design process as a therapeutic means (improve adaptive response mechanism/relative mastery) and end (creation of adaptive device).
- Assistive Technology (Power Wheelchairs, AAC, Computer Access, Home Automation)
- Adult Neurological Rehabilitation (Inpatient, Outpatient, Acute)
- Evaluation and treatment of clients with Amyotrophic Lateral Sclerosis (ALS)
- Complex Rehab Technology
- Occupational Adaptation
- 3D Printing
- Adult Neurological Rehabilitation
- Community – Based OT Services
- Adult Learning (Andragogy)
Clinical and Professional Services:
- Student NeuroPLEX Mentor
- LSVT Big for Life Support group Volunteer
- LSU Health New Orleans ALS Clinic
- Student Committee Chair – 2026 TWU Occupational Therapy PhD Research Symposium (Jan 2026 – Present)
- Editorial Fellow – Occupational Therapy Journal of Research (May 2026 – Present)
Wood (1994) described occupational therapy through a metaphor of weaving, stating that the profession’s warp is a belief that occupation can influence health, and its weft is the value and respect provided to the client. Using this metaphor to define my goal for teaching, I aim to inspire professionals to creatively use occupation while providing therapeutic use of self in a holistic, client-centered way.
While I strive for a constructivist form of education, I understand the necessity of using didactic teaching to lay conceptual foundations. Like in the theory of Occupational Adaptation (Schkade & Schultz, 1992; Schultz & Schkade, 1992), once occupational readiness is achieved, I believe students should create their own learning through curated opportunities that foster interaction with concepts within real-world and hands-on experiences. After these experiences, reflections on these learnings will solidify the concepts. As with assessments and evaluations in clinical practice, formative and summative assessments can be used throughout to monitor progress in a non-punitive way, allowing for the adaption of activities and plans to meet student needs. In this way, I hope to train and inspire professionals who integrate client-centered meaningful occupations as a modality to address their clients’ needs respectfully.
Schkade, J. K., & Schultz, S. (1992). Occupational adaptation: toward a holistic approach to contemporary practice, Part 1. American Journal of Occupational Therapy, 46, 829-837. https://doi.org/10.5014/ajot.46.9.829
Schultz, S., & Schkade, J. K. (1992). Occupational adaptation: toward a holistic approach to contemporary practice, Part 2. American Journal of Occupational Therapy, 46, 917-926. https://doi.org/10.5014/ajot.46.10.917
Wood, W. (1995). Weaving the warp and weft of occupational therapy: An art and science for all times. American Journal of Occupational Therapy, 49(1), 44-52. https://doi.org/10.5014/ajot.49.1.44
CV: Daniel Vance CV