Tips For Preparing Abstracts: Deciding The Focus and Presentation Format

Tips for Preparing Abstracts
Kudos on your decision to submit an abstract to the Scientific Program Committee! Participation in the
CAOT Scientific Program at conference is an opportunity to share knowledge about an issue or topic you
are passionate about, disseminate research results, share knowledge that will advance practice, or ask
probing questions to stimulate debate and dialogue.
Preparing an abstract is an important task that can be intimidating for the first-time presenter. Abstract
preparation is a skill that requires practice, and patience. The following tips will help to guide you
through the process.
First task Deciding the focus and presentation format

The first step in preparing an abstract is reflecting on how your idea for a research project, discussion of a
practice issue, or educational session fits with the theme and goals of the CAOT conference. An important tool for any abstract writer is feedback from someone who has experience writing or reviewing
abstracts. Think about who you can include in your network of colleagues, coworkers, mentors and other
professionals to provide feedback and help you develop your ideas. Another way to gain information is to
read through abstracts in peer-reviewed journals such as the Canadian Journal of Occupational Therapy.
Consider how the authors presented their ideas and look for ideas that you could use to develop your
abstract.
The following is a list of factors to consider before you begin writing the abstract. It is helpful to present
your idea to interested colleagues for discussion and refinement.
Why would your idea be of interest to an occupational therapy audience? Is it novel, or related to a
current hot topic? Is it controversial? Will it change current practice?
How does your idea relate to the conference theme, as presented in the Call for Papers?
What factors do the panel of reviewers consider when rating the abstracts submitted for conference
as outlined in the Abstract Reviewers Rating Form?
What type of session will be most appropriate for the topic? CAOT offers 3 types of formats, as
outlined in the Abstract Submission Guidelines:
1. Poster session is a visual format that lends itself well to the presentation of quantitative information. Presentation of the poster at conference will provide opportunity for informal
discussion with interested attendees. Most workplaces will have someone with expertise
in preparing posters, or you may need to go to a local print shop for guidance re: costs
and time lines.
2. Paper presentation is presented formally using a PowerPoint to an audience in a classroom
type of setting. This format works well when the presenter speaks to the key points and
adds context, analysis and explanation. The formal presentation is followed by an opportunity for the audience to ask questions.
3. Extended session is best when the goal is audience engagement and participation. The presenter(s) speak for about 15 to 20 minutes, followed by a 15 to 20 minute facilitated session
in which the audience engages in a small group discussion or activity, typically followed
by large group feedback and discussion.
Second task Preparing the abstract

Review the Call for Papers and the Abstract Submission Guidelines. It is critical to follow the
submission guidelines. You must stay within the word limit, use the headings as outlined, and
submit by the indicated deadline.
For more information about submitting an abstract to the CAOT Scientific Program Committee,
read the following articles in OT Now:
Ripat, J. (2005). The Abstract Review Process for the CAOT Conference. Occupational
Therapy Now, 8(4), 27.
Ripat, J. (2006). Consider submitting an abstract to the 2006 CAOT Conference.
Occupational Therapy Now, 7(4), 31.
Wilson, B. & Morrice, B. L. (2000). CAOT Conference Conference Call for Papers:
Guidelines for successful proposals. Occupational Therapy Now, 2(3), 9.
Other useful references can be found on websites. You may find the following links useful:
www.unc.edu/depts/wcweb/handouts/abstracts.html
www.ece.cmu.edu/~koopman/essays/abstract.html
www.languages.ait.ac.th/el21abst.htm
Prepare a draft abstract well in advance of the deadline. Leave it for a while, review and revise,
then circulate to your colleagues for review. Feedback from peers is especially important during
this step. You want every sentence to be clear and add value to the abstract. However, you also
want your abstract to be interesting and to capture your enthusiasm for the topic. If you plan an
extended session, be sure to indicate the method of facilitation in your abstract.
Ask a peer or colleague for feedback. Ideally, having feedback throughout the process is an excellent advantage, but it is especially important to have someone read your abstract critically and
look for areas for improvement. Having someone who is familiar with writing abstracts review
your draft can help you clarify what should fall under each heading and ensure that you have
used precise, clear language and active voice throughout your abstract.
Submit by the deadline.
For examples of highly rated abstracts from the 2007 CAOT Conference, please click here. Abstracts are
presented with the authors permission.
If you have suggestions or feedback on the information provided in this document, please send an e-mail
to the Conference Scientific Program Committee Chair at conference@caot.ca
ABSTRACT #14
Abstract title: Stigma: A barrier to healthy occupation
Abstract focus: Practice
Session type: Paper
Category: Non specific to client group
Author: Joyce Tryssenaar
Introduction: In Goffmans (1963) work, stigma is conceived as a mark that communicates something
unusual and bad about the moral status of an individual or group. Stigma spoils identity, narrowing
others attention to a single undesirable attribute. This paper will examine stigma as a barrier to healthy
occupation and how it affects the lives and choices of persons with disabilities. Objectives: Participants
will understand the concepts of stigma and discrimination and learn about methods of combating stigma.
Recognition of stigma in occupational therapy practice will also be considered. Approach: Demoralization, limited employment and inadequate income, social isolation, low self esteem, and restricted quality
of life often are consequences of the negative sequelae of stigma and/or discrimination. Current theories
of stigma will be explored situated in clients stories and experiences from research and practice. Practice
Implications: One important aspect of eliminating barriers to healthy occupations for the individuals
with whom we work is that of reducing stigma in our workplaces and our personal and/or professional
lives. Conclusions: Understanding stigma, considering our own biases, and developing action oriented
strategies to eradicate stigmatizing environments are essential components of client-centred occupational
therapy practice.
Reference List
1) Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ:
Prentice-Hall.
Strengths
Comments for Improvement
Well written clear.

Good/appropriate use of references. The work of
Goffman is central to the conceptualization of stigma.
Takes an established topic area and applies it in a new
way and links it to occupation.
Introduction is particularly strong. Defines the concept
and provides a context for the description of the presentation content.
Good use of specific objectives.
Practice implications are well written.
Strong finish pulls all content together.
Use of personal pronouns

Use of passive voice. Active
voice is stronger.
ABSTRACT #54
Abstract title: Cognitive changes in multiple sclerosis: An interactive case discussion
Abstract focus: Practice
Session type: Extended discussion
Category: Adult physical health
Author: Eynat Shevil
Introduction: Cognitive changes occur in up to 70% of persons diagnosed with multiple sclerosis (MS) [1].
These changes have a significant impact on performance areas across multiple life roles [2-4]. The clinical presentation of cognitive changes in MS is unique given the progressive nature of the disease and the interaction
between cognitive impairments and other MS symptoms. Objectives: To provide evidence-based information
on the evaluation and treatment of cognitive changes in MS. Approach: The presentation will include a
description of the cognitive profile seen in MS clients and MS-specific assessments that can be used by occupational therapists to evaluate the impact of cognitive changes on occupational performance. Illustration of this
content along with application of cognitive intervention strategies for MS clients will be discussed through
interactive case samples. Practice Implications: Although clients with MS are referred to occupational therapy,
cognitive changes may go undetected and untreated. During this session participants will become familiar with
cognitive evaluation tools and treatment methods that can be used with MS clients to guide client-centred
interventions and increase independent functioning. Conclusions: This session will facilitate understanding of
cognitive changes in MS and the application of evidence-based practice to address these challenges.
Reference List
1) Brassington, J.C., & Marsh, N.V. (1998). Neuropsychological aspects of multiple sclerosis.
Neuropsychology Review, 8(2), 43-72. 2) Rao, S.M., Leo, G.J., Bermardin, L., & Unverzegt, F. (1991).
Cognitive dysfunction in multiple sclerosis. I. Frequency, patterns and prediction. Neurology, 41, 685-691.
3) Mansson, E., & Lexell, J. (2004). Performance of activities of daily living in multiple sclerosis. Disability
and Rehabilitation, 26(10), 576-585. 4) Shevil, E., & Finlayson, M. (2006). The experience of managing
cognitive impairments among persons with multiple sclerosis. Israeli Journal of Occupational Therapy,
15(1), E5-E22.
Strengths
Effective introduction. Provides specific information

and links concepts.
Practice implications are clear practically oriented
session.
Session objectives (how it will be facilitated) is
indicated. Are specific and clear.
Clearly written, easy to understand.
Conclusion is direct.
Use of references to support the importance of this issue
Referencing style and number.

Should try to keep references to a
minimum of 2-3.
Passive voice.
Would be helpful to have more
information on methods used to
develop cognitive profile of clients.
ABSTRACT #154
Abstract title: On-line communities of practice: An innovative way to network
Abstract focus: Professional issues
Session type: Poster
Author: Brenda Head
Introduction: Online communities of practice connect occupational therapists who share a passion or
common interest in a topic. Therapists exchange information, discuss clinical issues, share expertise and
develop scholarly practice by interacting on a regular basis using web based technology. Objectives: To
share our experience to date with establishing and evaluating online communities of practice and to stimulate interest in communities of practice as a way to enhance scholarly practice through the use of web
based technology. Approach: The rationale, objectives, benefits and challenges as well as the process and
technology used to establish online communities of practice will be presented in the poster presentation.
Practice implications: Communities of practice are an innovative way to network with individuals who
share a common interest about a topic, provide mutual support, and develop knowledge and expertise by
interacting regularly. Communities of practice support best practice by mapping knowledge and identifying gaps within an environment of mutual support. Communities of practice are based on collegial relationships and these relationships help support professional confidence and best practice. Conclusions:
Online communities of practice are an ideal structure to facilitate the exchange and development of
knowledge within a virtual practice group.
Strengths
Clearly written. Introduces a new term communities

of practice but defines what these are within the first
couple of sentences.
Objectives are clear.
Approach is well described.
New/emerging area of interest - addresses issues of
evidence based practice, networking, etc.
Appropriate for poster as would allow discussion on
topic
Applicable to wide area of practice could replicate
this process in any area
Communities of practice could

have been better defined is this an
email distribution group?
Use of personal pronouns
ABSTRACT #172
Abstract title: Proposal for a multi-sensory handwriting study
Abstract focus: Research
Session type: Poster
Category: Child/adolescent general
Author: Alanna Derkach, Gwen Roberts, and Melissa Myers
Introduction: Handwriting difficulties are one of the most frequent reasons for referral to school-based
occupational therapy. Several occupational therapists and teachers are using, Handwriting Without Tears
(Olsen, 2003), a multi-sensory handwriting program. However there are no published studies examining
its effectiveness. Objectives: The purpose of the proposed study is to determine if the program
Handwriting Without Tears is effective in improving the quality and speed of printing in grade one students. Furthermore, the study will determine if students perceive gains in their printing skills. Methods:
This quasi-experimental study will use a crossover design whereby two groups of grade one students
receive intervention at different times. The intervention consists of an inservice to teachers on
Handwriting Without Tears, followed by teacher instruction using this program. Data will be collected at
three periods using the Minnesota Handwriting Assessment and a modified version of the Canadian
Occupational Performance Measure. Practice Implications: The proposed study will provide information
on whether Handwriting Without Tears is an effective tool and the implications for occupational therapy
intervention. Conclusions: Occupational therapists need to evaluate the efficacy of the tools used and
recommended within their pratice. Results may help develop health promotion and influence educational
system policies.
Reference List
1) Olsen, Jan. (2003). Handwriting Without Tears. Cabin John, MD.
Strengths
Appropriate use of reference.

Clearly written, objectives of study are clear. Methods
are well described. Link to practice is outlined.
This is entirely a proposed project

rather than one in progress or
completed, however the authors
are upfront about this.
ABSTRACT #292
Abstract title: Pursuing post-professional graduate studies while practicing: Factors to consider
Abstract focus: Education
Session type: Extended discussion
Author: Mary Clark, Sue Stanton and Joyce Tryssenaar
Introduction: Many factors influence practicing occupational therapists decisions to pursue postgraduate studies. Careful examination of needs, learning styles and barriers assists therapists considering
graduate work to choose a program that fulfills their objectives for advanced studies. Objectives:
Participants will become aware of factors affecting a decision to pursue graduate education, consider and
reflect upon their learning needs, and consider ways to overcome barriers to continuing their studies.
Methods: The session will begin with brief presentations from current graduate students and faculty
involved in curriculum development and learner support for three different programs. In small groups
participants will analyse and discuss their interest and suitability for research-focused, practice-based
and/or online programs. Practice Implications: With a move to masters entry-level many baccalaureatelevel therapists are interested in acquiring the knowledge and skills that provide them with the same
advanced credential as new therapists. Enabling therapists to determine preferences and suitability will
encourage more therapists to pursue advanced studies and thereby advance the professions knowledge
base and enhance practice outcomes. Conclusion: Committing to graduate studies takes careful
consideration. Understanding the options available and matching them with ones own needs can
enhance decision-making.
Strengths
Clearly written abstract

Wide spread appeal likely.
Excellent introduction. Introduces key concepts that
are picked up later in abstract.
Objectives listed in a logical sequential manner.
Practice implications are strong and immediately
relevant to the audience.
Methods of facilitating session are outlined as an
attendee I would have a good sense of what this session
would entail.
Great conclusion. Links back to the introduction.
ABSTRACT #300
Abstract title: Floor time play with preschoolers with autism in a specialized daycare setting
Abstract focus: Research
Session type: Paper
Category: Child/adolescent psychosocial health
Author: Rose Martini
Introduction: Floor time play (FTP) seeks to develop a childs abilities to play and relate socially. FTP is
used by occupational therapists, however little evidence exists as to its effectiveness. This study took place
in a daycare that provides services to preschool children identified with Autism. Objectives: An ABA
single subject design was used to determine whether FTP during occupational therapy intervention
resulted in changes in i) awareness of others, ii) self-stimulation, iii) play level, iv) initiation of and v)
response to a circle of communication, during free play in the daycare. Methods: Three children were
videotaped during 10-minute free play periods. The phases comprised of 12 baseline, 17 intervention,
and 7 return-to-baseline sessions. Pre-defined behaviors were identified for each child and coded from
randomized videotapes. Excellent inter-rater reliability was obtained for each of these behaviors. Results:
Visual analysis and the C-statistic were used to compare pre-defined behaviors in each phase. One child
improved in all noted behaviors, except self-stimulation, while two children improved in at least one
behavior. Conclusion: For all participants, FTP during occupational therapy intervention seemed to
contribute to at least one behavior change during free play. Study limitations and anecdotal observations
will also be discussed.
Strengths
Clearly written abstract very clear what this project

was about - what they did and how they analyzed the
data. Comprehensive.
Contribution to evidence based practice is evident.
Clearly describes population and setting so audience
can judge relevance to their practice.
Main variables of study clearly defined.
Tidy results. Statistical method for comparison is listed
and is appropriate for the design.
Statistics would fit better in

Methods section.
The first sentence of Objectives
should likely have been in the
Methods section.
Conclusion could be stronger.
Use of seemed to doesnt inspire
confidence. Last sentence is not a
conclusion and is not necessary.
ABSTRACT #
Abstract title: Validation franaise de la Mesure canadienne du rendement occupationnel
Abstract focus: Recherche
Session type: Confrence
Category: Personnes ges sant physique/Clinique Communaut
Author: Martine Brousseau
Introduction : Le besoin de validation des instruments de mesure utiliss autant pour la recherche et
pour le travail clinique en ergothrapie est justifi depuis longtemps. Le Canadian Occupational
Performance Measure nchappe pas ce processus de validation. Lintroduction indique clairement
limportance de cette tude Objectif : L'objectif de cet expos est de prsenter les rsultats empiriques de
la validation franaise de cet instrument de mesure ralise auprs de 2 chantillons de participants.
Mthode/approche : La mthode utilise se base sur les travaux de Vallerand (1989). Pour ce, lexpos
comprend notamment une brve recension des crits sur la qualit mtrologique de l'instrument, des
explications quand aux tapes pour la validation franaise (traduction inverse, pr-test, etc.) et la mthode de cueillette de donnes auprs des participants. Rsultats : Les coefficients de fidlit et de validit
interne obtenus auprs des 2 chantillons retenus sont prsents. Conclusion : Lexpos fait valoir que
l'instrument conserve des qualits acceptables au plan de la recherche et qu'au plan des interventions
auprs de clientles griatriques en ergothrapie, elle prsente certains avantages insouponns. Une
attention particulire est apporte au sens que revt en clinique lutilisation du vocabulaire auprs des
clientles. La direction gnrale des rsultats/de la conclusion est bien rsume
Reference List
Ces references ne sont pas ncessaires pas cite dans le texte
1) Bosch, J. (1995). The reliability and validity of the Canadian Occupational Performance Measure.
Mmoire de matrise indit, McMaster University, Hamilton, Ontario. 2) Brousseau, M. (2001) Relations
entre le rendement occupationnel subjectif, lefficience cognitive et lefficacit personnelle chez des personnes de 60 ans et plus aux prises avec des modifications abruptes de leurs capacits physiques. Thse de
doctorat en ducation. Universit du Qubec Trois-Rivires en collaboration avec erformance measure.
Canadian Journal of Occupational Therapy, 67, 22-30. 6) Vallerand, R. (1989). Vers une mthodologie de
validation trans-culturelle de questionnaires psychologiques: Implications pour la recherche en langue
franaise. Canadian Psychology, 30, 662-680.rosis. Neuropsychology Review, 8(2), 43-72. 2) Rao, S.M., Leo,
G.J., Bermardin, L., & Unverzegt, F. (1991). Cognitive dysfunction in multiple sclerosis. I. Frequency, patterns and prediction. Neurology, 41, 685-691. 3) Mansson, E., & Lexell, J. (2004). Performance of activities
of daily living in multiple sclerosis. Disability and Rehabilitation, 26(10), 576-585. 4) Shevil, E., &
Finlayson, M. (2006). The experience of managing cognitive impairments among persons with multiple
sclerosis. Israeli Journal of Occupational Therapy, 15(1), E5-E22.
2007 - ABSTRACT #134 - 43.33 will be presented in English

Abstract title: Participation sociale aprs un accident vasculaire crbral :
comparaison des perceptions patients-aidants
Abstract focus: Recherche
Session type: Affiche
Category: Personnes ges gnral
Author:Valrie Poulin
Introduction : Pour dresser le portrait complet du fonctionnement des personnes ayant subi un accident
vasculaire crbral (AVC), il est utile dinclure une valuation de leurs perceptions de leur participation
sociale avec un questionnaire valid. Jusqu maintenant, les personnes ayant des problmes cognitifs ont
t exclues des tudes sur la participation, rduisant la gnralisation des rsultats. Lintroduction prsente
clairement la pertinence de cette tude Objectif : Vrifier si les rponses dun proche-aidant peuvent tre
utilises avec confiance dans lestimation de la participation des personnes avec un AVC. Objectif claire,
simple, et directe Mthodologie : Quarante personnes de 50 ans ou plus, ayant subi un AVC et sans
atteinte cognitive significative, ont t recrutes ainsi quun proche-aidant pour chacune. En entrevue
individuelle, les participants rpondaient au questionnaire Mesure des habitudes de vie(1), valuant douze
domaines dactivits courantes et de rles sociaux du modle Processus de production du handicap(2). La
concordance des rponses des deux groupes de sujets tait mesure avec le coefficient de corrlation intraclasse (CCI). La mthodologie est clairement dcrite, prsentant assez de dtails pour pouvoir valuer la
validit de ltude Rsultats: Une concordance modre trs bonne a t obtenue [CCI: 0,82 pour le score
total, 0,87 pour le sous-total des activits courantes et 0,73 pour celui des rles sociaux]. Conclusion : Ces
rsultats appuient le recours au proche-aidant pour documenter la participation de personnes avec un
AVC incapables de rpondre elles-mmes.
Reference List
1. Fougeyrollas, P., Noreau, L., & St-Michel, G. (2002). Life Habits measure Shortened version (LIFE-H
3.1). CQCIDIH: Lac St-Charles, Qubec, Canada. 2. Fougeyrollas, P., Noreau, L., Bergeron, H., Cloutier,
R., Dion, S.A., & St-Michel, G. (1998). Social consequences of long term impairments and disabilities:
conceptual approach and assessment of handicap. International Journal of Rehabilitation Research, 21(2),
127-141.
2007 - ABSTRACT #189 - 43.33

Abstract title: Lutilisation des centres de jour par les personnes ges
Abstract focus: Pratique
Session type: Affiche
Category: Personnes ges gnrale
Author: Jacinthe Savard
Introduction : Les centres de jour visent le maintien domicile des personnes ges fragiles. Lorsque
dirig vers ce service, une grande partie de la clientle participe avec assiduit, alors que dautres quittent
aprs quelques semaines seulement ou participent irrgulirement, le service ne semblant pas rpondre
leurs besoins. Une meilleure connaissance des caractristiques des utilisateurs aidera mieux rpondre
aux besoins. Objectif : Dcrire les caractristiques des utilisateurs de centre de jour parmi une clientle
ge vulnrable, ainsi que les activits qui leur sont offertes. Mthodes : Analyse secondaire de donnes
recueillies par le projet de dmonstration Systme intgr pour personnes ges expriment de 1999
2001, incluant des analyses de rgressions logistiques pour identifier les dterminants de lutilisation.
Rsultats : On observe, entre autres, que le niveau dducation influence lutilisation ; le cot des services
cre une contrainte qui peut rduire laccs au centre de jour ; les hommes et les femmes nutilisent pas le
service de la mme faon. Le lien entre lobjectif de ltude, la mthodologie choisie, et les rsultats est
vident et facile suivre Conclusion : Ces rsultats peuvent tre utiles lergothrapeute qui travaille en
centre de jour ou qui y dirige des clients. Ils fournissent des pistes explorer pour mieux comprendre les
attentes des divers groupes d'utilisateurs. Lauteur redirige ici le lecteur la pertinence de ltude pour ceux
travaillant avec cette population

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Tips for Preparing Abstracts

First task Deciding the focus and presentation format