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Ohio Occupational Therapy — Requirements & Free Practice

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Occupational Therapist License

Ohio license to practice occupational therapy as an occupational therapist, issued by the occupational therapy section of the Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board.

Licensing authority: Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board (Occupational Therapy Section) · Application information

OT Compact privilege to practice in Ohio, an authorization equivalent to a license granted to a licensee of another member state (R.C. 4755.14; OAC 4755:1 1 06)
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Application
Applies for the privilege through the OT Compact Commission (otcompact.gov) and pays the Ohio compact privilege fee (Board OT Compact page; OAC 4755-4-01).
Home State License
Holds an active, unencumbered license in a home state that is a member of the Occupational Therapy Licensure Compact and meets the compact's eligibility requirements (R.C. 4755.14, Compact Section 4).
Timing
The rule requires passing the Ohio occupational therapy jurisprudence examination before practicing in Ohio (OAC 4755:1-1-06(B)); the Board's page says to take it immediately after obtaining the privilege.
Renewal of an OT Compact privilege to practice in Ohio (OAC 4755:1 1 06(C))
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
First Renewal Exempt
The jurisprudence examination is not required for the first renewal of the compact privilege; it is required before every later renewal (OAC 4755:1-1-06(C)).
Renewal
The privilege expires with the home state license and is renewed through otcompact.gov (Board OT Compact page).
Initial licensure by endorsement (OAC 4755:1 1 01(F)), including conversion of an OT Compact privilege to an Ohio license

All of the following:

  • OTR exam
  • Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Compact Privilege Conversion
A holder of a current OT Compact privilege to practice in Ohio who holds a license in another state and has never held an Ohio license applies through the endorsement application type, uploading a screenshot of the OT Compact credential in place of the education, licensure and NBCOT verifications (Board privilege conversion instructions, January 2026).
Criminal Records Check
BCI and FBI criminal records check (R.C. 4755.70; OAC 4755-3-05).
Current Credential
Holds a current, valid license to practice in the same occupation in another U.S. state or territory, or current, valid NBCOT certification (OAC 4755:1-1-01(F)(2)); has never held an Ohio license (Board endorsement application page).
Education
Meets the education requirement of OAC 4755:1-1-01(D)(1) (OAC 4755:1-1-01(F)(1)).
Education Waiver
The section may waive the education requirement on the basis of job experience for a foreign-educated applicant who passed the NBCOT examination and practiced as a licensee in another state (R.C. 4755.09; OAC 4755:1-1-02(B)).
Internationally Educated
Internationally educated applicants meet OAC 4755:1-1-01(H).
Jurisprudence Examination
R.C. 4755.11(A)(10) makes failing the Ohio jurisprudence examination a ground to refuse a license; OAC 4755:1-1-01(C)(4) requires applications to be accompanied by the documents specified on the application; the Board's application instructions specify a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%). OAC 4755:1-1-03(A) states that passing the NBCOT certification examination satisfies the section's examination requirements; this survey reads that rule as implementing the qualifying written examination of R.C. 4755.07(C) and not as excluding the jurisprudence examination.
Minimum Age
At least eighteen years of age (OAC 4755:1-1-01(A)).
Out Of Practice
An applicant who has not practiced for more than five years (fewer than 250 hours in the five years before applying, OAC 4755:1-1-04(C)) may be subject to additional requirements, including retaking and passing the NBCOT certification examination (OAC 4755:1-1-01(G)).
Initial licensure by examination (OAC 4755:1 1 01(D))

All of the following:

  • OTR exam
  • Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Criminal Records Check
BCI and FBI criminal records check (R.C. 4755.70; OAC 4755-3-05).
Education
Completed an ACOTE-accredited occupational therapy program or submitted evidence satisfactory to the section of a substantially equivalent program, including the supervised fieldwork required by R.C. 4755.07(B) (OAC 4755:1-1-01(D)(1), OAC 4755:1-1-02(A)).
Examination Waiver
The section may waive the examination requirement for an applicant who met its education, training, and job experience requirements (R.C. 4755.09).
Graduated Five Or More Years Ago
An applicant who graduated five or more years before applying may be subject to additional requirements, including twenty hours of continuing education, competency appraisals, mentorship, a professional development plan, extended coursework, or retaking and passing the NBCOT certification examination (OAC 4755:1-1-01(E)).
Internationally Educated
Internationally educated applicants complete an education credentials review (not required for initial NBCOT certification on or after January 1, 2004), show eligibility to practice in the country of education, and show TOEFL iBT scores of at least 26 speaking and 89 overall unless educated in a listed English-speaking country (OAC 4755:1-1-01(H)).
Jurisprudence Examination
R.C. 4755.11(A)(10) makes failing the Ohio jurisprudence examination a ground to refuse a license; OAC 4755:1-1-01(C)(4) requires applications to be accompanied by the documents specified on the application; the Board's application instructions specify a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%). OAC 4755:1-1-03(A) states that passing the NBCOT certification examination satisfies the section's examination requirements; this survey reads that rule as implementing the qualifying written examination of R.C. 4755.07(C) and not as excluding the jurisprudence examination.
Minimum Age
At least eighteen years of age (OAC 4755:1-1-01(A)).
No Prior License
Not licensed and never licensed in any U.S. state or territory in the same occupation (OAC 4755:1-1-01(D)(3)).
Safe Haven Presentation
View the Board's required safe haven program presentation (OAC 4755:1-1-01(C)(4)).
Licensure of an out of state license, government certification, private certification or experience holder under R.C. 4755.08 and Chapter 4796
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Alternative Bases
Alternatively, a private certification held at least two years with practice in two of the five preceding years in a state that does not license the profession (R.C. 4796.04), or practice in three of the five preceding years in such a state or in the uniformed services (R.C. 4796.05); the Board may waive the durations.
Fee
Pays the fee set by the licensing authority (R.C. 4796.03(F)).
Jurisprudence Examination
R.C. 4796.08(A) permits the section to require its laws-and-rules examination; the Board's endorsement application instructions require a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%).
National Examination Per Board
Chapter 4796 does not list a national examination among its conditions. The Board's compilation summary states, of Chapter 4796: "Continues to require passage of a national examination, background checks, and to follow Ohio's scope of practice"; the Board's endorsement application, which these applicants use, asks for verification of the NBCOT certification examination.
No Disqualifying History
Has not surrendered or had revoked a license for negligence or intentional misconduct and has no disqualifying criminal offense (R.C. 4796.03(E), (G)); criminal records check (R.C. 4796.08(B)).
Out Of State License
Holds a substantially similar out-of-state occupational license or a government certification in the same profession, held for at least one year with practice in at least one of the five years before applying (waivable), in good standing, obtained by satisfying education, training or experience requirements or passing an examination (R.C. 4796.03).
Reinstatement of an expired Ohio license (OAC 4755:1 1 07)

All of the following:

  • Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
  • OTR exam
Continuing Education
Twenty contact hours of continuing education within the two years before applying (OAC 4755:1-1-07(B)(5), (D)).
Nbcot At Section Discretion
The NBCOT certification examination applies only to an applicant out of practice more than five years whom the section subjects to additional requirements (OAC 4755:1-1-07(D)(2)(c)(vi)); the Board's Out of Practice Reference Guide names retaking the NBCOT examination within six months as the primary option, with a limited license followed by supervised practice or an occupational therapy practitioner reentry program as alternates, after pathway approval by the Board.
Other Additional Requirements
Additional continuing education, competency-based performance appraisals, mentorship, a professional development plan or extended coursework may be required of applicants out of practice more than five years (OAC 4755:1-1-07(D)(2)(c)).
Prior Ohio License
Previously held an Ohio license that expired (OAC 4755:1-1-07(A), (D)).
Written Statement
A written statement of why the license was not renewed (Board reinstatement instructions).
Biennial license renewal (R.C. 4755.10; OAC 4755:1 1 05)
No examination is required for this applicant pathway.
Continuing Education
Twenty contact hours per renewal cycle, including one hour of ethics, jurisprudence or cultural competence and one hour of mental health or substance use education; passing the Ohio OT jurisprudence examination may earn one contact hour (OAC 4755:1-3-01). First renewals require no continuing education (Board renewal page).
Deadline
Occupational therapist licenses are renewed by June 30 of each odd-numbered year (OAC 4755:1-1-05).
Fee
Renewal fee (OAC 4755-4-01).

Official no-examination sources

Effective from 2023-11-09.

Temporary military license (R.C. 4743.041; OAC 4755 3 04(B))
No examination is required for this applicant pathway.
Criminal Records Check
Complies with the criminal records check (R.C. 4743.041(B)(4); OAC 4755-3-04(B)(1)(d)).
Military Duty
The applicant or the applicant's spouse is on military duty in Ohio (R.C. 4743.041(B)(3)).
Out Of State License
Holds a valid license to practice issued by another state and is in good standing in all states of licensure (R.C. 4743.041(B)(1)-(2); OAC 4755-3-04(B)(1)).
Term
Valid for no more than six years (R.C. 4743.041(D); OAC 4755-3-04(B)(4)); the Board licensing page describes it as a seven-year temporary license. Non-renewable; fees waived.

Official no-examination sources

Effective from 2025-03-20.

Occupational Therapy Assistant License

Ohio license to assist in the practice of occupational therapy as an occupational therapy assistant, issued by the occupational therapy section of the Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board.

Licensing authority: Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board (Occupational Therapy Section) · Application information

OT Compact privilege to practice in Ohio, an authorization equivalent to a license granted to a licensee of another member state (R.C. 4755.14; OAC 4755:1 1 06)
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Application
Applies for the privilege through the OT Compact Commission (otcompact.gov) and pays the Ohio compact privilege fee (Board OT Compact page; OAC 4755-4-01).
Home State License
Holds an active, unencumbered license in a home state that is a member of the Occupational Therapy Licensure Compact and meets the compact's eligibility requirements (R.C. 4755.14, Compact Section 4).
Timing
The rule requires passing the Ohio occupational therapy jurisprudence examination before practicing in Ohio (OAC 4755:1-1-06(B)); the Board's page says to take it immediately after obtaining the privilege.
Renewal of an OT Compact privilege to practice in Ohio (OAC 4755:1 1 06(C))
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
First Renewal Exempt
The jurisprudence examination is not required for the first renewal of the compact privilege; it is required before every later renewal (OAC 4755:1-1-06(C)).
Renewal
The privilege expires with the home state license and is renewed through otcompact.gov (Board OT Compact page).
Initial licensure by endorsement (OAC 4755:1 1 01(F)), including conversion of an OT Compact privilege to an Ohio license

All of the following:

Compact Privilege Conversion
A holder of a current OT Compact privilege to practice in Ohio who holds a license in another state and has never held an Ohio license applies through the endorsement application type, uploading a screenshot of the OT Compact credential in place of the education, licensure and NBCOT verifications (Board privilege conversion instructions, January 2026).
Criminal Records Check
BCI and FBI criminal records check (R.C. 4755.70; OAC 4755-3-05).
Current Credential
Holds a current, valid license to practice in the same occupation in another U.S. state or territory, or current, valid NBCOT certification (OAC 4755:1-1-01(F)(2)); has never held an Ohio license (Board endorsement application page).
Education
Meets the education requirement of OAC 4755:1-1-01(D)(1) (OAC 4755:1-1-01(F)(1)).
Education Waiver
The section may waive the education requirement on the basis of job experience for a foreign-educated applicant who passed the NBCOT examination and practiced as a licensee in another state (R.C. 4755.09; OAC 4755:1-1-02(B)).
Internationally Educated
Internationally educated applicants meet OAC 4755:1-1-01(H).
Jurisprudence Examination
R.C. 4755.11(A)(10) makes failing the Ohio jurisprudence examination a ground to refuse a license; OAC 4755:1-1-01(C)(4) requires applications to be accompanied by the documents specified on the application; the Board's application instructions specify a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%). OAC 4755:1-1-03(A) states that passing the NBCOT certification examination satisfies the section's examination requirements; this survey reads that rule as implementing the qualifying written examination of R.C. 4755.07(C) and not as excluding the jurisprudence examination.
Minimum Age
At least eighteen years of age (OAC 4755:1-1-01(A)).
Out Of Practice
An applicant who has not practiced for more than five years (fewer than 250 hours in the five years before applying, OAC 4755:1-1-04(C)) may be subject to additional requirements, including retaking and passing the NBCOT certification examination (OAC 4755:1-1-01(G)).
Initial licensure by examination (OAC 4755:1 1 01(D))

All of the following:

Criminal Records Check
BCI and FBI criminal records check (R.C. 4755.70; OAC 4755-3-05).
Education
Completed an ACOTE-accredited occupational therapy program or submitted evidence satisfactory to the section of a substantially equivalent program, including the supervised fieldwork required by R.C. 4755.07(B) (OAC 4755:1-1-01(D)(1), OAC 4755:1-1-02(A)).
Examination Waiver
The section may waive the examination requirement for an applicant who met its education, training, and job experience requirements (R.C. 4755.09); examination may be waived for a person certified as an occupational therapy assistant by the American Occupational Therapy Association before August 27, 1976 (OAC 4755:1-1-03(B)).
Graduated Five Or More Years Ago
An applicant who graduated five or more years before applying may be subject to additional requirements, including twenty hours of continuing education, competency appraisals, mentorship, a professional development plan, extended coursework, or retaking and passing the NBCOT certification examination (OAC 4755:1-1-01(E)).
Internationally Educated
Internationally educated applicants complete an education credentials review (not required for initial NBCOT certification on or after January 1, 2004), show eligibility to practice in the country of education, and show TOEFL iBT scores of at least 26 speaking and 89 overall unless educated in a listed English-speaking country (OAC 4755:1-1-01(H)).
Jurisprudence Examination
R.C. 4755.11(A)(10) makes failing the Ohio jurisprudence examination a ground to refuse a license; OAC 4755:1-1-01(C)(4) requires applications to be accompanied by the documents specified on the application; the Board's application instructions specify a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%). OAC 4755:1-1-03(A) states that passing the NBCOT certification examination satisfies the section's examination requirements; this survey reads that rule as implementing the qualifying written examination of R.C. 4755.07(C) and not as excluding the jurisprudence examination.
Minimum Age
At least eighteen years of age (OAC 4755:1-1-01(A)).
No Prior License
Not licensed and never licensed in any U.S. state or territory in the same occupation (OAC 4755:1-1-01(D)(3)).
Safe Haven Presentation
View the Board's required safe haven program presentation (OAC 4755:1-1-01(C)(4)).
Licensure of an out of state license, government certification, private certification or experience holder under R.C. 4755.08 and Chapter 4796
Ohio Occupational Therapy Jurisprudence Examination (practice unavailable)
Alternative Bases
Alternatively, a private certification held at least two years with practice in two of the five preceding years in a state that does not license the profession (R.C. 4796.04), or practice in three of the five preceding years in such a state or in the uniformed services (R.C. 4796.05); the Board may waive the durations.
Fee
Pays the fee set by the licensing authority (R.C. 4796.03(F)).
Jurisprudence Examination
R.C. 4796.08(A) permits the section to require its laws-and-rules examination; the Board's endorsement application instructions require a passed Ohio OT Jurisprudence Exam transcript (minimum passing score 90%).
National Examination Per Board
Chapter 4796 does not list a national examination among its conditions. The Board's compilation summary states, of Chapter 4796: "Continues to require passage of a national examination, background checks, and to follow Ohio's scope of practice"; the Board's endorsement application, which these applicants use, asks for verification of the NBCOT certification examination.
No Disqualifying History
Has not surrendered or had revoked a license for negligence or intentional misconduct and has no disqualifying criminal offense (R.C. 4796.03(E), (G)); criminal records check (R.C. 4796.08(B)).
Out Of State License
Holds a substantially similar out-of-state occupational license or a government certification in the same profession, held for at least one year with practice in at least one of the five years before applying (waivable), in good standing, obtained by satisfying education, training or experience requirements or passing an examination (R.C. 4796.03).
Reinstatement of an expired Ohio license (OAC 4755:1 1 07)

All of the following:

Continuing Education
Twenty contact hours of continuing education within the two years before applying (OAC 4755:1-1-07(B)(5), (D)).
Nbcot At Section Discretion
The NBCOT certification examination applies only to an applicant out of practice more than five years whom the section subjects to additional requirements (OAC 4755:1-1-07(D)(2)(c)(vi)); the Board's Out of Practice Reference Guide names retaking the NBCOT examination within six months as the primary option, with a limited license followed by supervised practice or an occupational therapy practitioner reentry program as alternates, after pathway approval by the Board.
Other Additional Requirements
Additional continuing education, competency-based performance appraisals, mentorship, a professional development plan or extended coursework may be required of applicants out of practice more than five years (OAC 4755:1-1-07(D)(2)(c)).
Prior Ohio License
Previously held an Ohio license that expired (OAC 4755:1-1-07(A), (D)).
Written Statement
A written statement of why the license was not renewed (Board reinstatement instructions).
Biennial license renewal (R.C. 4755.10; OAC 4755:1 1 05)
No examination is required for this applicant pathway.
Continuing Education
Twenty contact hours per renewal cycle, including one hour of ethics, jurisprudence or cultural competence and one hour of mental health or substance use education; passing the Ohio OT jurisprudence examination may earn one contact hour (OAC 4755:1-3-01). First renewals require no continuing education (Board renewal page).
Deadline
Occupational therapy assistant licenses are renewed by June 30 of each even-numbered year (OAC 4755:1-1-05).
Fee
Renewal fee (OAC 4755-4-01).

Official no-examination sources

Effective from 2023-11-09.

Temporary military license (R.C. 4743.041; OAC 4755 3 04(B))
No examination is required for this applicant pathway.
Criminal Records Check
Complies with the criminal records check (R.C. 4743.041(B)(4); OAC 4755-3-04(B)(1)(d)).
Military Duty
The applicant or the applicant's spouse is on military duty in Ohio (R.C. 4743.041(B)(3)).
Out Of State License
Holds a valid license to practice issued by another state and is in good standing in all states of licensure (R.C. 4743.041(B)(1)-(2); OAC 4755-3-04(B)(1)).
Term
Valid for no more than six years (R.C. 4743.041(D); OAC 4755-3-04(B)(4)); the Board licensing page describes it as a seven-year temporary license. Non-renewable; fees waived.

Official no-examination sources

Effective from 2025-03-20.

OTR exam

Format
Three- and four-option single-response multiple-choice items and six-option multi-select scenario sets
Exam questions
180 items
Examination outline
  • Domain 1 — Evaluation and Assessment: Acquire information regarding factors that influence occupational performance on an ongoing basis throughout the occupational therapy process. (23%)
    • Task 1: Identify the influence of development and lived experience; body functions and body structures; values, beliefs, and spirituality; and identity on occupational performance.
    • Task 1 knowledge 1: Impact of typical development and aging on occupational performance, health, and wellness across the life span.
    • Task 1 knowledge 2: Expected patterns, progressions, and prognoses associated with conditions that limit occupational performance. Examples include signs and symptoms of disease; stages of disease; secondary complications.
    • Task 1 knowledge 3: Impact of body functions and body structures on occupational performance. Examples include cognitive impairments; congenital anomalies.
    • Task 1 knowledge 4: Influence of lived experiences and identity on occupational performance. Examples include history of trauma and adverse childhood events; socioeconomic status; gender, race, culture, religion.
    • Task 2: Assess a client’s functional skills, roles, prioritized needs and wants, and performance context to evaluate their occupational performance.
    • Task 2 knowledge 1: Resources and considerations for acquiring information about the client’s current condition and occupational performance. Examples include referrals; client records; developmental history; Individualized Education Program (IEP) plans; theoretical approach and frame of reference.
    • Task 2 knowledge 2: Administration, purpose, indications, advantages, and limitations of standardized and nonstandardized screening and assessment tools. Examples include criterion-referenced tests; norm-referenced tests; client and caregiver interviews; observation.
    • Task 2 knowledge 3: Internal and external factors influencing a client’s engagement in occupation. Examples include roles, habits, routines, and rituals; environmental context; family and social supports; medication side effects and interactions; mental health.
    • Task 3: Perform an activity analysis to determine the influence of task demands, current conditions, performance skills, and context on occupation.
    • Task 3 knowledge 1: Task requirements, steps to task completion, and task demands across contexts or settings.
    • Task 3 knowledge 2: Personal and environmental factors that facilitate or inhibit task completion or occupational engagement. Examples include compensation patterns; role of performance context; influence of current conditions.
  • Domain 2 — Analysis, Interpretation, and Planning: Formulate conclusions regarding client needs and priorities to develop and monitor an intervention plan throughout the occupational therapy process. (23%)
    • Task 1: Synthesize assessment results to determine eligibility for services and establish a client-centered intervention plan.
    • Task 1 knowledge 1: Interpretation and analysis of quantitative assessments. Examples include statistical terminology; scoring; limitations of scores; client reactions to testing.
    • Task 1 knowledge 2: Interpretation of qualitative findings. Examples include occupational profile; outcomes of needs assessment; results from interviews or observations.
    • Task 1 knowledge 3: Integration and application of quantitative assessment results and qualitative findings to guide critical decision-making and prioritize needs.
    • Task 2: Collaborate with the client, the client’s relevant others, occupational therapy colleagues, and other professionals using a client-centered approach and therapeutic use of self to manage occupational therapy services.
    • Task 2 knowledge 1: Roles and responsibilities among interprofessional teams when coordinating client care and providing services. Examples include referral to and consultation with other services; interprofessional communication methods; scope of practice.
    • Task 2 knowledge 2: Processes for managing interprofessional intervention plans. Examples include Individualized Education Program (IEP) plans; discharge plans; transition plans; palliative and hospice care plans.
    • Task 2 knowledge 3: Client-centered approaches and considerations for coordinating occupational therapy services. Examples include therapeutic use of self; advocacy; frequency/duration of intervention; level of service delivery.
    • Task 2 knowledge 4: Factors used to prioritize intervention goals and activities in collaboration with the client and family, teacher, caregiver, and relevant others. Examples include client-reported outcomes; level of support required; context of service delivery; progress toward goals.
    • Task 2 knowledge 5: Strategies for addressing and enhancing health literacy with the client and relevant others. Examples include caregiver training; teaching-learning models; methods for making health information accessible; informed decision-making; navigating challenges to professional expertise.
    • Task 3: Monitor and modify the intervention plan, approach, context, and goals on an ongoing basis using clinical reasoning.
    • Task 3 knowledge 1: Factors for determining and managing context and activities to meet individual and group intervention goals and objectives. Examples include client needs and priorities; response to intervention.
    • Task 3 knowledge 2: Strategies for monitoring the effectiveness of individual and group interventions. Examples include client-reported outcomes; reevaluation results; progress toward goals.
    • Task 3 knowledge 3: Clinical decision-making for assessing and adapting the intervention plan and prioritizing goals based on client response to intervention. Examples include physiological changes; behavioral reactions; emotion regulation; developmental needs.
    • Task 3 knowledge 4: Precautions or contraindications associated with a client’s condition or stage of recovery. Examples include postsurgical precautions; vital signs; laboratory values; suicidal ideation.
  • Domain 3 — Select and Manage Interventions: Select and implement interventions for managing a client-centered plan throughout the occupational therapy process. (38%)
    • Task 1: Incorporate preparatory techniques, activities, and modalities as an adjunct to interventions to promote healing and enhance engagement in occupation-based activities.
    • Task 1 knowledge 1: Considerations for selecting, preparing, and adapting the intervention technique to support optimal engagement and promote goal achievement. Examples include client condition; client safety.
    • Task 1 knowledge 2: Considerations for selecting, preparing, and adapting the intervention environment to support optimal engagement and promote goal achievement. Examples include ensuring privacy during telehealth sessions; equipment safety; line management.
    • Task 1 knowledge 3: Indications, contraindications, and precautions associated with wound management and maintaining skin integrity. Examples include stage of wound healing; prevention and management of pressure ulcers.
    • Task 1 knowledge 4: Indications, contraindications, precautions, and clinical application of superficial thermal agents. Examples include dry whirlpool; hot packs; cryotherapy.
    • Task 1 knowledge 5: Indications, contraindications, precautions, and clinical application of deep thermal, mechanical, and electrotherapeutic physical agent modalities. Examples include transcutaneous and neuromuscular electrical stimulation; biofeedback.
    • Task 2: Implement occupation-based strategies to support participation in activities of daily living (ADL), instrumental activities of daily living (IADL), health management, rest and sleep, education, work, play, leisure, and social participation across the life span.
    • Task 2 knowledge 1: Interventions for supporting leisure and play.
    • Task 2 knowledge 2: Methods for grading an activity, task, or technique based on level of development, client status, response to intervention, and client needs.
    • Task 2 knowledge 3: Considerations for facilitating individual and group participation in shared activities. Examples include group processes; group dynamics; group type and function.
    • Task 2 knowledge 4: Interventions to support cognitive, visual-motor, visual, and perceptual processing and sensory arousal. Examples include sensory modulation; proprioceptive input; vestibular strategies; low vision strategies.
    • Task 2 knowledge 5: Compensatory and remedial strategies for managing cognitive and perceptual deficits or developmental disabilities. Examples include graded cueing; chaining; metacognition; memory aids.
    • Task 2 knowledge 6: Adaptive and preventive strategies for supporting optimal engagement in occupation. Examples include use of technology/apps; joint protection; task simplification; energy conservation.
    • Task 2 knowledge 7: Intervention strategies and techniques used to facilitate oral motor skills for drinking, eating, and swallowing. Examples include hand-to-mouth patterns; mastication; adaptive utensils; positioning at mealtime.
    • Task 2 knowledge 8: Prevocational, vocational, and transitional services, options, and resources for supporting strengths, interests, employment, and lifestyle goals across the life span.
    • Task 2 knowledge 9: Strategies, techniques, and client-centered education to facilitate functional transfers.
    • Task 2 knowledge 10: Strategies for promoting wellness and mental health. Examples include relaxation; sleep hygiene; addiction management.
    • Task 3: Select and implement interventions for improving sensory, motor, neurological, and physiological status, considering client condition and current stage of recovery, to support occupational performance.
    • Task 3 knowledge 1: Methods for grading therapeutic exercise and conditioning programs consistent with indications and precautions.
    • Task 3 knowledge 2: Techniques for sensory and motor reeducation, pain management, desensitization, edema reduction, and scar management. Examples include manual edema mobilization; nerve gliding; neuromuscular reeducation; constraint-induced movement.
    • Task 3 knowledge 3: Techniques for promoting improved postural stability, dynamic balance, body mechanics, and breathing patterns during functional tasks.
    • Task 4: Select, fabricate, and modify orthotic devices, and provide training in the use of orthotic and prosthetic devices to support functional outcomes.
    • Task 4 knowledge 1: Types and functions of immobilization, mobilization, and restriction orthoses for managing specific conditions and congenital anomalies across the life span.
    • Task 4 knowledge 2: Types and functions of prosthetic devices for upper and lower extremity amputations.
    • Task 4 knowledge 3: Implications of anatomical, physiological, biomechanical, cognitive, and socioeconomic factors and healing principles for orthotic selection, design, fabrication, and modification.
    • Task 4 knowledge 4: Client-centered education and training methods for the safe and effective use of orthotic and prosthetic devices.
    • Task 5: Select assistive technology options, adaptive devices, mobility aids, and other durable medical equipment to enable participation in occupation.
    • Task 5 knowledge 1: Factors related to measuring, selecting, monitoring the fit of, and recommending modifications to seating systems, positioning devices, and mobility aids. Examples include equipment components; biomechanical considerations; usability and maintenance.
    • Task 5 knowledge 2: Types, characteristics, and features of high- and low-tech assistive technology and adaptive devices. Examples include interface options and processor parameters; equipment components.
    • Task 5 knowledge 3: Mobility options, vehicle adaptations, and alternative devices for supporting participation in community mobility. Examples include adapted driving controls; wheelchair tie downs; alternative transportation options; dynamic mobile standers; navigation apps.
    • Task 5 knowledge 4: Client factors influencing successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment. Examples include developmental, physical, functional, cognitive, and mental health status; prioritized needs.
    • Task 5 knowledge 5: Client-centered education and training methods for successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment.
    • Task 6: Recommend environmental modifications, while considering accessibility guidelines, standards, and legislation, to support participation in occupation consistent with client needs and status, task demands, and context.
    • Task 6 knowledge 1: Principles of ergonomics and universal design for identifying, recommending, and implementing features and reasonable accommodations in the workplace, home, and virtual and public spaces.
    • Task 6 knowledge 2: Processes and procedures for identifying, recommending, and implementing modifications in the workplace, home, and virtual and public spaces.
  • Domain 4 — Competency and Practice Management: Manage professional activities of self and relevant others as guided by evidence, regulatory compliance, and standards of practice to promote quality care. (16%)
    • Task 1: Employ evidence-based strategies and approaches to provide safe, effective, and efficient services relevant to individuals, groups, and populations.
    • Task 1 knowledge 1: Methods for locating, reviewing, interpreting, and critically appraising scholarly research to guide practice-relevant decision-making. Examples include defining a clinical question; determining the clinical bottom line.
    • Task 1 knowledge 2: Methods for applying continuous quality improvement processes and procedures to occupational therapy service delivery. Examples include program evaluation; outcome measures.
    • Task 1 knowledge 3: Evidence-based programming for advancing population health outcomes. Examples include aging in place; fall prevention; health and wellness; community support groups.
    • Task 2: Incorporate risk management techniques at the individual and practice-setting levels to protect clients, self, staff, and others from injury or harm.
    • Task 2 knowledge 1: Infection control procedures and universal precautions for reducing transmission of contaminants. Examples include PPE; isolation precautions; cleaning equipment.
    • Task 2 knowledge 2: Responses to adverse reactions, minor injuries, and emergency situations. Examples include minor burns and cuts; seizures; diabetic reactions.
    • Task 2 knowledge 3: Preventive measures for minimizing risk and promoting safety. Examples include proper body mechanics; safety data sheet (SDS); standard operating procedures; equipment maintenance; emergency preparedness; personal safety in the client’s environment.
    • Task 2 knowledge 4: Strategies and resources to prevent professional burnout. Examples include assessment of personal needs; self-advocacy regarding workload; stress management.
    • Task 3: Provide occupational therapy services in accordance with laws, regulations, state occupational therapy practice acts, and accreditation guidelines to protect consumers and meet applicable reimbursement requirements related to the service delivery setting.
    • Task 3 knowledge 1: Application of federal regulations, state practice acts, facility policies, and accreditation guidelines related to service delivery across occupational therapy practice settings. Examples include health care legislation; accreditation organizations; licensing and credentialing; supervisory role under state practice acts.
    • Task 3 knowledge 2: Influence of reimbursement policies and guidelines on occupational therapy service delivery.
    • Task 3 knowledge 3: Accountability processes and procedures for justifying, tracking, and monitoring outcomes. Examples include relevant practice terminology; documentation guidelines.
    • Task 4: Engage in professional development and competency assessment activities relevant to the job role, practice setting, scope of practice, and professional certification standards.
    • Task 4 knowledge 1: Methods for identifying, documenting, and monitoring service competency and professional development needs. Examples include competency self-assessment; mentoring.
    • Task 4 knowledge 2: Application of ethical decision-making and professional behaviors guided by the NBCOT Practice Standards and Code of Conduct.
Examination sources

Ohio Occupational Therapy Jurisprudence Examination

Provider
Ohio OTPTAT Board via ohiootptatboard.myicourse.com
Format
Online, open book
Passing score
90% or better
Exam fee
No additional fee
Practice scope

Inferred from the examination name; the authority has not published an examination outline.

  • Ohio Revised Code Chapter 4755: Occupational Therapists; Physical Therapists; Athletic Trainers
  • Ohio Revised Code section 4743.09: Standards for telehealth services
  • Ohio Revised Code section 4776.20: Violation of law regarding trafficking in persons by licensee
  • Ohio Revised Code Chapter 4796: Licensure for Out-of-State License Holder Applicants (enumerated sections)
  • Ohio Administrative Code Chapter 4755-2: Impaired Practitioner Rules; Disciplinary Procedures; License Reinstatement
  • Ohio Administrative Code Chapter 4755-3: Certificate of License; Display; Verification; and Criminal Background Check
  • Ohio Administrative Code Chapter 4755-5: Youth sports concussion and head injury assessment and clearance
  • Ohio Administrative Code Chapter 4755:1-1: Licensing; Education; Examination; and Renewal
  • Ohio Administrative Code Chapter 4755:1-2: Code of Ethical Conduct and Practice Definition
  • Ohio Administrative Code Chapter 4755:1-3: Continuing Education; Waivers and Exemptions
Examination sources

COTA Certification Exam

Format
Three- and four-option single-response multiple-choice items and six-option multi-select items
Exam questions
190 items
Examination outline
  • Domain 1 — Collaborate and Gather Information: Under the supervision of the OTR, acquire information on an ongoing basis regarding factors that influence occupational performance. (27%)
    • Task 1: Recognize the influence of development and lived experience; body functions and body structures; values, beliefs, and spirituality; and identity on occupational performance.
    • Task 1 knowledge 1: Impact of typical development and aging on occupational performance, health, and wellness across the life span.
    • Task 1 knowledge 2: Expected patterns, progressions, and prognoses associated with conditions that limit occupational performance. Examples include signs and symptoms of disease; stages of disease; secondary complications.
    • Task 1 knowledge 3: Impact of body functions and body structures on occupational performance. Examples include cognitive impairments; congenital anomalies.
    • Task 1 knowledge 4: Influence of lived experiences and identity on occupational performance. Examples include history of trauma and adverse childhood events; socioeconomic status; gender, race, culture, religion.
    • Task 2: Acquire information about a client’s functional skills, roles, prioritized needs and wants, and performance context to inform the development of and updates to an occupational profile.
    • Task 2 knowledge 1: Resources for acquiring information about the client’s current condition and occupational performance. Examples include referrals; client records; developmental history; Individualized Education Program (IEP) plans.
    • Task 2 knowledge 2: Purpose, advantages, limitations, and service competency needs related to the administration of standardized and nonstandardized assessments and screening methods. Examples include criterion-referenced tests; norm-referenced tests; client and caregiver interviews; observation.
    • Task 2 knowledge 3: Internal and external factors influencing a client’s engagement in occupation. Examples include roles, habits, routines, and rituals; environmental context; family and social supports; medication side effects and interactions; mental health.
    • Task 3: Perform an activity analysis to determine the influence of task demands, current conditions, performance skills, and context on occupation.
    • Task 3 knowledge 1: Task requirements, steps to task completion, and task demands across contexts or settings.
    • Task 3 knowledge 2: Personal and environmental factors that facilitate or inhibit task completion or occupational engagement. Examples include compensation patterns; role of performance context; influence of current conditions.
    • Task 4: Collaborate with the client, the client’s relevant others, occupational therapy colleagues, and other professionals using a client-centered approach and therapeutic use of self to provide quality occupational therapy services.
    • Task 4 knowledge 1: Roles and responsibilities among interprofessional teams when coordinating client care and providing services. Examples include referral to and consultation with other services; interprofessional communication methods; scope of practice.
    • Task 4 knowledge 2: Processes for supporting interprofessional intervention plans. Examples include Individualized Education Program (IEP) plans; discharge plans; transition plans; palliative and hospice care plans.
    • Task 4 knowledge 3: Client-centered approaches and considerations for coordinating occupational therapy services. Examples include therapeutic use of self; advocacy; frequency/duration of intervention; level of service delivery.
    • Task 4 knowledge 4: Factors used to prioritize intervention goals and activities in collaboration with the client and family, teacher, caregiver, and relevant others. Examples include client-reported outcomes; level of support required; context of service delivery; progress toward goals.
    • Task 4 knowledge 5: Strategies for addressing and enhancing health literacy with the client and relevant others. Examples include caregiver training; teaching-learning models; methods for making health information accessible; informed decision-making; navigating challenges to professional expertise.
    • Task 5: Monitor the intervention plan, approach, context, and goals on an ongoing basis, in collaboration with the OTR, using clinical reasoning.
    • Task 5 knowledge 1: Factors for determining and managing context and activities to meet individual and group intervention goals and objectives. Examples include client needs and priorities; response to intervention.
    • Task 5 knowledge 2: Strategies for monitoring the effectiveness of individual and group intervention. Examples include client-reported outcomes; reevaluation results; progress toward goals.
    • Task 5 knowledge 3: Clinical decision-making for prioritizing goals and implementing modifications to the intervention plan based on client responses, under the supervision of the OTR. Examples include physiological changes; behavioral reactions; emotion regulation; developmental needs.
    • Task 5 knowledge 4: Precautions or contraindications associated with a client condition or stage of recovery. Examples include postsurgical precautions; vital signs; laboratory values; suicidal ideation.
  • Domain 2 — Select and Implement Interventions: Implement interventions, under the supervision of the OTR, in accordance with the intervention plan and level of service competence to support client participation in areas of occupation throughout the occupational therapy process. (55%)
    • Task 1: Incorporate preparatory techniques, activities, and modalities as an adjunct to interventions to promote healing and enhance engagement in occupation-based activities.
    • Task 1 knowledge 1: Considerations for selecting, preparing, and adapting the intervention technique to support optimal engagement and promote goal achievement. Examples include client condition; client safety; theoretical approach and frame of reference.
    • Task 1 knowledge 2: Considerations for selecting, preparing, and adapting the intervention environment to support optimal engagement and promote goal achievement. Examples include ensuring privacy during telehealth sessions; equipment safety; line management.
    • Task 1 knowledge 3: Indications, contraindications, and precautions associated with wounds and maintaining skin integrity. Examples include stage of wound healing; prevention and management of pressure ulcers.
    • Task 1 knowledge 4: Indications, contraindications, precautions, and clinical application of superficial thermal agents. Examples include dry whirlpool; hot packs; cryotherapy.
    • Task 1 knowledge 5: Indications, contraindications, precautions, and clinical application of deep thermal, mechanical, and electrotherapeutic physical agent modalities. Examples include transcutaneous and neuromuscular electrical stimulation; biofeedback.
    • Task 2: Implement occupation-based strategies to support participation in activities of daily living (ADL), instrumental activities of daily living (IADL), health management, rest and sleep, education, work, play, leisure, and social participation across the life span.
    • Task 2 knowledge 1: Interventions for supporting leisure and play.
    • Task 2 knowledge 2: Methods for grading an activity, task, or technique based on level of development, client status, response to intervention, and client needs.
    • Task 2 knowledge 3: Considerations for facilitating individual and group participation in shared activities. Examples include group processes; group dynamics; group type and function.
    • Task 2 knowledge 4: Interventions to support cognitive, visual-motor, visual, and perceptual processing and sensory arousal. Examples include sensory modulation; proprioceptive input; vestibular strategies; low vision strategies.
    • Task 2 knowledge 5: Compensatory and remedial strategies for managing cognitive and perceptual deficits or developmental disabilities. Examples include graded cueing; chaining; metacognition; memory aids.
    • Task 2 knowledge 6: Adaptive and preventive strategies for supporting optimal engagement in occupation. Examples include use of technology/apps; joint protection; task simplification; energy conservation.
    • Task 2 knowledge 7: Intervention strategies and techniques used to facilitate oral motor skills for drinking, eating, and swallowing. Examples include hand-to-mouth patterns; mastication; adaptive utensils; positioning at mealtime.
    • Task 2 knowledge 8: Prevocational, vocational, and transitional services, options, and resources for supporting strengths, interests, employment, and lifestyle goals across the life span.
    • Task 2 knowledge 9: Strategies, techniques, and client-centered education to facilitate functional transfers.
    • Task 2 knowledge 10: Strategies for promoting wellness and mental health. Examples include relaxation; sleep hygiene; addiction management.
    • Task 3: Implement interventions for improving sensory, motor, neurological, and physiological status, considering client condition and current stage of recovery, to support occupational performance.
    • Task 3 knowledge 1: Methods for grading therapeutic exercise and conditioning programs consistent with indications and precautions.
    • Task 3 knowledge 2: Techniques for sensory and motor reeducation, pain management, desensitization, edema reduction, and scar management. Examples include manual edema mobilization; nerve gliding; neuromuscular reeducation; constraint-induced movement.
    • Task 3 knowledge 3: Techniques for promoting improved postural stability, dynamic balance, body mechanics, and breathing patterns during functional tasks.
    • Task 4: Select, fabricate, and modify orthotic devices, and provide training in the use of orthotic and prosthetic devices in order to support functional outcomes.
    • Task 4 knowledge 1: Types and functions of immobilization, mobilization, and restriction orthoses for managing specific conditions and congenital anomalies across the life span.
    • Task 4 knowledge 2: Types and functions of prosthetic devices for upper and lower extremity amputations.
    • Task 4 knowledge 3: Implications of anatomical, physiological, biomechanical, cognitive, and socioeconomic factors and healing principles for orthotic selection, design, fabrication, and modification.
    • Task 4 knowledge 4: Client-centered education and training methods for the safe and effective use of orthotic and prosthetic devices.
    • Task 5: Integrate assistive technology options, adaptive devices, mobility aids, and other durable medical equipment into the intervention to enable participation in occupation.
    • Task 5 knowledge 1: Factors related to measuring, selecting, monitoring the fit of, and recommending modifications to seating systems, positioning devices, and mobility aids. Examples include equipment components; biomechanical considerations; usability and maintenance.
    • Task 5 knowledge 2: Types, characteristics, and features of high- and low-tech assistive technology and adaptive devices. Examples include interface options and processor parameters; equipment components.
    • Task 5 knowledge 3: Mobility options, vehicle adaptations, and alternative devices for supporting participation in community mobility. Examples include adapted driving controls; wheelchair tie downs; alternative transportation options; dynamic mobile standers; navigation apps.
    • Task 5 knowledge 4: Client factors influencing successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment. Examples include developmental, physical, functional, cognitive, and mental health status; prioritized needs.
    • Task 5 knowledge 5: Client-centered education and training methods for successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment.
    • Task 6: Implement environmental modifications, while considering accessibility guidelines, standards, and legislation, to support participation in occupation consistent with client needs and status, task demands, and context.
    • Task 6 knowledge 1: Principles of ergonomics and universal design for identifying, recommending, and implementing features and reasonable accommodations in the workplace, home, and virtual and public spaces.
    • Task 6 knowledge 2: Processes and procedures for identifying, recommending, and implementing modifications in the workplace, home, and virtual and public spaces.
  • Domain 3 — Uphold Professional Standards and Responsibilities: Uphold professional standards and responsibilities by achieving service competence and applying evidence-based interventions to promote quality in practice. (18%)
    • Task 1: Employ evidence-based strategies and approaches to provide safe, effective, and efficient services relevant to individuals, groups, and populations.
    • Task 1 knowledge 1: Methods for locating, reviewing, and interpreting scholarly research to guide practice-relevant decision-making. Examples include applying the Patient, Intervention, Comparison, Outcome (PICO) model; identifying best evidence.
    • Task 1 knowledge 2: Methods for contributing to continuous quality improvement processes and procedures related to occupational therapy service delivery. Examples include program evaluation; acquiring information to measure outcomes.
    • Task 1 knowledge 3: Types of evidence-based programming for advancing population health outcomes. Examples include aging in place; fall prevention; health and wellness; community support groups.
    • Task 2: Incorporate risk management techniques at the individual and practice-setting levels to protect clients, self, staff, and others from injury or harm.
    • Task 2 knowledge 1: Infection control procedures and universal precautions for reducing transmission of contaminants. Examples include PPE; isolation precautions; cleaning equipment.
    • Task 2 knowledge 2: Responses to adverse reactions, minor injuries, and emergency situations. Examples include minor burns and cuts; seizures; diabetic reactions.
    • Task 2 knowledge 3: Preventive measures for minimizing risk and promoting safety. Examples include proper body mechanics; safety data sheet (SDS); standard operating procedures; equipment maintenance; emergency preparedness; personal safety in the client’s environment.
    • Task 2 knowledge 4: Strategies and resources to prevent professional burnout. Examples include assessment of personal needs; self-advocacy regarding workload; stress management.
    • Task 3: Provide occupational therapy services in accordance with laws, regulations, state occupational therapy practice acts, and accreditation guidelines to protect consumers and meet applicable reimbursement requirements related to the service delivery setting.
    • Task 3 knowledge 1: Application of federal regulations, state practice acts, facility policies, and accreditation guidelines related to service delivery across occupational therapy practice settings. Examples include health care legislation; accreditation organizations; licensing and credentialing.
    • Task 3 knowledge 2: Influence of reimbursement policies and guidelines on occupational therapy service delivery.
    • Task 3 knowledge 3: Accountability processes and procedures for justifying, tracking, and monitoring outcomes. Examples include relevant practice terminology; documentation guidelines.
    • Task 4: Engage in professional development and competency assessment activities relevant to the job role, practice setting, scope of practice, and professional certification standards.
    • Task 4 knowledge 1: Methods for identifying, documenting, and monitoring service competency and professional development needs. Examples include competency self-assessment; mentoring.
    • Task 4 knowledge 2: Application of ethical decision-making and professional behaviors guided by the NBCOT Practice Standards and Code of Conduct.
Examination sources