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BrightStone Residential Application and Intake Mary McClure, OTD/S

Expert Mentor: Dru Victory

Faculty Mentor: Dr. Elena Espiritu, OTD, OTR/L, BCPR

Belmont University School of Occupational Therapy

Mission and Vision of

BrightStone

Needs

Goals Outcomes

MissionTo provide a comprehensive work, social support, and future

residential community for adults with special needs, expanding

their potential and helping them develop mentally, physically,

socially, emotionally, and spiritually.

VisionTo assist in the life journey of adults who live each day with a

developmental disability by making it possible for them to live and

work in a community of their own choosing. Our vision is to

provide whole life care, meeting the needs of job, home, recreation

and social, physical, and health in a God-centered, caring

environment.

This future is taking shape as BrightStone has purchased 138

acres in Williamson County. Once the new campus is built,

administrative, job training, life-learning classes, and

therapeutic activities will be on one campus along with a

variety of living opportunities.

With preparations being made for the new campus to include

residential services, BrightStone identified their needs as:

These created documents would serve to:

PART 1. RESIDENTAL APPLICATION

PART 2. RESIDENTIAL INTAKE

AcknowledgementsSteps to Completion

1. Research essential skills required for successful independent

and supported living through academic journals, current

residential programs (for adults with IDD), and assessment

tools.

2. 1st rough draft of paperwork complete.

3. Feedback from BrightStone staff, OT practitioners, and

others regarding question structure, gap areas, and relation

of questions to understanding student needs.

4. Focus groups to get staff input and gain understanding of as

necessary information to gather regarding an incoming

residential student.

5. Beta test application questions and residential intake analysis

with a caregiver and/or prospective student of BrightStone’s

resident program.

6. Finalize feedback from BrightStone founder, Brenda Hauk

and expert mentor, Dru Victory.

7. Finalize all paperwork in both paper and electronic version.

Provide BrightStone with a flash drive to access all

documents.

Giving special thanks and gratitude to:

• My faculty mentor, Dr. Espiritu, for her unwavering support and guidance

• My expert mentor, Dru Victory, for welcoming me to the BrightStone family and providing me with everything I needed to be successful

• The BrightStone staff for your feedback and endless patience

• The BrightStone students for inspiring me, bringing me so much joy, and excitement to wake up and come to work each day

• My Lord and Savior for lighting a fire in my heart for this population and allowing me to use my knowledge and skills to serve BrightStone

Apply to BrightStone

Residential Program

application

Acceptance decision

Residential intake form

3 month probationary

acceptance period

Day Program only application

Acceptance decision

3 month probationary

acceptance period

**EC Project Part 1** **EC Project Part 2**

Figure 2: Sample documentation created for

residential application

Figure 1: Flowchart illustrating BrightStone admissions process

Figure 3: Sample documentation created

for residential intake

1. An intake process for the residential campus

2. A residential application

3. Intake forms for an incoming resident

• Determine admission decisions

• Evaluate the needed supports of each individual

applying for admission

• Gather valuable information regarding the

occupations, values, beliefs, body functions and

structures, skills, habits, routines, roles and

environments of each individual

• Modify and expand the current BrightStone application used

for the day program to create a separate application for the

residential program.

• Create an in-depth, BrightStone-specific residential intake to

be completed as a structured interview with a BrightStone

staff member, the student, and the student’s primary

caregiver

• Serve as a means to understand and record the student’s

current functional abilities and specific methods of

completion for self-care, morning routine, etc. In order to:

• Match students as roommates

• Provide specific information regarding student needs

to a qualified BrightStone caregiver

• Prevent the BrightStone caregiver from completing

tasks for the student in which they are capable

• Encourage the student to maintain his/her highest

level of independence

• Assess the student’s capabilities at intake to monitor

regression or changes in functional status