Diane Kellegrew, PhD, OTRL, FAOTA

Adjunct Associate Professor of Clinical Occupational Therapy

Room: CHP 133
Phone: (323) 442-3723
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Biography

Diane Kellegrew received her occupational therapy training from San Jose State University and practiced for 18 years before obtaining her PhD in Educational Psychology in 1994 from the University of California, Santa Barbara. As a specialist in child development and disabilities, she has headed large rehabilitation centers and consulted for the State of California on children's issues. In 1998, California State Governor Pete Wilson appointed her to the California Interagency Coordinating Committee, a federally mandated committee that provides oversight of all state agencies involved in early intervention services for children with disabilities and their families. Awarded a Solnit Fellowship for 2000-2002 by the Zero to Three Foundation, she examines early intervention service delivery, including the incorporation of research as part of the clinical decision making process. She actively participates in state policy making through the California Department of Education Occupational Therapy and Physical Therapy Workgroup. Over the past five years, she has co-chaired several Department of Developmental Services committees to develop competencies for early intervention practice across all disciplines. Her published papers concerning family and mothers' routines around children with disabilities, as well as practices in full-inclusion classrooms, appear in the American Journal of Occupational Therapy, Canadian Journal of Occupational Therapy, Physical and Occupational Therapy in Pediatrics and Journal of Maternal and Child Health, among others. She was awarded a Personnel Preparation Grant from the United States Department of Education, which provided specialized training and scholarship funds for 45 USC occupational therapy students to work in school-based settings.

Education

Doctor of Philosophy (Ph D) in Educational Psychology
University of California, Santa Barbara
1994

Master of Arts (MA) in Educational Psychology
University of California, Santa Barbara
1993

Bachelor of Science (BS) in Occupational Therapy
San Jose State University
1977

Publications

Book Chapters

Koegel, L., Koegel, R., Kellegrew, D. H., & Mullen, K. (1996). Parent education for prevention and reduction of severe problem behavior. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavior support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes.

Kellegrew, D. H. (1995). Integrated school placements. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes.

Journal Articles

Kellegrew, D. H. (2005). The evolution of evidence-based practice: Strategies and resources for busy practitioners. OT Practice, 10(12), 11-15.

Kellegrew, D. H., & Youcha, V. (2004). ZERO TO THREE’s Model of Leadership Development: Knowing and doing in the context of relationships. ZERO TO THREE Bulletin, 25(2), 6-14.

Kellegrew, D. H., Groppenbacher, E., & O’Brien, S. (2003). Evidence-based program evaluation: A guide for agencies to self-assess their practices and policies. ZERO TO THREE Bulletin, 23(6), 53-60.

Kao, C., & Kellegrew, D. H. (2000). Self-concept, achievement, and occupation in gifted Taiwanese adolescents. International Journal of Occupational Therapy, 7(2), 121-133. Abstract →← Abstract 

The education of gifted adolescents that underachieve is a significant problem that impacts on the child's educational opportunities and possible career trajectory. Many researchers propose that a child's self-concept is predictive of academic achievement. Using an occupational science paradigm, this study examined the notion that an adolescent's self-concept and academic achievement are also related to the types and time expended in occupation. Eighteen gifted achieving and under-achieving Taiwanese junior high school students completed the Multidimensional Self-concept Scale and a time diary for one week in the summer. The results indicated that self-concept, achievement and time expended in academic occupations are positively related. Furthermore, there are differences between these two groups of students in the time expended in academic and social activities. The study has cross-cultural implications regarding the time use of young Taiwanese teens.

Kellegrew, D. H. (2000). Constructing daily routines: A qualitative examination of mothers with young children with disabilities. American Journal of Occupational Therapy, 54(3), 252-259. Abstract →← Abstract 

This qualitative research study explored the daily routines that mothers construct in response to the emerging self-care skills of their young children with disabilities. Over 2 months, data were collected from naturalistic observations and in-depth interviews of six mothers and their children. Ecocultural theory was used to examine the influence of ecological constraints and cultural values on the construction of routines. The daily occupations of these families were shaped by the simultaneous process of accommodating to ecocultural influences and anticipating future possibilities. A mother's vision for her child's future also played a pivotal role in determining whether emerging skills would be reinforced as a part of the home routines.

Allen, J., Kellegrew, D. H., & Jaffe, D. (2000). The experience of pet ownership as a meaningful occupation. Canadian Journal of Occupational Therapy, 67(4), 271-278. Abstract →← Abstract 

This qualitative study examined the experience of pet ownership in the everyday lives of seven men with human immuno-deficiency virus or acquired immune deficiency syndrome. Interviews and field observations were analyzed using a grounded theory approach. The findings demonstrate that the experience of pet ownership is both typical of any pet owner and yet profoundly impacted by the illness of the owners. The results of this preliminary study indicate pet ownership can be a highly valued occupation for some, and thus has implications for occupational therapy intervention.

Kellegrew, D. H., & Kroskmark, U. (1999). Examining school routines using time-geography methodology. Physical and Occupational Therapy in Pediatrics, 19(2), 79-91.

Kellegrew, D. H. (1998). Creating opportunities for occupation: An intervention to promote the self-care independence of young children with special needs. American Journal of Occupational Therapy, 52(6), 457-465. Abstract →← Abstract 

Objective
 
The relationship between opportunities for occupation and the skill performance of young children with special needs was explored, using a multiple baseline across subjects design. Method
 
Three caregivers self-monitored the frequency with which they were able to create opportunities for their child to practice emerging self-dressing or self-feeding skills. Results
 
Two caregivers quickly promoted self-care independence in their child by restructuring daily routines to provide more opportunities for the child to independently engage in the targeted occupation. One caregiver was unable to use the intervention techniques effictively. Conclusion
 
Opportunity for occupation can influence the child's skill performance and can be used as a treatment modality by some families.

Kellegrew, D. H., & Allen, D. (1996). Occupational therapy in full-inclusion classrooms: A case study from the Moorpark Model. American Journal of Occupational Therapy, 50(9), 718-724. Abstract →← Abstract 

This article provides a historic review of the movement toward integrated classroom placements as well as the characteristics of full-inclusion classrooms relevant to occupational therapy school-based practice. A full-inclusion model adopted by the Moorpark Unified School District is described. This model incorporates occupational therapy as a vital and integral component of the school's inclusive education efforts.

Research Reports

Kellegrew, D. H. (2008). Preparing Associate of Arts Early Intervention Personnel: Lessons Learned from California’s Community Colleges. Washington DC: National Center for Education Evaluation and Regional Assistance. Institute of Education Sciences; Department of Education.