Faculty Publications

As of August 2017, this database is no longer being updated. For the most current publications from the faculty, students, and staff of Touro University, please check our institutional repository, Touro Scholar, and email any questions or publication submissions to touro.scholar@touro.edu.

Total number of publications: 7,082

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  • Baker, J., Costa, D., Guarino, J. M., & Nygaard, I. (2014). Comparison of mindfulness-based stress reduction versus yoga on urinary urge incontinence: A randomized pilot study with 6 month and 1-year follow-up visits. Female Pelvic Medicine and Reconstructive Surgery, 20(3), 141-146. This material can be found here.

  • Burkhalter, J. E., Warren, B., Shuk, E., Primavera, L., & Ostroff, J. S. (2009). Intention to quit smoking among lesbian, gay, bisexual, and transgender smokers. Nicotine & Tobacco Research, 11(11), 1312-1320. This material can be found here.

  • Byrnes, H. F., Miller, B. A., Aalborg, A. E., Plasencia, A. V., & Keagy, C. D. (2010). Implementation fidelity in adolescent family-based prevention programs: Relationship to family engagement. Health Education Research, 25(4), 531-541. doi:10.1093/her/cyq006

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  • Cartas, O., Nordin, M., Frankel, V. H., Malgady, R. G., & Sheikhzadeh, A. (1993). Quantification of trunk muscle performance in standing, semistanding and sitting postures in healthy men. Spine, 18(5), 603-609.

  • Costa, D. (2013). So you want to write? Face the challenge with confidence. In R. V. Whitney & C. A. Davis (Eds.), A writer's toolkit for occupational therapy and health care professionals: An insider's guide to writing and communicating (pp. 3-13). Bethesda, MD: AOTA Press.

  • Costa, D., Campbell, M., Yarvi, M., & Cardell, B. (2014). Personal assistance: Using mobile apps and other technology with brain injury. OT Practice, 19(17), 19-20. This material can be found here.

  • Costa, D., Molinsky, R., & Sauerwald, C. (2012). Collaborative intraprofessional education with occupational therapy and occupational therapy assistant students. OT Practice, 17(21), CE1-CE8.

  • Costa, D., Molinsky, R., Kent, J., & Sauerwald, C. (2011). Integrating mental health knowledge and skills into academic and fieldwork education. OT Practice, 16(19), CE1-CE8.

  • Daddario-DiCaprio, K. M., Geisbert, T. W., Geisbert, J. B., Ströher, U., Hensley, L. E., Grolla, A., . . . Jones, S. M. (2006). Cross-protection against Marburg virus strains by using a live, attenuated recombinant vaccine. Journal Of Virology, 80(19), 9659-9666. This material can be found here.

  • Diamond, H., & Precin, P. J. (2003). Disabled and experiencing disaster. In P. Precin (Ed.), Surviving 9/11: Impact and experiences of occupational therapy practitioners (pp. 27-42). New York, NY: Haworth Press.

  • Diamond, H., & Precin, P. J. (2004). Disabled and experiencing disaster. Occupational Therapy in Mental Health, 19(3/4), 1-4.

  • Foa, E. B., Sacks, M. B., Tolin, D. E., Prezworski, A., & Amir, N. (2002). Inflated perception of responsibility for harm in OCD patients with and without checking compulsions:A replication and extension. Journal of anxiety disorders, 16(4), 443-453. doi: 10.1016/S0887-6185(02)00128-7 This material can be found here.

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  • Foto, M., Allen, C., Bass, C., Moon-Sperling, T., Wilson, D., & Brown, S.R. (1992). Reports that work. In J.D. Acquaviva (Ed.), Effective documentation for occupational therapy (pp. 57-78). Rockville, MD: American Occupational Therapy Association.

  • Gore, A., Muralidhar, M., Espey, M.G., Degenhardt, K., & Mantell, L.L. (2010). Hyperoxia sensing: from molecular mechanisms to significance in disease. Journal of Immunotoxicology, 7(4), 239-54.

  • Gottlieb, B., & Precin, P. J. (2003). The K-9 unit. In P. Precin (Ed.), Surviving 9/11: Impact and experiences of occupational therapy practitioners (pp. 1-22). New York, NY: Haworth Press.

  • Gottlieb, B., & Precin, P. J. (2004). The K-9 unit. Occupational Therapy in Mental Health, 19(3/4), 1-4.

  • Handley-More, D., & Orentlicher, M. L. (2013). Continuing education article: Positive behavior interventions and supports: A role for occupational therapy in schools. OT Practice, 18(21), CE-1-CE-8.

  • Handley-More, D., Hollenbeck, J., Orentlicher, M. L., & Wall, E. (2013). Education reform initiatives and school-based practice. Early Intervention & School Special Interest Section Quarterly, 20(2), 1–4.

  • Handley-More, D., Wall, E., Orentlicher, M. L., & Hollenbeck, J. (2013). Working in early intervention and school settings: Current views of best practice. Early Intervention & School Special Interest Section Quarterly, 20(2), 1–4.

  • Harrison, T. S., & Precin, P. J. (1996). Cognitive impairments in clients with dual diagnosis (chronic psychotic disorders and substance abuse): Considerations for treatment. Occupational Therapy International, 3(2), 122–141.

  • Hickman, L., & Orentlicher, M. L. (2001). Transition from school to adult life for students with an Autism Spectrum Disorder. In H. Miller-Kuhaneck (Ed.), Autism: A comprehensive occupational therapy approach (pp. 269 - 316). Bethesda, MD: AOTA Press.

  • Hollenbeck, J., Orentlicher, M. L., & Handley-More, D. (2015). Expanding roles, expanding impact: Supporting work readiness in middle school. Early Intervention & School Special Interest Section Quarterly, 22(3), 1-4. This material can be found here.

  • Horowitz, B., Wong, S. J. D., & DeChello, K. (2010). Intergenerational service learning: To promote active aging, and occupational therapy gerontology practice. Gerontology and Geriatrics Education, 31(1), 75-91. This material can be found here.

  • Kardachi, J. (2013). Surprised by basketry. OT Practice, 18(2), 19.

  • Kardachi, J. (2014). Advocating for the occupational therapy profession. OT Practice, 19(5), 19-20.

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