Say my name: The professional identity of the occupational therapy assistant
AOTA members get more. Join or sign in for access to this resource
Gain essential practice knowledge, grow throughout your career, and stay engaged in your profession. Select the membership option that's right for you.
The evolution of the occupational therapy assistant (OTA) role as explained by Sladyk and Ryan (2015) was significantly shaped by four pioneering occupational therapists: Colonel Ruth Robinson, Marion Crampton, Mildred Schwagmeyer, and Ruth Brunyate Weimer. Weimer, who served as the AOTA President in 1964, played a crucial role in advocating for the OTA’s impact on the profession, leading to notable changes, such as part-time positions, legislative efforts, and state licensure. Schwagmeyer was instrumental in defining the term certified occupational therapy assistant (Sladyk & Ryan, 2015).
Today’s OTA education prepares OTA graduates for effective collaboration with occupational therapists in diverse roles across all practice areas. The 2023 Accreditation Council for Occupational Therapy Education (ACOTE®) standards indicate that 35% of the B standards across all levels of educational programs will be standardized when they take effect in July 2025, highlighting OTA competency and autonomy (ACOTE, 2023). Yet, with this advancement, OTAs face misuse of titles, such as occupational therapist assistant, my COTA, or my therapist. Such terms diminish an OTA’s professional identity. As explained by Hoyt (2023), using inclusive language recognizes each professional’s contributions within the OT field. Misusing titles diminishes OTAs’ identities and may violate professional regulations and codes of ethics. Using correct titles is crucial across all contexts. It reflects a commitment to fostering an environment where every professional’s role and contributions are recognized and respected.
Table 1 provides examples of inclusive, acceptable language to use when addressing OTAs. Chang Wright (2023) emphasizes the vital role of OTAs in the future development of the OT profession. By embracing leadership positions, OTAs contribute unique insights to guide policies serving diverse communities. This involvement showcases the OTA’s evolving role and highlights the integral contribution to the broader occupational therapy field.
Table 1. Inclusive Language for Collaborative Practice
|
Say This |
Why? |
|
Occupational therapy assistant (OTA) (not occupational therapist assistant) |
An OTA assists in the process of providing OT services and is not as an assistant to the therapist. The wording reflects an OTA’s level of professional autonomy. |
|
Certified OTA or C-O-T-A (C-O-T-A is not the default) |
COTA is not a noun. Note. Not all OTAs maintain their NBCOT® credential. The “C” is not applicable to all, so OTA is the generic term. |
|
I am an O-T-A (ensuring others know the OTA is not the same as the OT) |
The role of the OTA is a valuable part of intra- and inter-professional teams. An OTA is a licensed professional. |
|
The OTA or the OT (not “my” OTA or OT) |
A person is not a possession. One level does not hold control over the other. It is a clinical relationship. |
|
Occupational therapy practitioner (OTP) (when referring to 2 or more OTs and OTAs) or occupational therapy clinician to differentiate between researchers, academicians, etc. |
The term OTP is used when one is referring to both OTs and OTAs. The practitioner is emphasized and not the practice of OT. The title of an OTA does not include the term therapist. |
All members of the OT profession should educate themselves and others in the appropriate use of terms related to our roles. Using appropriate titles and language for OTAs ensures they receive the respect they deserve, upholding the OT profession's integrity (Hoyt, 2023). The next time you encounter an OTA (clinician, educator, or learner), refer to them by their professional title. Say the right name: occupational therapy assistant (OTA). Include OTAs in your meetings, discussions, and invitations for leadership. And if you are an OTA, we challenge you to advocate for yourself, attain leadership roles, and engage in scholarship. The possibilities abound!
References
Accreditation Council for Occupational Therapy Education. (2023). 2023 Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and interpretive guide (effective July 31, 2025). https://acoteonline.org/accreditation-explained/standards/
Chang Wright, N. (2023). OTA leadership: It’s your time to shine. OT Practice, 28(9), 9–11. https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/dei-ota-leadership-its-your-time-to-shine
Hoyt, C. R. (2023). Inclusive language: Approaches for OT practice, research, and education. OT Practice, 28(2), 10–11. https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/lets-talk-dei-inclusive-language
Sladyk, K., & Ryan, S. E. (2015) Ryan’s occupational therapy assistant: Principles, practice issues, and techniques (5th ed.). SLACK, Inc.
Amy Fatula, MEd, COTA/L, ATP, CDP, is an Assistant Teaching Professor and Academic Fieldwork Coordinator in the OTA program at the Pennsylvania State University in DuBois, PA.
Michele Stoll, MS, COTA/L, CMT, is an instructor and the Academic Fieldwork Coordinator in the OTA program at South University in Richmond, VA.
Natalie Chang Wright, MBA-HCM, COTA/L, ROH, is a Clinical Operations Manager at Holistic Community Therapy in Portland, OR, and a member of AOTA’s DEIJAB Committee.