Savanna Forry MA, OTD, OTR/L (she/her)
Assistant Professor of Clinical Occupational Therapy
HRA 500
.(JavaScript must be enabled to view this email address)
Savanna Forry, OTD, OTR/L earned her bachelor’s degree in Human Development from the University of California, San Diego, before completing both her master’s and doctorate degrees in Occupational Therapy at the University of Southern California. She completed her clinical doctoral residency at the USC Kortschak Center for Learning and Creativity, where her work focused on supporting academic engagement, executive functioning, self-regulation, and overall well-being in college and graduate students with developmental, learning, and mental health disorders and differences. Dr. Forry brings a diverse professional background spanning outpatient pediatrics as well as high school and collegiate athletics.
Education
Doctorate of Occupational Therapy (OTD)
2021 | University of Southern California
Master of Arts (MA)
in Occupational Therapy and Occupational Science
2020 | University of Southern California
Bachelor of Arts (BA)
in Human Development
2017 | University of California, San Diego
Selected Publications
Nagata, R., Forry, S., & Lannigan, E. G. (2022). Occupational therapy interventions for college students with learning differences. American Journal of Occupational Therapy, 76(6), 7606390010. https://doi.org/10.5014/ajot.2022.050057 Show abstract
Evidence Connection articles provide a clinical application of systematic reviews developed in conjunction with the American Occupational Therapy Association’s (AOTA’s) Evidence-Based Practice Program and illustrate how the research evidence from the reviews can be used to inform and guide clinical decision-making. Each article in this series summarizes evidence from published reviews on a given topic and presents the application of evidence to a related clinical case. In this Evidence Connection article, we describe a case report of a college-age student receiving supported education services and outline the occupational therapy evaluation and intervention that enhanced her academic engagement as well as her health and wellness. The findings from the systematic reviews on this topic were published in the September/October 2018 issue of the American Journal of Occupational Therapy and in AOTA’s Occupational Therapy Practice Guidelines for Adults Living With Serious Mental Illness.
Tags. age 15-21, contexts, educator, evaluation and assessment, evidence-based practice/knowledge translation, intervention approaches, intervention types, mental, behavioral and neurodevelopmental topics, occupations and everyday activity, OT services are not billed separately, outcomes, schools, early intervention, and community education settings, skills and routines, health, stress, mental health, anxiety, mental disorders, evidence-based practice
Lannigan, E. G. (2022). Implementing knowledge translation to guide effective interventions: Evidence-based intervention for a supported education center within a university. SIS Quarterly Practice Connections, 7(1), 19–20. Full text Show abstract
Liz Griffin Lannigan, PhD, OTR/L, FAOTA, former Chairperson (2018–2021) of the AOTA Mental Health Special Interest Section, spoke with Rashelle Nagata, OTD, OTR/L, Learning Specialist at the University of Southern California (USC) Kortschak Center for Learning and Creativity about using the Occupational Therapy Practice Guidelines for Adults Living With Serious Mental Illness (Noyes & Lannigan, 2019). Savanna Forry, OTR/L, (OTD Resident at the time of the interview) at the Kortschak Center, joined this interview to discuss applying evidence in this practice setting.
Awards
The Order of Arête | 2021
University of Southern California
