Kayla Arianne Nadres Reyes
COTA/L, OT/s
Western New England University
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(B.E.A.R. P.A.W.) Center E-Board Member: Telehealth Co-coordinator
OT RISE Student Representative
American Occupational Therapy Association Membership - 8/31/2025-8/31/2026
Connecticut Occupational Therapy Association Membership
Western New England Student Occupational Therapy Association (SOTA) Member
Peer Mentor for a Year 1 Student at WNE’s OTD Program
✦Attending Western New England University, Springfield, MA - Doctor of Occupational Therapy Program - Expected Graduation Date: May 23, 2027
✦Southern Connecticut State University, New Haven, CT - Bachelor’s of Health Science - Graduated: May 17, 2024
✦Lincoln College of New England, Southington, CT / Goodwin College, East Hartford, CT - Occupational Therapy Assistant – Associate of Science - Graduated: June 8, 2019
Resume Reyes (.docx) 0.09mb COTA/L: Therapy Kinections: Southbury, CT - August 2022 - present - Pediatric Outpatient Therapy Clinic
- Providing OT services for children with disabilities and runs a social skills group for teenagers with ADHD and ASD.
COTA/L: Litchfield Woods Health Care Center: Torrington, CT August 2022-January 2023 - Skilled Nursing Facility
- Providing occupational therapy services for patients for performance in ADLs, upper extremity strengthening, motor planning, and education in adaptive equipment.
COTA/L: Norwalk Public Schools: Norwalk, CT. August 2020 - June 2022 - School-based Occupational Therapy
- Provided OT services for elementary schools for students with physical disabilities, IDD, ADHD, ASD, and Down Syndrome. Attended IEP meetings for annual reviews, triennials, and bridging meetings
Resume (.docx) 0.09mb OT/s: Level IE Fieldwork: Down Syndrome Association of Connecticut Literacy and Education Center - Spring 2026
- Created a virtual fine motor, visual motor, visual perception, and handwriting supportive program with OT students for students in the Literacy and Education Center in order to promote greater access to their education over a digital platform
OT/s and Telehealth Co-coordinator: Level I Fieldwork: B.E.A.R. P.A.W. Center - Fall 2024 to Spring 2026
- OT/s: Provided OT under the educational supervision of licensed OTRs, including evaluations, treatment planning, providing interventions, and discharge planning to provide education on the benefits of occupational therapy.
- Telehealth Co-coordinator: Scheduled students and clients in the telehealth clinic, organized documentation, provided treatment resources, and collaborated with B.E.A.R. P.A.W. Center Board members.
OT/s: Level ID Fieldwork: Children’s Therapy Services at Highland Elementary School, Cheshire, CT - Fall 2025
- Observed school-based OT in an elementary school with students with disabilities, including ASD, ADHD, CP, Angelman’s syndrome, and genetic disorders.
OT/s: Level IC Fieldwork: EdAdvanced Head Start, Torrington, CT/Building Blocks Early Learning, Avon, CT - Summer 2025
- Observed early childhood programs in low-income and high-income areas for children aged 2 to 4 years old.
OT/s: Level IB Fieldwork: Gaylord Hospital Inpatient Therapy, Wallingford, CT - Spring 2025
- Observed early inpatient occupational therapy in a hospital setting along with co-treatments with physical therapy.
OT/s: Level IA Fieldwork: Heritage Woods, Agawam, MA/Johnson Memorial Hospital Inpatient Psychiatric Unit, Stafford, CT - Fall 2024
- Heritage Woods: Built rapport with residents in the memory care unit, ran 2 motor groups in collaboration with OT students
- Johnson Memorial Hospital: Observed occupational therapy group treatment sessions and interprofessional team meetings
OTA/s: Level IIB Fieldwork: New Milford Public Schools/ Integrated Pediatric Therapies, New Milford, CT
- Ran 5-7 treatment sessions a day with 3-5 treatment activities each session.
OTA/s: Level IIA Fieldwork: Gilead Community Services - Psychosocial Rehabilitation Center, Middletown, CT
- Planned group therapy activities focused on social skills, organization, emotional regulation, vocational skills, and leisure.
OTA/s: Fieldwork 1B: STELLAR Program, Southington, CT - Transitional program for high school graduates with disabilities
OTA/s: Fieldwork 1A: Hartford Healthcare at Home, Southington/Bristol, CT - Home Healthcare
BearPaw Center Student Practitioner Award: Telehealth Western New England University 2025
2024 Excellence in Health Science Award Southern Connecticut State University 2024
Dean’s List University of Hartford Fall 2016NBCOT-Certified Occupational Therapy Assistant – Certified December 20, 2019/Expires March 31, 2028
Connecticut OTA License – Expires July 31, 2027
American Heart Association - Basic Life Support (CPR and AED) Program – August 8, 2024 - August 2026
Dementia Care Basics Training September 17, 2024
OSHA Bloodborne Pathogens Standard 2025 - May 8, 2025 - May 8, 2026
Health Insurance Portability and Accountability Act (HIPAA) Training Certification August 21, 2024-August 21,2027
Collaborative Institutional Training Initiative (CITI) Certificate - February 4, 2025-February 4, 2028
Emotionally Intelligent Certificate of Completion Reyes (.pdf) 0.09mb Sensory Processing Strategies in Promoting Work Participation Amongst Adults with Disabilities - Doctoral Experiential (DEx) Capstone Project: 2027
Abstract
Key Words: mental health, adults, disabilities, sensory processing, vocational skills, occupational therapy, mental health conditions, physical disabilities, intellectual and developmental disabilities
Gaming Together: A Retrospective Study on the Mental Health Benefits of Multiplayer Video Games for Socially Withdrawn Adults with Physical Disabilities - OTD 635: Research/Evidence-Based Practice II: 2025 by Elayna Ferrick OT/s, Daniela Martinez OT/s, Kayla Arianne Reyes OT/s, & Paola Varela OT/s
Abstract
Keywords: video games, physical disabilities, social participation, mental health, adolescence, occupational therapy
Video games are recognized as accessible and meaningful ways for people with physical disabilities to socially connect and support their mental health. Despite these benefits, research still emphasizes gaming risks, and there is limited evidence on how video games support mental health and social participation for individuals with physical disabilities. This study examines how adults with physical disabilities perceive the impact of multiplayer video games on their mental health and social participation during youth. The research aim is to understand the relationship between video games, mental health outcomes, and the impact of playing multiplayer video games on social participation in adolescence in current adults with physical disabilities. Three participants aged 26 and older participated in an anonymous online 13-question survey with open-ended, demographic, duration-related questions, on their experiences with video games, socialization, and mental health in their adolescence. For quantitative data, participants engaged in multiplayer video games between eight to fourteen hours per week, gaming sessions for two to three hours, and peer socialization between one and five times per week. Qualitative data revealed that video games had a positive impact on increased social interaction, supported social environments, improved mood, provided accessible leisure participation, facilitated skill development, and had a positive influence on mental health. Current research suggests potential in video games as an occupational therapy tool for supporting mental health and social participation in people with physical disabilities.
(B.E.A.R. P.A.W.) Center Telehealth Co-coordinator
OT RISE Student Representative
Volunteering at Thomaston Food Pantry
Peer Mentor for a Year 1 Student at WNE’s OTD Program
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