2021 Awards & Recognitions 77 ment, school, parenting, and spousal roles. Research examining interventions specifically for women with ADHD is lacking. To address this gap, the authors manualized and tested the effects of a 7-week intervention that focused on (1) establishing routines, (2) organizing personal physical environments, (3) enhancing time management skills, (4) monitoring and regulating sensory stimulation, and (5) developing effective stress manage- ment skills. A randomized controlled design was used with 23 women assigned to either an intervention or a control group. The intervention group showed significantly greater gains in areas of perceived stress and ADHD symptoms, as well as performance and satisfaction with desired roles and activities as measured by the Canadian Occupational Performance Measure (COPM). This intervention provides an occupation-based, nonpharmacological intervention option for women with ADHD symptoms. Jeanette Bair Writer’s Award Lynn Gitlow, PhD, OTR/L, ATP, FAOTA Ithaca College Ithaca, New York David M. Merlo, MS, COTA/L, CPRP, ROH Bryant & Stratton College Rochester, New York Gitlow, L., & Merlo, D. (2020). Technology interventions for individuals with mental health conditions. OT Practice, 25(1), 10–13. The largest group of students with disabilities on campuses today are students who experience mental health conditions yet applying adaptive and everyday technology solutions to these populations is complicated by a dearth of research, practice guidelines, and models to guide clinical reasoning. Often, occupational therapy practitioners who work with individuals who have serious mental health condi- tions are not accustomed to using technology solutions to address these clients’ occupational needs. Likewise, practitioners who specialize in applying technology solutions often do not have extensive experience working with individuals with several mental health conditions. This article attempts to bridge these gaps by referencing research, guidelines, and models to support effective clinical reasoning and solutions. Special Interest Section Quarterly Excellence in Writing Award Anne V. Kirby, PhD, OTR/L University of Utah Salt Lake City, Utah Jarrett Henderson, OTR/L University of Utah Salt Lake City, Utah Ariel Schwartz, PhD, OTR/L Boston University Center for Psychiatric Rehabilitation Boston, Massachusetts Jessica Kramer, PhD, OTR/L University of Florida Gainesville, Florida Brandi N. Whitaker, PhD University of Arkansas for Medical Sciences Little Rock, Arkansas Alexandra L. Terrill, PhD University of Utah Salt Lake City, Utah Kirby, A. V., Henderson, J., Schwartz, A., Kramer, J., Whitaker, B. N., & Ter- rill, A. L. (2020). Youth suicide prevention and occupational therapy: What can we do? SIS Quarterly Practice Connections, 5(3), 6–8. Youth suicide is a growing concern. Despite occupa- tional therapy practitioners’ historical emphasis on mental health, those working with children and youth often do not believe they are prepared to address youth suicide. This article provides specific recommendations for pediatric occupational therapy providers and examples of suicide prevention training resources. Occupational therapy prac- titioners have frequent interactions with youth who may be at risk for suicide, and therefore have a responsibility to be prepared to assess for and know how to respond to suicidality.