OT 3810: OT Practice I - Infancy through Adolescence

Course description

Using a variety of teaching and learning strategies, including a problem-based approach, students will define and apply the occupational therapy process to health maintenance and rehabilitation. Students will consider the interrelationship between occupational therapy performance components, occupational performance areas, and performance contexts.

Relationship to curriculum design

Embedded within this course are opportunities for students to discover concepts that form the Foundation of pediatric occupational therapy in practice, integrate knowledge of these newly discovered concepts  with knowledge and skills that they bring to the classroom, apply these concepts to occupational therapy practice at the level of a novice through exposure and practice with selected evaluation and intervention model, and  then reflect on their  newly acquired knowledge and skills by way of considering theoretical, contextual, and ethical issues related to practice. 
Students will be evaluated on specific aspects of the following curriculum competencies as it relates to occupational therapy practice with pediatric populations at the novice level :Basic Tenets of OT, Communication, Self Awareness, Healthy Behaviors and Personal Growth, OT Theory/Models/FOR, Screen Evaluate and Refer, and Intervention Plan.

Learning outcomes

  1. Explain the meaning and dynamics of occupation and activity including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context and client factors (Standard B.2.2)
  2. Analyze the effects of physical and mental health, heritable diseases and predisposing genetic conditions, disability, disease processes, and traumatic injury in infancy through middle childhood within the cultural context of family and society on occupational   performance. (Standard B. 2.6)
  3. Analyze tasks relative to areas of occupation, performance skills, performance patterns, activity demands, context, and client factors in infancy, toddlerhood, and middle childhood to formulate a structure for an intervention plan (Standard B. 2.7)
  4. Compare and contrast frames of reference that are used in occupational therapy for children. (Standard B.3.2)
  5. Select appropriate assessment tools based on client needs, contextual factors, and psychometric properties of tests and relevant to a variety of populations across the life span, culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process. (Standard B. 4.2)
  6. Develop an assessment plan that addresses relevant occupational performance areas using non standardized and standardized evaluation  tools that address: (Standard B. 4.4)
    • Occupational profile
    • Client factors
    • Performance patterns
    • Contextual factors
    • Performance skills
  7. Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process. (Standard B. 4.5)
  8. Use standardized and non-standardized screening tools to determine need for further assessment. (Standard B 4.1)
  9. Interpret criterion-referenced and norm-referenced standardized test scores based on an understanding of sampling, normative data, standard and criterion scores, reliability and validity. (Standard B. 4.6)
  10. Demonstrate the ability to use statistics to interpret tests and measurements. (Standard B.1.10)
  11. Consider factors that might bias assessment results such as culture, disability status, and situational variables. (Standard B. 4.7)
  12. Evaluate appropriateness and discuss mechanisms for referring clients for additional evaluation to specialists who are internal and external to the profession. (Standard B. 4.9)
  13. Develop occupation based intervention plans and strategies that include: (Standard B. 5.1)
    • Occupational profile
    • Client factors
    • Performance patterns
    • Contextual demands 
    • Performance skills
  14. Select direct occupational therapy interventions and procedures to enhance safety and performance in relevant occupations  (Standard 5.2)
  15. Determine need for development, remediation, and/or compensation for physical, cognitive, perceptual, sensory, neuromuscular, and behavioral skills. (Standard B. 5.5)
  16. Provide therapeutic use of occupation and activities (e.g., occupation-based activity, practice skills, preparatory methods). (Standard B. 5.3)
  17. Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception), neuromuscular, and behavioral skills. (Standard B. 5.5)
  18. Provide management of feeding and eating to enable performance and develop a  plan for training others in precautions and techniques while considering client and contextual factors. (Standard B.5.12)
  19. Demonstrate the ability to educate the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, and safety. (Standard B. 5.16)
  20. Terminate occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. This includes developing a summary of occupational therapy outcomes, appropriate recommendations and referrals , and discussion with the client and with appropriate others of post-discharge needs. (Standard B. 5.27).