OTHA 1341 - South Texas College

As of 1/10/05
South Texas College
Division of Nursing/Allied Health
Occupational Therapy Assistant Program Master Syllabus
Spring 2005
Chair's (Author's) Information:
1. Name of Chair: Esperanza J. Brattin, MEd, OTR
Instructor: Maria Elena Galvan, MEd, OTR
2. Office Location: 1101 E. Vermont, PO Box 9701, McAllen, TX 78502-9701
3. Telephone #: (956) 872-3150
4. FAX #: (956) 872-3163
5. E-mail Address: meg@southtexascollege.edu
Course Information:
1. Course Name: Life Skills Performance of Childhood in Occupational Therapy
2. Course #: OTHA 1341
3. Catalog Course Description: This course is a study of the physical, psychosocial, and cognitive
occupational performance of children (newborns to adolescents) with an emphasis on characteristics of purposeful
activities. Other topics include: frames of references, assessment/evaluations, tools and techniques, and intervention
strategies specific to this population.
Prerequisite: Completion of previous semester courses with a grade of “C” or better.
4. Departmental Course Goals:
The student will:
• Demonstrate knowledge and understanding of human development during, the life span phase of infancy and
childhood.
• Understand the effects of health, disability, disease processes, and traumatic injury to the child within the
context of family and society
• Demonstrate appreciation for the child’s perception of quality of life’s well-being, and occupation to promote
health, and prevention of injury and disease
• Identify and differentiate developmental milestones; identify and adapt purposeful activities as age appropriate;
recognize special needs of children; demonstrate concepts of and skills in assessment and evaluative tools and
strategies for newborns to pre-adolescents; and select appropriate intervention strategies for childhood.
5. Departmental Course Competencies/Learning Objectives:
• Gather and share data for the purpose of screening and evaluation including, but not limited to specific
screening assessments, skilled observation, checklists, histories, interviews with the client/family/significant
others, and consultations with other professionals
• Administer selected assessments and use of occupation for the purpose of assessment
• Document OT services to ensure accountability of service provision and to meet standards for reimbursement of
service. Documentation shall effectively communicate the need and rationale for OT services
• Demonstrate the ability to use safety precautions with the client during therapeutic interventions, such as contraindications
and use of infection control standards that include, but are not limited to, universal precautions.
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• Monitor and re-assess the effects of OT intervention and the need for continued and/or modified interventions
• Facilitate discharge planning by reviewing the needs of the client/family/significant others, resources, and
discharge environment. These includes, but is not limited to; identification of community, human, and fiscal
resources, recommendations for environmental adaptations, and home programming
• Recommend the need for termination of OT services when stated outcomes have been achieved. Thus includes
a summary of OT outcomes, appropriate recommendations and referrals, and discussion with the client/family
of post-discharge needs
• Synthesize occupational performance as it relates to development
• Synthesize occupational performance as it relates to diversity and individual performance
• Identify biological, psychosocial and cognitive components of occupational performance
• Identify and differentiate developmental milestones
• Identify and adapt purposeful activities as age appropriate
• Identify the special needs of children and youth
• Demonstrate concepts and skills in assessment/evaluation tools for birth through adolescence
• Select appropriate intervention strategies in childhood
• Identify the fundamental characteristics of common diseases and conditions
• Distinguish the physical, psychosocial and cognitive characteristics of various diseases and conditions of this
age group
• Discuss the environmental factors of common diseases and conditions
• Recognize the implications of therapeutic interventions of occupational therapy of common diseases and
conditions.
6. Departmental Course Requirements, Evaluation Methods, and Grading Criteria:
Knowledge of course content will be evaluated by unit exams; the student will also be evaluated on his/her active
participation in problem-based learning activities, oral presentations, assigned homework, completion of
projects, etc. The use of other methods of integrating and evaluating learning, i.e. small group work, response
papers, research projects, course portfolios, case study is optional.
A student must pass the course with a grade of C or better. The breakdown of number to letter grades is:
A: 100-92
B: 91-83
C: 82-75Ra
Written or Computer Assisted Examinations:
Students must take examinations at their scheduled time and date. NO MAKE UP examination will be given if the
student does not notify the course instructor of his absence before the scheduled start time for the examination and is
given permission to take the exam at a later time. Documentation must be submitted to the course instructor
regarding the absence. It is up to each instructor to decide whether to allow the student to make-up the exam. Make
up examinations must be completed before the student returns to the classroom for the next scheduled session. The
format of the examination may differ from the original exam, i.e. an essay exam instead of multiple choices. Grades
for make-up exams will not exceed 92.
Students must demonstrate competency of at least 75% to pass all written or computer assisted tests.. If a student
receives a grade below 75% in the Exam/Quiz catagory, a “D" grade will be recorded as the final course grade
and the student will not be allowed to progress in the program sequence.
Scholastic Misconduct: (See Student Handbook and Occupational Therapy Code of Ethics) You are expected to
practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your
Student Handbook, especially the section on scholastic dishonesty. Students who engage in academic misconduct
are subject to college disciplinary procedures.
"Actions involving scholastic dishonesty violate the professional code of ethics and are disruptive to the academic
environment. Students found guilty of scholastic dishonesty are subject to disciplinary action that may include
dismissal from the program. Scholastic dishonesty encompasses, but is not limited to, cheating, plagiarism,
collusion, and any act designed to give an unfair academic advantage to the student.
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A student will be given due process following the Administration of Student Discipline procedure in the STC
Student Handbook. The Instructor involved or Program Chair will initiate the process, both verbally and in writing
with the student.
A student dismissed for scholastic dishonesty is not eligible for readmission to the STC NAH Programs."
Grade Rating Standard:
Final course grades will be determined by:
Class participation –5%
Homework assignments –10%
Quizzes –20%
Practical Skills Checklists or Lab Assignments –10%
Special Assignments (group play, developmental testing, special reports) 10%
Exams—50%
Assignments:
The Department requires instructors to cover major concepts through classroom lectures and discussions,
supplemented by audio-visual materials. Community service experiences may also be utilized during the course to
enhance learning. Assigned readings from the textbook and other learning materials and processes are at the
discretion of the instructor. All written assignments must be computer generated.
Developmental Testing Competency:
The student will complete a developmental test on a healthy child . The student will write their own narrative report
of the results and will participate in a skills check off to demonstrate appropriate skills in evaluation techniques.
Pediatric Conditions/Disorders Report:
The student will complete a written report on a pediatric condition or on a treatment approach relevant to this age
group. Resources will include a minimum of two articles from the Internet and two resources from the library.
Attendance:
Regular class attendance is necessary to demonstrate adequate work habits, better assure acquisition of course
content and skills, and enrich classroom activities that often rely on the participation and contribution of every
student. Absenteeism will influence students’ grades in the OTA courses, just as it will have repercussions for client
care and co-worker morale in the workplace.
Students are expected to attend all classes, field trips, and class-related program activities as assigned. The student
is responsible for his own transportation and related expenses.
All absences are to be communicated directly by the student prior to class by contacting the instructor or the
departmental secretary. Any absences anticipated by the student are to be discussed with the instructor ahead of
time. Absences that are not communicated in this manner will be considered unsatisfactory. It is the student’s
responsibility to obtain lecture notes, handouts, and assignments for the day(s) absent from class.
Absenteeism may inhibit the student adequately demonstrating course competencies and thereby passing the course.
Faculty will discuss and document specific concerns and consequences with the student. Reliability in attendance
must be demonstrated prior to being recommended to begin a Fieldwork course.
Total Maximum Absences:
Spring Semester--4 class days
Absences are reserved for personal illness or emergencies only. Absences exceeding the maximum number of days
allowed by semester regardless of reason will place the student at risk for meeting the course objectives and must be
evaluated by the faculty. Students may petition for continuance in the program if the maximum number of days is
exceeded. The faculty may grant continuance in the program one time during the program sequence depending
on the student’s situation/course standing. Petitioning the program is no guarantee that continuance will be granted.
If continuance is granted, the student must abide by the continuance contract with any infraction of the contract
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esulting in immediate dismissal from the program. The student will not be eligible for re-admission into the OTA
program.
Instructor’s Policies regarding make up work, tardies, etc
Punctuality is a concern for both Fieldwork educators and employers. Tardiness in getting to class or returning from
breaks is often disruptive to the group and frequently has been a source of complaints from students. Occasional
tardiness may be unavoidable, and students will be asked to account for such tardiness with the instructor, just as
they would on the job. Arriving to class late or leaving early will be counted towards absences utilizing the
following formula: 1--15 minutes = 1/4 class absence; 16--30 minutes absence = 1/2 class absence; and 31--50
minute absence = 1 class absence. Habitual tardiness would indicate that an important work habit has not been
demonstrated; this would require remediation prior to placement in a Fieldwork course.
7. Required Textbook & Resources:
Pediatric Skills for Occupational Therapy Assistants by Jean W. Solomon
SCANS Information:
1. Departmental Foundation Skills: (for Academic & Technical Courses)
Basic Skills: The OTA Reading: locating, understanding, and interpreting written information in the course
student must read, write, syllabus, textbooks, and references required and recommended in the OTHA classes.
perform arithmetic and Students are also required to be able to read fieldwork placement manuals, college
mathematical
catalogs, graphs and class and lab schedules.
operations, listen, and 4.1 Writing: communicating thoughts, ideas, information, and messages in
speak effectively. These
writing by providing written feedback to the instructor in the form of daily
skills include:
assignments and exams and by creating hand written documents such as
employment letters to potential employers, home programs, instructions or
directions of lab competencies; patient documentation such as SOAP notes,
and other written reports summarizing applied objectives as specified by the
course syllabus. Students are responsible for correct spelling of medical and
non-medical terms as well as correct syntax and neatness. Students are
introduced to computerized graphs, flow charts and patient documentation of
OT interventions. Document OT services to ensure accountability of service
provision and meet reimbursement standards.
Arithmetic: performing basic computations, using basic numerical concepts such as
whole numbers in distances, repetition of exercises, computing productivity reports,
budgets, etc.
Mathematics: approaching practical problems by discussing and understanding
appropriate patient treatment times and costs as well as the interpretation of
appropriate scientific/mathematical frequencies, wave lengths, for therapeutic
modalities and angles/torque’s for therapeutic exercise.
Listening: receiving, attending to, interpreting, and responding to verbal and nonverbal
messages. Students respond to their peers daily and specially during oral
presentations with graded feedback and meet with faculty during the semester to
evaluate their listening skills.
Speaking: organizing ideas and communicating orally by interacting with other
students and faculty during class, lab time (supervised and/or unsupervised) and by
delivering oral presentations as assigned.
Thinking Skills: : The
OTA student must think
creatively, make
decisions, solve
problems, visualize, and
know how to learn, and
reason effectively. These
skills include:
Class groups projects utilizing problem-based learning; assignments requiring current
trends and issues, recognize problems and develop solutions. Must be able to utilize
strong problem solving skills. The student will be able to deal with abstract and
concrete variable, define problems, collect data, establish facts, and draw valid
conclusions.
Creative Thinking: modifying hypothetical and client treatment techniques and
interventions in the treatment plan as allowed by the applicable regulatory bodies.
Decision-Making: implementing treatment programs for peer and clients and choosing
the best alternative to modify the treatment techniques as allowed by law.
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Problem Solving: recognizing individual academic and /or personal problems;
devising and implementing a plan of action to remediate the problem in conjunction
with the instructor of program director.
Knowing how to Learn: using efficient learning techniques as taught in the classroom
and lab settings to acquire and apply new knowledge and skills. These techniques
includes “hands on” learning. Various learning techniques are also used in the
computer labs to reinforce learning of OT principles.
Personal Qualities: The
OTA student must
display responsibility,
self-esteem, sociability,
self-management,
integrity, and honesty.
Reasoning: discovering the basic principles underlying the relationship between
anatomical concepts through the implementation of treatment plans by applying these
relationships to solve motor problems or to obtain a desired clinical outcome.
Responsibility: exerting a high level of effort by spending additional time in open lab
and persevering toward attainment of competency understanding of the human
skeletal, muscular, and neurological systems. Students are also responsible for turning
in assignments on time, as outlined by the syllabus and are responsible to the
professional behavior components of the student handbook.
Self-esteem: believing in one’s own self-worth and maintaining a positive view of one
self by self-evaluation during the mid-term evaluation; participating in group
discussions during classroom or lab sessions, and establishing leadership roles in the
OTA class.
Sociability: demonstrating understanding, friendliness, adaptability, empathy, and
politeness to peers, faculty, and staff during classroom, lab, and /or clinical activities.
Students are objectively evaluated in this area by the participation, work ethics and
professional behaviors grading components.
Self-Management: assessing oneself accurately as evaluated during the mid-term
and final student evaluation; setting personal goals of academic and skills knowledge
competency by obtaining at lest 75% of all grading components of the course
curriculum and maintaining at least a 2.5 GPA in the OTHA courses; monitoring
progress between mid-term and final student evaluations, and exhibiting self-control as
indicated in the professional behavior component.
Integrity and Honesty: choosing ethical courses of action as established by the work
ethics and professional behaviors components. Not committing fraudulent nor
negligent acts in the classroom, lab, or clinical settings.
Individual and group assignments will require the student to set goals, implement time
management strategies, meet course goals, and present self in a professional manner in
both appearance and conduct. The student will be able to make generalizations,
evaluation or decisions without immediate supervision. The student will be able to
accept and carry out responsibility for direction, control and planning. The student
will be able to adapt approach to the individual needs of the patients. The student will
be able to conduct self in accordance with professional ethics
2. Departmental Workplace Competencies: (for Technical Courses)
Resources: The OTA
student must identify,
organize, plan, and
allocate resources
effectively by:
• Participation in program planning of therapeutic intervention related to daily
living skills work, and play/leisure with their underlying performance
components; e.g., sensorimotor, cognitive, and psychosocial
• Time: Selecting goal relevant academic activities such as additional laboratory
time, additional computer time and independent study time, and rank them to
allocate appropriate time and preparation for classroom activities, assignments,
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Information: An OTA
student must be able to
acquire and use
information.
Interpersonal: The OTA
student must work with
others effectively.
and discussions
• Material and Facilities: Utilizing OT equipment and teaching materials safely
and efficiently; replacing materials in proper storage space.
• Knowledge and appreciation of multi-cultural factors
• Structure and function of the human body
• sensorimotor, psycho-social and cognitive development throughout the lifespan
• Human behavior in context of socio-cultural systems
• Environmental and community effects on the individual
• Basic influences contributing to health
• Conditions commonly referred to occupational therapy
• Documentation of occupational therapy services that addresses principles of
record keeping to ensure accountability in occupational therapy service provision
and adequate documentation for the reimbursement of services
• Understanding the need for and use of demonstrating service competencies in
screening and assessment
• Acquire and evaluate information
• Organize and maintain information
• Interpret and communicate information
• Use computers to process information
• The above criteria are included in the course curriculum by: researching and
collecting data from various sources preparing for research papers and projects;
developing forms if needed, collecting and explaining data; developing and
inventorying a record keeping system for tracking and preparing a student’s
professional curriculum vitae; making oral presentations with various media; and
using in-line computer data bases for research projects and providing classroom
assignments from the World Wide Web.
• Contribution to the formulation of occupational therapy goals and objectives based
on assessment data
• Fostering of prevention, health maintenance, and safety programs that are age
appropriate for daily living activities, work, and play/leisure
• Participate as a team member: contribute to a group effort during class,
laboratory time, and during clinical practicums.
• Teach others new skills: providing feedback to laboratory partners for lab checkoffs,
exploring the preparing of home programs for hypothetical and actual
patients, and learning the basic skills of interpersonal interaction in preparing for
the professional instruction of patient care.
Serve clients/customers/patients/families: introducing the creation and teaching
of therapeutic procedures and home programs to patients, families and their caretakers.
Demonstrate the ability to use safety precautions with the client during therapeutic
intervention. Select, adapt, and sequence relevant occupations and purposeful activities
that support the intervention goals.
•
• Exercises leadership: communicating ideas to justify position, persuading and
convincing others, responsibly challenging existing policies and procedures.
• Negotiate: working towards agreements involving exchange of resources between
OTA students, students in other disciplines, and faculty in preparation and for
working and consulting with other health care peers, students, and instructors of
the health care team.
• Work with Diversity: working well and seeking opportunities to work with
others of diverse backgrounds. This ability is evaluated in the professional
objective criteria of the course curriculum. Examples in the classroom and
laboratory that are designed to prepare the student for the workplace include, but
are not limited to: collaboration with other students to solve a hypothetical clinical
problem; work through a classroom group conflict situation; instruct a concept to
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another student with an alternative learning approach; deal with a dissatisfied
faculty member; select and use appropriate leadership styles for the class elected
officers; use effective delegation techniques when researching and presenting
projects; demonstrate an understanding of how therapists from different cultural
backgrounds may choose various working situations, professional memberships,
and specialty certifications.
Systems: The OTA
student must understand
complex interrelationships.
Technology: The OTA
sudden must be able to
work with a variety of
technologies.
• Analysis of activities of daily living, work, and play/leisure
• Understanding the need for and use of demonstrating service competencies in
screening and assessment
• Reassessment for effect of intervention and a recommendation for need for
continued and/or changed treatment
• Development of problem-solving skills
• Program termination including assisting in summarizing occupational therapy
outcomes and contributing recommendations to maximize treatment gains
• Program termination including assisting in summarizing occupational therapy
outcomes and contributing recommendations to maximize treatment gains
• Administration of standardized and non-standardized test on evaluations
appropriate to the role of the certified occupational therapy assistant under the
direction of a registered occupational therapist licensed to practice in the state of
Texas
• Use of assessment results in relation to performance areas, activities, and
adaptation principles which are age appropriate
• Provision of therapeutic intervention related to occupational performance areas to
include activities of daily living, work activities, and play/leisure
• Application of therapeutic adaptation for accomplishment of purposeful activities
(occupation): family/caretaker training, environmental adjustments, basic
orthotics, and prosthetics, assistive devices, equipment, and other technologies
• Reassessment for effect of intervention and a recommendation for need for
continued and/or changed treatment
• Apply technologies to task: OTA students are required to utilize computer
technology for Internet assignments, and completing assignments requiring the use
of the program’s computer labs. Students are also introduced to the use of and
proper procedures for setup and operation of therapy related equipment commonly
used in the clinical setting.
• Maintain and Troubleshoot Equipment: Students are made aware of
preventing, identifying, and solving of mechanical and technical problems with
commonly used OT modality and exercise equipment.
ADA Students with Disabilities Statement: Reasonable accommodations may be made that
allow disabled students to be successful at STC. Accommodations may be provided for those students who submit
the appropriate documentation by an outside/independent professional evaluator or agency. Students may volunteer
to inform the Instructor about their disability and associated classroom limitations, if applicable. Individuals with
disabilities requiring assistance or access to receive services should contact disABILITY Support Services at (956)
688-2137.
1.1 Demonstrate oral and written communication skills.
1.2 Employ logical thinking, critical analysis, problem solving, and creativity.
1.3 Demonstrate competence in basic computer use.
1.4 Demonstrate knowledge and understanding of human development throughout the life span.
1.5
1.6 Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences.
1.7 Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, diversity factors, and lifestyle choices in
contemporary society.
1.8 Appreciate the influence of social conditions and the ethical context in which humans choose and engage in occupations.
1.9
2.1 Be able to differentiate among occupation, activity, and purposeful activity.
2.2 Understand the meaning and dynamics of occupation and purposeful activity.
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2.3 Understand and appreciate the role of occupation in the promotion of health and the prevention of disease and disability.
2.4 Understand the effects of health, disability, disease processes, and traumatic injury to the individual.
2.5
2.6 Exhibit the ability to analyze tasks relative to performance areas, components, and contexts.
2.7 Understand the need for the use of compensatory strategies when desired life tasks cannot be performed.
2.8 Be familiar with the theories, models of practice, and frames of reference that underlie the practice of OT.
3.1 Gather and share data for the purpose of screening and evaluation.
3.2
3.3 Administer selected assessments and use occupation for the purpose of assessment.
3.4 Demonstrate the ability to use safety precautions with clients during the screening and evaluation process.
4.2 Select, adapt, and sequence relevant occupations and purposeful activities that support the intervention goals.
4.3
4.4 Adapt the environment, tools, materials, and occupations, to the needs of clients and their sociocultural context.
4.5 Demonstrate the ability to educate and train client/family/significant others to facilitate skills in performance areas.
4.6 Demonstrate the ability to interact through written, oral, and nonverbal communication.
4.7 Use therapeutic adaptation with occupations pertinent to the need of the client.
4.8
4.9 Exhibit the ability to use the teaching-learning process with client/family/significant others, colleagues, other health providers, and the
public.
4.10 Monitor and reassess the effect of OT intervention and the need for continued and/or modified intervention.
4.11 Document OT services to ensure accountability of service provision and meet reimbursement standards.
4.12
5.1 Understand the models of health care, education, community, and social systems as they relate to OT practice.
7.1 Articulate the importance of professional literature for practice and the continued development of the profession.
7.2 Be able to use professional literature to make informed practice decisions, in cooperation with the OT.
7.3 Know when and how to find and use informational resources.
8.1 Develop an understanding of personal and professional abilities and competencies as they relate job responsibilities.
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