Activity Analysis and Applications
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1 Western Technical College Activity Analysis and Applications Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 2.00 Total Hours Provides instruction in activity analysis with hands on experience in activities across the lifespan. Students apply the teaching / learning process and adhere to safety regulations. Health Science Associate Degree Courses Types of Instruction Instruction Type Lab Credits/Hours 2 CR / 72 HR Course History Last Approval Date 1/20/2016 Pre/Corequisites Pre/Corequis ite Introduction to Occupational Therapy Textbooks Activity Analysis and Applications Manual. Western. Publisher: Western. Required. Occupational Therapy Practice Framework: Domain & Process. 3rd Edition. Copyright American Occupational Therapy Association, Inc. Publisher: American Occupational Therapy Association, Inc. ISBN- 13: Required. Occupation-Based Activity Analysis. 2nd Edition. Copyright Thomas, Heather. Publisher: Slack Inc. ISBN-13: Required. Ryan's Occupational Therapy Assistant: Principles, Practice Issues, and Techniques. 5th Edition. Copyright Sladyk, Karen and Sally E. Ryan. Publisher: Slack Inc. ISBN-13: Required. Course Outcome Summary - Page 1 of 7
2 Core Abilities Demonstrate ability to value self and work ethically with others in a diverse population. 3. Make decisions that incorporate the importance of sustainability. 4. Use effective communication skills. Program Outcomes 1. Summative 1.1. Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student 1.1. Communicate the roles of the OTA to clients, families significant others and service providers 1.2. Produce clear and accurate documentation 2. Summative 2.1. Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student 2.1. Demonstrate respect for diversity factors of others 3. Summative 3.1. Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student 3.1. Gather relevant data regarding a client 3.2. Administer assessments 3.3. Assist with interpreting assessment 3.4. Reports results of assessments 3.5. Establish client centered and occupation based goals 3.6. Plan interventions 3.7. Select and sequence relevant interventions that promote the client's ability to engage in occupations 3.8. Implement occupation-based interventions 3.9. Perform activity analysis Modify the intervention plan based on client status External Standards Title 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards Course Outcome Summary - Page 2 of 7
3 Version/Date 2011 Association Status Active Sponsoring Organization Accreditation Council for Occupational Therapy Education (ACOTE ) Origin URL Description ACCREDITATION STANDARDS FOR AN ASSOCIATE-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPY ASSISTANT Target Standards B.2.2. Describe the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors. B.2.7. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to implement the intervention plan. B.2.8. Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. B Use the teaching-learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate educational methods. B Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context. Course Competencies 1. Demonstrate a variety of activities and occupations in their contexts Domain Psychomotor Level Imitating Make decisions that incorporate the importance of sustainability. Use effective communication skills. B.2.2. Describe the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors in the laboratory classroom 1.2. with a client and or role-play partner 1.3. on a Competency Checklist 1.4. through focused activity analyses 1.1. you select the correct tools, equipment, instruments, materials and supplies 1.2. you perform all critical steps in the right order 1.3. you position yourself correctly Course Outcome Summary - Page 3 of 7
4 1.4. you wear personal protective equipment if appropriate to the activity 1.5. you follow safety procedures 1.6. you verbalize an explanation of the process as you perform it 1.a. Describe activity analysis and how it is used by practitioners. 1.b. Describe occupations as defined in the OT Practice Framework and their use in practice. 1.c. Observe occupations in daily activities including their connection to the relevant Occupations category in Practice Framework. 1.d. Distinguish between occupations, activities and tasks and their relevance in OT practice. 1.e. Perform common occupations and activities applicable to OT practice. 1.f. Appraise the motor/cognitive/social/emotional aspects and the significant therapeutic benefits of common occupations and activities. 1.g. List the supplies/equipment,quantity cost, and source to complete common occupations and activities. 1.h. List the typical steps, sequence and time frames for common occupations and activities. 1.i. List the typical precautions and contraindications of common occupations and activities. 1.j. Describe contexts and patterns as they are defined on the OT Practice Framework and how these influence participation in common occupations and activities. 2. Apply activity analysis to a variety of purposeful activities and occupations Domain Cognitive Level Applying Make decisions that incorporate the importance of sustainability. B.2.7. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to implement the intervention plan in the laboratory classroom or other environments 2.2. with each activity or occupation 2.3. in completion of Competency Checklists 2.4. during written and practical exams 2.1. you analyze each activity relative to areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors 2.2. you grade each activity relative to areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors 2.3. you adapt each activity relative to areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors 2.4. you document the activity analysis 2.a. Determine the most significant occupations, performance skills, performance patterns, activity demands, contexts and client factors relevant to common activities and occupations. 2.b. Describe the extent to which client factors and performance skills are challenged during common activities and occupations. 2.c. Distinguish the unique purpose and nature between grading and adapting activity. 2.d. Describe the concept of scaffolding and how this is used in OT practice. 2.e. Apply analysis of anatomical movements and common grasp/pinch patterns in determining activity demands and performance skills. 2.f. Use adaptations, gradations, and modifications of occupations, activities, self, environment and tools during activity performance. Course Outcome Summary - Page 4 of 7
5 2.g. 2.h. 2.i. 2.j. Select adaptation strategies to accommodate client factors and activity demands for engagement in common activities and occupations. Apply gradation strategies to common activities and occupations to increase or decrease the challenge to performance skills for therapeutic benefit. Select modification strategies to accommodate performance patterns and contexts for engagement in common activities and occupations. Utilize correct terminology from Practice Framework and professional written communication standards in reporting analyses results. 3. Adhere to safety regulations with activity and occupation Domain Psychomotor Level Practicing Demonstrate ability to value self and work ethically with others in a diverse population. Use effective communication skills. B.2.8. Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice throughout the course 3.2. in an oral, written or graphic assessment 3.3. during a presentation 3.1. you apply standard safety precautions for self and others 3.2. you demonstrate safe use of equipment 3.3. you recognize and report safety hazards 3.4. you follow universal precautions 3.a. Follow universal precautions consistently in learning environment. 3.b. Follow product labels, including instructions, warnings and precautions. 3.c. Apply OSHA guidelines for MSDS and labeling to performance of activities and product storage. 3.d. Utilize required or recommended Personal Protection Equipment as indicated. 3.e. Plan space/material needs, set-up and clean-up to ensure a safe environment. 3.f. Utilize tools, equipment and products as intended and after fully instructed on correct use. 3.g. Implement proper body mechanics, positioning guidelines and work pace. 3.h. Identify strategies to prevent injury or repetitive strain and maintain client precautions/contraindications during activity participation. 3.i. Apply information on precautions/contraindications and safety practices when teaching activities or occupations. 4. Apply the teaching learning process across the lifespan Domain Cognitive Level Applying Demonstrate ability to value self and work ethically with others in a diverse population. Use effective communication skills. Course Outcome Summary - Page 5 of 7
6 B Use the teaching-learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate educational methods. B Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context by creating a teaching plan 4.2. by implementing the plan 4.3. in written and practical exams 4.4. through presentation 4.1. plan is customized to the audience 4.2. plan includes specific outcome data 4.3. plan includes appropriate adaptations 4.4. plan integrates the Practice Framework 4.a. Determine the concepts and features of successful adult learning. 4.b. Apply the principles of Mosey's Teaching-Learning Process to client education and training in common activities and occupations. 4.c. Identify relevant teaching methods and techniques utilized in the OT process to support optimal engagement in occupation. 4.d. Prepare a teaching plan that includes therapeutic outcomes, activity demands and appropriate teaching methods and techniques. 4.e. Implement relevant teaching methods and techniques when teaching a common activity or occupation. 4.f. Customize teaching methods and techniques based on learner needs when teaching a common activity or occupation. 4.g. Use effective verbal and non-verbal communication to support effective teaching. 4.h. Demonstrate professional demeanor and preparation for the teaching role. 4.i. Examine own professional behaviors that impact effective teaching and learning. 5. Select appropriate activities as related to intervention goals and client needs Domain Cognitive Level Analyzing B Use the teaching-learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate educational methods. B Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context by selecting activities for client given a case or scenario 5.2. in written and practical exams 5.1. you analyze the needs of the client 5.2. you choose an appropriate activity Course Outcome Summary - Page 6 of 7
7 5.3. you articulate a rationale for choosing the activity 5.4. you modify the activity as appropriate 5.5. you modify the equipment and environment needed for the activity as appropriate 5.a. Identify the eight primary outcomes as described in Practice Framework and how these support the OT intervention process. 5.b. Apply the five intervention approaches as described in Practice Framework to support client goals. 5.c. Apply the five types of intervention as described in Practice Framework to support client goals. 5.d. Analyze choices of activity, grading, adaptation and modification to support outcomes. 5.e. Prioritize specific strategies and outcomes to meet client needs for optimal occupational performance. 5.f. Explain clinical reasoning for selection of indicated and contraindicated activity choices. Course Outcome Summary - Page 7 of 7
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