Activity Analysis and Applications

Size: px
Start display at page:

Download "Activity Analysis and Applications"

Transcription

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

Building our Profession s Future: Level I Fieldwork Education. Kari Williams, OTR, MS - ACU Laurie Stelter, OTR, MA - TTUHSC

Building our Profession s Future: Level I Fieldwork Education. Kari Williams, OTR, MS - ACU Laurie Stelter, OTR, MA - TTUHSC Building our Profession s Future: Level I Fieldwork Education Kari Williams, OTR, MS - AFWC @ ACU Laurie Stelter, OTR, MA - AFWC @ TTUHSC Who is this for? Those who want to: o Maximize their effectiveness

More information

Guide for Fieldwork Educators

Guide for Fieldwork Educators Guide for Fieldwork Educators Guide for Fieldwork Educators The Department of Occupational Therapy at Tennessee State University appreciates your willingness to provide clinical education for our students

More information

Colorado State University Occupational Therapy OT688 Level IIB Fieldwork Educator Handbook Table of Contents

Colorado State University Occupational Therapy OT688 Level IIB Fieldwork Educator Handbook Table of Contents Table of Contents Level IIB Fieldwork Introduction... 2 Student Preparation and Background for Level IIA Fieldwork... 2 CSU Occupational Therapy Academic Fieldwork Coordinator, Staff And Web-Based Resources...

More information

Alyson D. Stover, MOT, JD, OTR/L, BCP

Alyson D. Stover, MOT, JD, OTR/L, BCP Alyson D. Stover, MOT, JD, OTR/L, BCP Curriculum Vitae BIOGRAPHICAL INFORMATION Business Address: Department of Occupational Therapy School of Health & Rehabilitation Sciences University of Pittsburgh

More information

CSU Level IIB OT Fieldwork Educator Handbook 2017 Table of Contents

CSU Level IIB OT Fieldwork Educator Handbook 2017 Table of Contents Table of Contents Level IIB Fieldwork Introduction... 2 Student Preparation and Background for Level IIB Fieldwork... 2 CSU Occupational Therapy Academic Fieldwork Coordinator and Staff... 3 CSU OT Department

More information

University of Central Arkansas

University of Central Arkansas University of Central Arkansas Doctor of Occupational Therapy Student Handbook Class of 2020 Revised 8.15.2017 Table of Contents DOCTOR OF OCCUPATIONAL THERAPY... 4 Accreditation, Certification and Practice

More information

Kannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC

Kannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC POSITION Kannapolis City Schools 100 DENVER STREET KANNAPOLIS, NC 28083-3609 QUALIFICATIONS 704-938-1131 FAX: 704-938-1137 http://www.kannapolis.k12.nc.us HMResources@vnet.net SPEECH-LANGUAGE PATHOLOGIST

More information

Program Manual

Program Manual ENTRY-LEVEL DOCTOR OF OCCUPATIONAL THERAPY PROGRAM Program Manual 2016-2017 Please keep this manual as a reference The policies in this manual are subject to revision. PROGRAM MANUAL ENTRY-LEVEL DOCTOR

More information

Instructor s Manual CRYSTAL A. GATELEY, MA, OTR/L SHERRY BORCHERDING, MA, OTR/L CLINICAL ASSISTANT PROFESSOR UNIVERSITY OF MISSOURI COLUMBIA, MISSOURI

Instructor s Manual CRYSTAL A. GATELEY, MA, OTR/L SHERRY BORCHERDING, MA, OTR/L CLINICAL ASSISTANT PROFESSOR UNIVERSITY OF MISSOURI COLUMBIA, MISSOURI Instructor s Manual CRYSTAL A. GATELEY, MA, OTR/L CLINICAL ASSISTANT PROFESSOR UNIVERSITY OF MISSOURI COLUMBIA, MISSOURI SHERRY BORCHERDING, MA, OTR/L CLINICAL ASSOCIATE PROFESSOR, RETIRED UNIVERSITY OF

More information

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program Program Alignment 2009 CARF Child and Youth Services Standards Manual: Section 2.G Nonviolent Practices & The goal is to eliminate the use of seclusion and restraint in child and youth services, as the

More information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon

More information

Occupational Therapy and Increasing independence

Occupational Therapy and Increasing independence Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I

More information

H EALTHCARE S CIENCE

H EALTHCARE S CIENCE H EALTHCARE S CIENCE COURSE: UNIT: 25.552 Applications of Therapeutic Services 9.1 Overview of Human Body Structure Anatomy & Physiology Annotation: INTRODUCTION In this unit students will be able to apply

More information

Laura A. Riffel

Laura A. Riffel Laura A. Riffel laura.riffel@yahoo.com Behavior Doctor Seminars www.behaviordoctor.org Ann P. Turnbull turnbull@ku.edu Beach Center on Disability www.beachcenter.org Incorporating Positive Behavior Support

More information

FIELDWORK SITE MANUAL

FIELDWORK SITE MANUAL FIELDWORK SITE MANUAL UNIT I: Policies Introduction Purpose and Fieldwork Philosophy OTA Program Mission and Philosophy and Accreditation Statement Accreditation Standards for Fieldwork Education Contact

More information

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11 Iron Mountain Public Schools Standards (modified METS) - K-8 Checklist by Grade Levels Grades K through 2 Technology Standards and Expectations (by the end of Grade 2) 1. Basic Operations and Concepts.

More information

Assessment System for M.S. in Health Professions Education (rev. 4/2011)

Assessment System for M.S. in Health Professions Education (rev. 4/2011) Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions

More information

Evaluation Off Off On On

Evaluation Off Off On On CALIPSO Clinical Performance Evaluation Criteria Updated 8/2017 Below are the minimum areas anticipated to be evaluated by supervisors and students for each type of registration/practicum activity. If

More information

Advances in Assessment The Wright Institute*

Advances in Assessment The Wright Institute* 3 2 1 Advances in Assessment Training @ The Wright Institute* Child Assessment The Wright Institute Assessment Clinic WI Sanctuary Project 2nd Year Assessment Program *Contact and Referral information

More information

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION

More information

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C.

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C. Modified Systematic Approach to Answering J A M I L A H A L S A I D A N, M S C. Learning Outcomes: Discuss the modified systemic approach to providing answers to questions Determination of the most important

More information

Occupational Therapist (Temporary Position)

Occupational Therapist (Temporary Position) Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide

More information

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 Number and Title: Semester Credits: 3 Prerequisite: SOWK 8390, Advanced Direct Practice III: Social Work Practice

More information

Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science

Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science NAME: UIN: Acknowledgment Form - Open Enrollment Program By initialing

More information

THE FIELD LEARNING PLAN

THE FIELD LEARNING PLAN THE FIELD LEARNING PLAN School of Social Work - University of Pittsburgh FOUNDATION FIELD PLACEMENT Term: Fall Year: 2009 Student's Name: THE STUDENT Field Liaison: Name of Agency/Organization: Agency/Organization

More information

University of Northern Iowa Athletic Training Program Student Handbook

University of Northern Iowa Athletic Training Program Student Handbook University of Northern Iowa Athletic Training Program Student Handbook 2002-2015 UNI Athletic Training Program UNI Sports Medicine Department All Rights Reserved Table of Contents Athletic Training Program

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

Objectives. Comprehensive. Susan Hepburn, PhD CANDO Presentation 6/13/14 1. Today we ll discuss 4 ways to individualize interventions

Objectives. Comprehensive. Susan Hepburn, PhD CANDO Presentation 6/13/14 1. Today we ll discuss 4 ways to individualize interventions Individualizing Early Intervention for Children with ASD/DD Susan Hepburn, Ph.D. Associate Professor JFK Partners CANDO/CASCADE June 2014 Today we ll discuss 4 ways to individualize interventions Approach

More information

Deal with substances hazardous to health

Deal with substances hazardous to health Deal with substances hazardous to health T/601/4491 Learner name: Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

Guidelines for the Use of the Continuing Education Unit (CEU)

Guidelines for the Use of the Continuing Education Unit (CEU) Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized

More information

A Guide to Student Portfolios

A Guide to Student Portfolios A Guide to Student Portfolios School Counseling Program Department of Counseling & School Psychology Southern Connecticut State University Revised 2/28/12 Contents Portfolios The Basics... 3 A Portfolio

More information

Examinee Information. Assessment Information

Examinee Information. Assessment Information A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D. Copyright 2010 by Western Psychological Services www.wpspublish.com Version 1.210 Examinee Information ID Number: Sample-02 Name:

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16 SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS

More information

A Framework for Safe and Successful Schools

A Framework for Safe and Successful Schools A Framework for Safe and Successful Schools Kelly M. Vaillancourt, Ph.D, NCSP Sally A. Baas, Ed.D Click to edit subtitle style Click to edit subtitle style Click to edit subtitle style Click to edit subtitle

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Prospective Student Information

Prospective Student Information Medical Assisting Program Prospective Student Information The Medical Assisting Program prepares individuals as competent entry level medical assistants in cognitive (knowledge), psychomotor (skills),

More information

MSW Advanced Direct Practice (ADP) (2 nd -Year MSW Field Placement) Field Learning Contract

MSW Advanced Direct Practice (ADP) (2 nd -Year MSW Field Placement) Field Learning Contract School of Social Work MSW Advanced Direct Practice (ADP) (2 nd -Year MSW Field Placement) Field Learning Contract Please Type or Print: (Typing Instructions: Type directly into gray area. Area will expand

More information

The development of our plan began with our current mission and vision statements, which follow. "Enhancing Louisiana's Health and Environment"

The development of our plan began with our current mission and vision statements, which follow. Enhancing Louisiana's Health and Environment The Associate Dean of Assessment and the Assessment Committee are responsible for the collection, analysis, and dissemination of data collected within the School. Sources of information include internally

More information

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series RSS RSS Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series DEVELOPED BY the Accreditation council for continuing medical education December 2005; Updated JANUARY 2008

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Health Sciences and Human Services

Health Sciences and Human Services acceptance. Admittance to accredited OT, PT, and PA programs is stringent. Requirements necessary f acceptance to graduate programs are overall similar, but prerequisites may vary slightly depending on

More information

Strategic Practice: Career Practitioner Case Study

Strategic Practice: Career Practitioner Case Study Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe

More information

Tomball College and Community Library Occupational Therapy Journals

Tomball College and Community Library Occupational Therapy Journals Tomball College and Community Library Journals Reference Desk 832-559-4211 Reserve/Circulation Desk 832-559-4206 http://tclibrary.nhmccd.edu Updated 08/06 Activities, Adaptations 1990-1994 and Aging Adolescence

More information

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,

More information

TRINITY VALLEY COMMUNITY COLLEGE COURSE SYLLABUS

TRINITY VALLEY COMMUNITY COLLEGE COURSE SYLLABUS Semester- Fall 2014 TRINITY VALLEY COMMUNITY COLLEGE COURSE SYLLABUS Course Rubric, Title: : WLDG 1323 Welding, Safety, Tools and Equipment Instructor Name: Tom Sheram Class Location: Welding Building

More information

Training Staff with Varying Abilities and Special Needs

Training Staff with Varying Abilities and Special Needs Training Staff with Varying Abilities and Special Needs by Randy Boardman and Renée Fucilla In your role as a Nonviolent Crisis Intervention Certified Instructor, it is likely that at some point you will

More information

ED : Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts

ED : Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts ED487.001 80166: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts Spring 2012 Mondays 4:00-6:45 1/23/2012 through 5/07/2012 Location: Pleasant Grove Intermediate School Room 310 (Red

More information

COURSE SYLLABUS for PTHA 2250 Current Concepts in Physical Therapy

COURSE SYLLABUS for PTHA 2250 Current Concepts in Physical Therapy COURSE SYLLABUS for PTHA 2250 Current Concepts in Physical Therapy CATALOGUE DESCRIPTION Current concepts, skills, and knowledge in the provision of physical therapy services. Includes enhancement of professional

More information

SOONER UPDATE. Thank you. In This Issue. From the OUHSC Clinical Education Team March 2016

SOONER UPDATE. Thank you. In This Issue. From the OUHSC Clinical Education Team March 2016 SOONER UPDATE From the OUHSC Clinical Education Team March 2016 Thank you Thank you for your time and effort supervising and teaching students from OUHSC on their Clinicals and Fieldwork. Our first, second,

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

PRESENTED BY EDLY: FOR THE LOVE OF ABILITY

PRESENTED BY EDLY: FOR THE LOVE OF ABILITY HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be

More information

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families Promoting the Social Emotional Competence of Young Children Facilitator s Guide The Center on the Social and Emotional Foundations for Early Learning Administration for Children & Families Child Care Bureau

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

The Characteristics of Programs of Information

The Characteristics of Programs of Information ACRL stards guidelines Characteristics of programs of information literacy that illustrate best practices: A guideline by the ACRL Information Literacy Best Practices Committee Approved by the ACRL Board

More information

MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION

MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION Master of Education (M.Ed), Major in Physical Education 1 MASTER OF EDUCATION (M.ED), MAJOR IN PHYSICAL EDUCATION Major Program The sports education concentration (master s only or master's and teacher

More information

Assessment. the international training and education center on hiv. Continued on page 4

Assessment. the international training and education center on hiv. Continued on page 4 the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework

More information

Clinical Review Criteria Related to Speech Therapy 1

Clinical Review Criteria Related to Speech Therapy 1 Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic

More information

Therapeutic Listening Listening with the Whole Body

Therapeutic Listening Listening with the Whole Body What is Therapeutic Listening? A two day Workshop on 8 th 9 th November 2012 Therapeutic Listening is an evidence-backed protocol that combines a sound-based intervention with sensory integrative activities

More information

Model of Human Occupation

Model of Human Occupation Model of Human Occupation Archived List Serv Discussion Adaptation of assessments... Yes or no? Dear colleagues. I have been reading a lot of messages here about adaptation of assessments and I am a bit

More information

SAP EDUCATION SAMPLE QUESTIONS: C_TPLM40_65. Questions. In the audit structure, what can link an audit and a quality notification?

SAP EDUCATION SAMPLE QUESTIONS: C_TPLM40_65. Questions. In the audit structure, what can link an audit and a quality notification? SAP EDUCATION SAMPLE QUESTIONS: C_TPLM40_65 SAP Certified Application Associate Quality Management with SAP ERP 6.0 EhP5 Disclaimer: These sample questions are for self-evaluation purposes only and do

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

CONTRACT TENURED FACULTY

CONTRACT TENURED FACULTY APPENDIX D FORM A2 ADMINISTRATOR AND PEER EVALUATION FORM FOR CONTRACT TENURED FACULTY (The purposes of evaluation are described in Article 12 of the VCCCD Agreement) DATE OF VISIT: ARRIVAL TIME: DEPARTURE

More information

Pre-Professional Graduate Certificate Program in. Marriage and Family Therapy 2017/2018

Pre-Professional Graduate Certificate Program in. Marriage and Family Therapy 2017/2018 Pre-Professional Graduate Certificate Program in Marriage and Family Therapy 2017/2018 College of Education College of Family and Consumer Sciences School of Social Work The University of Georgia Revised

More information

LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING

LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING Department of Psychology Louisiana State University

More information

Why OUT-OF-LEVEL Testing? 2017 CTY Johns Hopkins University

Why OUT-OF-LEVEL Testing? 2017 CTY Johns Hopkins University Why OUT-OF-LEVEL Testing? BEFORE WE GET STARTED Welcome and introductions Today s session will last about 20 minutes Feel free to ask questions at any time by speaking into your phone or by using the Q&A

More information

ED487: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts

ED487: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts ED487: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts Fall 2010 Thursdays 4:00-6:45 Texas A&M University-Texarkana Room Mrs. Sara Langford, Instructor Email: sara.langford@tamut.edu

More information

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

Advancing the Discipline of Leadership Studies. What is an Academic Discipline?

Advancing the Discipline of Leadership Studies. What is an Academic Discipline? Advancing the Discipline of Leadership Studies Ronald E. Riggio Kravis Leadership Institute Claremont McKenna College The best way to describe the current status of Leadership Studies is that it is an

More information

Georgia State University Department of Counseling and Psychological Services Annual Report

Georgia State University Department of Counseling and Psychological Services Annual Report Georgia State University Department of Counseling and Psychological Services Annual Report for CACREP Accredited Programs Program Assessment and Evaluations Clinical Mental Health Counseling Program School

More information

Writing an Effective Research Proposal

Writing an Effective Research Proposal Writing an Effective Research Proposal O R G A N I Z AT I O N A L S C I E N C E S U M M E R I N S T I T U T E M AY 1 8, 2 0 0 9 P R O F E S S O R B E T H A. R U B I N Q: What is a good proposal? A: A good

More information

Milton Public Schools Special Education Programs & Supports

Milton Public Schools Special Education Programs & Supports Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms

More information

CLINICAL TRAINING AGREEMENT

CLINICAL TRAINING AGREEMENT CLINICAL TRAINING AGREEMENT This Clinical Training Agreement (the "Agreement") is entered into this 151 day of February 2009 by and between the University of Utah, a body corporate and politic of the State

More information

INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM )

INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM ) INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM ) GENERAL INFORMATION The Internal Medicine In-Training Examination, produced by the American College of Physicians and co-sponsored by the Alliance

More information

IVY TECH COMMUNITY COLLEGE REGION 8 INDIANAPOLIS/LAWRENCE SURGICAL TECHNOLOGY PROGRAM

IVY TECH COMMUNITY COLLEGE REGION 8 INDIANAPOLIS/LAWRENCE SURGICAL TECHNOLOGY PROGRAM IVY TECH COMMUNITY COLLEGE REGION 8 INDIANAPOLIS/LAWRENCE SURGICAL TECHNOLOGY PROGRAM 2017 SURGICAL TECHNOLOGY PROGRAM INFORMATION and APPLICATION PACKET TABLE OF CONTENTS Curriculum.......4 Admission

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Assessment of Student Academic Achievement

Assessment of Student Academic Achievement Assessment of Student Academic Achievement 13 Chapter Parkland s commitment to the assessment of student academic achievement and its documentation is reflected in the college s mission statement; it also

More information

Surgical Residency Program & Director KEN N KUO MD, FACS

Surgical Residency Program & Director KEN N KUO MD, FACS Surgical Residency Program & Director KEN N KUO MD, FACS 1 Taiwan Surgical Association Residency Director Meeting September 17, 2011 November 5, 2011 2 Three Stages of Education Undergraduate medical education

More information

Milady Standard Cosmetology

Milady Standard Cosmetology Free PDF ebook Download: Download or Read Online ebook milady standard cosmetology in PDF Format From The Best User Guide Database January 16, 2013. 7.. Occupational Opportunities Texas Requires 1500 Hours

More information

Preferences...3 Basic Calculator...5 Math/Graphing Tools...5 Help...6 Run System Check...6 Sign Out...8

Preferences...3 Basic Calculator...5 Math/Graphing Tools...5 Help...6 Run System Check...6 Sign Out...8 CONTENTS GETTING STARTED.................................... 1 SYSTEM SETUP FOR CENGAGENOW....................... 2 USING THE HEADER LINKS.............................. 2 Preferences....................................................3

More information

Clinical Mental Health Counseling Program School Counseling Program Counselor Education and Practice Program Academic Year

Clinical Mental Health Counseling Program School Counseling Program Counselor Education and Practice Program Academic Year Georgia State University Department of Counseling and Psychological Services Annual Report for CACREP Accredited Programs Program Assessment and Evaluations Clinical Mental Health Counseling Program School

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

CROSS-BATTERY ASSESSMENT, SLD DETERMINATION, AND THE ASSESSMENT- INTERVENTION CONNECTION

CROSS-BATTERY ASSESSMENT, SLD DETERMINATION, AND THE ASSESSMENT- INTERVENTION CONNECTION NOVA SOUTHEASTERN UNIVERSITY College of Psychology CROSS-BATTERY ASSESSMENT, SLD DETERMINATION, AND THE ASSESSMENT- INTERVENTION CONNECTION Presenter: Dawn Flanagan, Ph.D. Friday, October 27, 2017 9:00

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

SMALL GROUPS AND WORK STATIONS By Debbie Hunsaker 1

SMALL GROUPS AND WORK STATIONS By Debbie Hunsaker 1 SMALL GROUPS AND WORK STATIONS By Debbie Hunsaker 1 NOTES: 2 Step 1: Environment First: Inventory your space Why: You and your students will be much more successful during small group instruction if you

More information

Writing Functional Dysphagia Goals

Writing Functional Dysphagia Goals Writing Functional Dysphagia Goals Free PDF ebook Download: Writing Functional Dysphagia Goals Download or Read Online ebook writing functional dysphagia goals in PDF Format From The Best User Guide Database

More information

English Language Arts Summative Assessment

English Language Arts Summative Assessment English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript

More information

Post-Professional Occupational Therapy Doctorate (OTD)

Post-Professional Occupational Therapy Doctorate (OTD) Johnson & Wales University Logo COE Logo Post-Professional Occupational Therapy Doctorate (OTD) Program Handbook 2018 19 Photo of 4 Campuses POST-PROFESSIONAL OCCUPATIONAL THERAPY DOCTORATE Program Handbook

More information

MSW Field Placement Manual Foundation and Advanced

MSW Field Placement Manual Foundation and Advanced MSW Field Placement Manual Foundation and Advanced Eastern Michigan University School of Social Work Sarah Shea, Ph.D., LMSW, IMH-E (IV), Associate Professor Director of Field Program School of Social

More information

ADDIE MODEL THROUGH THE TASK LEARNING APPROACH IN TEXTILE KNOWLEDGE COURSE IN DRESS-MAKING EDUCATION STUDY PROGRAM OF STATE UNIVERSITY OF MEDAN

ADDIE MODEL THROUGH THE TASK LEARNING APPROACH IN TEXTILE KNOWLEDGE COURSE IN DRESS-MAKING EDUCATION STUDY PROGRAM OF STATE UNIVERSITY OF MEDAN International Journal of GEOMATE, Feb., 217, Vol. 12, Issue, pp. 19-114 International Journal of GEOMATE, Feb., 217, Vol.12 Issue, pp. 19-114 Special Issue on Science, Engineering & Environment, ISSN:2186-299,

More information

MASTER S OF OCCUPATIONAL THERAPY (MOT) STUDENT HANDBOOK

MASTER S OF OCCUPATIONAL THERAPY (MOT) STUDENT HANDBOOK Louisiana State University Health Sciences Center New Orleans School of Allied Health Professions MASTER S OF OCCUPATIONAL THERAPY (MOT) STUDENT HANDBOOK Department of Occupational Therapy Phone Numbers

More information

Course Syllabus MFG Modern Manufacturing Techniques I Spring 2017

Course Syllabus MFG Modern Manufacturing Techniques I Spring 2017 Faculty: Mr. Stephen Jenkins Telephone: 443-523-6257 Course Syllabus MFG 111 01 Modern Manufacturing Techniques I Spring 2017 410-677-5144 Email: Office Hours: By Appointment Class Time Lecture: Tuesday

More information

CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY

CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY CLINICAL EDUCATION EXPERIENCE MODEL; CLINICAL EDUCATION TRAVEL POLICY Clinical Education Assignments: Clinical Education Experience Model Prior to officially being admitted into the athletic ATHTR major,

More information

Function Number 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into

Function Number 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into Function Essential Functions EMT PARAMEDIC 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into practical situations is critical.

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Intuitive Practitioner Course Overview

Intuitive Practitioner Course Overview Intuitive Practitioner Course Overview About MetaVarsity The physical world that we perceive with our physical senses is the world of effects, the end result. What is the cause of this physical effect?

More information

Cynthia M. Stanley, Ph.D., LRT, CTRS

Cynthia M. Stanley, Ph.D., LRT, CTRS Cynthia M. Stanley, Ph.D., LRT, CTRS Winston Salem State University 601 Martin Luther King, Jr. Drive Anderson Center, Suite C017 Winston-Salem, NC 27110 (336) 750-2588 stanleyc@wssu.edu EDUCATIONAL BACKGROUND

More information