Instructor s Manual CRYSTAL A. GATELEY, MA, OTR/L SHERRY BORCHERDING, MA, OTR/L CLINICAL ASSISTANT PROFESSOR UNIVERSITY OF MISSOURI COLUMBIA, MISSOURI
|
|
- Imogene Blankenship
- 6 years ago
- Views:
Transcription
1 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 MISSOURI COLUMBIA, MISSOURI
2 Copyright 2012 by SLACK Incorporated All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher, except for brief quotations embodied in critical articles and reviews. The procedures and practices described in this book should be implemented in a manner consistent with the professional standards set for the circumstances that apply in each specific situation. Every effort has been made to confirm the accuracy of the information presented and to correctly relate generally accepted practices. The authors, editor, and publisher cannot accept responsibility for errors or exclusions or for the outcome of the material presented herein. There is no expressed or implied warranty of this book or information imparted by it. Any review or mention of specific companies or products is not intended as an endorsement by the author or publisher. SLACK Incorporated uses a review process to evaluate submitted material. Prior to publication, educators or clinicians provide important feedback on the content that we publish. We welcome feedback on this work. Published by: SLACK Incorporated 6900 Grove Road Thorofare, NJ USA Telephone: Fax: Contact SLACK Incorporated for more information about other books in this field or about the availability of our books from distributors outside the United States.
3 Instructor s Manual 3 INTRODUCTION The material contained in this instructor s manual is intended to provide the instructor with ideas and additional resources for use in conjunction with Documentation Manual for Occupational Therapy: Writing SOAP Notes, Third Edition. Like the textbook itself, the material presented in this instructor s manual has been developed for use in a course on clinical documentation. The textbook and these supplemental materials may also be useful in Level I Fieldwork and other courses in your curriculum. The instructional materials presented here may be edited or adapted according to the needs of the individual course, instructor, and occupational therapy program. WORKSHEETS The textbook is intended to serve as a workbook for the occupational therapy student. Numerous worksheets are provided throughout the book, and suggested answers are provided in the Appendix. It has been our experience that the worksheets function best as in-class activities after the student has reviewed the corresponding chapter prior to class. The worksheets can be completed individually, in pairs, or in small groups and then reviewed as a whole class. Worksheets can be assigned as homework, but our students have admitted at times to just copying the answers from the back of the book. Since learning the skill of documentation takes practice and clinical reasoning, we have found it more beneficial to have students complete the worksheets in class where it is more likely that they will demonstrate a true effort on the worksheets before checking their answers. It is also essential to reiterate to the students that the suggested answers in the Appendix are just one correct way to document. Just because his or her attempt looks very different from the suggested answer does not mean it is wrong. QUIZZES A few of the worksheets lend themselves nicely for use as an in-class quiz to assess comprehension of material presented in the chapter: Worksheet 4-1: Avoiding Common Documentation Errors Worksheet 6-2: Evaluating Goal Statements Worksheet 9-2: Justifying Continued Treatment Worksheet 11-3: SOAPing Your Note Depending on your students familiarity with the Occupational Therapy Practice Framework: Domain & Process, Second Edition, you can create a short quiz based on the information in Chapters 1 and 12 that tests the students understanding of how documentation is impacted by the Framework-II. Here are a few sample quiz questions: The Framework is divided into what two sections? List the categories for Areas of Occupation that an OT might address with a client. List the major steps in the Process of Service Delivery. List the parts of the evaluation process. Fill in the appropriate term for each of the following: (followed by the definitions of preparatory methods, purposeful activity, and occupation-based intervention) Other content in Chapter 4: General Guidelines for Documentation may also be used for quizzes. While it may seem ironic to give college students a quiz on grammar, punctuation, capitalization, and spelling, the authors have observed an alarming trend among students in recent years. Many students do not demonstrate proficiency in these basic writing skills. This lack of proficiency may be due to reliance on word processing programs to identify and correct errors. Regardless of the cause, these deficits have serious consequences for clinical documentation. One of the authors recently kept a list of misspelled words in student documentation over the course of a semester. Unfortunately, Table 4-2: Commonly Misspelled Words from the text is only an abbreviated version of that list. While some students may argue that the content of a note is more important than the presentation, we stand firmly in the belief that error-laden documentation reflects poorly on the student or clinician, the academic Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
4 4 Chapter 1 institution, the department, and occupational therapy as a profession. With that in mind, it is much better for them to miss a few points in class and learn the correct methods than to go out to a fieldwork site or entry-level position and make those errors. Table 4-3 from the text lists several commonly used abbreviations in occupational therapy settings. While many students will have already had a course in medical terminology prior to or since admission to your OT program, this list serves as a nice review and can also be used in whole or part for quiz purposes. It is, however, important to reiterate to students that the list is intended only for use in this specific textbook. Different facilities will have lists of acceptable and prohibited abbreviations. Be sure to let students know what abbreviations you consider acceptable in terms of your assignments to them. OTHER ASSIGNMENTS ICD AND CPT CODES Documentation and billing are inextricably linked. While ICD and CPT codes are frequently updated, it is useful for students to become familiar with the use of codes in general as part of their documentation. There are several reference guides, both printed and online, that provide explanations of commonly used codes. Consider having your students determine the appropriate ICD code for a client s diagnosis and the appropriate CPT code for the services documented. DOCUMENTATION ASSIGNMENTS There is no better way to learn how to document than simply to practice doing it. The following pages contain sample assignments that can be used to document treatment sessions from the videos provided with the Instructor s Manual, other treatment sessions that you have recorded, or for observation of an actual client in a class or fieldwork setting. These can be used as in-class or homework assignments. The following forms and corresponding grading rubrics are provided for you to adapt or edit according to your needs: Writing Functional Problem Statements Writing Goals The COAST Method Writing an Intervention Plan Writing a SOAP Note When students are first learning to document, the process can seem overwhelming. The first two assignments (Writing Functional Problem Statements and Writing Goals The COAST Method) break down the process into manageable steps for the student. The third assignment (Writing an Intervention Plan) combines the concepts of the first two assignments and adds in the requirement for the student to identify interventions to address the client s problems and goals. The final assignment (Writing a SOAP Note) assesses the student s understanding of all the concepts presented in the textbook. Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
5 Instructor s Manual 5 WRITING FUNCTIONAL PROBLEM STATEMENTS Name: Client: Date: Identify at least 2 strengths and 2 problems for the client observed. List more if applicable. Strengths Problems For each problem you have identified, write a functional problem statement using one of the three formulas found in Chapter 5: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
6 6 Instructor s Manual GRADING RUBRIC: WRITING FUNCTIONAL PROBLEM STATEMENTS Name: Points Points Criteria Possible 2 Professional presentation (typed or black ink), neat, legible, signed appropriately, turned in on time At least 2 strengths and 2 problems identified 2 No grammar, spelling, or punctuation errors (.5 deduction per error) 2 Strengths and problems reflect accurately what was reported or observed 2 Wording is clear to the reviewer; each problem is distinct (not two ways of saying the same thing) 2 Each problem statement contains a clear area of occupation and contributing factor Total: 10 Comments: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
7 WRITING GOALS THE COAST METHOD Instructor s Manual 7 Name: Client: Date: For each problem identified, write at least one long-term goal (LTG) and one short-term goal (STG) for the client using the COAST method: C Client Client will perform O Occupation What occupation? A Assist Level With what level of assistance/independence? S Specific Condition Under what conditions? T Timeline By when? Remember that the individual elements of the goal can be rearranged as long as all essential elements are present. Refer to Chapter 6 for additional tips and examples of COAST goals. Use additional pages if necessary. Problem Statement #1: LTG: STG: Problem Statement #2: LTG: STG: Problem Statement #3: LTG: STG: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
8 8 Instructor s Manual GRADING RUBRIC: WRITING GOALS THE COAST METHOD Name: Points Points Criteria Possible 2 Professional presentation (typed or black ink), neat, legible, signed appropriately, turned in on time At least 1 LTG and 1 STG for each problem identified 2 No grammar, spelling, or punctuation errors (.5 deduction per error) 2 Goals are treatable in and appropriate to the clinical situation (outpatient, home health, inpatient, etc.) 2 Goals are measurable, observable, and realistic to the client and setting 2 Goals are occupation-based and demonstrate medical necessity (or educational necessity if appropriate) Treatment is indicated within the scope of OT practice and requires the skill of an OT practitioner 2 All COAST elements are present 2 Goals are concise and organized 1 Interventions are not used as goals Total: 15 Comments: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
9 Instructor s Manual 9 WRITING AN INTERVENTION PLAN Name: Client: Date: Develop an intervention plan for your client based on the problems and goals you have identified. For each long-term goal (LTG), you should identify at least two short-term goals (STGs). For each STG, you should identify at least two interventions. Be sure that your interventions include an appropriate mix of preparatory methods, purposeful activity, and occupation-based intervention. Refer to Chapter 12 in your textbook for tips and examples. Use additional pages if necessary. Problem: LTG: STGs (Objectives) STG #1: Interventions STG #2: Problem: LTG: STGs (Objectives) STG #1: Interventions STG #2: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
10 10 Instructor s Manual GRADING RUBRIC: WRITING AN INTERVENTION PLAN Name: Points Points Criteria Possible 2 Professional presentation (typed or black ink), neat, legible, signed appropriately, turned in on time At least 1 LTG and 2 STGs for each problem identified At least 2 interventions for each STG identified 2 No grammar, spelling, or punctuation errors (.5 deduction per error) 2 Goals are treatable in and appropriate to the clinical situation (outpatient, home health, inpatient, etc.) 2 Goals are measurable, observable, and realistic to the client and setting 2 Goals are occupation-based and demonstrate medical necessity (or educational necessity if appropriate) Treatment is indicated within the scope of OT practice and requires the skill of an OT practitioner 2 All COAST elements are present Goals are concise and organized 2 Interventions address the client s goals and are appropriate to the setting 1 Interventions contain an appropriate mix of preparatory methods, purposeful activity, and occupation-based intervention Total: 15 Comments: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
11 WRITING A SOAP NOTE Instructor s Manual 11 Name: Client: Date: Write a SOAP note for the client s OT session. Remember to include the essential elements for each section of the SOAP Note. Refer to the Quick Checklist found in the back of your textbook. S: O: A: P: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
12 12 Instructor s Manual GRADING RUBRIC: WRITING A SOAP NOTE Name: Points Points Criteria Possible 2 Professional presentation (typed or black ink), neat, legible, signed appropriately, turned in on time 2 No grammar, spelling, or punctuation errors (.5 deduction per error) 2 The S is relevant to the session and is accurate (if the client is quoted, the quote contains the client s exact words) The S is concise and coherent; the most relevant information has been selected rather than a list of things the client said 5 The O begins with where, for how long, and for what purpose the client received OT The O demonstrates that the skills of an OT practitioner were required The O contains accurate information with correct medical terminology and abbreviations Assist levels show what part of the task required assistance Response to client/caregiver education is noted when appropriate Intervention is described in terms of purpose and function, de-emphasizing the treatment media The O is written from the client s point of view using nonjudgmental language 5 The A contains a complete assessment of the data presented in the S and O Problems, progress, and/or rehab potential are clearly indicated No new material is presented in A that wasn t already discussed in S or O The A ends with a statement about what the client would benefit from There is adequate justification for continued skilled OT 2 The P contains information regarding frequency/duration of services and for what purpose the client will be seen The P contains a description of planned interventions to address the problems identified in the A The P is reasonable for this particular client and setting 2 Each SOAP category contains only the correct information for that category The entire note is complete, organized, and concise Total: 20 Comments: From Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes, third edition instructor s manual. Online document, based on Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
13 Instructor s Manual 13 SAMPLE VIDEOS We have provided three videos that are useful to students in learning documentation. These videos can be used as in-class or homework assignments. If used in class, students can complete the assignment individually or work in small groups. A brief summary of each video is provided below. A more detailed case history and sample documentation for each video is provided on the pages that follow. 1. Mr. Suzuki (10.5 minutes): The client is a 71-year-old man who recently broke his hip. The session takes place in an inpatient hospital setting. The OT in the video is teaching him how to get dressed using adaptive equipment. 2. Mrs. Mulliver (8 minutes): The client is an 82-year-old woman who has macular degeneration. She has purchased a vision machine to enlarge print so that she will be able to see to read and write independently. The session takes place in her home, and the OT teaches her how to use the vision machine. 3. Coach (7 minutes): The client is a 67-year-old man who injured his knee and is now in a knee immobilizer. The session takes place in an outpatient clinic and in the parking lot outside. In this video, the OT instructs him on tub transfers and car transfers. In our course, we first provide the students with the case history. Next we briefly discuss what they anticipate seeing in the video. Then we have the students watch the video and write out problems, goals, and a SOAP note. When used as an in-class assignment, it is helpful for students to take notes during the video so they can refer back to them as they complete the documentation assignment. We also allow them to refer to the textbook for tips and examples as they complete the assignment. When students are first learning to document, it often takes them a very long time to complete a documentation assignment, sometimes 1 hour or longer. As they become more proficient, we increase the expectations. For example, we may allow them to take notes during the video but prohibit them from referring to the textbook, or only allow them to refer to the cardstock pullouts at the back of the book. As the semester progresses, we ask the students to watch a video without taking any notes and then to document without referring to the text or checklists. These three videos all address physical dysfunction and are intended for use in the early stages of learning documentation. These videos are staged situations created by one of the authors. We encourage you to develop similar videos for use in your classroom, particularly videos that cover other OT settings such as pediatrics or mental health. Faculty colleagues and local clinicians are great resources for this type of project. Ideally, you could have an actual client come to class for an OT session and have students document about that session. MR. SUZUKI HISTORY When Mr. Suzuki was 18 years old, he immigrated to the United States from his native Japan to accept a scholarship to the university. His culture places a high value on education and has great respect for teachers, so Mr. Suzuki became a high school math teacher. He is a small man, and he wondered how he would discipline the large boys, but luck was with him. The students assumed that he was a martial artist because he is Asian, and he never corrected them. When one of the boys asked him if he had a black belt, he replied, Yes, knowing that in his closet was the black leather belt he wore with his Sunday suit trousers. Mr. Suzuki values his health and has always kept himself fit, even as he has aged. At 71, he is still healthy, even though he does not hear as well as he once did and sometimes misses auditory cues. One day at the Fitness Center, he stepped onto a treadmill without realizing that its user had left it running and gone to the bathroom. Mr. Suzuki fell and broke his hip. He was admitted to Lewis and Clark Hospital for a total hip replacement. The hospital uses a critical care pathway for hip replacements that calls for a 4-day length of stay with specific interventions for each discipline (see Table 12-1 in your text). This is day 2 of the program. Mr. Suzuki is embarrassed by the idea of being seen using a walker. He places great value on saving face and does not want the boys who always thought he was a martial artist to see him limping. His granddaughter is getting married in 3 months, and he plans to walk her down the aisle in her father s place. He is motivated to work hard to return his body to a state of fitness in order to walk normally again. Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
14 14 Instructor s Manual MRS. MULLIVER HISTORY Mrs. Mulliver is an 82-year-old woman who has macular degeneration, resulting in low vision. She lives at home with her 85-year-old husband, who also has a disabling condition (CVA 6 years ago). The Mullivers were childhood sweethearts and have been married for 61 years. They have 3 grown children and 5 grandchildren. Dr. Mulliver has been successful in his career as a surgeon and the Mullivers are comfortably well-off financially. As Mrs. Mulliver s vision has worsened, she has become less and less independent in her IADL activities. She loves to cook but can no longer read recipes or packages. She has always been the one to manage the family finances, but she can no longer see well enough to write a check. Dr. Mulliver is willing to help her or to take over some of the roles and tasks that have always been hers, but Mrs. Mulliver values her independence and her ability to make a contribution to the household. She wants to be able to continue with some of her most prized roles. The Mullivers have ordered a Spectrum III machine to enlarge print so that Mrs. Mulliver can read it. When it was delivered earlier in the week, Dr. Mulliver called the local Home Health Agency to request that an occupational therapist come out and teach his wife how to use the new machine. The Mullivers have received services from the Home Health Agency in the past and are acquainted with the agency. They are private-pay clients, so there is no concern about what is covered under Medicare. Laura is the occupational therapist who will be visiting Mrs. Mulliver today. She is a recent graduate who began working for the agency a few months ago. She is acquainted with the Spectrum III and has reviewed its functions to be sure she will be able to teach its use easily. She is a little nervous because she has never met the Mullivers and wonders what they will be like. COACH HISTORY John Darling is a 67-year-old white male who coached high school sports for 41 years prior to his retirement 2 years ago. Since the name Darling was a major source of amusement for high school students, he started going by the name Coach early in his career. After a few years, even his family and friends began to call him Coach, and it became his identity. Although retired, he still loves sports and young people, and now volunteers to coach a team of disadvantaged youth in Two Mile Prairie, about 25 miles north of his home town. On Saturday, he was demonstrating a play when he stepped in a hole and was hit from the side, landing underneath 2 of the larger boys. Coach ended up with a spiral fracture of the distal femur of his right leg. He was taken to Two Mile Prairie General Hospital, where an open reduction internal fixation was done on an emergency outpatient basis. He was sent home with pain medication and a knee immobilizer and told not to bear weight on his right leg for 3 to 4 weeks. He took the pain medication and slept most of Sunday. First thing Monday morning he called his primary care physician. Knowing she was wasting her breath, the PCP nonetheless lectured Coach on what a 67-year-old man should and should not be doing as it pertains to football. She scheduled an appointment to see him on Thursday and ordered outpatient OT and PT (2 to 3 visits each) to get Coach some education on proper ways to maintain his non-weightbearing status and also to get him started on a good home exercise program. Suzanne, the occupational therapist, and Mark, the physical therapist at Two Mile Prairie Outpatient Therapy, have worked together for several years and work well together. Mark saw Coach this morning to fit the walker and teach Coach how to use it properly. He will be doing some gentle PROM and starting Coach on a home program of strengthening exercises as healing progresses. He plans to ask for more visits to work on ambulation when Coach is ready to begin some weightbearing When Suzanne asked Coach what his priorities were, his first two priorities were to be able to take a bath and to be able to get in and out of the car. The physician told him that he could take off the immobilizer after he was sitting in the bathtub, and that he could take it off in physical therapy, but otherwise he was to wear it 24/7. Since Coach cannot reach his feet, he will need some adaptive equipment and techniques for dressing also, but Suzanne plans to start with tub and car transfers since that is what Coach wants to do most. His wife has taken a week off work to take care of him this first week, and she has been helping him with things like dressing. Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
15 SAMPLE DOCUMENTATION FOR VIDEOS Instructor s Manual 15 Each of the three videos is brief, and we explain to students that the video represents one portion of a longer treatment session that is approximately 30 minutes in length. We have included sample documentation for each of the videos that may be helpful as you grade student assignments or as an example to show the class when their graded assignments are returned to them. Just as we tell our students, please remember that these samples are not the only correct way to document. MR. SUZUKI Problem #1: Client requires adaptive equipment and verbal cues to complete lower body dressing due to hip precautions. LTG: By discharge in 2 days, client will complete lower body dressing with modified independence using adaptive equipment and maintaining all hip precautions. STG: Client will don pants with SBA using dressing stick by tomorrow s ADL session. STG: Client will don socks and shoes with modified independence using adaptive equipment by tomorrow s ADL session. Problem #2: Client requires verbal cues to follow hip precautions during ADLs due to unfamiliarity with the hip precautions. LTG: By discharge in 2 days, client will complete all basic ADLs with modified independence while demonstrating compliance with hip precautions. STG: Client independently will verbalize 3/3 hip precautions for safety during ADLs by next treatment session. STG: Client will complete grooming tasks standing at sink with walker with no more than 1 verbal cue for hip precautions by tomorrow s ADL session. STG: Within 2 sessions, client will complete toileting with using commode frame and walker with no more than 1 verbal cue for hip precautions. Students often want to attribute the client s inability to recall the hip precautions to a cognitive deficit or decreased short-term memory. This is a good opportunity to point out that a client s unfamiliarity with the new rules he has been given is simply due to a lack of experience with this situation, not a lack of intellectual ability. Additionally, some students document the contributing factor as due to THR. This is an opportunity to remind students that the diagnosis in not the contributing factor. In this case, it is the postsurgical restrictions that have been imposed on the client. Some students have difficulty coming up with other goals since the video focuses very specifically on lower body dressing. This is where clinical reasoning comes in. Ask the students questions like, Based on what you know about Mr. Suzuki, what other problems might he be having? or What areas of occupation are impacted by his deficits? Also refer them again to Table 12-1, which lists the clinical pathway for a total hip replacement. Other possible LTGs include: By discharge, client will complete grooming tasks standing at sink using walker with modified independence, following all hip precautions. By discharge, client will complete bathing with modified independence using tub bench and long-handled sponge, following all hip precautions. By discharge, client will demonstrate transfer in/out of car with modified independence while adhering to hip precautions. We have also encountered several students who want to write goals for ambulation since walking is heavily emphasized in the client s history. OTs very often encounter clients who respond, I want to walk when asked about their personal goals, but the physical therapist will be addressing ambulation. This video is a good opportunity for students to learn to focus on occupation, while still addressing the issue of safe ambulation during occupational performance. For example, consider these goals for Mr. Suzuki: By discharge, client will retrieve clothing from closet with modified independence using walker for safety during ambulation. Client will prepare a snack in rehab kitchen with SBA using walker and wheeled cart for item retrieval and transport within 2 treatment sessions. Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
16 16 Instructor s Manual Here is an example of a SOAP note for Mr. Suzuki: S: When asked, client was able to state 1 of 3 hip precautions. O: Client participated in 30-minute bedside OT session for skilled instruction in compensatory techniques for lower body dressing. After set up, client donned socks using sock aide with min A for hand positioning and to thread sock onto device. Client donned pants with min A and verbal cues to position dressing stick. Verbal cues required to don shoes using long shoe horn. Client required 3 verbal cues to follow hip precautions during lower body dressing. Client able to sequence dressing tasks I, and spontaneously demonstrated problem solving to retrieve hard-to-reach items using reacher. Client I in upper body dressing from EOB. A: Inability to recall 2/3 hip precautions raises safety concerns in ADLs, IADLs, and functional mobility. Inability to remember all hip precautions and correct use of adaptive equipment necessitates assistance and verbal cueing to dress lower body safely. Ability to remember one hip precaution shows progress. Ability to sequence task and problem indicates good potential for return home with modified independence. Client would benefit from continued skilled instruction in hip precautions and adaptive equipment/techniques in ADL tasks as well as IADL tasks. P: Continue OT b.i.d. for 30-minute sessions for 2 more days to increase ability to follow hip precautions in ADL and IADL tasks. OT to address dressing, toileting, bathing, snack preparation, and car transfers by discharge. MRS. MULLIVER This OT session is unique in that funding justification is not an issue as this is a private-pay client. Also, based on the interaction at the end of the video, we know that the OT plans to see the client just one more time after this. This is a great opportunity to explain to students that OT evaluation and intervention often overlap. The OT in this video is assessing the client s performance while she is instructing her in the use of the vision machine. For purposes of documentation, it may be helpful to stop the video after the first 45 seconds and have the students write a problem statement, one long-term goal for the next session, and a few short-term goals for the existing session. Then have the students watch the remainder of the video and write a SOAP note. Problem: Client requires visual enlargement tool to read and write small print needed for home management tasks 2 to low vision. LTG: After 2 treatment sessions, client will complete IADL activities involving small print with modified I using the Spectrum III print enlargement machine. STG: After 1 treatment session, client will be able to read a recipe using the Spectrum III with min verbal cues for use of machine features. STG: After 1 treatment session, client will be able to locate a number in the telephone directory using the Spectrum III with min verbal cues for machine features. STG: After 1 treatment session, client will be able to write a check using the Spectrum III with min verbal cues for machine features. S: Client reports having difficulty reading small print. She would like to be able to find numbers in the phone book, read recipes, and write checks independently. At the end of the session, she reported finding the Spectrum III very helpful in reading and writing. O: Client participated in 30-minute OT session in her home for skilled instruction in the use of the Spectrum III print enlargement machine for reading and writing tasks during IADLs. Following instruction in machine features (focus, color, brightness, size, and underline), client demonstrated ability to read a recipe and a number from the telephone directory with min verbal cues for use of machine features. Client also wrote a grocery list and a check with min verbal cues for use of machine features. A: Low vision impacts client s ability to read and write during IADL tasks. Ability to use Spectrum III with min verbal cues during today s session shows good progress toward stated goals. Client shows good potential to be independent in reading and writing any print item that can be placed in the Spectrum III. Client would benefit from one more visit to reassess independence with use of machine and instruct further as needed. P: Client to be seen for one more intervention session in one week to assess knowledge and understanding of the Spectrum III. Independence with reading and writing tasks using the Spectrum III during IADLs will be reassessed and additional skilled instruction provided as needed. Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
17 COACH Instructor s Manual 17 This video is another example of intervention beginning during the first session. Based on the information provided in the client s history, we can assume that the OT in this video has already completed a brief evaluation and identified the priorities for intervention. Problem #1: Client unable to get in and out of tub and car safely and independently due to NWB status and inability to bend R knee with immobilizer. LTG: Within two sessions, client will complete tub and car transfers with modified independence using adaptive equipment and techniques. STG: By the end of the first treatment session, client will complete tub transfer with SBA using tub transfer bench. STG: By the end of the first treatment session, client will complete car transfer with SBA using adaptive techniques. S: Client reports difficulty getting in and out of the bathtub and car. O: Client participated in a 30-minute OT session in outpatient clinic for skilled instruction in safe transfers for ADLs and IADLs. Following instruction in sit/scoot/pivot method, client demonstrated understanding by repeating instructions and performed tub transfer X 2 with SBA using tub transfer bench. Min verbal cues were required for safe hand placement on tub bench. Using same technique, client transferred walker car with SBA, using plastic bag to facilitate scooting on seat. Min verbal cues required for adaptive technique and safety. Client also required assist to move walker following both tub and car transfers. A: R LE NWB status and inability to bend R knee due to immobilizer limit client s ability to transfer in and out of tub and car independently and safely. Same deficits also impact client s independence with dressing tasks. Progress with transfers in today s session and quick skill acquisition indicate excellent rehab potential. Client would benefit from reassessment of independence with transfers and skilled instruction in use of adaptive equipment and techniques for lower body dressing. P: Client will be seen 1 more 30-minute session to reassess safety and for skilled instruction in lower body dressing. Session will focus on skilled instruction and trial use of adaptive equipment including reacher, sock aid, dressing stick, and long shoe horn. While this video focuses specifically on functional transfers, students should be able to use their clinical reasoning skills and the information from the client s history to identify lower body dressing as another problem area to be targeted for intervention. The physician wrote orders for 2 to 3 visits of OT, but based on the client s fast progress in this session, it is likely that he will be able to master the use of adaptive equipment for lower body dressing in just one session. Therefore, only a long-term goal is necessary for this problem. Problem #2: Client requires assistance from caregiver for lower body dressing due to R knee immobilizer and NWB status. LTG: Client will complete lower body dressing with modified independence using adaptive equipment by end of next session. CONCLUSION We hope that you and your students find this textbook and instructor s manual useful. We invite your comments, criticisms, ideas, and suggestions for ways to improve this book. We also invite you to submit examples of documentation that you consider to be good examples for a particular practice setting. When submitting a note, please include your name, address, phone number, and so that the authors may contact you regarding permission to publish the note in future editions of this textbook. Please send your comments, suggestions, or notes to: Crystal Gateley, MA, OTR/L c/o SLACK Incorporated Professional Book Division 6900 Grove Road Thorofare, NJ Copyright 2012 SLACK Incorporated. Gateley, C. A., & Borcherding, S. (2012). Documentation manual for occupational therapy: Writing SOAP notes (3rd ed.). Thorofare, NJ: SLACK Incorporated.
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 informationGuide 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 informationFIGURE 8.2. Job Shadow Workplace Supervisor Feedback Form.
JOB SHADOW FEEDBACK FORM Student: Date of Job Shadow: Job Shadow Site: Phone: Email: Job Shadow Contact: 1. Did you have any concerns or comments about the student s behavior? Yes No 2. Would you be willing
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationOccupational 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 informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationChemistry 106 Chemistry for Health Professions Online Fall 2015
Parkland College Chemistry Courses Natural Sciences Courses 2015 Chemistry 106 Chemistry for Health Professions Online Fall 2015 Laura B. Sonnichsen Parkland College, lsonnichsen@parkland.edu Recommended
More informationIntermediate Algebra
Intermediate Algebra An Individualized Approach Robert D. Hackworth Robert H. Alwin Parent s Manual 1 2005 H&H Publishing Company, Inc. 1231 Kapp Drive Clearwater, FL 33765 (727) 442-7760 (800) 366-4079
More informationPRESENTED 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 informationJournalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104
Journalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104 Catalog description: A study of the First Amendment and the significant legal decisions
More informationSenior Stenographer / Senior Typist Series (including equivalent Secretary titles)
New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary
More informationThe St. Marylebone Church of England Bridge School
The St. Marylebone Church of England Bridge School Home/School Agreement 2016 / 17 HOME / SCHOOL AGREEMENT The St. Marylebone CE Bridge School 17 23 Third Avenue, London W10 4RS MISSION STATEMENT The St.
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationPOFI 1349 Spreadsheets ONLINE COURSE SYLLABUS
POFI 1349 Spreadsheets ONLINE COURSE SYLLABUS COURSE NUMBER AND TITLE: POFI 1349 SPREADSHEETS (2-2-3) COURSE (CATALOG) DESCRIPTION: Skill development in concepts, procedures, and application of spreadsheets
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationOn May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty
Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted
More informationHIGH SCHOOL PREP PROGRAM APPLICATION For students currently in 7th grade
HIGH SCHOOL PREP PROGRAM APPLICATION For students currently in 7th grade APPLICATION CHECKLIST: Applications can be mailed, faxed, or dropped off to the address below. Proof of Income (Household income
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationClinical 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 informationACCE. Application Fall Academics, Community, Career Development and Employment Program. Name. Date Received (official use only)
ACCE Academics, Community, Career Development and Employment Program Application Fall 2017 Name Date Received (official use only) PROGRAM DESCRIPTION Easterseals Arkansas (ESA) and the University of Arkansas
More informationModel 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 informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationGeneral Chemistry II, CHEM Blinn College Bryan Campus Course Syllabus Fall 2011
General Chemistry II, CHEM 1412 302 Blinn College Bryan Campus Course Syllabus Fall 2011 Instructor: Mr. Thom José Office: H253 Office Hours: M-R 10:30 AM 1:30 PM; MW 4:00 5:30 PM; TR 1:30 4:00 PM; other
More informationMaximizing 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 informationExecutive Summary. Lava Heights Academy. Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774
Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774 Document Generated On April 25, 2013 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationDangerous. He s got more medical student saves than anybody doing this kind of work, Bradley said. He s tremendous.
Instructions: COMPLETE ALL QUESTIONS AND Dangerous MARGIN NOTES using the CLOSE reading strategies practiced in class. This requires reading of the article three times. Step 1: Skim the article using these
More informationGet a Smart Start with Youth
Toolkit work bene ts youth Get a Smart Start with Youth Y O U T H I N T R A N S I T I O N Toolkit Overview Using the Toolkit TOOLKIT OVERVIEW The core component of the Get a Smart Start & Take Charge Toolkit
More informationMGMT 479 (Hybrid) Strategic Management
Columbia College Online Campus P a g e 1 MGMT 479 (Hybrid) Strategic Management Late Fall 15/12 October 26, 2015 December 19, 2015 Course Description Culminating experience/capstone course for majors in
More informationITSC 2321 Integrated Software Applications II COURSE SYLLABUS
ITSC 2321 Integrated Software Applications II COURSE SYLLABUS COURSE NUMBER AND TITLE: ITSC 2321 Integrated Software Applications II (2-3-3) COURSE (CATALOG) DESCRIPTION: Intermediate study of computer
More informationCOURSE 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 informationQuiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis
Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationClinical Quality in EMS. Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00)
Clinical Quality in EMS Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00) Presentation Overview Rationale Definitions Philosophy Prerequisites for a Successful Program The
More informationAccommodation for Students with Disabilities
Accommodation for Students with Disabilities No.: 4501 Category: Student Services Approving Body: Education Council, Board of Governors Executive Division: Student Services Department Responsible: Student
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationCHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010
CHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010 Instructor: Dr. Stephen M. Holmes Course Time: 10 AM Friday Office Location: 418 Benton Hall Course Location: 451 Benton Hall Email: holmesst@umsl.edu
More informationParent Information Welcome to the San Diego State University Community Reading Clinic
Parent Information Welcome to the San Diego State University Community Reading Clinic Who Are We? The San Diego State University Community Reading Clinic (CRC) is part of the SDSU Literacy Center in the
More informationGuided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien
Bebop Books Page 1 Guided Reading with A SPECIAL DAY written and illustrated by Anne Sibley O Brien Realistic Fiction Guided Reading : D DRA: 4 Reading Recovery : 6 12 pages, 75 words Focus: using picture
More informationTeaching a Laboratory Section
Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the
More informationSALAMAH COLLEGE A PARENTS GUIDE TO SCHOOL UNIFORM
SALAMAH COLLEGE A PARENTS GUIDE TO SCHOOL UNIFORM Introduction: At Salamah College our uniform is a sign of our community. It reflects the School Vision Statement and goals. All families sign as part of
More informationThe Holy Cross School Behaviour Policy & Procedure
The Holy Cross School Behaviour Policy & Procedure Procedure No: HXS / BE1 Review Date: January 2014 Effective date: July 2008 Revision History Rev. No. Effective Date Description Prepared by Reviewed
More informationSANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission
SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission CLASS TITLE: Paraeducator-Special Education DESCRIPTION OF BASIC FUNCTION AND RESPONSIBILITIES To assist teacher(s) and/or other certificated
More informationMADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm
MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationSPCH 1315: Public Speaking Course Syllabus: SPRING 2014
: Public Speaking Course Syllabus: SPRING 2014 Northeast Texas Community College exists to provide responsible, exemplary learning opportunities. Danny Moss, MA : IT 114 Phone: 903-434-8228 Course Work
More informationIntroduction and Theory of Automotive Technology (AUMT 1301)
Introduction and Theory of Automotive Technology (AUMT 1301) Credit: 3 semester credit hours (3 hours lecture) Prerequisite/Co-requisite: None Course Description An introduction to the automobile industry
More informationRETURNING TEACHER REQUIRED TRAINING MODULE YE TRANSCRIPT
RETURNING TEACHER REQUIRED TRAINING MODULE YE Slide 1. The Dynamic Learning Maps Alternate Assessments are designed to measure what students with significant cognitive disabilities know and can do in relation
More informationMedical Terminology - Mdca 1313 Course Syllabus: Summer 2017
Medical Terminology - Mdca 1313 Course Syllabus: Summer 2017 Northeast Texas Community College exists to provide responsible, exemplary learning opportunities. April Brannon Office: Online Phone: Cell:
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationLaura 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 informationState University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210
1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 Dr. Michelle Benson mbenson2@buffalo.edu Office: 513 Park Hall Office Hours: Mon & Fri 10:30-12:30
More informationThe One Minute Preceptor: 5 Microskills for One-On-One Teaching
The One Minute Preceptor: 5 Microskills for One-On-One Teaching Acknowledgements This monograph was developed by the MAHEC Office of Regional Primary Care Education, Asheville, North Carolina. It was developed
More informationSynthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski
Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced
More informationBUFFET THEORY AND PRODUCTION - CHEF 2332 Thursday 1:30pm 7:00pm Northeast Texas Community College - Our Place Restaurant Course Syllabus Fall 2013
Professor: Chef Kat Miller Our Place Restaurant Pittsburg, TX Office: (903) 434-8392 Email: chef.kat.is@gmail.com Course Description BUFFET THEORY AND PRODUCTION - CHEF 2332 Thursday 1:30pm 7:00pm Northeast
More informationCourse Law Enforcement II. Unit I Careers in Law Enforcement
Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning
More informationPediatric Wheelchair Seating
Pediatric Wheelchair Seating Saturday, November 1, 2008 Siebens Building, 1st Floor Phillips Hall Rochester, Minnesota PRESENTER: Michelle L. Lange, OTR, ABDA, ATP Course Directors: Sherilyn W. Driscoll,
More informationSchool Uniform Policy. To establish guidelines for the wearing of school uniforms.
JFCA School Uniform Policy I. PURPOSE To establish guidelines for the wearing of school uniforms. II. SCOPE This policy applies to all students in the Cleveland Municipal School District. III. DEFINITIONS:
More informationProgram 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 informationFountas-Pinnell Level M Realistic Fiction
LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationGuidelines for Writing an Internship Report
Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components
More informationCROSS COUNTRY CERTIFICATION STANDARDS
CROSS COUNTRY CERTIFICATION STANDARDS Registered Certified Level I Certified Level II Certified Level III November 2006 The following are the current (2006) PSIA Education/Certification Standards. Referenced
More informationleading people through change
leading people through change Facilitator Guide Patricia Zigarmi Judd Hoekstra Ken Blanchard Authors Patricia Zigarmi Judd Hoekstra Ken Blanchard Product Developer Kim King Art Director Beverly Haney Proofreaders
More informationLeader s Guide: Dream Big and Plan for Success
Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly
More informationModified 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 informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:
More informationFREQUENTLY ASKED QUESTIONS
School of Physical Therapy Clinical Education FREQUENTLY ASKED QUESTIONS When do I begin the selection process for each clinical internship? The process begins at different times for each internship. In
More informationEducational Support Program Standard
Educational Support Program Standard The approved program standard for Educational Support program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and
More informationCLINICAL 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 informationGrade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?
Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationCourse Policies and Syllabus BUL3130 The Legal, Ethical, and Social Aspects of Business Syllabus Spring A 2017 ONLINE
F Course Policies and Syllabus BUL3130 The Legal, Ethical, and Social Aspects of Business Syllabus Spring A 2017 ONLINE Instructor: Theresa Moore Title: Professor Office: 200/405 Office Hours: Mon. 11-1:30,
More informationStatistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics
5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin
More informationYouth Mental Health First Aid Instructor Application
Youth Mental Health First Aid Instructor Application April 6 10, 2015 Somerset Church of the Brethren Overview: Becoming a Mental Health First Aid Instructor Becoming a Mental Health First Aid instructor
More informationCommunication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45
Communication Studies 151 & LAB Class # 10941 & 10942 Fall 2014 Thursdays 4:00-6:45 Instructor: Bridget Sampson Websites: BridgetSampson.com / SampsonCommunicationConsulting.com Classroom: MZ111 Box for
More informationTHE 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 informationWestern University , Ext DANCE IMPROVISATION Dance 2270A
Fall 2017 Barb Sarma Don Wright Faculty of Music Room 17 Alumni Hall Western University 661-2111, Ext. 88396 bsarma2@uwo.ca DANCE IMPROVISATION Dance 2270A Introduction 2270A Dance Improvisation. Students
More informationStrategic 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 informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationPoint Sheets/Behavior Report Cards
Point Sheets/Behavior Report Cards February 2015 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org This document was produced under U.S. Department of
More informationSummarizing Webinar Protocol and Guide for Facilitators
Summarizing Webinar Protocol and Guide for Facilitators Bringing STakeholders Together for Engagement in Research for the Selection of Arthroplasty Implant Devices (BeTTER SAID) Title: How can patient
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationSY 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 informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationHow to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
More informationCMST 2060 Public Speaking
CMST 2060 Public Speaking Instructor: Raquel M. Robvais Office: Coates Hall 319 Email: rrobva1@lsu.edu Course Materials: Lucas, Stephen. The Art of Public Speaking. McGraw Hill (11 th Edition). One two
More informationI. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More informationTherapeutic 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 informationLicense to Deliver FAQs: Everything DiSC Workplace Certification
License to Deliver FAQs: Everything DiSC Workplace Certification General FAQ What is the Everything DiSC Workplace Certification License? This license allows qualified partners to market and deliver the
More informationWright Middle School. School Supplement to the District Policy Guide
Wright Middle School School Supplement to the District Policy Guide 2016-2017 School Overview Dear Parents and Students, Wright Middle School is a place where students will have the opportunity to grow
More informationLION KING, Jr. CREW PACKET
LION KING, Jr. CREW PACKET CHECKLIST FOR CREW SIGN-UP FOR Lion King, Jr. Please be sure to bring the following materials from this packet, completed and signed, to the crew sign-up in the WJHS auditorium
More informationUniversity 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 informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More information