STATE COLLEGE OF FLORIDA OCCUPATIONAL THERAPY ASSISTANT PROGRAM OTH 1520C OCCUPATIONAL THERAPY DURING THE GROWTH YEARS (AS) LEC. LAB CR 3 6 5 COURSE DESCRIPTION This course is designed to enable the student to investigate prevalent disabilities occurring during the growth years (approximately birth through 20 years of age) and to begin to plan and implement appropriate occupational therapy treatment for each type of disability. In addition, the student will study occupational therapy concepts and techniques to be able to begin to effectively implement occupational therapy treatment techniques in a variety of pediatric settings. RELATIONSHIP TO THE CURRICULUM DESIGN: Occupational Therapy During the Growth Years provides a thorough background in the prevalent disabilities occurring during the ages from birth to 20 years. Planning and implementation of occupational therapy interventions for each pediatric disability is discussed in relation to the theoretical information necessary to determine the application of practical, hands-on treatment. Concepts presented in OTH 1001 are expanded upon in relation to pediatric practice including the frames of references, the treatment planning process, documentation, and the relationship of occupational therapy to other disciplines in the pediatric practice settings. This course also provides an opportunity for the student to have fieldwork experience in occupational therapy in a pediatric setting one day per week. The student will observe and participate in occupational therapy treatments within a pediatric setting. The integration of the fieldwork experience with the classroom/lecture experience provides an opportunity to link the theoretical learning with real life situations. One hour per week in dedicated to discussion of the fieldwork experiences as well as issues related to the psychosocial aspects of health care including communication; recognizing beliefs, values, cultures; understanding the roles, needs and responsibilities of families; clientprofessional collaboration and collaborative Intervention planning PREREQUISITES: Satisfactory completion of BSC 2086C, DEP 2004, OTH 1001, OTH 1014C COREQUISITES: OTH 1114C REVISION: 3/98, 1/99, 2/99, 10/99, 6/00, 12/00, 12/02, 12/03, 12/05, 9/06, 6/07, 11/07, 5/08, 8/09, 12/10, 6/13, 6/15 STUDENT LEARNING OUTCOMES: Upon satisfactory completion of the course, the student will be able to: 1.0 Apply the holistic frame of reference underpinning the practice of occupational therapy in the pediatric setting. 1.1 Explain the role and development of occupational therapy in the pediatric setting. 1.2 Discuss the role of occupational therapy in the pediatric setting in the promotion of health and disease prevention.
1.3 Discuss the occupational performance within the practice area of pediatrics in relation to the Occupational Therapy Practice Framework: Domain and Practice focusing on areas of occupation, performance skills, performance patterns, contexts, activity demands and client factors. 1.4 Explain the role of the occupational therapist and the occupational therapy assistant within the practice area of pediatrics related to care coordination, case management and transition services. 1.5 Describe how occupational therapy relates to the physical, perceptual, sensory, psychosocial and cognitive components during the growth years. 1.6 Relate models of occupation and performance and theories of occupation to the practice of pediatric occupational therapy. 1.7 Explain the importance of assessment and treatment planning involving all the components of occupational therapy in the pediatric setting. 1.8 Discuss the termination of treatment and post-discharge needs of the child, family, caregiver; resources; and discharge environment.. 1.9 Discuss the social, emotional and cultural factors which influence children with disabilities and their families. 1.10 Discuss promotion of health and wellness in relationship to normal changes within the life cycle. 1.11 Discuss the need for and process of consultation related to the pediatric population. 1.12 Articulate the ethical and practical considerations that affect the health and wellness needs within the pediatric population who are experiencing or are at risk for social injustice, occupational deprivation and disparity in the receipt of services. 1.13 Discuss global social issues and prevailing health and welfare needs of the pediatric population with or at risk for disabilities and chronic health conditions. 1.14 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. 2.0 Describe common dysfunctions of infancy, early childhood, late childhood and adolescence that may require occupational therapy intervention. 2.1 Explain general risks and etiology of dysfunction in infancy and early childhood. 2.2 Explain the general risks and etiology of dysfunction in late childhood. 2.3 Explain the general risks and etiology of dysfunction in adolescence. 2.4 Describe how the team approach for assessment and treatment is beneficial with each age group in the pediatric population. 2.5 Understand the effects of physical and mental health, heritable disease and predisposing genetic conditions, disability, disease processes and traumatic injury on the balance of performance areas to the achievement of health and wellness. 3.0 Discuss the team approach to assessment, treatment and termination of therapy. 3.1 Discuss the use of standardized and non-standardized techniques used in the assessment process. 3.2 Discuss the impact of other team member s treatment on the child s and family s recovery.
3.3 Explain the importance of communication between the members of the treatment team. 3.4 Discuss the reassessment process and termination of treatment relative to areas of occupation, performance skills, performance patterns, activity demands, context and client factors. 3.5 Discuss the essential qualities of purposeful activities/occupation and the effect of engaging in activity upon the health of a child. 3.6 Describe the collaborative process between the occupational therapist and occupational therapy assistant in intervention planning within the pediatric practice. 4.0 Plan and implement activities appropriate to therapeutic goals and objectives to treat dysfunction in infancy, early childhood, late childhood and adolescence. 4.1 Discuss the development and implementation of treatment goals in relation to engagement in occupations. 4.2 Discuss evaluation techniques and results through the analysis of occupational performance as they relate to the establishment of a treatment plan. 4.3 Select appropriate activities/interventions for each stage of development from infancy to adolescence to enhance safety, wellness, and performance of activities of daily living, instrumental activities of daily living, education, work, play, leisure, and social participation. 4.4 Utilize activity analysis to analyze the components of the activity and determine the direct or indirect consequences of the activity. 4.5 Structure a program of graded activities for each stage of development from infancy to adolescence within changing contexts. 4.6 Suggest and/or construct adaptive equipment appropriate to use with children in a variety of developmental age groups. 4.7 Demonstrate the teaching learning process to instruct clients of various ages and significant others in treatment techniques. 4.8 Discuss the use of activities/interventions relative to the engagement in occupation. 4.9 Understand the need for and use of compensatory strategies and/or environmental adaptations. 4.10 Relate treatment activities/interventions to various models of occupational performance and settings/contexts/environments. 4.11 Explain the need for compensatory strategies when desired life tasks cannot be performed. 4.12 Discuss the principles and use of assistive technologies and devices within the pediatric practice area. 4.13 Implement and participate in group interventions based on group dynamics and utilizing the teaching learning process. 5.0 Discuss the interactions of the treatment team relative to the treatment of dysfunction in the pediatric setting. 5.1 Discuss the therapeutic use of self as a tool of practice. 5.2 Discuss the therapeutic relationship in occupational therapy. 5.3 Discuss the components of the supervision process. 5.4 Understand the effects of health, disability, disease processes and traumatic injury to the child within the context of family and society.
5.5 Discuss the perception of quality of life and the relationship to the involvement in activities and occupation to promote health, wellness and prevention of disease in relation to the context. 5.6 Discuss attitudes, access and approach to service delivery to the pediatric population with respect to individual, cultural, religious, and socioeconomic differences. 5.7 Discuss ethical consideration related to treatment with the pediatric client related to professional interactions, client interventions and employment settings. 5.8 In collaboration with the occupational therapist, discuss the need for referrals to other services and professionals. 5.9 Discuss the discharge planning process by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment, and identify those needs to the occupational therapist and others involved in discharge planning. 5.10 Discuss the client s rights and provider responsibilities related to the health care delivery system, health and quality of life, the client-provider relationship, legal and ethical guidelines, patient advocacy and health literacy. 6.0 Participate in a fieldwork experience in a pediatric setting. 6.1 Observe occupational therapy evaluations and intervention techniques appropriate to the setting. 6.2 Identify characteristics related to a disability, for individuals treated within the fieldwork setting. 6.3 Explain the role and function of the occupational therapy personnel, consumers and caregivers related to care coordination, case management, and transition services within the pediatric setting. 6.4 Participate in the occupational therapy intervention under direct supervision. 6.5 Select activities appropriate to specific occupational therapy intervention goals for clients and their occupational profile and provide direct occupational therapy intervention within the fieldwork environment to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure and social participation. 6.6 Participate in the administration of selected assessment techniques as appropriate. 6.7 Record observations of clients and treatments utilizing correct terminology. 6.8 Participate team and staff meetings when appropriate. 6.9 Demonstrate the ability to interact through written, oral and nonverbal communication. 6.10 Demonstrate the ability to collaborate with the occupational therapist and use the teaching-learning process with children of varying ages and skill levels as well as with the caregiver, family, and significant others. 6.11 Observe all policies and procedures of the specific fieldwork setting to which the student is assigned. 6.12 Identify the role of the occupational therapist and occupational therapy assistant in the therapeutic environment and the importance of supervision. 6.13 Identify when to recommend to the occupational therapist the need for referring the child for additional evaluation.
6.14 Discuss the use of appropriate home and community programming to support performance in the child s natural environment. 6.15 Discuss the potential impact of social, economic, political, geographic or demographic factors on the practice of occupational therapy for the pediatric population. 6.16 Discuss how various pediatric practice settings effect the management and delivery of occupational therapy services. 6.17 Discuss the criteria for becoming a fieldwork educator. 6.18 Discuss responsibilities and issues related to providing services on a contractual basis. 6.19 Effectively communicate and work interprofessionally with those who provide services to individuals and groups in a pediatric setting and identify each member s role/responsibility in executing an intervention plan. 7.0 Develop skill in proper documentation techniques. 7.0 Define SOAP note method of documentation. 7.1 Discuss development of long and short term goals. 7.2 Apply the Occupational Therapy Practice Framework to describe, analyze and document the use of activities in occupational therapy within the practice area of pediatrics appropriate to the context in which the service is delivered. 7.3 Use proper medical terminology and abbreviations in all presentations related to occupational therapy treatment with the pediatric client. 7.4 Describe the importance of the collection, organization and reporting of data for evaluation of practice outcomes. 7.5 Review all documentation utilized with the occupational therapy process at the assigned setting. 7.6 Discuss the use of electronic documentation systems, distance communication, virtual environments, and telehealth technology TOPICAL OUTLINE 1. Occupational Therapy Theory and Practice A. Development and role of occupational therapy within the practice area of pediatrics. B. Occupational Therapy Practice Framework C. Concepts of the developmental approach D. Models and Frames of Reference 1. The Model of Human Occupation 2. The Ecology of Human Performance 3. The Person-Environment-Occupation Model 4. Rehabilitative Frame of Reference 5. Biomechanical Frame of Reference 6. Sensorimotor Frame of Reference 7. Cognitive Disability Frame of Refernece 8. Motor Learning 9. Behavioralism 10. Cognitive Therapy 11. Multicontex Treatment Approach E. Engagement in Occupation to Support Participation in Context(s) 1. Areas of performance 2. Performance skills
3. Performance patterns 4. Context 5. Activity Demands 6. Client Factors F. Function as a basis for assessment and practice G. Normal development/reflex development H. Components of treatment I. Activities of Daily Living J. Role of the occupational therapist and occupational therapy assistant K. Use of activities in treatment/intervention 1. Purposeful activities 2. Engagement in occupation L. Promotion of health and wellness M. Client s rights and Provider Responsibilities 1. The health care system 2. Health and quality of life 3. The client-provider relationship 4. Legal and ethical guidelines 5. Advocacy 6. Collaboration 7. Supervision N. Rationale for choosing an occupation/activity 1. Screening 2. Evaluation 3. Treatment Planning 4. Treatment Implementation 5. Re-evaluation 6. Treatment termination 7. Role of the occupational therapist and the occupational therapy assistant 1. Service competency 2. Infancy and Early Childhood A. Dysfunctions - diagnosis and assessment 1. Cerebral Palsy 2. Mental Retardation 3. Autism 4. Spina Bifida 5. Hydrocephalus 6. Preterm/High Risk Conditions B. Treatment Approaches 1. Sensory stimulation 2. Facilitation techniques 3. Inhibition techniques 4. Learning theory techniques 5. PNF 6. Rood 7. Brunnstrum 8. Neurodevelopmental Treatment 9. Fay-Doman-Delacato
10. Sensory Integration 11. Positioning 12. Postural reflexes 13. Functional activities 14. Assistive technology 3. Middle Childhood - The School Age Years A. Dysfunctions - Diagnosis and Assessment 1. Learning Disabilities 2. Psychosocial Dysfunction 3. Accident and trauma 4. Infectious disease B. Treatment Approaches 1. Gross and fine motor activities 2. Facilitation and inhibition techniques 3. Sensory integration 4. Behavior management/modification techniques 5. Psychosocial techniques 6. ROM and muscle testing 7. Graded activity analysis 8. Parent/teacher involvement and training 9. Cognitive remediation 4. Adolescence A. Dysfunction - Diagnosis and Assessment 1. Trauma - spinal cord injury a. Quadriplegia/Tetraplegia b. Paraplegia 2. Psychosocial Dysfunction a. Child Abuse and Neglect b. Disruptive Behavior Disorders c. Anxiety disorders d. Affective Disorders e. Eating Disorders f. Neurological Based Mental Disorders g. Pervasive Developmental Disorders B. Treatment Approaches 1. Facilitation and inhibition techniques 2. Activities of Daily Living 3. Functional age appropriate activities 4. Adaptive equipment and training 5. Psychiatric treatment techniques 6. Assistive technology 5. Team Approach to Assessment, Treatment and Termination of Therapy Services A. Standardized and Non-standardized Techniques 1. Reflex testing
2. Normal development 3. Strength and ROM 4. Hand function 5. Splinting B. Use of assessments in the development of the treatment plan C. Impact of each team member s treatment relative to the child s program D. Need for communication with team members E. Reassessment and termination of treatment F. Home assessment and community programming 6. Holistic Treatment Planning A. Impact of social, economic, political, geographic, and demographic factors on practice. B. Practice settings C. Contexts. 7. Working with a team A. Therapeutic relationship B. Components of supervision C. Social, cultural and individual differences D. Ethical considerations E. Utilization of the teaching-learning process F. Review of various service delivery models and settings related to pediatric practice. G. Collaborative process H. Supervision I. Referrals J. Interprofessional interaction and communication 8. Fieldwork Experience 9. Documentation A. SOAP note B. Goals and behavioral objectives C. The Occupational Therapy Practice Framework D. Importance of documentation E. Practice outcomes F. Technology and documentation TEACHING/LEARNING EXPERIENCES Lecture PowerPoint Presentations Readings Discussion large group discussion Participation in class activities Case Studies and treatment planning Videos Student Presentations Demonstration Simulations
EVALUATION METHODS Participation in evaluation/intervention session during the fieldwork experience Inquiry/questioning Assignments written and oral Activity analysis and treatment planning Written exams Quizzes Interpersonal communication Quizzes and Assignments 25% Exams 25% Final 25% Fieldwork* 25% *The student must pass the fieldwork component with a minimum grade of 70 in order to pass the course, regardless of the average of the other three components Grading Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 or below A minimum grade of C is required in all occupational therapy assistant courses. Students who do not achieve a minimum grade of 70 in this course will not be able to progress in the OTA Program. State College of Florida, in accordance with the Americans with Disabilities Act, will provide classroom and academic accommodations to students with documented disabilities. Students are responsible for registering with the Disability Resource Center (DRC) in order to receive academic accommodations. Reasonable notice must be given to the DRC office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. DRC Contact Information: Email: drc@scf.edu Phone: 941-752-5295 Website: http://scf.edu/studentservices/disabilityresourcecenter State College of Florida, Manatee-Sarasota (SCF) is an equal opportunity and access institution that does not discriminate on the basis of sex, race, religion, age, national origin/ethnicity, color, marital status, disability, genetic information, sexual orientation and any other factor prohibited under applicable federal, state, and local civil rights laws, rules and regulations in any of its educational programs, services or activities, including admission and employment. Initially developed - 1/6/98 Revised based on ACOTE 2011 OTA Standards