STATE COLLEGE OF FLORIDA OCCUPATIONAL THERAPY ASSISTANT PROGRAM OTH 1114C OCCUPATIONAL THERAPY SKILLS AND TECHNIQUES I (AS) LEC LAB CR 2 3 3 COURSE DESCRIPTION This course is designed to prepare the student to articulate and apply the therapeutic use of occupations with individuals or groups during the growth years (ages 0 21 years) to address the physical, cognitive, psychosocial, sensory and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being and quality of life. Lecture and laboratory activities utilize problem solving and critical thinking, communication skills and group/individual settings to focus on: activity analysis, facilitation/inhibition techniques; activities of daily living; gross and fine motor activities; behavioral control techniques; orthotics; adaptive/assistive equipment; and competency in selecting, implementing and instructing interventions/activities with children of varying functional level throughout the growth years. Laboratory practice provides the opportunity apply theoretical concepts to practice situations. RELATIONSHIP TO THE CURRICULUM DESIGN Occupational Therapy Skills and Techniques I, enables the student to integrate theoretical and practical knowledge in the lecture and laboratory settings. Laboratory activities are designed to develop skills in occupational therapy intervention techniques which are utilized in the treatment of dysfunction in during the growth years including wheelchair transfers and mobility, assistive technology, handling and positioning, orthotics, and the development of interventions utilizing functional occupations/activities. It also fosters the students ability to work and communicate interprofessionally as a team member and to develop a comfort level with the use of therapeutic touch and working in close proximity to another individual. The role of the supervisor is incorporated into laboratory activities to facilitate an understanding of professional relationships between the occupational therapist and occupational therapy assistant. PREREQUISITES: Satisfactory completion of BSC 2086C, DEP 2004, OTH 1001C, OTH 1014C COREQUISITES: OTH 1520C REVISIONS: 3/98, 12/98, 2/99, 10/99, 12/00, 12/02, 12/03, 1/05, 6/06, 9/06, 6/07, 11/07, 5/08, 8/09, 6/13, 6/15 STUDENT LEARNING OUTCOMES: Upon satisfactory completion of this course, the student will be able to: 1.0 Demonstrate the ability to plan age appropriate activities/interventions of pediatric practice settings to address the physical, cognitive, psychosocial, sensory and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being and quality of life.
1.1 Analyze the components of the activity/intervention. 1.2 Relate the activity to the therapeutic goals, performance in areas of occupation, performance skills, performance patterns, context, activity demands, and client factors. 1.3 Determine the direct and indirect consequence of each activity/intervention. 1.4 Identify interventions consistent with models of occupational performance. 2.0 Demonstrate the correct use of facilitation and inhibition techniques in the treatment of neurological dysfunction in the growth years. 2.1 Explain the impact of abnormal reflex patterns on motor development. 2.2 Perform basic facilitation and inhibition techniques. 2.3 Discuss the integration of basic facilitation and inhibition techniques into functional activities. 2.4 Relate the facilitation/inhibition techniques utilized to the developmental and neurodevelopmental frames of reference and link to engagement in occupation to support participation.. 3.0 Discuss the team approach to assessment, treatment and termination of therapy. 3.1 Discuss the use of appropriate standardized and non-standardized techniques utilized in the assessment process. 3.2 Discuss the impact of other team members treatment related to the child s and family s recovery. 3.3 Explain the importance of communication between the treatment team members. 3.4 Discuss the relationship of the COTA and the OTR within the pediatric setting. 3.5 Discuss the reassessment process and discontinuation of services. 3.6 Discuss the use of the occupational profile to define activities that are related to client factors, performance patterns, context and performance skills. 3.7 Discuss the use of appropriate home and community programming to support performance in the child s natural environment and participation in all contexts relevant to the child. 3.8 Collaborate with the occupational therapist to identify appropriate educational methods utilized in the occupational therapy process. 3.9 Discuss the need to grade the environment, tools, materials, occupations and interventions to reflect changing needs of the client and context. 4.0 Demonstrate competence in selecting, implementing and instructing treatment activities/interventions to children of varying functional levels throughout the growth years. 4.1 Demonstrate correct handling and positioning techniques using proper body mechanics. 4.2 Provide training in wheelchair mobility transfers, wheelchair management, and community mobility.. 4.3 Properly position an individual in a wheelchair. 4.4 Teach activities of daily living to children of varying ages and functional abilities including enabling feeding and eating performance and dressing.
4.5 Train others in feeding, eating and dressing techniques with a focus on precautions while considering the child and contextual factors. 4.6 Analyze the performance of activities of daily living for treatment/intervention planning relative to areas of occupation, performance skills, performance patterns, activity demands, contexts and client factors. 4.7 Utilize the teaching learning process to teach functional activities used in the treatment of physical and psychosocial dysfunction in the growth years to enhance performance in activities of daily living, instrumental activities of daily living, work, play, leisure, and social participation. 4.8 Utilize the teaching learning process to teach treatment activities/interventions for the remediation of cognitive, perceptual and/or sensory deficits in the growth years. 4.9 Discuss the essential qualities of purposeful activities/occupation and the effect of engaging in activity upon the health of the child. 4.10 Discuss the analysis and use of functional activities and engagement in occupation as the outcome of the occupational therapy process. 4.11 Relate interventions to various service delivery models and settings. 4.12 Provide training in self care, self management for community and school integration. 4.13 Explain the need for and use of compensatory strategies when desired life tasks cannot be performed. 4.14 Discuss the need for environmental modifications and adaptive processes including the application of ergonomic principles related to the pediatric population. 4.15 Discuss the use of assistive technologies and devices to enhance occupational performance within the pediatric practice areas and environments. 4.16 Demonstrate the ability to grade and adapt the environment, occupations, and interventions to reflect changing needs of the client and context. 5.0 Demonstrate a holistic approach to activity planning and implementation. 5.1 Discuss how cultural differences will affect treatment planning and implementation. 5.2 Relate the client s needs and interests to the activities as well as the context utilized in the treatment plan. 5.3 Demonstrate the ability to involve the client s family, friends, teachers and significant others in treatment planning and implementation. 5.4 Discuss the use of activities relative to performance areas of occupation. 5.5 Identify the physical and environmental requirements to perform an activity including precautions, contraindications, and acceptable criteria for completion. 5.6 Discuss the quality of life and the relationship to involvement in activities and occupation to promote health, wellness and prevention of disease considering the context. 5.7 Discuss the reassessment process in collaboration with the client, caregiver, family and significant others, the effect of occupational therapy intervention and communicate the identified needs to the occupational therapist.
5.8 Discuss the discharge planning process which includes review of the needs of the client, caregiver, family and significant others, available resources, and discharge environment. 6.0 Utilize safety precautions in the therapeutic environment. 6.1 Exhibits an awareness of all safety issues during the treatment of any pediatric client. 6.2 Utilizes good body mechanics when lifting and handling pediatric clients within the therapeutic environment. 7.0 Utilize knowledge of orthotics, adaptive/assistive equipment and technology in the intervention process. 7.1 Fabricate an orthotic pattern and orthotic device for specific client requirements including proper fitting and training. 7.2 Discuss the use of orthotic devices as related to enhancing occupational performance. 7.3 Fabricate adaptive/assistive equipment to maximize functional independence in activities of daily living such as self-care, work, school and leisure activities. 7.4 Discuss the importance and use of technology to support performance, participation, health and well-being. 8.0 Utilize appropriate resources/references in all documentation of occupational therapy services. 8.1 Utilize appropriate medical terminology and abbreviations. 8.2 Utilize available resources to obtain information to develop a holistic approach to treatment. 8.3 Using prior knowledge, demonstrate utilization of the OT Practice Framework. 8.4 Articulate the unique nature of occupational therapy in pediatrics to support reimbursement from third party payers. 8.5 Discuss how documentation can effectively communicate the need and rationale for occupational therapy services. 8.6 Describe the importance of the collection, organization and reporting of data for evaluation of practice outcomes and support of evidenced based practice. TOICAL OUTLINE 1. Wheelchair management and transfers A. Measurement and Fitting B. Positioning C. Transfers 1. stand pivot 2. sliding board 3. lateral and forward 4. two-person lift 2. Reflex Development A. Testing methods B. Significance of reflex presence/absence on motor development
3. Team Approach to Assessment, Treatment and Termination of Therapy Services A. Occupational Therapy Practice Framework: Domain and Process B. Standardized and non-standardized techniques 1. Clinical Observations 2. Denver Developmental Screening Test 3. Goodenough-Harris Draw-A-Person 4. Jebson-Taylor Hand Function Test 5. Test of Visual-Perceptual Skills 6. Test of Visual-Motor Skills 7. Bruininks-Oseretsky Test of Motor Proficiency C. Use of assessment results in relation to performance areas, activities and adaptation principles within the pediatric population. D. Occupational Profile E. Team Treatment 1. Understanding the roles of each team member. 2. Impact of each team members treatment relative to the child and the family. 3. Need for communication with the team. 4. Reassessment and discontinuation of services. F. Collaboration of the OTR and COTA. 1. The treatment planning, treatment implementation and reassessment process. 2. Demonstrating service competencies in screening and assessment. 3. Reassessment a. Effect of intervention b. Recommendation of a need for continued and/or changed treatment. 4. Termination/discontinuation of Treatment a. Summarizing occupational therapy outcomes b. Contributing to recommendations to maximize treatment gains. 4. Review of various service delivery settings and service models. 5. Supervision 4. Facilitation and Inhibition Techniques A. Sensory stimulation B. Postural and righting reflexes C. Rood Techniques 1. vibration 2. tendon tapping 3. stretch 4. brushing D. Bobath Techniques 1. Reflex inhibition and cortical control E. Handling and Positioning techniques 5. Utilization of Activities in Treatment A. Relationship to Performance Areas of Occupation 1. Value of the task to the child/client. 2. Level of independence in performing the task. 3. Safety of task performance.
4. Adequacy of task performance. 5. Relationship to health and wellness. 6. Context the task is performed in. B. Selection of a Treatment Approach 1. Remediation (Restorative) 2. Compensation a. Alter the task method b. Adapt the task object c. Use of assistive devices d. Adapt the task environment C. Activity 1. Purposeful activity 2. Engagement in Occupation 3. Grading 6. Activities of Daily Living A. Occupational Performance Techniques 1. Leisure/play activities 2. Self-care a. feeding b. dressing c. grooming d. toileting 3. School/work/prevocational training B. ADL Evaluation Techniques C. Parent/Caretaker Training 1. eating and feeding the child with cerebral palsy 2. dressing the child with cerebral palsy D. Environmental Modifications E. Assistive Technology 7. Perceptual-sensory Activities 8. Gross and Fine Motor Activities 9. Activities and Training for children with psychosocial dysfunction A. Behavior modification and management techniques B. Communication, socialization an peer interaction skills C. Self-concept 1. Body image 2. Leisure interest development 3. Adolescent self-definition and value clarification D. Problem solving techniques E. Teaching learning process 10. Activities for Strengthening and Range of Motion A. Passive range of motion B. Assistive range of motion C. Resistive Range of motion D. Self ranging
E. Strengthening activities F. Progressive resistive and static exercises 11. Activity Analysis A. Functional and Developmental levels. B. Human and nonhuman environments. C. Treatment components 12. Splinting and Adaptive/Assistive Equipment A. Measurement and fabrication of a resting hand splint. B. Adaptive equipment for activities of daily living. C. Measurement and fabrication of adapted seat insert utilizing Triwall D. Child, family, caregiver training. E. Use of assistive technology 13. Documentation A. SOAP Notes B. Goals and behavioral objectives C. OT Practice Framework D. Program outcomes E. Functions of documentation 14. Safety A. Body Mechanics B. Standard Precautions TEACHING/LEARNING EXPERIENCES EVALUATION METHODS Lecture PowerPoint Presentations Simulation and practice activities Discussions large and small group Readings Participation in laboratory activities Videos Assignments written and oral presentations Activity Analysis Demonstration Role Playing Written Exams Practical Exams Quizzes Inquiry/questioning Interpersonal communication Quizzes and Assignments 40% Exams 35% Final 25%
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