Occupational Performance from Birth to Adolescence Syllabus for 2013-2014
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Instructor Information

Course Information

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Course

OTHA-1341-001 Occupational Performance from Birth to Adolescence

Prerequisites

Course Description

Occupational performance of newborns through adolescents. Includes frames of reference, assessment/evaluation tools and techniques and intervention strategies specific to this population.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hrs; 2 lec, 2 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Pediatric Skills for Occupational Therapy Assistants, 2nd Edition, Solomon.

OT Practice Framework:Domain & Process 2nd Edition, AOTA

Supplies

6 scan trons (20 answers)

3 scan trons (100 answers)

Student Performance

 

Goals: Given the course textbook, personal notes, handouts, and other course materials, the student should accomplish each of the following course goals as evaluated by the course instructor:

1.  Learn the general principles of the normal workings of the human body, beginning with birth, in order to distinguish what is disease and abnormality from what is normal

2.  Apply the frames of reference for pediatrics to organize the theoretical base and move into practical application through a functional perspective. 

3.  Be knowledgeable of the pathologies, etiologies and general medical and therapeutic treatment of diseases and injuries treated in childhood in occupational therapy settings. , diagnosis, treatment, and prognosis in childhood disorders

4.  Have a working knowledge of instruments and methods of evaluation used in pediatrics and be able to apply apporpriate treatment procedures, including sensory motor, cognitive psychological and psychosocial.

5.  Understand and be able to apply the occupational performance areas of life tasks in which children engage.

 

B. Competencies - Given the learning methods, course textbooks, personal notes, handouts, and other course materials, the student should be able to do each of the following on written examination with accuracy of not less than 74.5% as evaluated by the course instructor.

1. Understand theoretical foundations of growth and development as a base for occupational therapy practice.

2. Demonstrate knowledge of factors that support of interfere with human growth and development from infancy through pre-adolescence.

3. Understand pathology, pathogenesis, disease, etiology, diagnosis, treatment and rpognosis in childhood disorders.

4. Identify legitimate tools of practice used in occupational therapy to bring about a change.

5. Understand the imporance of context in childhood development and treatment intervention.

6. Demonstrate knowledge of appropriate use of pediatric frames of reference in practice.

7. Demonstrate knowledge of childhood and adolescent psychosocial mental health disorders and their effect on occupation.

8. Have knowledge of family system theory and the imporance of including the family in child's treatment.

9. Be knowledgeable of evaluation precedures used in pediatric occupational therapy.

10. Recognize practice issues and performance areas used in the implementation of occupational therapy in pediatrics.

 

ACOTE standard incorporated in this course:

Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions. (B.1.6.)(Ax:discussion on discovery article of child health in other countries compared to US and variety of US populations(poverty, homeless, trafficed, mental health)

Understand the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual. (B.2.6.)(Ax: peer presentations childhood diseases, conditions, diabilities, trauma and injuries)

Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment. (B.2.9.)(Ax:discussion of chronic illness in children, bullying and obestity as wellness and society/OT roles) 

Identify interventions consistent with models of occupational performance. (B.2.11.)(Ax:cases in peds discussion)

Implement group interventions based on principles of group development and group dynamics across the lifespan. (B.5.4.)(Ax:intervention with child lab school groups)

Enable feeding and eating performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and the initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors. (B.5.14.)(Ax:NICU observation)

Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy. (B.6.1.)(Ax: class discussion OTA practice in various peds settings)

Demonstrate the skills to read and understand a scholarly report. (B.8.8.)(Ax:EBP in various ped settings)

Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public. (B.9.3.)(Ax:discuss OT in peds with consumers, classmates, Health Science students)

 

Consistency with and connection to the curriculum design

The curriculum design of the OTA program incorporates both developmental and adult education models of learning. In planning and implementing the curriculum, courses progress from easier to harder, general to specific, limited time observing to full time practicing. The program focuses on adult education concepts of self-directed learning, an increasing responsibility for one’s own learning, as well as establishing one’s own learning goals and objectives. The curriculum design incorporates the philosophy of the profession in that humans are active beings and so students enrolled in OTA courses are actively learning not passively listening to lecture or viewing power point presentations. OTA students create the power point presentations from which they learn.

Because the faculty of Amarillo College’s OTA program desire to develop generalists who can practice in a variety of settings, the entire lifespan is taught. Beginning with the familiar for all students, the curriculum addresses childhood, moves to adulthood and finally addresses elders. The three courses in sequence are Occupational Performance from birth through adolescence, Occupational Performance of Adulthood, and Occupational Performance for Elders. The didactic portion is initially very high in the first course and eventually diminishes across the courses in three sequential semesters.  Student presentations are determined in earlier courses by assignment and are expected to be 5 minutes. As a student progresses, more student directed learning takes place in that students will select the topic and have a wide range of presentation options and an increased time for “teaching” up to 30 minutes duration.

Students Rights and Responsibilities

Student Rights and Responsibilities

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In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

1.     Dishonesty will not be tolerated.  Refer to the “Student’s Rights and Responsibilities” pamphlet for details on handling of dishonesty.

2.     There will be no use of cell phones or pagers in the classroom during class time.  All devices must be put on silent during class and lab hours.

3.     Class facilities (phone, bathroom, bedroom, kitchen) are to be used only for learning experience.

4.     Courtesy and respect are expected between the student and instructor.  Students are expected to be attentive to the instructor, guest lecturers, and oral presentations of peers.

5.     Students will abide by department dress code.  If professional dress is not followed, student will not be allowed on the outing and will receive a zero for that class.  Makeup of that outing will not be allowed.

6.     Students are expected to demonstrate high regard and respect for all persons during off-campus visits.  Lack of respect for anyone by any student will result in immediate dismissal of the student/s from the situation and a grade of zero for that day.

Grading Criteria

  The final course grade will be computed as follows:

  Content Examinations (equally weighted)                  30%                             

  Assignments & Quizzes (equally weighted)               25%     

  Presentations                                                           25%         

  Final Examination                                                    20%

                                                                                100%

A. Content Exams-Each exam will be over the information presented since the previous exam (or the start of the semester for the first exam) and will be announced in advance.  If an exam is missed, for any reason, the exam will be made up during the week of final examinations.  Detailed instructions for the make-up time and place will be given out the week before finals.  The format for the make-up exam will be at the discretion of the instructor and may differ from original exam format.  It is the responsibility of the student to obtain test information – no review will be given. The maximum achievable score will be a 100. 

B. Quizzes-Quizzes will test knowledge of any/all previous lectures/readings.  They may or may not be announced and may be given at anytime during the course of the class.  A quiz cannot be made up for any reason. 

C. All Assignments/Presentations-All in-class, out-of-class, or presentations must be completed on time.  They will not be accepted late for any reason. 

Attendance

Amarillo College endorses attendance as a key to success.  Attendance is required for successful completion of the Occupational Therapy Assistant Program. 

At the beginning of each lecture and lab, students will be expected to sign the roster provided by the instructor.  Failure to sign in will result in the student being marked absent for attendance purposes even if a student is present in class and seen by the instructor.   

Each student will be allowed only one absence for lecture or one for lab in the course.  After the first absence, a penalty of three (3) points will be deducted from the student's final course grade for each subsequent absence.  For example, a student who misses three (3) lectures will have six (6) points deducted from the final grade for the course.

Full attendance of class time is also expected.  A student will be counted as "absent" if the student is out of class more than 20 minutes of a class time.  For example, if in a given day a student arrives 10 minutes late to class, takes an extra 5 minutes for break and leaves class for 5 minutes for any reason (phone calls, appointments, bathroom breaks, illness), that student is then considered "absent" for the day.  This type of absence counts in the total number of absences resulting in lowering of the final course grade.

Calendar

Additional Information

 The following grade scale applies throughout this course:

A = 92.5 - 100

B= 83.5 - 92.4

C=74.5 - 83.4

F=74.4 and below