Therapeutic Use of Occupations I Syllabus for 2014-2015
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Course

OTHA-1415-001 Therapeutic Use of Occupations I

Prerequisites

Course Description

Various occupations or activities used as therapeutic interventions in occupational therapy. Emphasis on awareness of activity demands, contexts, adapting, grading and safe implementation of occupations or activities.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(4 sem hrs; 3 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Physical Dysfunction Practice Skills for the Occupational Therapy Assistant,

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3rd Edition, Early

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Activity Analysis & Application, 5^th Edition, Lamport, Coffey, and Hersch

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The OTA's Guide to Documentation: Writing Soap Notes, 3rd Edition, Morreale, and Borcherding

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Occupational Therapy Practice: FRAMEWORK: Domain & Process,

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Supplemental Reading:

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Quick Reference to Occupational Therapy, Reed

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Supplies

7 scantrons (20 answers)

3 scantrons (100 answers)

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.

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1.  Understand the Occupational Therapy Practice Framework Domain & Process and how it relates to the intervention process.

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2.  Define occupation as it relates to occupational therapy.

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3.  Define the four stages of the treatment continuum and be knowledgeable of their relevance to therapeutic intervention. 

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4.  Understand activity analysis and its function in therapy. 

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5.  Be able to analyze an activity in terms of component skills needed to perform it and the occupational performance areas involved. 

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6.  List physical and environmental requirements for performing an activity, including precautions, and the criteria needed for successful completion/ mastery of the activity. 

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7. Understand the Model of Human Occupation and how it relates to  occupational performance. 

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8.  Be knowledgeable of the different frames of references used in treatment and understand why a specific frame of reference is used. 

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9.  Understand how to grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client.

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10. Be knowledgeable of the teaching-learning process with the client, family, significant others, colleagues, other health providers, and public to successfully engage in appropriate educational methods.

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11.  Be knowledgeable of documentation and be able to write a SOAP note.   

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12.  Be cognizant of psychosocial aspects of physical dysfunction and how they relate to occupational performance. 

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13.  Be aware of safety issues and be able to practice safely in treatment areas.

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

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1.     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.

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2.     Understand and be able to apply the functions of activity analysis as it relates to therapeutic intervention.

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3.     Understand the inherent qualities of purposeful activity and be able to adapt/modify for successful performance and intervention.

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4.     Understand and be able to problem-solve based on the occupational performance areas of life tasks in which clients engage as an integral part of therapeutic intervention through assessment, activity analysis, problem-solving and adaptation/modification.

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The student will know that these goals have been completed when he/she earns a final grade of "C" or higher as evaluated by the department faculty.

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ACOTE standards incorporated in this course:

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Articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy. (B.2.1.)(Activity:OTA role discussion)

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Describe the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors. (B.2.2)(Ax:Do what how with ADLs)

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Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to implement the intervention plan. (B.2.7.)(Ax:Do what how report)

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Describe basic features of the theories that underlie the practice of occupational therapy. (B.3.1.)(Ax:peer presentations)

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Describe basic features of models of practice and frames of reference that are used in occupational therapy. (B.3.2.)(Ax:peer presentations)

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Discuss how occupational therapy history and occupational therapy theory, and the sociopolitical climate influence practice. (B.3.3.)(Ax:class discussion on discory article)

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Articulate principles of and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being. (B.5.10.)(Ax:AE exploration, lab)

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Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner. (B.5.20.)(Ax:SOAP notes, peer reporting)

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Identify the impact of contextual factors on the management and delivery of occupational therapy services. (B.7.1.)(Ax:lab, SOAP notes, HIPPA video)

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Articulate the importance of how scholarly activities and literature contribute to the development of the profession. (B.8.1.)(Ax:peer presentation frame of reference with supporting articles)

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Effectively locate and understand information, including the quality of the source of information. (B.8.2.)(Ax:peer presentation frame of reference with supporting articles)

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Consistency with and connection to the OTA curriculum

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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 human 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.

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Therapeutic Use of Occupation I is a first semseter course. This course builds knowledge of the student in the form of language which will be used across all courses and increases in complexity between Therapeutic Use of Occupation I and the next semester course Therapeutic Use of Occupation II. Students begin learning abbreviations in the first course and those abbreviations are utilized in the next semester in written notes based on the first clinical course observations. Basic healthcare concepts are taught in course I such as hand washing, protective equipment use, and workplace safety. The second course in the second semester builds on knowledge from the first course by requiring treatment plans which include safety and precautions.

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Students Rights and Responsibilities

Student Rights and Responsibilities

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Expected Student Behavior

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

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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.

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

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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.

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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.

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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.

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Grading Criteria

Grading Policies:  Any grade disputes must be addressed within one week of receiving the grade; otherwise, the grade stands and will not be changed.  Grades will not be given over the telephone.  An appointment must be made with the instructor for a conference if a question over a grade arises.  The issue will not be discussed during class time. 

Evaluation:  The final course grade will be computed as follows:

Content Exams (equally weighted)         25%

Presentations, Quizzez (equally weighted)                     20%

Lab Assignments (equally weighted)      30%

Final Examination                                   25% 

                                                                   100%

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

Note:  A grade of “D” is not possible in this course.  A student receiving a final grade of less than a “C” will be required to repeat this course and may not continue the next curriculum courses.  This course may only be repeated once and must be done in curriculum sequence.

 

 The following information details the policies of expectations and missed exams/ assignments:

A.   Content Exams –Each exam will cover 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, that exam will be made up during the week of final examinations.  Detailed information 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 95.  Bonuses will be answered but will not be factored into the exam grade.  A green, 100 question scantron will be required to take multiple choice exams.  If an erasure is made and the scantron machine counts it wrong, the grade will not be adjusted.

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.  A blue, 20 question scantron will be required for any multiple choice quizzes.  If an erasure is made and the scantron counts it wrong, the grade will not be adjusted.

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.  Any written portion of an assignment may be handwritten as long as it is legible.

D.   Lab Activities – All effort will be made to keep assignments to a level that can be completed during lab times.  Assignments given for each lab will be turned in at the end of lab, unless the instructor gives approval to complete it outside of lab.  In the event of lab homework, it will be due at the beginning of the next lab.  There will be no make-up of lab assignments.

E.  Final Examination – One final exam will be given and will cover any/all material presented throughout the course.  The date and time of the final will follow the schedule set forth by the occupational therapy assistant instructor.

 

 

Attendance

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

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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. 

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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.

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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.

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Calendar

Additional Information

THIS SYLLABUS IS SUBJECT TO CHANGE AS THE COURSE INSTRUCTOR DEEMS NECESSARY TO FULFILL THE COURSE OBJECTIVES.