monica.thompson@actx.edu
Allied Health Rm166
Available by Appointment via phone call, blackboard, or in person.
Instructor available to students 10-30 minutes following class on majority of scheduled class meeting dates.
If student requires a private meeting area student must specify this request.
Instructor will arrange meeting place/date/time that is agreeable for both student and instuctor.
Collusion is defined as “the unauthorized collaboration with another person or by any other means, including artificial intelligence (AI) and computer translators, in preparing work for fulfillment of course requirements.” Using AI like (ChatGPT or Google Gemini) to create a document is considered colluding. <strong>The use of Generative Artificial Intelligence on specific assignments is at the discretion of the instructor. </strong>
If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
OTHA-1419-001 Therapeutic Interventions I
Prerequisite: OTHA 1309
Concepts, techniques and assessment leading to proficiency in skills and activities used as treatment interventions in occupational therapy (OT). Emphasizes the occupational therapy assistant's role in the OTA process.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(4 sem hrs; 2 lec, 4 lab)
On Campus Course
Adult Physical Conditions: Intervention Strategies for Occupational Therapy Assistants 2nd Edition, Mahle & Ward
Developing Clinical Competence, Morreale
SUPPLEMENTAL READING:
Quick Reference to Occupational Therapy, Reed
AOTA membership in order to access practice articles and current literature
Computer access including print capability
Supplies for student preferred method for note taking
Supplies to prepare presentations, assignments as determined by student
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.
SPECIFIC OBJECTIVES:
1. Be knowledgeable and demonstrate competency in the utilization and operation of specific assistive devices and adaptive equipment in performance of daily life tasks.
2. Demonstrate understanding of various alternative devices for a given function and the relative advantages/disadvantages of the purpose.
3. Comprehend the parts and management of a wheelchair and be able to understand how to properly fit a client with the most functional wheelchair.
4. Become familiar and knowledgeable of technologic advances used as modalities of therapeutic intervention of numerous conditions with a variety of populations.
5. Gain knowledge and skills in planning and implementing intervention and the modalities utilized in occupational therapy treatment.
6. Demonstrate knowledge of indications and contraindications for the usage of physical agent modalities in occupational therapy in preparation for an improved treatment intervention.
7. Demonstrate knowledge of sensory processing disorder and be able to implement therapeutic sensory integrative interventions.
8. Fabricate two splints using thermoplastic materials and good therapeutic techniques.
9. Identify and practice safety precautions necessary for intervention.
10. Be knowledgeable of assessment and evaluation techniques and tools used to determine the need for intervention and treatment.
11. Utilize professional literature and other informational services to identify current issues relevant to the provision of occupational therapy services.
GENERAL OBJECTIVES:
1. Be knowledgeable of pathologies, etiologies, and general medical and therapeutic treatment of diseases and injuries seen in all populations.
2. Learn the various treatment modalities necessary for successful intervention.
3. Understand and be able to apply the correct modality and or treatment technique for a specific problem.
4. Be knowledgeable of the various assessments and evaluations used in developing a treatment plan.
ACOTE standards incorporated in this course: (effective July 31, 2020)
Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention. (B.3.7.)
Contribute to the evaluation process of client(s)’ occupational performance, including an occupational profile, by administering standardized and non-standardized screenings and assessment tools and collaborating in the development of occupation-based intervention plans and strategies. Explain the importance of using psychometrically sound assessment tools when considering client needs, and cultural and contextual factors to deliver evidence-based intervention plans and strategies. Intervention plans and strategies must be client-centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence. (B.4.4.)
Explain the need for 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.4.11.)
Explain the need for orthotics, and design, fabricate, apply, fit, and train in orthoses and devices used to enhance occupational performance and participation. Train in the safe and effective use of prosthetic devices. (B.4.12.)
Provide training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices. (B.4.13.)
Define the safe and effective application of superficial thermal agents, deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory measure to improve occupational performance. This must include indications, contraindications, and precautions. (B.4.17.)
Implement a discharge plan from occupational therapy services that was developed by the occupational therapist in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. (B.4.28.)
Explain an understanding of the business aspects of practice including, but not limited to, financial management, billing, and coding. (B.5.3.)
Consistency with and connection to 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 constructivist learning. The curriculum design incorporates the philosophy of the profession in that human are active beings and so learners enrolled in OTA courses are actively learning not passively listening to lecture or viewing power point presentations.
Prior knowledge again adds to learner understanding of a basic concept first (the human, development, movement and normal functions) before adding the realm of disease processes.
The sophomore curriculum requires that the learner utilize concepts, generalizations, practice, understanding, and knowledge gained in Human Structure (semester one), OP of Adulthood (semester two), and Pathophysiology (semester two) in Therapeutic Interventions II to practice skills required in traditional and emerging practice areas within the community. This course requires that the learner have extensive knowledge of occupational therapy practice, personal knowledge, communication skills, teamwork abilities, and entry level ability in therapeutic use of self.
In Therapeutic Interventions I treatment approaches for a variety of physical and mental health disorders are taught. Students apply modalities to classmates based on safety learned in Therapeutic Use of Occupation I. This last semester course builds on physical concepts learned in Human Structure and Function as well as the mental health components of the three lifespan courses taught earlier. Occupational Performance Birth through adolescence, in adulthood and for elders incorporates discussions on the differences between clinical signs of mental health conditions such as anxiety, depression, delirium, and Alzheimer’s disease.
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".
ACADEMIC CIVILITY & INTEGRITY
The faculty member teaching this course seeks to have a civil and high integrity learning environment for the benefit of all learners, guests and instructors. Any act of incivility or lack of academic integrity may result in a number of actions including being asked to leave the classroom up to dismissal from the college.
Civility includes:
1. Respect. Respect is demonstrated in verbal and non-verbal ways. Be sure your voice conveys respect as well as all body language. Respect is expected between instructors, between instructors and learners and between learners.
2. Advocate for yourself. Speak up when you have a question or don't understand something. Please ask the instructor rather than your table mates. If you have a question, perhaps others in the room have the same question. Let the faculty answer your questions rather than getting wrong information from a classmate.
3. Make the best use of your class time. You're paying for it! Arrive on time. Wait to pack up until the instructor dismisses class. Be prepared for class by bringing ALL MATERIALS and completed assignments in the format they were asked for. Take your turn in discussions and don't interrupt. Let others answer ahead of you who might be shy or quiet about answering. You don't always have to be the first one to answer. Listen carefully to other learners questions so you don't repeat what has already been asked. This is another reason to limit learner to learner conversation - the number one reason learner questions are repeated is due to side conversations. However, your classmates will view it as not paying attention. Speaking of paying attention...
4. Stay awake and attentive in class. Take a 10 minute power nap during breaks if needed. Stand up in the LAB doorway or at the back of the classroom without distracting others. Stay alert and ready to participate if you are standing. A tired student can be confused with one who is bored or apathetic. It's better to let me know you had a rough night than to look like you're not paying attention in class or are disinterested. Sleeping in class may result in being asked to leave class which counts as an absence and reduces your grade in the Professional Development category.
5. Have courage. When you have a concern, speak up. If it'a conflict with a classmate, talk to that classmate NOT others in the cohort. When it's an issue with a faculty member/instructor, take the concern to the faculty member involved NOT other instructors.
If AFTER talking with either a classmate or an instructor you feel the issue is not resolved, please visit with the program director. In the event the program director does not resolve your issue, the program director will direct to concern to the Dean of Health Sciences, a resolution committee may be appointed, the VPAA office might become involved as well as the President of AC. This is the sequence or order of resolution an AC learner is expected to follow. If it is not followed, the person who you have contacted will refer you to the person you should be engaging with.
6. The instructor is open to amending this syllabus to include additional suggestions regarding civility using a collective learner contract process.
ACADEMIC INTEGRITY
An act of ACADEMIC DISHONESTY includes ANY of the following and can result in a number of actions including being asked to leave the classroom up to dismissal from the college.
1. Cheating
2. Bribery
3. Misrepresentation: Misrepresentation is any act or omission that is intended to deceive an instructor for academic advantage. Misrepresentation includes lying to an instructor in an attempt to increase your grade, or lying to an instructor when confronted with allegations of academic dishonesty.(As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
4. Conspiracy: Conspiracy means working together with one or more persons to commit or attempt to commit academic dishonesty. (As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
5. Fabrication/Lying: Fabrication is the use of invented or misrepresentative information. Fabrication most often occurs in the sciences, when students create or alter experimental data. Listing a source in your works cited that you did not actually use in your research is also fabrication.(As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
6. Collusion: Collusion is the act of two or more students working together on an individual assignment.(As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452). “Collusion” shall be defined as the unauthorized collaboration with another person in preparing written work for fulfillment of course requirements. ( As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
7. Duplicate Submission: A duplicate submission means a student submits the same paper for two different classes. If a student submits the same paper for two different classes within the same semester, the student must have the permission of both instructors. If a student submits the same paper for two different classes in different semesters, the student must have the permission of their current instructor. ( As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
8. Academic Misconduct: Academic misconduct is the violation of college policies by tampering with grades or by obtaining and/or distributing any part of a test or assignment. For example:
9. Improper online ... and blended course use includes:
1. Accepting or providing outside help on online assignments or tests.
2.Obtaining test materials or questions before the test is administered. ( As found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
10. Disruptive behavior: Disruptive behavior is any behavior that interferes with the teaching/learning process. Disruptive behavior includes:
1.Disrespecting a professor or another student, in class or online.
2.Talking, texting, or viewing material unrelated to the course during a lecture.
3.Failing to silence your cell phone during class. (Definition and items 1-3 as found at https://spcollege.libguides.com/c.php?g=254383&p=1695452)
4. Obstruction or disruption of any authorized College operation or activity. Disorderly conduct shall include any verbal or physical abuse, intimidation, or the subjection of another person to inappropriate, abusive, threatening, or demeaning actions.
5. Failure to comply with a directive from a College administrator, faculty member, or Police Officer.
6. Possessing on any campus or college-related activity, any weapons that are prohibited by law. Specific information related to weapons can be found in this document under the heading “CAMPUS PROCEDURES AND NOTIFICATIONS.”
7. Exhibiting behavior that gives reasonable cause to question, in the opinion of the College, whether the student is able to satisfactorily function in institutional programs or institutional activities in which the student is engaged.
8. Interference with teaching, research, administration, or the College’s subsidiary responsibilities through “disorderly conduct or disruptive behavior.”
9. Disorderly conduct which shall include any verbal or physical abuse, intimidation or the subjection of another person to inappropriate, abusive, threatening or demeaning actions on property owned or controlled by the College or at College-sponsored functions. Students who behave in a disorderly fashion may be required to leave the premises, withdraw from a club or organization, or withdraw from the College. (Items 4-19 as found at https://catalog.actx.edu/content.php?catoid=13&navoid=491#Student_Conduct_and_Responsibilities)
11. Plagiarism: "Plagiarism” shall be defined as the appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own written work. (As found at as found at https://catalog.actx.edu/content.php?catoid=13&navoid=491#Student_Conduct_and_Responsibilities)
Examples include:
The following link can be helpful in helping you determine if you are committing plagiarism https://spcollege.libguides.com/c.php?g=254383&p=1695453
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 questio over a grade arises. The issue will not be discussed during class time.
The final course grade will be computed as follows:
Professional Development 10%
Labs 15%
Content Examinations 15%
Practicals 15%
Portfolio 15%
Quizzes 15%
Final Examination 15%
TOTAL 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
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.
B. Missed exam/s – The highest grade to be achieved on a missed/make-up exam will be 95%. The learner is responsible to request a make-up exam with the course instructor.
Missed exams will be made up within 8 calendar days on campus at a time to be determined in collaboration with the course instructor. If a learner fails to sit for the make-up exam/s during the assigned time for any reason, a zero (0%) will be given for that exam/s. If the learner experiences an extended absence(more than 3 course meetings) the program director will confer with the course instructor and the learner regarding the missed exam.
C. 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.
D. Portfolio Assignments – All in-class, out-of-class, assignments and/or presentations are expected to be completed on time. Specific instructions will be provided for each assignment regarding expectations and whether the assignment can be written or typed. Assignments MUST be submitted to the instructor in a format that the instructor is able to grade. Five (5) points will be deducted EACH DAY for any late assignments, with a grade of ZERO if the assignment is not turned in within 8 calendar days.
E. 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, the due date will be specified in the Blackboard announcements. All lab work MUST be make up on your own time.
F. 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: Being prompt and attending class
Amarillo College endorses attendance as a key to success. Attendance is required for successful completion of the Occupational Therapy Assistant Program.
Professional development grade: This portion of the grade is based on prompt and full attendance of class time. The learner begins the semester with 100 points in this category worth 10% of the course grade for each course.
For each time the student is ABSENT from the course, 4 points will be deducted from the current points available.
For each time the student is late/tardy/out of class for less than the full class time, 2 points will be deducted from the current points available. Examples include but are not limited to:
A student can lose several points quickly if in one day they arrive late, go to the car to get books, and leave early. That would be a total of 6 points off the professional development grade for the course.
Week 1: Intro/ CH 11 Sensation, Wounds, and Pain
Week 2: CH 11 Sensation, Wounds, and Pain /Ch 16
Week 3: CH16 Assistive Technology and Home Modifications /Ch17
Week 4: CH 17 Seating and Wheeled Mobility
Week 5: CH 22/23 Orthopedics Considerations: The Spine, Pelvis, Hip and Knee/Shoulder
Week 6: CH 22/23 Orthopedics Considerations: The Spine, Pelvis, Hip and Knee/Shoulder
Week 7: Orthopedics Considerations: The Spine, Pelvis, Hip and Knee/Shoulder/EXAM
Week 8: Physical Agent Modalities
FALL BREAK
Week 9: Physical Agent Modalities
Week 10: Physical Agent Modalities/ PAM PRACTICAL
Week 11: EXAM Ch 29 Bariatric Factors and Management Ch 30 Burns Across Continuum of Care Ch 39 Polytrauma and Complex Multiple Conditions
Week 12: Amputations and Prosthetics Chronic Disease Management: Utilizing a Self- Management Approach
Week 13: 25 Comprehensive Hand and Wrist Management /Orthosis Fabrication and Management
Week 14: Ch 21 Orthosis: Fabrication and Management
Week 15: Students out for Fieldwork
Week 16: Finals Week
THIS SYLLABUS IS SUBJECT TO CHANGE, WITH NOTICE, AS THE COURSE INSTRUCTOR DEEMS NECESSARY TO FULFILL THE COURSE OBJECTIVES.
08/20/24 9:55 AM
11/05/24 9:27 AM