Principles of Occupational Therapy Syllabus for 2026-2027
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Instructor Information
Instructor
Sheree Talkington (Curriculum Vitae)Office Location
West Campus Allied Health 159
Office Hours
STUDENT TIME: THESE HOURS ARE SET ASIDE FOR YOU AND I TO CONNECT. I'M AVAILABLE TO VISIT WITH YOU. PLEASE COME SEE ME IN MY OFFICE.
MONDAY or WEDNESDAY11:30 to 12:30. All other days by request. Options include in person, virtual, email and office phone(806-354-6079).
LEARNERS ENGAGED IN FIELDWORK: Text or call me at your convenience anytime to connect. We can find a mutual time based on fieldwork and teaching schedules to meet on campus or at a location of your choice (your FW site, coffee shop, public space, etc.). This option includes evenings and weekends.
Course Information
AI Statement
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. The use of Generative Artificial Intelligence on specific assignments is at the discretion of the instructor.
Title IX and Sexual Misconduct Reporting
Amarillo College prohibits discrimination and harassment based on sex, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking, under Title IX and Texas Education Code §51.253–255. Faculty and staff are mandatory reporters and must share any related concerns with the Title IX Coordinator at titleix@actx.edu. Reports and additional information are available at https://www.actx.edu/hr/title-ixtitle-ix. Confidential counseling and advocacy services are available through the Counseling Center and Advocacy & Resource Center.
Recording Policy
Disability Statement
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.
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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
Amarillo College Tutoring for Success Policy:
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.
Administrative Drop Policy
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Student Withdrawal Procedures
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.
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For-credit academic and workforce education courses offered at Amarillo College are limited to the course options available in the statewide inventory for two-year public institutions. Courses in the state-authorized lower-division Academic Course Guide Manual and Workforce Education Course Manual have specific descriptions that prescribe course content and may include specific student learning outcomes. The Texas Higher Education Coordinating Board (THECB) maintains and regularly updates these manuals. Amarillo College faculty and leaders ensure that these courses are aligned with THECB guidelines and evaluated based on student performance outcomes. Students enrolled in these courses are expected to engage with and learn course content. According to the AC Board of Regents Policy Manual, "faculty members are entitled to academic freedom in the conduct of research and teaching and are tasked with the associated responsibilities" (DGC). Students are entitled to academic freedom in the classroom, as well, and faculty "must not attempt to force on students a personal viewpoint and must at all times allow diversity of opinion" (Amarillo College Academic Affairs Manual).
Course
OTHA-1305-001 Principles of Occupational Therapy
Prerequisites
Course Description
Introduction to occupational therapy including the historical development and philosophy. Emphasis on the roles of the occupational therapy assistant. Topics include occupation; occupational therapy personnel; current health care environment; and moral, legal, and ethical issues.
Student Resources Student Resources Website
Department Expectations
Occupational License Disclaimer
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
Hours
(3 sem hrs 2 lec 3 lab)
Class Type
On Campus Course
Syllabus Information
Textbooks
Introduction to Occupational Therapy, 6th edition, 2023, O’Brien & Conners
Quick Reference Dictionary for Occupational Therapy, 7th edition, 2020, Jacobs & Simon
Framework and Domain of Occupational Therapy, 4th edition, AOTA publication purchased through web site with student membership discount
Quick Reference to Occupational Therapy, 4th edition, 2025, Reed
Supplies
AOTA student membership in order to access and download or purchase Occupational Therapy Practice Framework: Domain and Process, 4th edition plus course related articles and resources
Computer, charging cable and Internet access, printer, print cartridges
Presentation materials
Paper, pens, pencils, markers
Materials may be needed for learning and teaching of classmates at discretion of learner or as a requirement of an assignment
Student Performance
Learners will use instructional materials including textbooks, personal notes, handouts, the AOTA website & student membership, SimUCase, materials available in Blackboard as well as other resources for this course. Learners will be assessed/graded by the course instructor using quizzes, written exams, oral presentations, visual presentations and teaching opportunities with other learners.
COURSE OBJECTIVE: At the end of this course, learners will have an introductory knowledge of the following concepts.
AOTA Standards addressed in this course: | |||
| B.1.1. Demonstrate knowledge of human development through the lifespan (infants, children, adolescents, adults an older adults). B.1.2. Apply and analyze the role of sociocultural and socioeconomic ... factors, as well as lifestyles in contemporary society to meet the needs of persons, groups, and populations B.2.1. Apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy. B.2.2. Apply knowledge of occupational therapy history, philosophical base, theory, and sociopolitical climate and their importance in meeting society’s current and future occupational needs as well as how these factors influence and are influenced by practice. B.2.3. Demonstrate knowledge of and apply the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context, and client factors. B.2.4. Explain to the community of interest (e.g., consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, and the public) the distinct nature of occupation and the evidence that occupation supports performance, participation, health, wellness, and well-being. B.2.5. Apply and analyze scientific evidence to explain the importance of the role of occupation in the promotion of health and wellness. B.2.6. Understand how occupational performance is affected by the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury. B.2.7. Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context, and client factors to implement the intervention plan. B.2.9. Create and implement a plan to address individualized personal and professional responsibilities that are consistent with current accepted standards and long-term professional goals. B.2.10. Demonstrate knowledge of the current published American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, employment settings, and when confronted with personal and organizational ethical conflicts. B.2.11. Demonstrate knowledge of effective leadership styles. Identify personal and professional strengths and areas for growth to become an effective leader. B.2.12. Demonstrate the application of principles of instructional design and teaching and learning in content related to occupational therapy which includes at minimum design of material, delivery of professional presentation, and self reflection of process. B.3.1. Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction. B.3.2. Demonstrate professional reasoning to inform occupation-based interventions that focus on client factors, performance patterns, an performance skills; creation, promotion, establishment, restoration, maintenance, modification, and prevention. B.3.3. Contribute to the evaluation process of client(s)’ occupational performance by completing an occupational profile and administering standardized and non-standardized screenings and assessment tools as delegated by the occupational therapist. Explain the importance of using psychometrically sound assessment tools when considering client needs, and cultural and contextual factors. B.3.7. Monitor and reassess, in collaboration with the client and care partner, the effect of occupational therapy intervention and the need for continued or modified intervention and communicate the identified needs to the occupational therapist. B.3.8. Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, implementing assistive technology or adaptive equipment, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances. B.3.10. 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 teams by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. B.3.14. 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.3.15. Describe the collaboration process with the occupational therapist to identify appropriate features of assistive technologies and durable medical equipment to support the client’s participation. Demonstrate strategies with assistive technologies and devices (e.g., aids for communication, mobility, sensory loss, computer access, seating, and positioning systems) used to enhance occupational performance. B.3.16. 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 used to enhance occupational performance. B.3.17. Identify and communicate to the occupational therapist the need to refer to specialists both internal and external to the profession, including community agencies. B.3.18. Demonstrate knowledge of the use of technology in practice, which must include electronic documentation systems, virtual environments, and telehealth technology. 3.19. Demonstrate the principles of the teaching–learning process using educational methods and health literacy education approaches. 3.20. Identify and communicate to the occupational therapist the need to design community programs to support occupational performance for persons, groups, or populations. B.3.21. Demonstrate effective communication with clients, care partners, communities, and members of the intra professional and interprofessional teams in a responsive and responsible manner that supports a team approach to promote client outcomes. B.3.22. Demonstrate awareness of the principles of intraprofessional and interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable. B.4.1. Identify and analyze the influence of contextual factors and current federal, state, and local policy issues and structures on the delivery of occupational therapy services for persons, groups, or populations and social systems as they relate to the practice of occupational therapy. B.4.2. Explain the role and responsibility of the practitioner to advocate for occupational therapy ... recognizing opportunities in emerging practice areas, and advocating for opportunities to expand the occupational therapy assistant’s role. Articulate the distinct knowledge and skills of occupational therapy practitioners to the community of interest. B.4.3. Demonstrate knowledge of various reimbursement systems and funding mechanisms (e.g., federal, state, local, third party, private payer) that affect consumers and the practice of occupational therapy. Documentation must effectively communicate the need and rationale for occupational therapy services. B.4.4. Understand the business aspects of practice including...providing services on a contractual basis. B.4.5. Demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration consistent with federal and state laws. B.4.6. Demonstrate knowledge of ... services in traditional and emerging practice environments and the consultative process with persons, groups, programs, organizations, or communities in collaboration with inter- and intraprofessional colleagues. B.4.7. Identify the need and demonstrate the ability to participate in the development, support, promotion, and management of (OT) service delivery options. B.4.9. Define effective, competency-based legal and ethical supervision of occupational therapy assistants and non–occupational therapy personnel. B.5.1. Explain how scholarly activities and literature contribute to the development of the profession. B.5.3. Understand how quantitative and qualitative research studies inform occupational therapy practice. | ||
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
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
Creating a Professional Learning Environment
Technology in the Classroom: Your laptop is welcome for note-taking and testing. Feel free to use your phone when your instructor gives the go-ahead. To help everyone stay focused, please keep all devices on silent and either out of sight or face-down on your desk during class. Our ADL lab spaces (bathroom, bedroom, kitchen, utility areas) are designed for hands-on learning, so please use them only for educational activities or with instructor approval.
Professional Dress: Preparing for Your Future Career: When professional dress is required, you'll be practicing the same standards you'll follow as a working OTA. Here's what to wear:
Clothing: Black pants (all students) or black skirt (optional for women), plus your OTA program collared shirt tucked in when requested
Footwear: Closed-toe, closed-heel shoes (sneakers or dress shoes with heels under 1 inch) with appropriate socks or hosiery
ID Badge: Your AC Health Sciences name badge on the lower right collar
Personal Appearance Guidelines: As future healthcare professionals, we maintain a polished, client-appropriate appearance:
Keep jewelry and fragrance minimal
Ear studs (women) and a single nose stud are acceptable; other piercings should be removed before clinical rotations
Makeup should be natural and professional
Hair colors should look natural - if you're unsure about a color choice, just ask the program director before you make the change
Why This Matters: These standards help you develop the professional presence you'll need in healthcare settings and ensure you're ready for clinical experiences. If you have questions about any of these guidelines, your program director is always available to help clarify.
Note: Professional dress requirements are tied to specific portfolio assignments and clinical participation.
Grading Criteria
GRADING CRITERIA AND SCALE
The final course grade will be computed as follows:
Professional Development 10%
Major Examinations (equally weighted) 30%
Quizzes/assessments (equally weighted) 20%
Portfolio 20%
Final 20%
Course total grade 100%
Professional Development = 10% (ATTENDANCE)
Being prompt and attending class
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 learner is ABSENT from the course, 4 points will be deducted from the current points available.
For each time the learner 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:
- arriving after the published start of class by any amount of time
- leaving prior to the published end of class
- going to get books/class materials from a car
- being on a phone call during class
- not returning for breaks in a timely manner habitually
- taking extra breaks
A learner 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.
Major Exams = 30%
Exams will be announced in advance (usually one (1) week notice. Exams will be administered during class time in a location to be determined by the faculty member. Typical locations include the Allied Health classroom, additional Allied Health rooms, the testing center and Building A. Exams will be 100+ questions with a 2 hour time limit. The student will utilize Respondus LockDown Browser for testing and may be monitored, proctored, or recorded during testing. Exams are equallly weighted in this course.
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.
Quizzes/formative assessments = 20%
Quizzes and formative assessments may be announced or unannounced. Quizzes will be equally weighted. Formative assessments may or may not be graded.
Portfolio assignments = 20%
A time limit will be given that is reasonable for completion for in class and out of class assignments. A learner will not be allowed to continue past the time limit as announced on any single assignment. Accommodations for additional time is to be determined by Disability Services at the initiation of the learner. A grade of zero (0) will be given for any missed assignments due to the learner being absent for grades taken during class. This includes lack of submission of an assignment to Blackboard due to internet limitations and printed assignments due to printer limitations.
Assignments may include preparation of written reports, reviews, chapter questions, test bank questions, observations at local health settings, group assignments, direct observation of health care settings during class time or in place of class time, interviews of persons engaged in the profession of occupational therapy or receiving occupational therapy related to class topics, other tasks and activities as opportunities are available.
Final Exam = 20%
The final examination will be comprehensive to evaluate the effectiveness of the entire course and the knowledge gained. If a learner fails to take the final exam, a 0 (Zero) will be recorded for the final and an "F" will be recorded for the course grade.
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
Attendance
Your Success Starts with Being Here
Attending class regularly is one of the most important steps you can take toward reaching your goals in the Occupational Therapy Assistant program. When you're present and engaged, you're setting yourself up for success - not just in meeting program requirements, but in building the knowledge and skills you'll need as a future OTA professional.
We know life happens, and we're here to support you when challenges arise. If you're having difficulty attending class, please reach out to us early so we can work together to keep you on track toward graduation.
Calendar
Week 1 The profession, the program, and me (Ch 1, 11, & 19)
Week 2 Taking care of me so I can care for others and understanding OTP roles (Ch 10 & 7)
Week 3 Where we've been (OT history, Ch 2)
Week 4 Where we've been (OT history, Ch 2)
Week 5 Values, who OT treats, and thinking process of an OTA (Ch 3 & 20)
Week 6 Who will I work with and Where can I work as an OTA (Ch 13 & 14)
Week 7 Where do I start with a patient? (OT process, Ch 16)
Week 8 Theory behind OT practice (Frame of Reference, Models of Practice, Ch 17)
BREAK
Week 9 What I'll be doing daily when I am an OTA (interventions, Ch 18)
Week 10 Does technology have a place in OT practice (Ch 15)
Week 11 What are current trends is OT (Ch 4)
Week 12 What does OT look like outside of the US (Ch 5)
Week 13 How do I get from the classroom to clinic, and beyond ?! (Ch 6 & 9)
Week 14 How do I make sure I'm doing things right legally (Ch 8)
Week 15 Fieldwork
Week 16 Finals
Additional Information
The faculty reserve the right to adjust the calendar at any time to facilitate learner outcomes.
Syllabus Created on:
08/10/26 9:35 AM
Last Edited on:
08/24/26 9:24 AM