Thursday: 11:30am -12:30 pm (additional times by appointment)
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-1415-001 Therapeutic Use of Occupations I
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 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; 3 lec, 3 lab)
On Campus Course
Occupational and Activity Analysis, 3rd Edition, Thomas
The OTA's Guide to Documentation: Writing Soap Notes, 5th Edition, Morreale
Developing Clinical Competence for the OTA, 2nd Ed. (Morreale)
Occupational Therapy Practice: FRAMEWORK: Domain & Process, 4th edition, AOTA
Supplemental Reading:
Quick Reference Dictionary for Occupational Therapy, 7th edition, Jacobs, Simon
Microsoft PowerPoint Software access
Computer access including print capability
Supplies for student preferred method for note taking
Supplies to prepare presentations, assignments as determined by student
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 the Occupational Therapy Practice Framework Domain & Process and how it relates to the intervention process.
2. Define occupation as it relates to occupational therapy.
3. Define the four stages of the treatment continuum and be knowledgeable of their relevance to therapeutic intervention.
4. Understand activity analysis and the function of activity analysis in occupational therapy.
5. Be able to analyze an activity in terms of component skills needed to perform it and the occupational performance areas involved.
6. List physical and environmental requirements for performing an activity, including precautions, and the criteria needed for successful completion/ mastery of the activity.
7. Understand how to grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client.
8. 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.
9. State the purpose of accurate documentation in occupational therapy practice.
10. Create an accurate SOAP note.
11. Utilize medical abbreviations correctly in a SOAP note.
12. Be cognizant of psychosocial aspects of physical dysfunction and how they relate to occupational performance.
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.
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.
2. Understand and be able to apply the functions of activity analysis as it relates to therapeutic intervention.
3. Understand the inherent qualities of purposeful activity and be able to adapt/modify for successful performance and intervention.
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.
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.
ACOTE standards incorporated in this course: (effective July 2020)
B.1.1. Demonstrate knowledge of: The structure and function of the human body to include the biological and physical sciences, neurosciences, kinesiology, and biomechanics. Human development throughout the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology. Concepts of human behavior to include the behavioral sciences, social sciences, and science of occupation
B.3.2. Demonstrate knowledge of and apply the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors.
B.3.6. Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to implement the intervention plan
B.3.7. 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.4.18 Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.
B.4.23. Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness.
B.4.29 Demonstrate knowledge of various reimbursement systems and funding mechanisms (e.g., federal, state, third party, private payer), treatment/diagnosis codes (e.g., CPT®, ICD, DSM® codes), and coding and documentation requirements that affect consumers and the practice of occupational therapy. Documentation must effectively communicate the need and rationale for occupational therapy services.
B.5.1. Identify and explain the contextual factors; current policy issues; and socioeconomic, political, geographic, and demographic factors on the delivery of occupational therapy services for persons, groups, and populations and social systems as they relate to the practice of occupational therapy.
Consistency with and connection to the OTA curriculum
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.
Therapeutic Use of Occupation I is a first semester 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 again 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.
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
A civil and high integrity learning environment is most beneficial for 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 the 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
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 freshman curriculum provides the learner with concepts, generalizations, practice, understanding, and knowledge to provide a foundation for learning for practice skills required in traditional and emerging practice areas within the community. The pediatric course progresses to entry-level practice skills in the area of pediatric occupational therapy.
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:
Professional Development 10%
Portfolio 20%
Quizzes 20%
Content Exams 25%
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.
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. Portfolio Assignments – 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 Policy: Amarillo College endorses attendance as a key to success. Attendance is required for successful completion of the Occupational Therapy Assistant Program.
OTA Program Attendance Policy effective August 21, 2023
Professional Development = 10%
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 time the student is ABSENT, 4 points will be deducted from the current points available. Learners will be alerted through Watermark, AC's student portal, on their phone that attendance is open. This will be approximately 10 minutes prior to the start of each class meeting. Learners must be in proximity of the assigned classroom to achieve notification and to obtain the code for signing/logging in. It is the learner’s responsibility to know the time and location of each class.
The portal will CLOSE AT THE PUBLISHED START OF CLASS TIME. For most courses, this will be 9:00 am, 12:30 or 1:00 pm. You must be in class, seated AND BE FINISHED LOGGING YOUR ATTENDANCE AT THE START OF CLASS.
Students are expected to be present across the full class time. Breaks will be announced with a return time or time limit (examples: be back at 10:10 or your break is for 12 minutes.) For each occurrence of the student leaving class, 2 points will be deducted. This will include leaving the classroom for any reason such as a personal break, bathroom break, going to the car to get things the learner forgot to bring to class, arriving late, leaving early, etc.
EXAMPLE: If a learner is late that is 2 points deducted plus leaves the room for a bathroom visit not during a break that is another 2 points deducted plus leaves to take a phone call that is another 2 points deducted for a total of SIX (6) points taken off the available points for that course for that day. The next time the class meets, that learner would start with 94 points.
Week 1 - Class and Text Overview; HIPAA, Abbreviations, OT Framework, and Activity Analysis intro; What is Activity Analysis?
Week 2 - Activity Analysis: Determine What is Being Analyzed; Determine Relevance and Importance to the Client; Abbreviations
Week 3 - Activity Analysis: Determine the Sequence and Timing; Abbreviations cont.
Week 4 - Activity Analysis: Determine the Sequence and Timing; Determine Object, Space and Social Demands; Abbreviations cont.
Week 5 - Activity Analysis: Determine Required Body Functions; Abbreviations cont.
Week 6 - Activity Analysis: Determine Required Body Structures; Determine Required Actions and Performance Skills; Review
Week 7 - Infection Control & Safety Issues; Abbreviations cont.
Week 8 - The Disability Experience and the Therapeutic Process; ADA; OT Process, Evaluation and Intervention in Physical Dysfunction
FALL BREAK
Week 9 - Activity Analysis for Evaluation, Intervention Planning, and Outcomes; Review
Week 10 - Documenting the OT Process; The Health Record
Week 11 - Using Professional Terminology; Avoiding Common Errors
Week 12 - "S" and "O"; Tips for Writing a Better "O"
Week 13 - and "A"; "P", All together SOAP
Week 14 - Improving Observation Skills and Refining Your Note; Review
Week 15 - Fieldwork PLUS debriefing schedule TBA
Week 16 - Final Exam Week
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 program faculty.
THIS SYLLABUS IS SUBJECT TO CHANGE AS THE COURSE INSTRUCTOR DEEMS NECESSARY TO FULFILL THE COURSE OBJECTIVES.
08/18/23 2:14 PM
08/22/23 9:41 AM