OTED - Occupational Therapy

This course draws on literature from occupational science and occupational therapy to explore the meaning and effect that occupation has at the individual, group, and societal level. In addition, this course presents an introduction to occupational therapy including the history, philosophical tenets, ethics and values of the profession. Historical, contemporary, and emerging areas of practice and the diverse roles (e.g., practitioner, supervisor, case manager, educator, lobbyist, and advocate) of occupational therapy practitioners in professional settings will be emphasized. The Occupational Therapy Practice Framework, the AOTA Code of Ethics, historical documents, and other seminal works will provide the basis for this course.

This course explores the theoretical basis of occupational therapy practice and how occupational therapists understand human behavior, the environment, and the influence of occupation and social determinants on health. Specific occupational therapy models of practice, as well as those from related fields will be emphasized. Students will learn how to apply such models to assessment and intervention plans designed to improve occupational performance and participation.

The focus of this course is on employing the Occupational Therapy Process with clients who present with and at-risk for a range of mental health conditions. Students will explore the scope of traditional and emerging mental health practice settings and service delivery models across the lifespan. In addition, students will learn to use various theories, models of practice, and frames of reference to develop evidence-based evaluation plans, as well as tiered individual and group intervention plans. Students will also examine the influence of psychopharmacology on mental health services and the impact of policy on consumer rights. This course includes a lab component.

The focus of this course is on the integration of anatomy, biomechanical, neuromuscular, and sensory principles to determine the effects of movement during occupational performance as they relate to specific motor skills as outlined by the Occupational Therapy Practice Framework. The etiology, symptoms, diagnosis, and related treatment of different orthopedic conditions across the lifespan will be introduced and their influence on occupational performance skills will be discussed. The person-environment interaction will be examined through the application of ergonomic principles in work and daily living settings.

This course includes an overview of the structure, organization, and function of the nervous system to determine the effects of cognition and sensation during occupational performance as they relate to specific process skills as outlined by the Occupational Therapy Practice Framework. In addition, it emphasizes the functional performance of this system and how it influences learning, executive functioning, and engagement in meaningful life roles. The etiology, symptoms, diagnosis, and related pharmacology of different developmental, organic, and traumatic neurological conditions across the lifespan will be introduced and their influence on occupational performance skills will be discussed.

This course emphasizes the clinical reasoning skills associated with activity analysis, dynamic performance analysis, and evaluation. Students will gain core skills in the areas of assessment of person, occupation, and environment factors, including activity analysis and grading. In addition, students will learn how to select assessment tools, interpret results and document evaluation findings. Students will apply these skills through laboratory activities and case studies.

The focus of this course is on employing the Occupational Therapy Process with infants, toddlers, children, and adolescents. Students will explore the scope of traditional and emerging pediatric practice settings and service delivery models, as well as the influence of parents and caregivers in the therapy context. In addition, students will learn to use various theories, models of practice, and frames of reference to develop evaluation and intervention plans to provide evidence-based therapy services to pediatric clients with and at-risk for a variety of different conditions. Evaluation methods, interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in pediatric practice will be examined. This course includes a lab component.

The focus of this course is on employing the Occupational Therapy Process with adults in rehabilitation settings. Students will use various evidence-based theories, models, and frames of reference that shape occupational therapy for adults in acute care, rehabilitation, home health, corporate wellness, and work settings. Students will examine primary medical conditions, environments, and interventions and consider how these factors affect occupational participation. Evaluation methods, evidence-based interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in rehabilitation practice will be examined. This course includes a lab component.

This course is the first in a two-course series designed to prepare occupational therapy students with the necessary skills to locate and appraise evidence to inform practice. Both quantitative and qualitative methods, as well as statistics will be reviewed. In addition, the course will provide an overview of the protection of human subjects in research. Developing questions for inquiry, searching databases, as well as appraising and synthesizing literature related to intervention effectiveness and predicting client outcomes will be emphasized. Students will also learn the process of developing American Occupational Therapy Association Critically Appraised Papers and Clinical Practice Guidelines.

The focus of this course is on employing the Occupational Therapy Process with older adults to help them to age in place. Students will learn various evidence based theories, models, and frames of reference that shape occupational therapy for well older adults, as well as those who require end of life care. Students will examine primary conditions in the context of aging, as well as the environments encountered and how they affect occupational participation. Evaluation methods, tools, interventions, policies and legislation influencing practice, and the range of occupational therapy roles with older adults will be examined. This course includes a lab component.

This course examines the person-occupation interaction through the use of the biomechanical frame of reference and the rehabilitation model. This course emphasizes person-specific abilities related to strength, range of motion, sensation, and coordination. In addition, soft-tissue and wound management, positioning methods, orthotics, and physical agent modalities will be presented as means to further support occupational performance, participation, and well-being. Students in this class develop skills in evaluation and documentation, as well as activity analysis. This course includes a lab component.

The focus of this course is on using theory, research and evidence to guide the practice associated with being a leader in direct care, education, management, quality improvement, and advocacy for the consumer and the profession. Leadership and supervision styles; policy requirements; marketing; program evaluation, enhancement, and development; and change management are few of the topics that will be discussed.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet their clients’ mental health needs in society. A primary focus of this course is on how occupational therapists use therapeutic use of self and interactive reasoning to change approaches to best meet their clients’ needs within the context of intervention. Students also focus on promoting subjective well-being, problem identification, prioritization, ethical decision making, and documentation. Problem-based class discussions, cases with complex mental health and contextual factors, and reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in mental health. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

Concepts and principles related to the selection and use of assistive technology and environmental adaptations across the lifespan to improve occupational performance and participation will be explored. In addition, telehealth, distance communication, and service delivery models will be examined. Both low-technology and high-technology solutions related to improving occupational performance and well-being due to concerns related to vision, hearing, communication, mobility and cognition will be addressed. This course includes a lab component.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of infants, toddlers, children, and youth in society. A primary focus of this course is on understanding the roles that family members and other professionals (e.g., teachers, other service providers) play in supporting a child’s participation, performance, and well-being at home, in school, and in the community. Students also focus on physical and mental health promotion, problem identification, prioritization, ethical decision making, and documentation. Problem-based class discussions, increasingly complex cases with physical, cognitive, psychosocial, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in pediatrics. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of clients in society who receive rehabilitation services. A primary focus of this course is on understanding how a client’s roles, engagement, and participation are affected by different medical conditions. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on adult clients. Problem-based class discussions, increasingly complex cases with physical, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is the second in a two-course series designed to prepare occupational therapy students with the necessary skills to collect outcome data at both the individual and program level. Both quantitative and qualitative data collection methods will be reviewed. Students will engage in inquiry projects focused on quality measurement and problems found in clinical practice. In doing so they will develop research questions, define outcomes, develop data collection tools, and synthesize the results of the data to inform recommendations for intervention and/or programmatic modifications.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of older adults in society. Emphasis will placed on dementia care and supporting clients dealing with loss. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on older adult clients and their caregivers. Problem-based class discussions, increasingly complex cases with physical, psychological, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Mental Health is on the psychological and social factors that influence engagement in occupation. Graded on a pass/fail basis

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Pediatrics is on occupational therapy with the infants, children, and adolescents. Graded on a pass/fail basis

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Rehabilitation with Adults or Older Adults is on occupational therapy with adults or older adults. Graded on a pass/fail basis.

The focus of this course is understanding how systems, communities and organizations influence health disparity and occupational participation. Students will explore determinants of population-based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Emerging areas of practice will be emphasized. Students will learn about photo-based methods and other innovative approaches associated with participatory action research (PAR). Students will participate in a PAR project and reflect on ways to increase participation and decision making among stakeholders at all levels of the process. Completion of this course involves a presentation and a written PAR report.

This is the first Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.

This is the second Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.