Online Component
Some components of this course may be computer based. Student access to a computer/printer is always required for completing assignments. Computers are available to students in the Academic Support Center in the Mineral Wells Education Center.
Tutoring Available
The Academic Support Center offers tutoring in a variety of subjects and can assist students with writing skills and in researching material for courses. It is located in the Mineral Wells Education Center and is currently open 9:00 am to 5:00 pm. Additional hours may soon be available as need arises.
Tasks
- Employ logical thinking, critical analysis, problem solving, and creativity (B.1.1)..
- Demonstrate logical thinking, critical analysis, and problem solving in developing effective plans of care for children.
- Incorporate creativity in applying treatment strategies with children and adolescents.
- Apply models of occupational performance and theories of occupation (B.2.11).
- Demonstrate the use of a variety of theories and models in determining treatment approaches to pediatric care.
- Assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:
- The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
- Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, integumentary systems).
- Performance patterns (e.g., habits, routines, roles) and behavior patterns.
- Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect performance.
- Performance skills, including motor (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy, knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations) (B.5.1).
- Collaborate with occupational therapist, patient, families, etc. in developing holistic, client-centered, occupation-based care plans.
- Articulate the importance of culture and context in provision of care.
- Use the OT Practice Framework to evaluate the occupational performance impact and to prioritize intervention strategies.
- Select and provide direct occupational therapy interventions and procedures to enhance safety, wellness, and performance in activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, leisure, and social participation (B.5.2).
- Articulate the importance of addressing safety in providing OT services to children and adolescents.
- Identify wellness issues and develop programs to educate adolescents and families in prevention strategies.
- Articulate principles of and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating systems) used to enhance occupational performance (B.5.9).
- Collaborate and strategize with the occupational therapist in utilizing assistive technology and devices with children.
- Enable feeding and eating performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and the initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors (B.5.12).
- Demonstrate safe feeding skills with children.
- Demonstrate the ability to educate the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, and safety (B.5.15).
- Articulate the importance of occupational therapy intervention in supporting occupational performance.
- Under the direction of an administrator, manager, or occupational therapist, collect, organize, and report on data for evaluation of practice outcomes (B.5.25).
- Accurately document provision of occupational therapy care to children and/or adolescents.
- Recommend to the occupational therapist the need for termination of occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. Assist with developing a summary of occupational therapy outcomes, recommendations, and referrals (B.5.26).
- Document goals met and recognize the need for discontinuance of service.
- Contribute to the plan for discharge.
- Use professional literature to make evidence-based practice decisions in collaboration with the occupational therapist that are supported by research (B.8.2).
- Explore the available literature specific to clients seen in care and collaborate with occupational therapist to apply information in support of intervention choices.
- Identify strategies to assist the consumer in gaining access to occupational therapy services (B.9.13).
- Advocate for patients and families by directing them to resources in their communities and providing them with evidence of the impact of quality care.
- Employ logical thinking, critical analysis, problem solving, and creativity (B.1.1).
- Apply models of occupational performance and theories of occupation (B.2.11).
- Assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:
- 1The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.
- Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, integumentary systems).
- Performance patterns (e.g., habits, routines, roles) and behavior patterns.
- Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect performance.
- Performance skills, including motor (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy, knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations) (B.5.1).
- Select and provide direct occupational therapy interventions and procedures to enhance safety, wellness, and performance in activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, leisure, and social participation (B.5.2).
- Articulate principles of and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating systems) used to enhance occupational performance (B.5.9).
- Enable feeding and eating performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and the initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors (B.5.12).
- Demonstrate the ability to educate the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, and safety (B.5.15).
- Under the direction of an administrator, manager, or occupational therapist, collect, organize, and report on data for evaluation of practice outcomes (B.5.25).
- Recommend to the occupational therapist the need for termination of occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. Assist with developing a summary of occupational therapy outcomes, recommendations, and referrals (B.5.26).
- Use professional literature to make evidence-based practice decisions in collaboration with the occupational therapist that are supported by research (B.8.2).
- Identify strategies to assist the consumer in gaining access to occupational therapy services (B.9.13).
Identify components of health and wellness; develop adaptations for age appropriate occupations; identify the client factors that affect occupational performance; demonstrate skills in the evaluation process; and select intervention strategies to facilitate occupational performance.
Kids Can Be Kids: A Childhood Occupations Approach F. A. Davis: *Additional Texts purchased for other OTA classes will also be used in this course.
Assignments:
All assignments are due at the beginning of the class period unless otherwise stated and are expected to be original, independent work. Each assignment should be neat and legible, with correct spelling and grammar. Acceptance of assignments that are late due to an absence, are at the discretion of the instructor. Points may be lost for violating any of this policy. No occupational therapy assistant courses provide extra credit opportunities.
Make-ups of quizzes or examinations is at the discretion of the instructor. No quiz, examination, or final may be taken early. Any make-up quizzes or examinations that are allowed must be taken on the first day the student returns to campus following an absence. It is the student’s responsibility to contact the instructor and arrange a time for any make-up quiz or exam. Failure to take any required quiz or examination will result in a grade of zero (0).
Professional conduct and communication are considered to be essential skills in the healthcare professions and are required in the classroom as well as in any on-line course environment. Students are expected to be polite and respectful whether talking face-to-face, e-mailing, chatting , or posting online. Behavior that is disruptive (i.e., excessive talking, rudeness to others, distracting behaviors such as leaving and re-entering class, cell phones ringing, etc.) will not be tolerated. Cell phones must be placed on silence during classes. Grade points can be deducted for any inappropriate behaviors. If at any time during the semester a problem of this nature is encountered or any specific concerns arise, please do not hesitate to contact the course instructor for assistance. Students deserve a positive learning environment without disruptions that may negatively impact their learning opportunities.
Attendance Policy
Attendance Guidelines:
Occupational therapy is a profession that requires “hands-on” learning experiences. Therefore, class attendance is essential and mandatory. Late arrivals to class, leaving during class without permission, or leaving class early will not be tolerated. Any abuse of this expectation may result in a grade reduction of 10% or greater. If a student has an emergency situation that will result in a violation of this policy the student is expected to contact the instructor immediately to avoid any grade reduction.
Attendance Guidelines for On-Line Component:
If the course has an on-line component, attendance will be documented by the timely submission of scheduled on-line assignments.. On-line assignments submitted after the required deadlines will not be accepted . Students may be required to attend on-campus, on-line proctored examinations. The instructor will provide the necessary information if needed. Format for an examinations may be hardcopy or computer-based, as determined by the instructor.
May include the lectures, labs, group discussion, audio-visual materials, individual and group structured activities, and/or computer-based activities.
The class grade will be determined as follows:
Quizzes 20%
Midterm Exam 30%
Final Exam 30%
Assignments 20%
Total 100%
ADA Statement:
Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.