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
- Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, anatomy, physiology, and biomechanics (B.1.4).
- Identify and locate the structures that compose the brain and nervous system.
- Articulate the functions of various parts of the brain.
- Identify the kinds of disease and injury that can impact the brain and/or nervous system.
- Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences (e.g., principles of psychology, sociology, abnormal psychology)(B.1.6).
- Demonstrate an understanding of the functional changes that can occur in behavior.
- Identify issues that must be taken into consideration in addressing changes in behavior following injury or disease processes.
- Adapt intervention strategies when providing intervention to individuals who have experienced disease or injury to the brain and/or nervous system.
- 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 client factors (B.2.2).
- Articulate the impact of disease or injury to the brain and/or nervous system on occupational performance.
- Demonstrate the ability to holistically assess the occupational performance needs of individuals who have experienced limitations from disease or injury to the brain and/or nervous system.
- Understand the effects of physical and mental health, heritable diseases and predisposing genetic conditions, disability, disease processes, and traumatic injury to the individual within the cultural context of family and society on occupational performance(B.2.6).
- Articulate the functional and emotional impact on patients, families, and communities when dealing with injuries or diseases of the brain and/or nervous system.
- 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).
- Develop effective client-centered care plans in collaboration with the patient, family, etc. using the OT Practice Framework that encompass the holistic needs of individuals with injuries or diseases of the brain and/or nervous system.
- Identify and apply intervention strategies to meet the occupation-based needs of individuals with disease or injury to the brain and/or nervous system.
- Understand when and how to use the consultative process where appropriate with specific consumers or consumer groups as directed by an occupational therapist (B.5.21).
- Collaborate with the occupational therapist in making appropriate referrals.
- Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, anatomy, physiology, and biomechanics (B.1.4).
- Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences (e.g., principles of psychology, sociology, abnormal psychology)(B.1.6).
- 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 client factors (B.2.2).
- Understand the effects of physical and mental health, heritable diseases and predisposing genetic conditions, disability, disease processes, and traumatic injury to the individual within the cultural context of family and society on occupational performance(B.2.6).
- 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:
- 1. 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).
- Understand when and how to use the consultative process where appropriate with specific consumers or consumer groups as directed by an occupational therapist (B.5.21).
Identify the components of neuroanatomy and neurophysiology; and describe the occupational therapy treatment of neurological disorders.
Conditions in Occupational Therapy: Effect on Occupational Performance (4th ed.) - Ordered in a previous class
Neurology Book - Undetermined as yet.
Ryan’s Occupational therapy assistant: Principles, practice, issues, and techniques (4th ed.) - Ordered for previous class
Principles and Techniques in Patient Care (5th ed.) - Ordered in a previous Class
*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:
Midterm Exam 30%
Final Exam 30%
Assignments 40%
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.