Chicago State University
Occupational Therapy Program
Year 1 Semester 1
Fall 2012
Course Title:
OT 4150 - Human Occupation I
Course Description:
This course is designed to introduce the Learner to
occupation and how it is impacted across the life span.
Emphasis will be on task analysis and how occupation
creates meaning and influences health within various
contexts.
Credit Hours:
3
Prerequisite Course(s): Admission to the professional phase of the occupational
therapy program.
Course Meeting Time:
Wednesday 1:00-3:50 pm
INSTRUCTOR:
Elizabeth Wanka DrOT, MOT, OTR/L
Office: Douglas Hall, Room 132C
Office Phone: 773 995-2372
E-mail: ewanka@csu.edu
Monday 1:00-4:00
Wednesday 9:00-11:00
Office Hours:
Required Texts:
American Occupational Therapy Association. (2008). Occupational therapy practice
framework: Domain and process (2nd ed.). Bethesda, MD: AOTA Press.
Christiansen, C.H. & Townsend, E.A. (2010). Introduction to occupation: The art and
science of living (2nd ed.). Upper Saddle River, NJ: Pearson.
Crepeau, E. B., Cohn, E. S. & Boyt Schell, B. A. (2009). Willard and Spackman’s
Occupational Therapy. 11 ed., Philadelphia, PA: Lippincott Williams &
Wilkins.
Hasselkus, B. R. (2011). The meaning of everyday occupation. Thorofare, NJ: Slack.
Thomas, H. (2012). Occupation-Based Activity Analysis. Thorofare, NJ: Slack.
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Program Student Learning Outcomes
The graduates of the Bachelor of Science in Health Sciences (Pre-Occupational
Therapy) will:
1. Use theory to support reasoning and ethical decision making in determining the
health needs of individuals, organizations and communities.
2. Summarize published research related to healthcare.
3. Describe the diverse health care needs of individuals and communities and the
variety of systems available to address these needs.
4. Compare the influence of social, cultural, economic, political, and occupational
factors on participation and health.
5. Analyze the psychological and biological factors that influence health and
wellness.
6. Value interdisciplinary collaboration, service and life-long learning.
Course Objectives:
1. Define roles, occupation, tasks and meaning from an occupational performance
perspective (comprehension)
2. Define terminology that explains the areas, skills and contexts of occupational
performance and the organization of occupations (comprehension).
3. Analyze how occupation creates unique meaning in the lives of individuals
(analysis).
4. Explore the factors within an individual that influence occupational choice
(knowledge).
5. Differentiate between occupation as means and ends in the OT process
(comprehension).
6. Explain the dynamics of occupation including the interaction of performance
patterns, performance skills, body functions and contexts (comprehension).
7. Discuss the concept of balance of occupations for life satisfaction and how
occupations affect quality of life, influence health and promote a sense of well
being (analysis).
8. Demonstrate the principles of grading specific occupations and apply
developmental knowledge to task analysis (knowledge).
9. Demonstrate safe use and appropriate maintenance of supplies (application).
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10. Summarize the ethical issues that support individual choice and engagement in
various occupations (synthesis).
11. Analyze the demands of an activity to the situational context of individuals
(analysis).
12. Compare individual perceptions of quality of life, well being and occupation to
promote health and prevention of injury and disease (comprehension).
13. Analyze how social, cultural, and physical environments influence occupation
and occupational choices (analysis).
14. Select occupationally based and purposeful activities that support specific
therapeutic goals and that are meaningful to individuals and populations
(application).
15. Demonstrate an emerging ability to differentiate between activity and
occupation (application).
Program Student Learning Outcomes and Course Objectives:
link: This course will focus on the nature of occupation and the occupational roles
across the life span along with the personal and public meaning of occupation as stated
in program student learning outcomes 1-5.
Learning Activities: Lecture, discussion, videotapes, group activities, role-playing, inclass activities, self-assessment, guided learning questions, demonstration, and
presentation.
Course Requirements:
1. ACTIVITY CONFIGURATION ASSIGNMENT: This assignment will involve each
student writing a narrative paper examining the concept of balance and life
satisfaction on an adult with or without a disability. Each student will be required to
complete an interview with an adult of any age that examines the individual’s
personal occupational patterns, occupational roles, and perceptions/feelings of
balance and life satisfaction. Graduate students will include information about
environmental facilitators and barriers to participation.
2. ACTIVITY ANALYSIS: Students will complete a total of three activity analysis
papers. Analyses should include relevant information as outlined on the format
provided by the instructor. Activity analyses should consist of activities that are
developmentally appropriate and consistent with the core values of occupational
therapy and the Occupational Therapy Code of Ethics. The objective of this
assignment is to develop the students’ ability to use activity analysis as an
evaluation and intervention tool in order to identify the component parts of activities,
activity demands, and meaning attributed to activities/occupations.
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Course Policies:
1. Attendance: Students are required to attend all classes and complete all
assignments according to the course schedule. Failure to attend a minimum of
80% of all classes will potentially result in a failing grade for the course. If illness
or another emergency causes a student to be absent or late, the student is
responsible for contacting the course instructor before the beginning of the class
session. Documentation must be submitted for excused absences.
2. Class Preparation: In order to be prepared, students must complete readings
prior to the class session. Additional learning activities may be given based on
class discussions that will not be graded. Students may find it helpful to cross
reference ideas across multiple texts being used in the curriculum and within
course. Students will be assigned specific readings but may also be referred to
other texts. Exams are based on assigned reading, lectures, and presentations.
3. Class Participation: Student learning is facilitated by active class participation.
Students are expected to participate actively in class discussions, and in-class
activities. Students are expected to share their own ideas and applications of
course concepts as well as listen to and demonstrate respect for the
contributions of others. Class participation and other assignments are considered
part of your professional behavior.
4. Student progress and assistance: Students are responsible for monitoring
their own progress and seeking additional assistance with course material if
necessary. If the students’ course grades are less than 80%, they should be
seeking assistance. No extra credit is available in the course. Students are
encouraged to work with peers outside of class, seek tutoring, and/or make
appointments with faculty to review class assignments, review course material, or
pursue course topics in more depth.
5. Accommodations: Students with disabilities who require reasonable
accommodation to fully participate in this course should notify the instructor
within the first two weeks of the semester. Such students must be registered with
the Abilities Office of Disabled Student Services Office, SUB 198, (773) 995-4401
in order receive accommodations.
6. Assignments: All assignments are due at the beginning of the class session.
Five percent (5%) of the assignment points will be deducted for each day an
assignment is late. All late assignments must be date stamped and placed in
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faculty mailbox. Zero points will be given for any assignments handed in after 7
days. Assignments must be completed for feedback.
7. Assignment Format: All assignments are to be typed, 12 point font and double
spaced with 1” margins. Each page of the assignment needs to be numbered.
APA format from the 6th edition of the Publication Manual of the American
Psychological Association must be used in all assignments for citations and
referencing.
8. Examinations: All examinations must be taken as initially scheduled. If a student
misses an exam or quiz, the student may take a make up exam at the discretion
of the instructor(s). A make up exam is NOT an automatic guaranteed option.
9. Withdrawal from Courses: Students must file an Add/Drop form in the Office of
the Registrar before the withdrawal transaction is official. Simply ceasing to attend
or notifying the instructor is not sufficient and will result in a final grade of “F”.
Students will not be permitted to drop classes after the published deadline date for
dropping classes. The dates of the last day to drop a course or courses are
published in the University Calendar section of the Class Schedule.
10. Technology Use: Electronic devices (telephones, Bluetooth, etc.) MUST BE
turned off or on a non-audible setting during class times, fieldwork, and meetings.
Use of laptops and tablets in the classroom are the discretion of the individual
course instructor. Students can be contacted on campus in case of emergency
through the department secretary at 773-995-2366.All cell phones and pagers
must be off or on silent mode during class hours.
11. Housekeeping: Student will be assigned to oversee housekeeping which
includes leaving the classroom clean and in an orderly manner at the end of the
session, setting up labs, putting away all lab supplies and test materials in
appropriate place. Students must follow procedure for handling, maintenance,
and storage of materials and supplies as outlined in the student safety manual.
12. Plagerism: Students who plagiarize from students or any other source including
materials without proper referencing will be sanctioned for the assignment and
may be reported to the University Judicial Board. Repeated incidences of
plagiarism will result in failure of the course, probation and/or dismissal. Please
review the definition of plagiarism and types of plagiarism at the following
website, http://www.plagiarism.org. The specific policy on plagiarism is found in
the Department of OT Student Handbook.
13. Emergency Evacuations: All emergencies occurring on campus, life
threatening and non‐life threatening, should be reported to the campus police by
calling ext. 2111 from any campus phone and either 911 or (773) 995‐2111 from
a cell phone. Evacuate a building when the fire alarm sounds, you smell gas or
smoke, see fire or is instructed to do so by staff or emergency personnel. You
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may also receive instructions over the university’s public address system and
RAVE, the emergency notification system.
14. Emergency Notification Program: If possible, assist individuals with disabilities
who require assistance to egress from an upper floor or sub‐ground level floor of
a building. Once an evacuation has been mandated, all evacuees should meet
at a designated location where attendance must be taken. If anyone is missing,
emergency personnel must be informed immediately. Visit
www.getrave.com/login/csu for additional information.
Grading Criteria:
Grading Scale:
Activity Analysis – 3@15% each 45%
Activity Configuration
15%
Midterm
20%
Final
_20%
100%
A = 90 – 100
B = 80 – 89
C = 79 – 75
D = 74 - 70
F = 69 and below
F = Academic Dishonesty
Objectives
1,2,3,4,6,7,8,11,13
3,4,6,7,9,12,13, 15
1,2,5,7,11,13, 15
1,2,5,7,9-11,13,14,
References:
Case-Smith, J., & O'Brien, J. C. (2009). Occupational Therapy for Children (Vol. 6th ).
St Louis, MO. , USA: Mosby Inc.
Crepeau, E. B., Cohn, E. S. & Boyt Schell, B. A. (2009). Willard and Spackman’s
occupational therapy (11th ed.) Philadelphia, PA: Lippincott Williams & Wilkins
Gray, J. M. (1998). Putting occupation into practice: Occupational as ends, occupation
as means. American Journal of Occupational Therapy, 53, 354-364.
Hinojosa, J. & Blount, M. (2004). The texture of life: Purposeful activities in occupational
therapy (2nd ed.) Bethesda, MD: American Occupational Therapy Association.
Llorens, L.A. (1991). Performance tasks and roles throughout the life span. In C.
Christiansen & C. Baum (Eds.), Occupational therapy: Overcoming human
performance deficits. Thorofare, NJ: Slack, Inc.
Pierce, D.E. (2003). Occupation by design: Building therapeutic power. Philadelphia,
PA: F.A. Davis.
Watson, D.E. & Wilson, S.A. (2003). Task analysis: Individual and population approach
(2nd ed.) Bethesda, MD: American Occupational Therapy Association.
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