Course Syllabus
Course Number: OTHA 1341
Course Name: Occupational Performance from Birth through Adolescence
Revised: 1-2013
Hours: Tuesday and Thursday 9:00-11:40
Semester Credit Hours: 3
Lecture Hours per week: 2
Lab Hours per week: 2
Contact Hours per Semester: 64
Prerequisites: All previous OTHA classes
Co-Requisite: OTHA 1260, OTHA 2302
Instructor’s Office Location and Phone Number: Jeani Battershell, COTA, HSC Room 144,
903-694-4000
E-mail Address: jbattershell@panola.edu
Course Description:
This course is the study of the occupational performance of newborns through adolescents.
The focus of the course Includes frames of reference, assessment/evaluation tools and techniques, and intervention strategies specific to this population.
Purpose and Goals of the Course: Identify and differentiate developmental milestones; identify and adapt age appropriate occupations; and identify the client factors that affect occupational performance. Demonstrate skills in the evaluation process; select appropriate intervention strategies for this population; and demonstrate effective documentation skills.
Course’s Relationship to Curriculum:
In this course, the student will develop an understanding of the occupational performance process as it relates to infancy through adolescence. Through video case studies, guest speakers and lecture/lab experiences the student begins to examine OT models that guide practice. Students specifically apply concepts related to the PEO Model and develop a better understanding of how unique factors within the person, environment and occupation subsystems for this age group support or inhibit occupational performance. Pediatric frames of reference are introduced and the student begins to gain awareness of how each are used to guide service delivery. Through supported lab experiences, clinical reasoning skills are nurtured and refined. The student begins to integrate and apply and the OTPF as it relates to the scope of practice for the OTA when working at an individual, population and/or organizational level. Client centered occupation based practice is reinforced through lecture, lab assignment and simulated practice labs. The relevance of evidence based practice is integrated in both assignments and lab experiences. The student completes a professional development self-analysis and is provided individual instructor feedback regarding the analysis.

Lab Assignments
Assignments Weight
30%
Grading Scale
% Score Letter Grade
Exams/Quizzes
*Practical Skills Exams
Professional Development Assessment
20%
30%
10%
90-100
80-89
60-74
A
B
D
Notebook (Includes Clinical I data) 10% Below 60 F
Note 1 : No scores will be rounded.
Note 2 : All rules and regulations printed in the College catalog, The Pathfinder and the OTA
Student Policy Manual will be reinforced throughout this course.
Note 3 : The OTA Program will not tolerate any form of academic dishonesty as defined in The
Pathfinder or unethical behaviors as defined in the OTA Program’s Student Policy Manual. Any student participating in academic dishonesty or unethical behaviors of any type will receive a zero (0) on the assignment or exam and may be subject to further disciplinary action.
*Note 4: Because technical skills must be mastered in order to function as an OTA, all students must demonstrate a basic level of proficiency by earning at least a 75% on each Practical Skills exam (not achieving this level of mastery will result in failure of this course). Maximum scores decrease by 10 percent each re-take (for example, skill test 1 max score =100%, skills test 2 max score =90%, skill test 3, max score =80%). Any student not earning at least a 75% on each, separate skills exam will be required to repeat this course. In this case, the final course grade will reflect the non-passing score.
1. Students are expected to show respect for fellow classmates and instructors by being punctual for all class periods.
2. Students should complete all reading assignments and or lab assignments prior to class.
3. Students are expected to participate actively in class discussions and experiences.
4. It is the student’s responsibility to consistently monitor the class process through the use of the online learning management system. Students are expected to print out all course materials prior to the class date listed on the learning management system. Given this expectation, the student should maintain access to a reliable computer system to remain in good standing in the course.
5. Students should notify the instructor in advance if unable to take a scheduled examination.
If not, unexcused absence will result and the student will receive a zero for the exam. A make up test will not be given in this circumstance.
6. Students are responsible for all materials missed due to absences.
7. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an absence.
8. Students are expected to turn in completed assignments on time. The course instructor may extend the deadline if notified of extenuating circumstances prior to the due date.
Students can expect a 20 point deduction for every day it is late.
9. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an absence.
10. Students are expected to accept constructive feedback and modify behavior as appropriate.
11. When interacting with peers, College staff and faculty, students are expected to be positive, sensitive, considerate, polite and tolerant.
12. For specific conduct and behavior expectations, refer to the OTA Program Student Policy
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 2

Manual.
Attendance:
Any student who does not come to class (all or in part) and does not call Mickie Cash, OTA department secretary in advance will lose 5 points from his/her overall COURSE grade per occurrence .
For example, if you have a 93% average at the end of the semester and you failed to report one absence or arrived at class late without reporting, your average will be adjusted to an 88% which would cause you to earn a “B” for the course. If Mickie does not answer, please leave a message as a last resort.
It’s simple common courtesy—call if you are going to be late or absent. When a student arrives late or leaves early, for any reason, it is considered a tardy.
Three tardies equates to one absence. Because of the experiential nature of OTA education, attendance is required to master the course objectives. If a student is absent for more than
11% of the course hours, the instructor may withdraw the student from the course.
If any student in this class has special classroom or testing needs because of a physical, learning, or emotional condition, please contact ADA Counselor in the Administration Building, telephone 903-693-1123 to make arrangements for any required accommodations within the first seven days of the semester.
Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself, you will receive an F on your transcript for this course.
After studying the material presented in the texts, lecture, laboratory, Canvas assignments, and other resources, the student should be able to complete all learning objectives listed below with a minimum competency of 75%.
Learning Objectives:
1. Apply models of occupational performance and theories of occupation. B.2.11
2. Identify when to recommend to the occupational therapist the need for referring clients for
additional evaluation.
B.4.5.
3. 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
4. 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
5. Recognize and communicate the need to refer to specialists (both internal and external to
the profession) for consultation and intervention.
B.5.22
6. Identify strategies to assist the consumer in gaining access to occupational therapy services.
B.9.12
Methods of Evaluation:
Method of Measurement Performance/
Learning Outcome
1-6
1, 2, 3, 5
1-6
The student will achieve at least an 80% average on exams and quizzes .
The student will achieve at least a 75% on each practical skills exams.
(See attached grading rubric)
The student will achieve at least an 85% on the professional development assessment tool (See attached grading rubric).
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 3

3 - 6 The student will achieve at least an 85% on each lab assignment. (See attached grading rubric).
SCANS implemented in these course objectives include:
Basic Skill Competencies
A. i, ii, iv, v
Workplace Competencies
A. i, iii, iv,
B. i, ii, iii, v, iv, v
C. i, ii, iii, iv, v
B. i, iv, v
C. i, ii, iii, iv
D. i
E. i, ii, iii
Texts, Materials, and Supplies:
Solomon, J. and O'Brien, J. (2011). Pediatric skills for occupational therapy assistants. Third
Edition. Mosby, Inc.: St. Louis, MO.
Evaluation/Assignment Descriptions:
Lab Assignments – 30%
Students of all ages learn best through doing. In keeping with the OTA Program’s philosophy, lab assignments will provide students the opportunity to practice pediatric intervention skills within a simulated lab experience. Topics covered will include but are not limited to feeding, positioning, therapeutic use of self and play skills. Models of practice and frames of reference will be applied to assist with clinical reasoning. In addition documentation skills will be introduced and practiced. Video media will be used to assist students with clinical reasoning and problem solving skills.
Exams/Quizzes – 20%
Students will complete quizzes for each week’s reading material and two multiple choice exams which will revisit reading, lecture and lab assignments. A reflective essay question can be expected.
*Practical skill exams – 30%
Students will demonstrate skills required in practice such as feeding, reflex testing, assessment tool use, and handling techniques. Because technical skills must be mastered in order to function as an OTA, all students must demonstrate a basic level of proficiency by earning at least a 75% on each skill tested. A student who does not achieve this level of mastery will fail the course. The student will have three attempts to test each practical skill exam. Maximum scores decrease by 10 percent each re-take (for example, 1 st
skill test attempt max score
=100%, 2 nd
attempt at same skill test max score - 90%, 3 rd
and last attempt at same skill test - max score =80%. Any student not earning at least a 75% on each, separate skills exam will be required to repeat this course. In this case, the final course grade will reflect the non-passing skill exam score.
Professional Development Assessment (PDA) – 10%
Students will complete a self-assessment of the critical professional skills required in the workforce. As part of the assessment, comments explaining areas of strength and areas of growth are expected. Score is based on numeric score and thorough written analysis of performance through comment section.
Course Notebook – 10%
Students will develop a course notebook which will be used to organize materials and provide a useful resource for future practice.
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All assignment grading rubrics are listed below.
OTHA 1341
Lab Assignment Grading Rubric
The lab assignments designed to enable you the opportunity to experience intervention skills in a simulated lab environment. Therefore, participation on the part of the student is crucial.
Throughout the semester the instructor will be making notes about how they perceive your participation level. You will receive this feedback “report card” on week 4 and week 8. See criteria below:
Student: _____________________________________ Skill: _________________________
Criterion Your score
(1-5)
Importance
Multiplier
Points
X 2 Arrives prepared, on time and with appropriate handouts and materials. Stays for the whole class.
Participates actively and constructively in class but does not dominate discussion or group. Asks helpful questions and provides thoughtful responses to the instructor’s and other students’ comments.
X 10
Shows a competent understanding of the handouts/reading materials assigned.
Shows a positive attitude toward course materials, other students and the instructor.
X 4
X 2
Engages in activities an appropriate and mature manner. X 2
Total Points for lab participation
Comments:
___/100
Score
5 = excellent
4 = good
3 = satisfactory
2 = unsatisfactory
1 = failing
Comment
Student demonstrates consistently high performance.
Student demonstrates good performance with occasional problems.
Student shows average performance, with inconsistent performance and engagement.
Student shows weak performance when called upon. Student rarely verbally engages in lab unless called upon or directly asked a question.
Student shows no participation or shows negative participation most of the time. Student does not engage verbally unless called upon.
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 5

Professional Development Assessment
Student Name:
Date:
Evaluator:
Instructions:
For each professional behavior, review the descriptors and rate the performance in the “score” column. You must provide detailed comments with examples in each section or the score will not be accepted.
The rating score of “4” should be rarely used as this is a level reserved for over and beyond the expected performance area.
Rating Scale:
4 – Exceeds standards – Performance is highly skilled and self initiated, rare rating that must be clearly justified
3 – Meets standards – Performance is consistent with expected completion of task
2 – Needs improvement – Performance is present, but not fully effective
1 – Unsatisfactory- Performance falls below standard and requires a conference with an instructor and a written action plan
1 . Work Ethic - including but not limited to:
Score Criteria a. Attendance and punctuality. b. Hands in assignments and papers when due. c. Follows through with other commitments and responsibilities. d. Takes responsibility for keeping classroom and clinic area clean and organized. e. Follows the OTA program dress code when engaging in educational tasks. f. Submits neat written assignments with correct grammar and spelling.
Comments:
2. Attitude and enthusiasm - including but not limited to:
Score Criteria a. Uses body postures and gestures that convey attentiveness. b. Expresses concerns or frustrations in a solution-focused manner. c. Actively engages in classroom and virtual discussions. d. Behaviors are consistent with the Program’s Code of Ethics e. Displays behaviors which are positive, respectful, considerate, polite and tolerant toward others. f. Takes initiative by recognizing what needs to be done and responding appropriately. g. Volunteers for tasks, service programs or organizations
Comments:
3 . Time Management - including but not limited to:
Score Criteria a. Uses a planner to effectively meet program requirements b. Prepares for class by completing reading assignments and bringing handouts and
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 6

other educational supplies.
Comments:
4. Emotional Intelligence - including but not limited to:
Score Criteria a. Invites connection with others through eye contact, affect and body postures. b. Demonstrates good manners and social skills. c. Recognizes personality traits of self and others and adapts to foster cooperation and group cohesiveness. d. Able to regulate emotions to foster positive outcomes. e. Responds effectively to the emotions of other people.
Comments:
5. Communication – including but not limited to:
Score Criteria a. Shares perceptions and opinions with clarity and quality of content (includes word choice, tone, etc.). b. Interprets contextual clues to maintain and/or suspend conversation. c. Provides honest feedback using the sandwich method.
Comments:
6. Critical thinking - including but not limited to:
Score Criteria a. Asks open-ended, thoughtful questions. b. Analyzes and generates possible solutions using a variety of resources. c. Demonstrates the ability to identify or select activities which support occupation based intervention concepts. d. Reflects on outcomes and analyzes results.
Comments:
7 . Mentorship - including but not limited to:
Score Criteria a. Able to recognize strengths and areas of growth. b. Seeks guidance from those having more experience. c. Giving and receiving constructive feedback related to performance (sandwich method) d. Modifies performance in response to feedback. e. Demonstrates awareness of boundaries related to student roles.
Comments:
Additional Comments: Total Score: /96
Grade: %
____________________________
Evaluator/Instructor Signature
__________________________
Student Signature
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 7

Occupational Performance Birth through Adolescence
Practical Skills Exam
Student Name:_____________________________ Date:_____________Skill:
______________
OTHA 1341
Each student will be evaluated on his or her ability to perform facilitation techniques used with a variety of pediatric/adolescent clients. Critical performance areas are highlighted. Students who fail more than one critical area will be required to repeat the exam.
Student demonstrates professional behaviors (including dress). If not, a score of zero is given, the test is ended and a second attempt is scheduled.
Instructor’s Comments
Prepares the area. (5 pts)
Greets patient (5 pts)
Establishes rapport and demonstrates therapeutic use of self throughout procedure. (10 pts)
Assists patient to position required for facilitation technique to be performed and ensures comfort. (15 pts)
Demonstrates correct placement of hands or stimulus for facilitation during technique throughout session (30 pts)
Demonstrates correct sequence of facilitation technique throughout session (25 pts)
Explains rationale of technique being used during session (20 pts)
Accurately assesses client’s verbal and nonverbal cues throughout procedure. (10 pts)
Demonstrates safety awareness of self and client throughout the process. (15 pts)
Demonstrates professional behaviors throughout the testing process (10 pts)
Maintains good body mechanics throughout entire procedure. (10 pts)
Ends session with good closure and timely wrap up of session.
(10 pts)
Cleans the treatment area. (5 pts)
Able to clinically reason to respond correctly to instructor’s questions regarding facilitation scenario including questions/recommendations/strategies for OT, other disciplines and/or client/caregiver to support/gain OT services. (10 pts)
Total Score: /180 pts
OTHA 1341 Occupational Performance Birth-Adolescence – Revised 11/12 Page 8

OTHA 1341 Notebook Grading Criteria
Student: _______________________________
Category
Sturdy binder of appropriate size
Front Cover -Typed cover with student name, course name, course number, instructor name, semester, date (font size at least
24)
Side Cover – Typed with only the
Course Name and number in 24 font size
Typed table of contents
Neatly maintained course materials which reflects the course content
Total Points
Points
____/25
____/25
____/25
____/25
____/100
Comments
OTHA 1341 Occupational Performance of Birth-Adolescence – Revised 11/12 Page 9