St. Catherine University
Department of Occupational Science and Occupational Therapy
OSOT 5410: Pediatric Theory and Service Delivery
Winter Semester 2012
Faculty
Paula Rabaey, MS OTR/L
Assistant Professor
Office: 118A
Phone: 651-690-6020
Email:parabaey@stkate.edu
Office hours: by appointment
Class meeting time and place
1st seven weeks of the term (Jan 30-March 16, 2012)
T-TH 8:30-11:30
FB 33
Required texts (*note you will use this same group of texts in Pediatric Practice next year)




Ayres, A.J. (2005). Sensory integration and the child (25th anniversary
edition). Los Angeles: Western Psychological Services.
Case-Smith, J., & O’Brien, J. (Eds.). (2010). Occupational therapy for children. (6th
ed.). St. Louis:
Mosby.
Kramer, P., & Hinojosa, J. (2010). Frames of reference for pediatric occupational
therapy. (3rd ed.). Baltimore: Lippincott, Williams, & Wilkens.
Miller-Kuhaneck, H., Spitzer, S., & Miller, E. (2010). Activity analysis, creativity,
and playfulness in pediatric occupational therapy. Jones and Bartlett Publishers,
LLC.

D2L-there is no course pack for this course. All learning materials and assignments
will be posted on D2L. It is your responsibility to keep track of weekly learning
materials. You will be submitting all assignments through the dropbox feature on
D2L.

Access to t he internet is necessary to participate in on-line activities. High-speed
connection is strongly recommended. Instructions will be provided in class.

Student membership in the American Occupational Therapy Association is required in
the occupational therapy programs at St. Catherine University. Membership
applications are available on-line at www.aota.org
Recommended texts:

American Psychological Association. (2010). Publication manual of the APA. (6th ed).
Washington D.C.: American Psychological Association.

AOTA. (2008). Occupational therapy practice framework: Domain and process (2nd
ed). Bethesda MD: AOTA Press.
© 2009 St. Catherine University – 2-4-10
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St. Catherine University
Department of Occupational Science and Occupational Therapy
Course Description
The focus of this course is on the foundations of occupational therapy services for children,
youth, and their families in various settings and models of service delivery. You will learn about
evidence-based theories, models and frames of reference; development of skills for occupational
performance; pediatric OT process and beginning tools for assessment; policies and legislation
influencing practice; primary conditions encountered; and the roles of the occupational therapist
in pediatric practice. Prerequisites: Successful completion of all prior MAOT program
coursework.
Congruence with University Mission
OSOT 5410 advances the vision and mission of St. Catherine University of integrating liberal arts and
professional education within the Catholic tradition of intellectual inquiry and social teaching. The
MAOT framework is developed from the liberal arts goals with emphasis on leadership and collaboration,
lifelong learning, ethics and social justice, diversity and global perspectives, effective communication,
critical and creative inquiry. These curricular themes are clearly visible in each of our proposed core
courses and our student learning outcomes.
Relationship to the Curriculum Framework Model:
The Curriculum Model of the MAOT Program
Occupational Science
Occupational Therapy
Purposeful Life-Long Learning
Effective Communication
Inquiry
Discipline-Based Competence
Critical and Creative inquiry
Ethics and Social Justice
Diversity and Global Perspectives
Leadership and collaboration
Critical and Creative
This is part one in the two-part sequence regarding
pediatric occupational therapy practice. This provides the
foundational information on theory, conditions, and
service delivery to prepare you for the associated pediatric
practice course. This sequence is part of the occupational
therapy track in the curriculum model.
The St. Catherine University Occupational Therapy Program’s Commitment to Catholic Identity
The MAOT program at St. Catherine University is committed to the traditions of our Catholic heritage
and identity. These include: the intellectual tradition, which places value on critical inquiry; the social
tradition, which demonstrates commitment to the poor and outcast; and the sacramental tradition, which
emphasizes the integration of the material and spiritual. In particular, we place emphasis on the following
principles: providing hospitality and a caring community, demonstrating concern for the dear neighbor
without distinction, addressing the needs of our time, striving for excellence in all endeavors, and making
a difference in both our local and world community. By drawing on these principles, we seek to promote
a common search for wisdom and an integration of these traditions into the educational experience. In the
spirit of hospitality so central to the Sisters of St. Joseph in the founding of our university, we refrain
from excluding other religious and spiritual traditions in our attempts to discover how our Catholic
heritage enhances the work that we do and the people we serve.
Statement Regarding Teaching/Learning
All members of the campus community are entitled to live, learn and work in an environment in which
the dignity and worth of each individual is acknowledged and appreciated. As such, the instructors are
committed to maintaining an educational environment that promotes respect for cultural values and racial
differences, and will not knowingly discriminate on the basis of race, color, national or ethnic origin,
sexual orientation, age, religion, creed, disability, body size, or gender. It is expected that students will
join in this endeavor.
This is a graduate course. That means that this course is meant to be rigorous, and challenging. It is
© 2009 St. Catherine University – 2-4-10
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St. Catherine University
Department of Occupational Science and Occupational Therapy
expected that all on-line discussion and other assignments will show evidence of critical and higher order
thinking. Higher order thinking does not involve a simple repetition of facts or your knowledge. Instead,
it must involve comprehension, application, analysis, synthesis, and/or evaluation.
Brief description of primary teaching/learning methods:
This course uses a variety of teaching strategies to assist students in learning the content of the course.
Instruction is provided through lecture, demonstration, group discussion, reading, and class participation.
Students will demonstrate learning through participation in written assignments, observation, analysis,
and discussion.
1. Assigned readings
2. Student participation through completion of:
a. Pre-class activities and questions
b. Learning through group discussion process
c. Group presentation project
3. Directed pediatric observations
Course Objectives
1.
Compare and contrast occupational therapy service delivery models for children,
youth, and families (i.e. educational, medical, community)
2. Evaluate typical development of children and adolescents regarding occupational
performance in the following areas:
a. Physical development/reflexes
b. Sensori-motor
c. Cognition/learning
d. Social emotional development
3. Critique common developmental assessments
4. Describe the roles of various disciplines on the intervention team in pediatric practice
5. Describe effective therapeutic use of self, ethical and interpersonal boundaries,
cultural biases, personal values, attitudes and beliefs when working with children and
families
6. Differentiate knowledge of the common clinical conditions in pediatrics in terms of
the following factors: etiology, incidence and prevalence, risk factors, prognosis,
related terminology, medical interventions, pharmacology, precautions and
contraindications, and implications for occupational performance through the lifespan
7. Identify safety concerns in pediatric practice regarding clients and self
8. Compare and contrast models, theories, frames of reference, and the evidence that
supports them
9. Describe the influence of social, cultural, temporal, spiritual, and physical contexts on
children and families across the health-pathology continuum
10. Identify strategies to develop, maintain, and promote occupational performance and
adaptation with children in various settings
11. Explain the occupational therapy process and documentation used in pediatric
practice
12. Examine policies that influence occupational therapy service delivery in pediatric
practice areas
© 2009 St. Catherine University – 2-4-10
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St. Catherine University
Department of Occupational Science and Occupational Therapy
Planned Class Schedule
Reading Guide:
CS-Case-Smith
K & H-Kramer and Hinojosa
Kuhaneck: Making play just right
Ayres-SI and the Child
Date
To prepare for Class
In Class
Assignments Due
Unit 1: Contexts for practice and Client/family centered care
Jan 31
CS: Ch 1
K & H: Ch. 3, 5
Recommended additional
reading:
K & H Ch. 4 (skim)
Pre-class: You may want to
start on Question set 1 as it
follows the readings for the
week
Course overview
Foundations of
pediatric practice
Review of concepts:
theory, model of
practice, FOR
Read over syllabus
Review D2L course platform
*Make sure you have read over
the Conditions assignment and
Preschool observation
assignment before class
Contexts and
paradigms for
pediatric practice
*Introduce
Conditions
assignment, and
Preschool observation
assignment
Feb 2
CS: Ch. 5, Ch.13 (pg 404-410),
Ch.2 (pg 22-28)
Article: Connard, C., & Novick,
R. (1996). The ecology of the
family: A background paper.PDF file posted on D2L
Family systems
theory, attachment,
bonding, and
resilience
Brainstorm questions
for parent panel
Due:
Pre-class questions set 1
*Make sure you have signed
up for a time to observe in
the Early Childhood CenterBulletin board on first floor
Mendel Hall
Due:
D2L homepage due
Unit 2: Theories and models of practice in pediatric OT
Feb 7
CS-Ch. 2 (bottom of pg 33-50)
Article: Myers, C. T. (2006).
Exploring occupational therapy
and transitions for young
© 2009 St. Catherine University – 2-4-10
Parent Panelcomplete discussion
forum assignment
Discussion reflection on
parent panel due Friday Feb
10 (midnight), response to 2
peers due Feb 12. (midnight)
Models of practice in
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St. Catherine University
Department of Occupational Science and Occupational Therapy
Feb 9
children with special needs.
Physical and Occupational
Therapy in Pediatrics, 26(3),
73-88. (This article applies the
Ecology of human performance
model)
CS: ch. 3 (pg 56-72)
Kuhaneck: ch. 1, 2 3(pg.44-51)
*View the clip on bike riding
(on cd) and review the
completed activity analysis in
appendix 3-2.
pediatric OT
Theories of child
development
Due:
Developmental History formwhat kind of baby were you?
Play theories
Play activity analysis
Recommended additional
reading:
CS: ch. 18-use as supplement to
the Kuhaneck chapters-can just
skim
Download the Developmental
wheel for your reference (PDF
on D2L)
Feb 14
K & H: ch 2
JIG-SAW-articles on
development of childhood
occupations
Recommended reading:
Ayres: ch. 2 (this is also a good
reference chap. for typical
development)
Theories of
development of
childhood occupation
Due:
Jig-saw article synopsis (not
graded)
Developmentmotor/reflex/ of 1st
three years-videos
Unit 3: Early childhood
Feb 16
CS: Ch. 23, ch. 7
K& H: ch. 1
Article: Christian, L.G. (2006).
Understanding families:
Applying family systems theory
to early childhood practice.PDF on D2L
Pre-class: Question set 2
© 2009 St. Catherine University – 2-4-10
Group conditions
presentations-group
1
Due:
Group 1 Conditions
assignment due
Settings for Birth to
2: home based therapy
and IFSP’s
Pre-class questions set 2
Quiz 1 online: to be completed
by Feb 19th at midnight
Beginning the
evaluation and
assessment process,
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St. Catherine University
Department of Occupational Science and Occupational Therapy
structure of the frame
of reference
Feb 21
K&H: ch 15
Pre-class : Complete
Biomechanical FOR wksht
Feb 23
CS: ch. 3 (pg. 72-77),
ch 24 (pgs 713-top of 735), ch.
10 (pgs. 275-289)
Developmental and
Play assessments
Due:
Biomechanical FOR worksheet
Biomechanical FOR
for positioning
infants/children for
function
Group conditions
presentations-group
2
Due:
Group 2 Conditions
assignment due
Settings for 3-5and
transitioning to
preschool and an IEP
Video: hand skill
development
Unit 4: Middle childhood through adolesence
Feb 28
**class
time will
run 8 am
to 12 (to
make up
for missing
Mar 1)
Mar 1
Mar 6
** class
time will
run 8 am
to 12 (to
make up
for missing
Mar 1)
K & H: ch. 6, (pg. 99-133)
FOR for SI
Ch 3 (pg.78-80)
Sensory theory and
neurodevelopmental
assumptions
supporting SI theory
Ayres: ch 1, 3, 4
Recommended reading:
CS: ch 11 (pgs 325-top of 351)
Pre-class: Begin completing SI
FOR wksht.
No class meeting-mandatory
attendance to Florence Clark
lecture
SI and the Child: ch 5,6,7
K & H: ch12
Recommended reading:
CS: ch 9 (pgs 245-top of 252)
Pre-class: Question set 3
Complete Motor Skill
Acquistion FOR wksht
© 2009 St. Catherine University – 2-4-10
Due:
Preschool observation
assignment due
*Introduce pediatric
sensory observation
assignment
Due:
SI FOR worksheet
Group Conditions
presentations- group
3
Due:
Group 3 Conditions
assignment due
Finish FOR for SI
Motor skill acquisition FOR
worksheet
FOR’s for Motor skill
acquisition
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St. Catherine University
Department of Occupational Science and Occupational Therapy
Mar 8
K& H: ch. 7
CS: Ch 24 (735-740), Ch. 26
Group Conditions
presentations- group
4
Due:
Group 4 Conditions
assignment due
FOR for
Neurodevelopmental
treatment
NDT FOR worksheet
Quiz 2 online: to be completed
by Mar 11th at midnight
Settings and contexts
for service-current
trends and influences
Mar 13
CS: ch. 4, 27
Occupations of
adolescents
Due:
Pediatric sensory observation
assignment due
Transition services
and settings
Mar 15
Kuhaneck ch. 4
Pre-class questions set 4 (you
will need to view the video of
Ellie that accompanies the
book)
Being playful:
developing therapeutic
use of self in pediatric
OT
Due:
Pre-class questions set 4
Final exam part 1: Case study
to be completed in assigned
pairs-1.5 hours.
After reading the chapter and
completing the pre-class video
questions, review Appendix 4-2
and come prepared to share in
class
Final exam part 2: online to be
completed by Mar 18th at
midnight
Course Assignments: Full descriptions of assignments are posted on BB under the “Assignments” tab
Assignment
Group Conditions presentation
Preschool child observation
Pediatric sensory observation
Parent panel Discussion posting
Developmental History form
Pre-class questions ( 4 )
FOR worksheets (4)
Quizzes (2)
Final exam part 1case study
Final exam part 2 online
TOTAL for class
Points possible
© 2009 St. Catherine University – 2-4-10
Total course points
50
40
40
10
20
5
5
10
20
25
50
40
40
10
20
20
20
20
20
25
265
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St. Catherine University
Department of Occupational Science and Occupational Therapy
Class Policies - a full listing of policies can be found in the MAOT Student Handbook and in the St.
Catherine University LeGuide.
Grading Scale and Policies:
Grading Scale (percent of points)
A
94-100
B+
90-91
A92-93
B
84-89
B82-83
C+
C
C-
80-81
74-79
72-73
D
F
67-71
<67
Late Work Policy
Written exams and assignments are expected to be completed on time. All assignments are due
at the start of class time on the date they are due. Point deductions are made on any work that is
late and unexcused (10% per day will be made on any work that is late and unexcused). The
instructor must be contacted before the due date if you believe you have a legitimate reason for
late work. No late points are deducted for legitimate extensions granted by the instructor.
Incomplete Grades
A grade of incomplete is given only when unusual circumstances deem it appropriate. Incompletes are
awarded at the faculty's discretion. (see complete policy in LeGuide).
Class Attendance
Attendance is important and necessary for the following reasons:
•
each student's contribution to class is essential in the collaborative learning model
adopted by the MAOT program
•
attendance is consistent with the professional behaviors required of an occupational
therapist
•
entry-level students need classroom learning experiences to prepare for clinical
practice; participation in classroom experiences is a professional responsibility with
implications for liability in fieldwork and practice
If absence from a class is necessary, the instructor should be notified in advance if at all possible.
Students are responsible for work missed because of absence and for any materials distributed in
class. Grades may be affected by unexcused and/or excused absences.
Unexcused absences include missing one class to study for another class, missing class for
holidays, vacations, or work, and missing class for personal / professional reasons without
consulting the instructor.
Students who have missed 15 - 30% of the class sessions (approximately 2-4 weeks in day
format, 2 weekends in weekend format) will be asked to submit in writing a plan for completing
missed classroom experiences and assignments to the instructor and the MAOT director.
Students who have missed 30% or more of the sessions will be asked to withdraw from the
course. Withdrawal from a course may or may not affect a student's status in the MAOT
program.
Professional Attitudes and Behaviors (Full policy in the MAOT Student Handbook)
The Department of Occupational Science and Occupational Therapy at St. Catherine University
recognizes that the development of professional behavior is an essential aspect of the preparation
of occupational therapy practitioners, sharing equal importance to the development of clinical
reasoning and technical skills. Important areas noted on the PAB form include dependability,
© 2009 St. Catherine University – 2-4-10
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St. Catherine University
Department of Occupational Science and Occupational Therapy
professional presentation, initiative, empathy, cooperation/collaboration, organization, clinical
reasoning and communication (verbal and written).

Class Participation – You are expected to come to class prepared to participate fully. This
includes doing required readings, completing any assignments and bringing any relevant
resources to class.

Online Participation – You are expected to use common courtesy and standards for
professional behavior whenever emailing, posting, or chatting online. Use of foul,
degrading, or disrespectful language will not be tolerated. Humor, as long as it is positive
and does not demean a class member, is encouraged.
o
o
o
o
o
o
It is your responsibility to check Blackboard for weekly messages, updates,
assignment folders, websites, and other support material for this course.
In the discussion sections, you will have the opportunity to discuss and deliberate
controversial issues in education, that is, issues on which experts disagree, and
reasonable, strong arguments can be made on both sides. Thus, there is no one
"correct" answer for any of these issues, although they are all important and, I hope,
interesting.
In your responses to the other students’ postings, please avoid posting brief
comments such as “Good idea” or “I agree.” They fill the board without offering
meaningful thought. They will not receive credit. If you agree (or disagree) with a
posting, then say why you agree by supporting your statement with concepts from the
readings or by bringing in a related example or experience. Build on others responses
to create threads.
You are expected to reference comments from your reading in your posts. For full
credit it is expected that in your postings each week you will include three or more
specific points from the reading. The references are to be cited according to APA
standards.
Your comments should be substantive accurate, original, relevant, teach us
something new and reflect serious thinking on the issues. They also must be written
well and clearly. They should stimulate additional thought about the issue or make a
significant contribution to our understanding of the issue being discussed.
It is very important that you use critical thinking skills in formulating your responses.
Go beyond simply reciting the facts from reading or other sources. Instead use higher
order thinking such as comprehension, application, analysis, synthesis, and
evaluation. Simple recitation of facts without thought is not appropriate to a graduate
level course.

Ethical Behavior – You are expected to abide by the university’s policies on academic
integrity, behavior, and conduct. See the policy on academic integrity and Code of Conduct as
written in this year’s LeGuide (online).

Written and Verbal communication

Online Behavior – You are expected to use common courtesy and standards for
professional behavior whenever emailing, posting, or chatting online. [Faculty may
add other wording regarding on-line behavior expectations]

Written work – There are high expectations for writing. Students who have
difficulty writing should seek help from the O’Neill Writing Center. [faculty may
© 2009 St. Catherine University – 2-4-10
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St. Catherine University
Department of Occupational Science and Occupational Therapy
wish to add additional wording regarding expectations and consequences for your
course].
Students with Special Needs
If you need course adaptations or accommodations because of a disability, please see the Office
of Resources for Disabilities 651-690-6563. To request academic accommodations due to a
disability, please contact the Office of Resources for Disabilities (x6563) as soon as possible. If
you have a letter from these offices indicating you have a disability which requires academic
accommodations, please present the letter to me so I will be able to provide the accommodations
that you will need in this class. Without this letter, I cannot make any accommodations.
© 2009 St. Catherine University – 2-4-10
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