MACC Catalog #OTA220
CIP #
DATE September 2010
Instructor:
Office Number
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Catalog Description: OTA 220 Pediatric Practice e (3-0-3 )
Treatment of pediatric and adolescent conditions. Normal and delayed development of the infant, child and adolescent are explored. The lab component incorporates theoretical principles and provides opportunities for students to develop assessment, intervention planning and implementation, and documentation skills to address a range of childhood sensory-motor, cognitive and psychosocial performance deficits. Students will learn to adapt the environment, tools, materials, and occupations to meet the self-care, work/play, and leisure needs to the pediatric and adolescent population. Lab activities, site visits and
Level I fieldwork opportunities will enable students to participate in and apply pediatric and adolescent treatment principles to practice.
This class includes lecture, lab and fieldwork. In addition, students will complete various online assignments including discussion board posts utilizing blackboard. Assessment of learning will take place through quizzes, tests, written reports, presentations, and demonstration.
Prerequisite/Co-requisite : .Admission to the MHPC OTA Program through Macc.
OTA 200 Foundations of Occupational Therapy, OTA 205 Medical Conditions in
Occupational Therapy, OTA 210 Analysis of Occupations, and OTA 215 Mental Health and Psychosocial Practice.
Text(s):
Jean W. and O’Brien, Jane Clifford. (2006
). Pediatric Skills for Occupational
Therapy Assistants, 2nd Edition, ISBN: 978-0-323-03183-7.
Other Required Materials:
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Purpose of Course: Through a pediatric fieldwork placement within their community, students will learn what services are available to pediatric and adolescent clients in their areas as well as what areas of need still need to be served. Students will learn to work with the whole child, physical, mental, and spiritual, as well as their family or caregivers.
Students will be encouraged to advocate for and locate services for pediatric and adolescent clients and their families or caregivers within their communities. Students will learn how to locate and provide evidence-based treatments to provide the most effective interventions available in their area. Through utilization of distance education, and various other online tools, students will improve their familiarity with available online materials and be able to determine the value of the materials. The easy access to online information will foster a pattern of lifelong learning, where the students will have ongoing access to current information and the most recent evidence-based treatments available.
Course Objectives:
1.
Demonstrate oral and written communication skills.
2.
Employ logical thinking, critical analysis, problem solving, and creativity.
3.
Demonstrate competence in basic computer use, including the ability to use databases and search engines to access information, word processing for writing, and presentation software.
4.
Demonstrate knowledge and understanding of human development throughout the life span (infants, children, adolescents, adults, and elderly persons).
Course content must include, but is not limited to, developmental psychology.
5.
Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences (principles of psychology, sociology, abnormal psychology).
6.
Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society (principles of psychology, sociology, and abnormal psychology)
7.
Articulate the influence of social conditions and the ethical context in which humans choose and engage in occupations.
8.
Articulate the importance of using statistics, tests, and measurements.
9.
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.
10.
Use sound judgment in regard to safety of self and others, and adhere to safety regulations throughout the occupational therapy process.
11.
Express support for the quality of life well-being, and occupation of the individual, group, or p0opulation to promote physical and mental health and prevention of injury and disease considering the context (cultural, physical, social, personal, spiritual, temporal, virtual).
12.
Explain the need for and use of compensatory strategies when desired life tasks cannot be performed.
13.
Apply models of occupational performance and theories of occupation.
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14.
Describe basic features of the theories that underlie the practice of occupational therapy.
15.
Describe models of practice and frames of reference that are used in occupational therapy.
16.
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 our current occupational therapy practice, and based on available evidence. Interventions address the following components: a.
The occupational profile, including participation in activities that are meaningful and necessary for the clients to carry out roles in home, work, and community environments. b.
Client factors, including body functions (neuromuscular, sensory, visual, perceptual, cognitive, mental) and body structures (cardiovascular, digestive, integumentary systems).
17.
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.
18.
Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory (vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, Proprioception), neuromuscular, and behavioral skills.
19.
Articulate principles of and demonstrate strategies with assistive3 technologies and devices (electron aids to daily living, seating systems) used to enhance occupational performance).
20.
Provide fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and training in the use of prosthetic devices
21.
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.
22.
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.
23.
Use the teaching-learning process with the client, family, significant others, colleagues, other health providers, and the public. Collaborate with the occupational therapist and learner to identify appropriate education methods.
24.
Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner.
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25.
Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context.
26.
Recognize and communicate the need to refer to specialists (both internal and external to the profession) for consultation and intervention.
27.
Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention, and communicate the identified needs to the occupational therapist.
28.
Facilitate discharge planning by reviewing the needs of the client, caregiver, family, and significant others; resources; and discharge environment, and identify those needs to the occupational therapist, client, and others involved in discharge planning. This includes, but is not limited to, identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming.
Assessment of Student Learning:
Student learning will be continually assessed throughout the semester through objective online quizzes, written assignments, online group work, mid-term, final, and final project presentation.
Description of Major Assignment(s)/Project(s):
Lab Assignments: 20%=200 points
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Developmental Timeline/flashcards-class assignment (25 points)
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Terminology (5 points)
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Community Resources (15 points)
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SOAP note (video) (10 points)
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Cultural Basket (15 points)
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Personal/professional LTG/STG (assigned in class; due on lab day) (10 points)
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One type of media-come up with 5 different activities (15 points)
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Handwriting presentations (30 points)
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Case study group planning (5 points)
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Visual schedule (20 points)
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FM product/item presentation (50 points)
Online & Class Assignments: 10%=100 points
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Local school disability services (10 points)
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Website review & product/idea of interest (10 points)
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Activity website/arts & craft supplies website scavenger hunt; 10 points)
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
Toy scavenger hunt-find something you can replicate (make yourself) (10 points)
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Dining equipment scavenger hunt (10 points)
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Reflection on eating situations (see syllabus) (10 points)
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Southpaw Enterprises product search (10 points)
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Handwriting equipment scavenger hunt (10 points)
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Positioning/seating product scavenger hunt (10 points)
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Switch/assistive technology scavenger hunt (10 points)
Fieldwork Assignments:
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Chart review summary (20 points)
25%=250 points
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Discussion board ques./comments (x9) (45 points)
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Weekly SOAP notes (x10) (50 points)
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Interview of teacher, parent, OT or COTA (20 points)
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Play Analysis (20 points)
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Map of treatment area or classroom (20 points)
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Handwriting sample & grasp observation (20 points)
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Individual or group activity (including plan) (35 points)
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Supervisor evaluation (20 points)
Quizzes (6):
Mid-Term:
Final:
10%=100 points
15%=150 points
20%=200 points
Character Case Study: 15%=150 pints
ATTENDANCE POLICY :
Missouri Health Professions Consortium (MHPC)
The policy reads : Students enrolled in the Missouri Health Professions Consortium
(MHPC) are expected to attend classes regularly and may be dismissed for inattention to their academic responsibilities. A faculty member may use attendance, or lack of attendance, as a criterion in the determination of a course grade. Permission to make up class work missed as a result of absence is granted at the discretion of the individual instructor. Under most circumstances, students who have been absent from classes due to physician-documented illness or hospitalization will be allowed an opportunity to make up work missed. If more than three weeks of class in a regular semester have been missed, students should be encouraged to withdraw from MHPC.
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Missouri Health Professions Consortium (MHPC) ATTENDANCE POLICY
All absences must be reported to the MHPC (573-884-5689) prior to the start of class.
Occupational Therapy Assistant students are expected to attend all scheduled class sessions. A student who does not attend class regularly may lose points for attendance or class participation. Each class session will be given a value of 2 points towards total course points; after the first excused , missed class two points will be deducted from total attendance point value for each class session missed. All unexcused class absences will result in a 2-point deduction. Point values and opportunities to make up lost class time may be adjusted at the discretion of each individual course instructor of record. Students absent for 30% of the class will be required to withdraw from the class and repeat the class at the discretion of the Department Chair.
Occupational Therapy Assistant students are expected to attend all scheduled fieldwork sessions and may be dismissed for inattention to their academic and fieldwork responsibilities. Attendance or absence is defined as being absent from all or part of a scheduled fieldwork session. Prior to any absence, it is the student’s responsibility to notify the fieldwork educator and the course instructor. Faculty may use attendance, or lack of attendance, as a criterion in the determination of a course grade. Permission to make up fieldwork sessions and assigned work is granted at the discretion of the
Fieldwork Educator and the course instructor. Typically, students who have been absent from fieldwork due to illness or hospitalization will be allowed an opportunity to make up work missed.
ACADEMIC POLICY
The Missouri Health Professions Consortium (MHPC) considers academic dishonesty a serious offense. Students are expected to be familiar with their home campus’ definitions and explanations of academic dishonesty. MHPC will uphold and refer to those definitions.
The department will not tolerate plagiarism, cheating, unauthorized possession of exams or exam questions/information, tampering with instructor’s grade book or grades, or in any way producing class work, papers, or exams through deceptive, illegitimate means.
Any student who commits an act of academic dishonesty is subject to disciplinary action and possible dismissal from the program.
Academic honesty is fundamental to the activities and principles of a program. All members of the academic community must honorably have acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards academic dishonesty as an extremely serious matter, with serious consequences that range from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, or collaboration, consult with the course instructor.
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MHPC Statement) - AMERICANS WITH DISABILITIES ACT
Students who have disabilities that qualify under the Americans with Disabilities Act (ADA) should register with their home campus if requesting accommodations and/or assistance. All members of the
Missouri Health Professions Consortium comply with ADA guidelines. If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need assistance, please notify the course instructor immediately and/or contact the Access/ADA Office at your college to confidentially discuss disability information, academic accommodations, appropriate documentation and procedures.
Students may register for assistance through the Office of Access and ADA Services through their respective home campuses. Respective ADA college contact information is listed below:
MACC: The Office of Access and ADA Services is located in the Main Library and the phone number is (660) 263-4110 ext. 11240 . Students may also contact the Columbia office at (573) 234-1067 ext. 12120 .
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