OTHA 1315 – Therapeutic Use of Occupations and Activities I

Course Syllabus

Course Number: OTHA 1315

Course Name: Therapeutic Use of Occupations or Activities I

Hours: Tuesday and Thursday – 1:00 – 4:00

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 1341 and OTHA 2260

Instructor: Jeani Battershell, COTA

Instructor’s Office Location: HSC Room 144

Instructor’s Phone #: 903-930-930-0527

E-mail Address: jbattershell@panola.edu

Course Description: This course explores various occupations or activities used as therapeutic interventions in occupational therapy. The course emphasizes awareness of activity demands, contexts, adapting, grading, and safe implementation of occupations or activities.

Purpose and Goals of the Course: The student will apply understanding of the OTPF through identification and analysis of a variety of occupations or activities designed to enhance occupational performance specific to infant through adolescent populations. The student will demonstrate basic safety and management of resources used for occupations or activities in treatment settings; apply the OTPF to occupations or activities; and demonstrate basic documentation skills.

Course’s Relationship to Curriculum:

This course continues the concepts introduced in Principles of Occupational Therapy. A more in-depth study and application process begins in this course to increase the student’s understanding of the value of occupations and activities as part of the therapeutic intervention process. The student learns how to analyze, grade and adapt occupations or activities using the Occupational Therapy Practice Framework (OTPF) as a guide. Students learn to assess person and environmental systems and how they affect an individual’s occupational performance. Through the activity analysis process, students begin to understand specific performance skills, performance patterns, contexts and activity demands to understand how occupational performance can be improved through appropriate selection and use of occupations or activities. Professional Development is continued in this course emphasizing clinic management of the space and supplies, standard precautions during tasks, teamwork and professional presentation. Clinical reasoning and thorough understanding the importance of evidence based practice is integrated through visual media and experiential learning.

Community service and the value of occupation based practice is a strong aspect of this course as students develop and implement activities for a local summer camp. Students end this course with a comprehensive therapeutic resource notebook which will be continued into TOAII.

OTHA 1315 – Therapeutic Use of Occupations and Activities I – Revised 5/15 Page 1

Assignments Weight

Exams/Quizzes 30%

Ax Facilitation

Ax Analysis

Professional Development Assessment

25%

25%

10%

Notebook 10%

Grading Scale

% Score Letter Grade

90-100 A

80-89 B

75-79 C

60-74 D

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.

Student Responsibilities

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 makeup 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. Unless required by the instructor with maximum score of 85%.

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. Students are expected to accept constructive feedback and modify behavior as appropriate.

10. When interacting with peers, College staff and faculty, students are expected to be positive, sensitive, considerate, polite and tolerant.

11. For specific conduct and behavior expectations, refer to the OTA Program Student Policy

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:

B.2.0

. BASIC TENETS OF OCCUPATIONAL THERAPY

Coursework must facilitate development of the performance criteria listed below. The student will be able to

1. 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 environments, and client factors. B.2.2

2. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to implement the intervention plan.

B.2.7

B.5.0 INTERVENTION AND IMPLEMENTATION

The process of intervention to facilitate occupational performance and participation must be done under the supervision of and in cooperation with the occupational therapist and must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. The program must facilitate development of the performance criteria listed below. The student will be able to

3. Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception).

B.5.6

4. Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction. B.5.7

5. Implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.

B.5.8

6. Adapt environments (e.g., home, work, school, community) and processes, including the application of ergonomic principles. B.5.9

7. Articulate principles of and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.

B.5.10

8. 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.5.14

9. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context.

B.5.23


10. Teach compensatory strategies, such as use of technology and adaptations to the environment that support performance, participation, and well-being. B.5.24

Methods of Evaluation:

Method of Measurement Performance/

Learning Outcome

1-10 The student will achieve at least an quizzes.

80% average on exams and

1-10

1-10

In order to develop an understanding of the meaning and value of occupations and activities, the student will discuss and experience a variety of activities. The student will achieve at least a 75% average for activity analysis.

Given a pediatric case study, the student will design, implement, adapt and grade a therapeutic activity to address the intervention goals. The student will achieve at least an 80% average on assignments.

1-10 The student will achieve at least an 85% on the professional development assessment tool (See attached grading rubric).

SCANS implemented in these course objectives include:

(I.C.iii II.D. I, I.B. v, II.A.iii, II.B.i.ii., iii., iv., II.D.i.)

Texts, Materials, and Supplies:

Thomas, H. (2012). Occupation-Based Activity Analysis. Thorofare, NJ. Slack, Inc

Tubbs, C and Drake, M. (2012). Crafts and Creative Media in Therapy. 4 th Edition. Thorofare,

NJ. Slack, Inc

• Various supplemental handouts will be linked on the Learning Management System

(Canvas) that will need to be printed and brought to class.

• Access to computer with high speed internet service with necessary compatible software for course content retrieval and document submissions.

Evaluation/Assignment Descriptions:

Specific Assignment Instructions and Rubrics:

Exams/Quizzes – 30%

Each week reading and handout information will be linked on the module for that week. An online quiz will be completed that supports important chapter content. Students should ask any questions concerning the quiz during class time. In addition, two multiple choice tests will be given to assess student’s ability to integrate and apply reading, lab assignments and class discussion. Short essay and video media will be used to assess clinical reasoning and problem solving skills.

Ax Analysis – 25% and Facilitation - 25%

The art of occupational therapy is the ability to look at any activity or occupation and complete an activity analysis in the moment. An activity analysis guides the practitioner through the therapeutic process with the client’s goals in mind. Virtually, anything can be a therapeutic medium if the practitioner is able to quickly analyze, adapt and grade the experience. At first, this is a cumbersome, tedious and time consuming process, however just like driving a car, with practice it soon becomes second nature. This assignment area will give lots of practice in doing


activities and occupations while learning how to complete an activity analysis. Students will be required to facilitate one activity with their peers making sure an accurate activity analysis is provided to the instructor at least one week prior to the facilitation date.

Professional Development - 10%

The OTA program aims for practitioners that demonstrate professionalism. Our experience has been that behaviors seen in class directly correlate with behaviors in practice. Considering the entire semester across courses, complete the PDA form with particular details given in the comment section analyzing performance. Scores and comments will be considered for the final score.

Course Notebook – 10%

This notebook should reflect all information given in class plus any addition materials that will support your development as a practitioner.

All assignment rubrics are below.


OTHA 1315 - TOAI

Ax Facilitation

Grading Rubric

Student: _____________________________________

Criterion

Arrives prepared on time with appropriate handouts and/or materials.

Participates actively and constructively in assignment process as leader. Asks helpful questions and provides thoughtful responses to the instructor’s and other group members.

Shows a competent understanding of the activity/task and uses materials appropriately.

Shows a positive attitude toward project, other students and the instructor.

During feedback sessions, seems to understand areas of growth and skill responding appropriately to requests.

Total Points

Comments:

Your score

(1-5)

Importance

Multiplier

X 2

Points

X2

/100

Score Comment

5 = excellent

4 = good

3 = satisfactory

Student demonstrates consistently high performance.

Student demonstrates good performance with occasional problems.

Student shows unpredictable performance, but generally participates at satisfactory level.

2 = unsatisfactory

1 = failing

Student shows weak performance when called upon. Student rarely verbally engages 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.


Student Name(s):

OCCUPATION-BASED ACTIVITY ANALYSIS FORM

Area(s) of occupation for the client:

 Activities of daily living

 Instrumental activities of daily living

 Education

 Work

 Play

 Leisure



Social Participation

2. Values, beliefs, spirituality associated with participation:

Context Supports Inhibits

Physical/space demands

Social

Cultural

Personal

Temporal

Virtual

4. Objects and their properties used:

6. Sequence and timing:

7. Body Functions Required:

Function Required

Judgment

Concept Formation

Metacognition

How It Is Used

Cognitive flexibility

Insight/awareness

Sustained attention

Selective attention

Divided attention

Short-term memory

Working memory

Long-term memory

Discrimination of senses:


Auditory


Tactile


Visual


Olfactory


Vestibular-proprioception

Multisensory processing

Sensory memory

Spatial relationships

Temporal relationships

Recognition

Categorization

Generalization

Awareness of reality

Logical/coherent thought

Appropriate thought content

Execution of learned movements

Coping

Behavioral regulation

Body image

Self-concept

Self-esteem

Arousal

Consciousness

Orientation to self

Orientation to place

Orientation to time

Orientation to others

Emotional stability

Motivation

Impulse control

Appetite

Sleep

Detection/registration

Visual modulation

Integration of senses

Awareness at distances

Tolerance of ambient sounds

Location and distance of sounds

Moving against gravity

Taste

Smell

Body in space


Comfort with touch

Localizing pain

Thermal awareness

Joint range of motion

Joint stability/alignment

Strength

Muscle tone

Muscle endurance

Stretch reflex

ATNR

STNR

Righting and supporting reflex

Eye-hand coordination

Eye-foot coordination

Bilateral coordination

Crossing midline

Fine motor control

Gross motor control

Oculomotor control

Gait patterns

Blood pressure

Heart rate

Respiratory rate

Respiratory rhythm

Respiratory depth

Physical endurance, aerobic capacity

Voice functions

Voice rhythm and fluency

Alternative vocalization

Digestive system

Metabolic system

Endocrine system

Urinary functions

Genital and reproductive function

Protective functions of the skin

Repair functions of the skin

8. Muscular analysis of movements required:

Muscle Required?

Shoulder flexion

Shoulder extension

Shoulder abduction

Shoulder adduction

Shoulder internal rotation


Shoulder external rotation

Elbow flexion

Elbow extension

Wrist supination

Wrist pronation

Wrist flexion

Wrist extension

Thumb flexion

Thumb abduction

Finger flexion

Finger extension

Trunk flexion

Trunk extension

Trunk rotation

Lower extremities

9. Performance skills required:

Skill

Motor/praxis

Sensory (perceptual)

Emotional regulation

Cognitive

Communication Social

Required How the Skill Is Used

10. Performance patterns:

Parts of this occupation has elements of which of the following: (check all that apply)

 Pattern Describe

Routine

Rituals

Roles

11. Gradation of main tasks (upgrade and downgrade): List ways to make this activity more or less challenging.


12. Adaptation (access). Suggestions for greater participation and independence.

13. Attached full text, peer reviewed, scholarly article that show evidence for activity selection.


OTHA 1341

Activity Analysis Rubric

Criterion 1

Poor

2

Below Standards

3

Meets Standards

Professional

Appearance

Accuracy of

Content

Multiple errors and issues noted

Content missing or inaccuracies noted in multiple areas, shows limited understanding of ax analyses process

More than 2 errors present in spelling and grammar, presentation lacking

Content missing in

2 or 3 areas, shows some lack of understanding of ax analysis process

1-2 errors in grammar and spelling, appearance standard

Sufficient content provided in most areas, shows general understanding of ax analyses process

Total Score _____/8

Comments:

4

Exceptional

No errors in grammar or spelling and appearance exceeds expectation

Thorough and detailed content in each area, shows exceptional understanding of the ax analysis process


Professional Development Assessment

Date:

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 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:


Category

Sturdy binder of appropriate size

OTHA 1341

Notebook Grading Criteria

Points

____/25

Front Cover - Typed cover with student name, course name, course number, instructor name, semester, date (font size at least 24)

Side Panel – Typed course name and number (24 font)

Typed table of contents

____/25

____/25

Neatly maintained course materials which reflects the course content

Total Points

____/25

____/100

Comments


OTHA 1315 – Therapeutic Use of Occupations and Activities I

Related documents

Products

Support

OTHA 1315 – Therapeutic Use of Occupations and Activities I

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib