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The University of Texas at El Paso
College of Health Sciences
Department of Rehabilitation Sciences
Occupational Therapy Program
SYLLABUS
OT 4229: Neurodevelopmental Approaches in Occupational Therapy (2:0 Credits)
Spring 2005 Senior Year
Instructor:
Karen P. Funk, OTD, OTR
Room #511
747-8226 kfunk@utep.edu
Office hours:
Tuesday 8:30-10:00 am
Thursday 2:30-3:30 pm
Friday 10:00- 11:00 am
Additional times can be arranged by appointment
Class Time and Place:
Tuesday 10:30- 12:20
Room 236
Course Description:
Integration of foundational neuroscience knowledge, theoretical constructs, and
neurodevelopmental approaches to occupational therapy treatment planning and intervention for
the adult with neurologically-based physical dysfunction.
General and Specific Behavioral Objectives:
Upon completion of the course, the learner will be able to:
I.
Identify and describe neuroanatomy and neurophysiology relative to occupational
therapy assessment and treatment.
 Review the neuroanatomical structures of the nervous system
 Describe the specialized functions of the seven main parts of the central nervous
system.
 Describe each of the cerebral hemispheres and their function
 Describe the five lobes of the brain and their function
 Explain the importance of the sympathetic/parasympathetic functioning relative to
occupational therapy assessment and treatment.
 Analyze normal or typical movement patterns.
II.
Describe functional deficits associated with neurological disorders.
 Describe the neurological basis of the development of motor skills, visualperception, sensation, perception, learning, and memory.
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Identify diseases and disorders that affect motor skills, visual-perception,
learning, sensation, perception, and memory.
Identify psychosocial aspects of neurological events.
III.
Discuss the neurodevelopmental frame of reference and its use with patients with
neurological disorders.
 Compare and contrast the neurodevelopmental frame of reference to other frames
of reference used in occupational therapy evaluation and treatment.
 Analyze abnormal or atypical movement patterns.
 Discuss the role of the family in the evaluation and treatment planning for patients
with neurological disorders.
IV.
Understand theories and concepts pertaining to the evaluation and treatment of
cerebral vascular accidents (CVA) from a neurodevelopmental frame of reference.
 Describe the etiology of CVA’s and the associated functional problems that often
occur.
 Identify evaluation procedures and goals of treatment for clients experiencing a
wide range of possible types of strokes.
V.
Understand theories and concepts pertaining to the evaluation and treatment of
traumatic brain injury (TBI) in the adult population.
 Describe the common mechanisms of traumatic brain injury.
 Discuss the emotional, cognitive, visual, auditory, and motor aspects of TBI.
 Describe the level of coma and the use of coma stimulation appropriate to each
level.
 Identify evaluation procedures and goals of treatment for clients with TBI.
VI.
Understanding theories and concepts pertaining to the evaluation and treatment of
spinal cord injuries (SCI).
 Describe the etiology of SCI.
 Identify the classifications and levels of SCI.
 Identify evaluation procedures and goals of treatment for clients experiencing a
SCI.
 Discuss the assistive technology, environmental modification, and educational
needs of the client and their families for performance of occupational tasks.
VII.
Discuss other types of neurological disorders within the framework of the
neurodevelopental frame of reference.
Objectives stated are consistent with the Accreditation Council of Occupational Therapy
Education (ACOTE) 1998 standards for Occupational Therapy Education Programs.
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Learning Experiences
Lectures
Audiovisual materials
Class discussions
Written assignments
Assigned reading
Guest speakers
Disability portfolio
Reflective journaling
Student Responsibilities
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Regular class attendance is expected. Notification must be received prior to class
to receive an excused absence
The student is responsible for information presented in all learning
activities.
All assignments are due as indicated on course outline. Assignments turned in
late on the same day will result in a 5 point deduction.
A ten point deduction will be assessed for each day an assignment is late.
If the student is unable to take a scheduled examination, she/he is responsible for
notifying the instructor before the examination. If the instructor cannot be
reached, a message can be left on the instructor’s voicemail at 747-8226. An
unexcused absence results in a recorded grade of zero.
Professional preparation of entry-level clinicians requires students to master the
skill of active participation with other team members; therefore, students are
expected to participate in classroom activities and discussions. Lack of consistent
participation will result in a non-negotiable deduction of 10 points off the final
class grade.
Notice of Policy on Cheating:
Students are expected to be above reproach in all scholastic activities. Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in
the course and dismissal from the university. "Scholastic dishonesty includes but is not limited
to cheating, plagiarism, collusion, and the submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for another person, any
act designed to give unfair advantage to a student or the attempt to commit such acts." Regents'
Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22. Since
scholastic dishonesty harms the individual, all students, and the integrity of the university,
policies on scholastic dishonesty will be strictly enforced.
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Course Grade:
Letter Grade Equivalents:
Disability Portfolio
65%
Discussion Board Questions 10%
Discussion Board Responses 25%
92-100
82-91
72-81
62-71
0-61
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A
B
C
D
F
Required Textbooks:
Pedretti, L. W. & Early, M.B. (Eds.) Occupational therapy: Practice skills for physical
dysfunction (5th ed.). St. Louis: Mosby.
Crepeau, E.B., Cohn, E.S. & Schell, B.A. (2003). Willard & Spackman’s occupational therapy
(10th ed.). Philadelphia: Lippincott Williams & Wilkins.
Your choice of any neuroanatomy textbook for review of the brain and its systems.