The course presents an integrated approach to the general principles of organization and function of the autonomic, peripheral and central nervous systems. These principles will be presented in a systems approach to Neuroscience. The anatomy of a system will be followed with its physiology, pathophysiology relation to human function and clinical relevance to the occupational therapist. Clinical topics will include neurological testing, control of posture and balance, pain, muscle tone and spasticity, feedback versus feed-forward control, reflex versus voluntary control, control of reaching and locomotion, perception, and learning.
Introduces occupational therapy students to the values and philosophies that influenced the development of the profession, and those that continue to influence current practices. Explores conceptual foundations, ideas, evidence, and resources that allow learners to begin developing applied skills and clinical reasoning skills to support clients in achieving greater participation in the occupations they want and need. The goal of the course is to have learners develop beginning skills for conducting contemporary occupational therapy practices.
This course provides a conceptual foundation for occupational therapy theory and practice. It instructs students in the concepts of occupation, activity, purposeful activity and participation; through lecture and laboratory sessions, students will experience working with the concepts they are learning. The course will examine the philosophical base of the profession, and explore the meaning and diversity of the frames of reference in contemporary occupational therapy practice. The centrality of occupation in health and wellness will be emphasized, through balance in performance areas and contexts. The impact of disability, disease, and injury on the person, their family and society will be explored. Students will learn how to break down and analyze activities for their performance components, as well as how to grade and adapt activities for therapeutic purposes. Group discussions on social and political systems will focus on how they influence the delivery of health care services, and the impact of culture on treatment and health practices will be introduced. The concept of theory development will be taught, as well as how theories, models of practice and frames of reference impact occupational therapy evaluation/treatment.
The course provides students with knowledge of developmental theories and factors influencing the normal developmental process. Developmental norms and sequences are examined with emphasis on physical (sensory and motor), cognitive, and psychosocial tasks. Cultural and environmental influences on development are also discussed. The coursework covers prenatal, child, adolescent, and adult development.
This course will address clinical diagnoses, symptomatology, and prognosis of many major clinical conditions commonly encountered in current practice. In addition there will be an emphasis on the impact of disease on individual physical, cognitive and emotional function and on families and society. Case studies will be utilized within this course to enable students to relate major theories and frames of reference to treatment approaches for common diagnoses and medical conditions. The course is intended to help build a foundation for subsequent occupational therapy theory and practice courses and to provide a foundation for Fieldwork II experiences.
The course focuses on occupational therapy and physical disabilities as they pertain to the adult population. Injury, illness, and disease and the affect on the functioning of the individual in self-care, work, and leisure are explored. It provides students with knowledge and a framework to provide services to adults with physical dysfunction. This course addresses occupational therapy values, and theory, including frames of reference and models of practice. The course is designed as a series of lectures providing students with varied opportunities to develop a knowledge base that will contribute to a successful completion of Fieldwork Level I and II experiences with a variety of clients in multiple types of traditional or community-based settings.
Students learn about occupational therapy theories, assessments, and treatment processes as they pertain to the pediatric population. The course integrates several of the predominant models in current practice with material from previous and concurrent coursework. Abnormal development, acute and chronic medical conditions, their effect on the CNS, orthopedic and musculoskeletal systems are covered. Major causes of disability, the etiology and prognoses are reviewed. The impact on the family and cultural implications are discussed. Students learn about selecting age and developmental stage appropriate evaluations, treatment techniques/procedures. Students enhance their activity analysis skills, assessment, treatment planning, documentation skills, and professional interaction through laboratory and class assignments, as well as, during their fieldwork level I experience.
Centers on adapting the environment to improve the client's quality of life. Examines the therapist's ability to help the patient reintegrate into society. Areas covered include the Americans with Disabilities Act, mobility, (power and manual), seating/positioning systems, adapted toys, augmentative communication systems, computer access, environmental control units, independent living aids, and vocational adaptations.
Kinesiology is the study of human motion. This course is designed to establish a basis of general biomechanical principles as well as detailed understanding of the osteokinematics and arthokinematics of the various joints of the body. The course consists of both lecture and laboratory sessions. Laboratory sessions will provide the student with practical applications of principles discussed in lecture. In addition, the laboratory sessions will allow the student to become proficient in the areas of surface anatomy and palpation, manual muscle testing, and goniometry. The student will study normal and pathological movement.
This online course addresses the physiological, sociological, and psychological effects of substance abuse on the abuser and his/her environment. Drug classifications will be presented, along with effects and withdrawal symptoms. Treatment models, philosophies, and methods are discussed. Students will learn how to design both individual and group interventions. The occupational therapist’s role in the evaluation and treatment of substance abuse across the life-span and across disabilities will be explored and discussed in detail. The use of 12-step programs and alternative treatment models will be reviewed, as will prevention programs, such as smoking cessation. Requires Internet Explorer 10, 9, or 8; Firefox; Chrome; Windows 8, 7, Vista or XP; Mac OS X 10.6, 10.7 and 10.8; or Safari 5.1 and 6.
The course focuses on occupational therapy and physical disabilities as they pertain to the adult population. Injury, illness, and disease and the affect on the functioning of the individual in self-care, work, and leisure are explored. It provides students with knowledge, laboratory experiences, and a framework to provide services to adults with physical dysfunction. This course addresses occupational therapy values, theory and practice, including frames of reference, evaluation, treatment planning, and selection of age-appropriate occupations to support occupational performance, occupational analysis, and discharge planning. Students are provided with opportunities to demonstrate development of entry level documentation skills (evaluation, treatment planning, progress notes, discharge planning) and experiences to develop oral communication skills in preparation for fieldwork. The course is designed with laboratory sessions providing students with varied opportunities to develop an entry level knowledge base and broad based clinical skills to successfully complete Fieldwork Level I and II experiences with a variety of clients in multiple types of traditional or community-based settings.
This course will explore the psychosocial aspects of disability as they affect the function of the individual, the family and the community. Lectures and presentations will be related to the recognition of psychosocial problems and how they can be better understood, minimized, or eliminated. Provision of mental health services across all levels of care will be delineated Multicultural factors will be discussed as they relate to mental illness and the recovery process. The course exposes the occupational therapy student to the DSM V and the pharmacology of major mental illnesses. Psychosocial theories guiding assessment and intervention will be thoroughly discussed. Interviewing skills are demonstrated and practiced in the lab sessions. The use of group theories, the structure and function of groups in treatment, the analysis of group treatment and group activities and the therapeutic use of self are the focus in laboratory and lectures. Students will be introduced to and given the opportunity to practice a variety of assessments utilized in psychosocial occupational therapy practice. This course is to provide the student with the knowledge, skills, and attitudes necessary to function as an occupational therapist in a psychosocial/ mental health treatment setting.
Through lecture, student/instructor interaction, projects, and laboratory experience, students will develop a knowledge base of fundamental upper extremity therapy topics that will provide a foundation for clinical reasoning and treatment approach. Topics will include anatomy, common pathologies, orthotics, evaluation, and treatment. The course will teach students about the design, biomechanical principles, fit, function, use, care and patient education involved with upper extremity orthotics; students are introduced to upper and lower extremity prosthetic devices. Lecture and laboratory study will enable the occupational therapy student to gain an understanding of various physical agents currently used in the rehabilitation practices.
This course focuses on principles and techniques for the rehabilitation of visuocognitive dysfunction. Students will acquire both the theoretical rationale and specific skills needed to evaluate and treat a wide range of visual, perceptual and cognitive performance components. They will master a systematic bottom up approach to the evaluation of the adult patient with visuocognitive dysfunction and will learn a variety of treatment approaches and specific treatment techniques that can improve functional performance and outcomes, drawing from both the neurosciences and Occupational Therapy frames of reference. Emphasis will be on clinical reasoning and the use of both remediation and compensatory strategies within the framework of Occupational Therapy practice.
This course focuses on the role of occupational therapy with the aged within geriatric rehabilitation settings (in-patient, out-patient, and home care), long-term care programs, wellness & safety programs, hospice, and community based programs (socialization, day treatment, adult day care programs), and alternative housing environments. In order for occupational therapists to understand the needs of older persons, the course addresses the aging process and its physiological, sociological, and psychological effects, with attention to heterogeneity and older person's strengths and capabilities. Students also learn about common impairments and disabilities and rehabilitation needs of older persons. Students will develop and demonstrate skills in evaluation, treatment planning and therapeutic adaptation, documentation, and discharge planning (including collaborative client and family education), and demonstrate knowledge of assistive devices, equipment, and technology/ environmental modifications to support community living and to improve the quality of life of older persons.
The course also addresses the importance of evidence-based practice, including occupational therapy, life-long learning and professional development, the benefits of collaborative OT -OTA partnerships and the relationships between policy, legislation and practice. Additional topics include aging and gender issues, successful aging, and community and home safety.
Presents the importance of occupation as a precursor to health, and of occupational therapy as a health promoting profession. Examines the theories and applications of occupational science through a review of the professional literature and class discussion. This occupational perspective of health will be the foundation for each student's design of a community-based practice program. Reviews social theories, socio-cultural and socio-political trends that impact the individual's health status and the delivery of health care services. Offers experience in designing/administering needs assessments in the community, and in organizing outcome data.
This course builds on previously learned management concepts examining in greater detail the specific responsibilities of the manager of occupational therapy services. Students will learn the mechanics of designing and implementing an occupational therapy department, program or practice. Financial, legal and administrative issues will be discussed, along with marketing strategies. Lectures and class discussions will prepare the student for the culminating course assignment of designing a unique occupational therapy practice.
Provides the theoretical, psychomotor and practical skills of orthotics and upper extremity prosthetics that are necessary for current practice. Utilizes lecture, discussion and laboratories to teach the design, biomechanical principles, fit, function, use, care and patient education involved with upper extremity orthotics. Students are introduced to upper and lower extremity prosthetic devices.
Provides a foundation for future professional and scholarly activities and stresses the importance of research for informed practice decisions. Students learn basic research concepts and statistical applications for the research process. Students learn to review and critique published, peer-reviewed research, identify research topics of interest, and initiate the literature review process. Students learn the tools needed to critique commonly used assessment tools in occupational therapy and to use and interpret standardized scores. Requires the CORIHS human subjects research training. Emphasizes professional writing skills for publications and professional presentations.
Provides students beginning research and critical inquiry skills through learning current occupational therapy related research methods and by the design of research grant proposals. Students gain fundamental critical inquiry and writing skills necessary to identify appropriate funding sources and write grant proposals for research and program development. Students learn to design qualitative research projects and analyze qualitative data.
Provides an anatomical review of all bodily systems in order for students to acquire a basic working knowledge of the functional structure of the human body. Provides foundational knowledge for all other courses in the Occupational Therapy Program. Students will apply knowledge learned to formulate hypotheses about occupational dysfunction associated with abnormalities within systems. Utilizes critiques of research to expand on knowledge from lecture and lab.
Examines theories of adult learning and education. Focus on principles of curriculum design, various curriculum models, and instructional methods used in various educational settings including professional education, professional development, work place learning and community education. Reviews evaluation and measurement methods. Students design course objectives and outcomes. Discusses elements of successful oral presentations and effective use of instructional media.
In this course occupational therapy students explore innovative, non-traditional, global , and emerging areas of occupational therapy practice and meet and dialog with occupational therapy practitioners and other health care professionals who have developed private practices, are consultants, and are involved in emerging areas of practice. The overarching goals of this course are for students to: 1.explore and gain knowledge of the broad range of innovative and emerging areas of occupational therapy practice, and 2. demonstrate knowledge regarding the skills, capabilities and resources required to develop, implement and/or participate in selected innovative and/or emerging areas of practice. Students read and discuss timely articles concerning health care trends and non-traditional/emerging practice areas. This course builds upon student’s prior knowledge and coursework and integrates the American Occupational Therapy Association’s Standards of Practice Standards of Practice, Core Values and Attitudes of Occupational Therapy, and the American Occupational Therapy Association’s (AOTA) Code of Ethics, with attention to current and potential Occupational Therapy (OT)/Occupational Therapy Assistant (OTA) partnerships in community and non-traditional settings.
This first-year course introduces the student to basic professional behaviors, including basic communication and documentation skills, with a focus on expectations of fieldwork sites. Students will learn the concept of reflective practice, and how to use a reflective journal. The students will be introduced to and begin their professional portfolio as a means to document clinical competence. The nature of the supervisory process is examined, with strategies to maximize the use of clinical and administrative supervision. Cultural competency and the scope of diversity in health care will be explored. This course emphasizes the importance of life-long learning through continuing education and other methods. Lectures, presentations, role-plays and other exercises will be used to achieve learning objectives.
Builds on previously learned material covered in Professional Behaviors I. Students will work on more advanced documentation and communication skills required for entry-level practice. Provides opportunity to discuss professional behavior expectations from their clinical fieldwork assignments. Use of the reflective journal to enhance professional development, and the continuation of the professional portfolio will assist students in developing and documenting their clinical competence. Explores the supervisory process in greater detail, in the context of its use for personal and professional growth. Discusses the role of the occupational therapy assistant as a colleague and collaborator. Continues to emphasize the importance of life-long learning. Lectures, role-plays, presentations and experiential activities will be used to achieve learning outcomes.
Discusses issues related to transition of student to entry-level practitioner role. Presents information on licensure, certification exam preparation, NBCOT certification, AOTA specialty examinations, models of supervision, mentoring, job search strategies, marketing skills, malpractice, continuing competency, professional organizations, networking and career goal planning.
Offers students the opportunity to explore and expand knowledge and skills in a practice area of specific interest.
Introduces a social model of disability and explores the ethical and psychological issues faced by people with disabilities across their lifespan. Presents historical analysis, healthcare discourse, and cultural critique to understand the evolution of health practice, cultural beliefs and social structures influencing the treatments, services, and opportunities available to people with disabilities in the United States and internationally. Offers students a multi-layered understanding of the issues faced by people with disabilities and their families. Includes assigned readings, films, guest speakers, site visits, and one-on-one interactions with people with disabilities.
The first of three introductory level I clinical experiences. Offers the opportunity to identify symptomotology, observe treatment interventions and formulate treatment plans in a psychosocial practice setting. Promotes effective communication skills used with patients and professionals. Uses reflective journals to monitor development of professional behaviors and skills.
The second of three introductory level clinical experiences. Offers the opportunity to identify symptomotology, observe treatment interventions and formulate treatment plans in a physical disabilities practice setting. Promotes effective communication skills used with patients and professionals. Uses reflective journals to monitor development of professional behaviors and skills.
The third of three introductory level clinical experiences. Offers the opportunity to identify symptomotology, observe treatment interventions and formulate treatment plans in a pediatric practice setting. Promotes effective communication skills used with patients and professionals. Uses reflective journals to monitor development of professional behaviors and skills.
This course focuses on the synthesis of all clinical and academic coursework in formulating a comprehensive plan of care. Emphasis on students responding spontaneously to case presentations in class, much as they would be expected to do in the clinical setting.
This capstone course incorporates in-depth theoretical and practical knowledge for maximum integration of service and classroom work that include discussion, journals essays or other reflective writing and discussion methods. Reflection, action skill building, examination of theory/practice of citizenship are explored and applied through community involvement and in a final poster presentation. Students will provide 30 hours of community service, with 15 hours of classroom time.
Fieldwork IIA is an in-depth clinical experience in the delivery of occupational therapy services. According to AOTA guidelines, this fieldwork is designed to promote clinical reasoning and reflective practice; transmit values and beliefs that enable the application of ethics related to the profession; enable the student to communicate and model professionalism as a developmental process and career responsibility; and develop and expand a repertoire of occupational therapy assessments and interventions related to human occupation and performance. This first of three level II fieldwork experiences exposes the student to a variety of clinical conditions in a specific practice area for 12 weeks on a full time basis.
This second of three clinical fieldwork experiences provides the occupational therapy student with opportunities to apply the knowledge and skills learned thus far in the curriculum. Students will be assigned to a fieldwork site for 12 weeks on a full time basis in a particular area of practice.