Course Number and Title:
OTA 222 Pediatric Intervention
Prerequisites
Prerequisite: BIO 121 and OTA 110 and OTA 120
Course Credits and Hours
4 credit(s)
3 lecture hours/week
3 lab hours/week
Course Description
This course introduces evaluation and application of occupational therapy techniques in treating the pediatric and young adult populations and individuals with developmental disabilities across the lifespan.
Additional Materials
Campus program and policy manuals
Core Course Performance Objectives (CCPOs)
- Demonstrate professional behaviors while studying the application and demonstration of occupational therapy treatment techniques. (CCC 4; PGC 2)
- Describe the importance of occupation as an integral part of the philosophy of occupational therapy (OT) in a pediatric practice. (CCC 2; PGC 1)
- Examine pediatric OT services in healthcare and educational settings. (CCC 1; PGC 1)
- Demonstrate how performance skills, client factors, and contexts influence occupational performance. (CCC 2, 5; PGC 1)
- Describe key terms and concepts related to the roles of the occupational therapist (OT) and
occupational therapy assistant (OTA) in the occupational therapy process. (CCC 4; PGC 1)
- Describe and provide instruction in adaptive techniques to enhance occupational performance. (CCC 1, 2, 4; PGC 1, 2, 3, 4)
- Discuss and explain key concepts of intervention in school-based OT programs. (CCC 6; PGC 1)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Demonstrate professional behaviors while studying the application and demonstration of occupational therapy treatment techniques.
- Demonstrate appropriate classroom behaviors.
- Use sound judgment regarding safety of self and others by adhering to safety precautions during all activities.
- Self-assess, and modify responses as needed.
- Describe the importance of occupation as an integral part of the philosophy of occupational therapy (OT) in a pediatric practice.
- Describe the concepts inherent in the philosophy of OT in a pediatric practice.
- Demonstrate knowledge of human development throughout the lifespan (infants, children, adolescence) including developmental psychology.
- Apply theories, models of practice and frames of reference that underlie the practice of OT in pediatrics.
- Demonstrate knowledge of scientific evidence as it relates to the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for pediatric and adolescent individuals, groups, and populations.
- Demonstrate knowledge of and apply the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors in pediatric OT practice.
- Examine pediatric OT services in healthcare and educational settings.
- Outline general OT pediatric healthcare delivery and educational services.
- Define the systems and structures that create federal and state legislation and regulations, and their implications and effects on persons, groups, and populations, as well as pediatric OT practice.
- Describe how participation in occupations OT services in healthcare, educational settings, and home and community-based programs are used to promote health and wellness and to prevent disease and disability in the pediatric, adolescent, and young adult population.
- Demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.
- Demonstrate how performance skills, client factors, and contexts influence occupational performance.
- Explain the importance of
sociocultural, socioeconomic, diversity factors, and lifestyle choices in contemporary society on treatment implementation to meet the needs of persons, groups, and populations
- Describe the influence of behavioral issues and parental expectations on the child's performance in areas of occupations.
- Discuss the effects of health, disability, disease processes, and traumatic injury to the child or young adult within the context of the family and society.
- Given a specific reflex, righting reaction, and/or equilibrium reaction state the age range, test position, stimulus, and expected response.
- Describe the characteristics of normal and abnormal muscle tone and the effect on motor control.
- Identify appropriate treatment techniques to facilitate postural control.
- Describe inhibition and facilitation techniques.
- Describe the process of gross motor and fine motor development and coordination.
- Describe treatment strategies to improve fine motor and gross motor coordination.
- Demonstrate an understanding of the intervention strategies that remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.
- Define key terms and concepts related to Neuro-Developmental Treatment (NDT) and sensory integration (SI).
- Describe SI treatment principles, treatment activities, and precautions when working with a child or adolescent with sensory processing disorders.
- Demonstrate the ability to contribute to the evaluation process of client(s)' occupational performance, including an occupational profile, by administering standardized and nonstandardized screenings and assessment tools and collaborating in the development of occupation-based intervention plans and strategies.
- Demonstrate task analysis in the areas of occupation, performance skills, performance patterns, activity demands, context, and environments and client factors to implement the intervention plan throughout the OT process as appropriate to the setting and scope of practice.
- Use clinical reasoning to facilitate occupation-based interventions to enhance safety, health and wellness, and performance in activities of daily living (ADL) and instrumental activities of daily living (IADL) that address client factors including interventions focused on promotion, compensation, adaptation, and prevention adhering to safety precautions.
- Describe key terms and concepts related to the roles of the occupational therapist (OT) and occupational therapy assistant (OTA) in the occupational therapy process.
- Discuss concepts inherent in the Occupational Therapy Practice Framework process.
- List primary reasons that evaluations are conducted, and discuss the variety of decisions pediatric occupational therapists make throughout the evaluation process.
- Describe the primary evaluation methods commonly used in pediatric occupational therapy, including the use of occupations.
- Demonstrate understanding of professional literature, including the quality of the source of information, to make evidence-based practice decisions.
- Identify the characteristics of commonly used standardized and non-standardized pediatric assessments.
- Describe the procedures necessary to become a competent user of standardized tests, while adhering to safety precautions.
- Demonstrate clinical reasoning to address occupation-based interventions, client factors, performance patterns, and performance skills.
- Describe and provide instruction in adaptive techniques to enhance occupational performance.
- Describe the sequence of normal self-care development relative to the pediatric population.
- Identify issues that interfere with or delay the development of self-care skills.
- Describe intervention strategies to facilitate the participation in ADLs, IADLs, education, work, and social participation for the pediatric and adolescent population.
- Describe the need for and use of compensatory strategies when desired life tasks cannot be performed.
- Demonstrate interventions that address dysphagia and disorders of feeding and eating and train others in precautions and techniques while considering client and contextual factors.
- Select and provide appropriate rationale, and implement relevant treatment and compensatory strategies to improve performance in areas of occupation that support performance, participation, and well-being while adhering to safety precautions.
- Define key terms and concepts associated with play and describe treatment strategies to facilitate play.
- Explain the need for 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.
- Provide training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices.
- Discuss and explain key concepts of intervention in school-based OT programs.
- Describe treatment goals and objectives of school-based, occupational therapy programs for students.
- Discuss when and how to use direct services, monitoring, and the consultative process as directed by the occupational therapist.
- Demonstrate the ability to engage in the consultative process with persons, groups, programs, organizations, or communities in collaboration with inter- and intraprofessional colleagues.
- Describe the role of OT in transition services.
- Discuss the performance skills that contribute to a child's handwriting and describe the role of OT in the evaluation and intervention of children with handwriting dysfunction in educational and clinical settings.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Evaluation Measure
|
Percentage of final grade
|
|
Summative Assessments:
|
|
|
Exam #1
|
10%
|
|
Exam #2
|
10%
|
|
Exam #3
|
10%
|
|
Comprehensive Final Exam
|
20%
|
|
Lab Practical: Treatment Planning and Implementation
|
10%
|
|
Professional Behaviors
|
10%
|
|
Formative Assessments:
Quizzes (10%)
Interprofessional Collaboration assignment (5%)
Assistive Device Activity Presentation (5%)
Competencies (10%)
|
30%
|
|
TOTAL
|
100%
|
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Demonstrate knowledge related to the occupational therapy assistant including patient/client interactions, therapeutic treatments, activity analysis, documentation, safety techniques, and therapeutic equipment.
- Exhibit effective nonverbal, verbal and written communication in patient/client and family interventions and education and in professional relationships.
- Perform competently a full range of occupational therapy skills with patients/clients and various populations as occupational beings.
- Exercise independent judgment and critical thinking in performance of occupational therapy, according to the profession's standards of practice.
- Demonstrate professional patterns of behavior consistent with the profession's code of ethics.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.