OTAS 1351 - Pediatric Occupational Therapy-Lecture
Credit Hours: 2.00
Prerequisites: Admission into the Occupational Therapy Assistant Program; OTAS 1000 , OTAS 1012 , OTAS 1110 , OTAS 1210 , OTAS 1230 , and OTAS 1235 all with grade C or better
Corequisites: OTAS 1300 , OTAS 1361 , OTAS 1370 , OTAS 1401 , and OTAS 1420
This course introduces the role and function of occupational therapy with pediatric populations and settings, including infancy, early childhood, middle childhood, adolescence, and young adulthood. This course introduces the student to physiological, cognitive, and psychosocial function commonly referred to pediatric occupational therapy practice. Evidence‑based evaluation and screening, and intervention planning for dysfunction and health promotion are emphasized throughout the occupational therapy process and within the scope of practice for the occupational therapy assistant. The significance of utilizing a family‑centered approach in the intervention of pediatric populations is emphasized.
Billable Contact Hours: 2
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OUTCOMES AND OBJECTIVES
Curricular Threads: The OTA program curriculum is driven by the emphasis of a growing intensity of objective and outcomes for student success. The curriculum threads, or themes are interwoven throughout the occupational therapy assistant program education. Each course syllabus identifies for the student those threads emphasized in a particular course. The threads emphasized in OTAS 1351 are communication and best practice methods.
Outcomes and Objectives: Upon completion of this course, the student will be able to demonstrate acquired competency through:
- Utilization of the occupational therapy process in pediatrics and the relationship to occupational performance and participation for pediatric populations.
- Articulate basic features of pediatric occupational therapy models of practice.
- Articulate features of models of practice and frames of reference utilized in pediatric occupational therapy.
- Identify work settings and workforce trends in pediatric occupational therapy.
- Describe the impact of federal and state regulatory policies.
- Describe the medical, educational, and community systems of occupational therapy practice and their impact on occupational performance and participation.
- Define and apply evidence-based practice as it relates to occupational therapy evaluation and screening, and intervention with pediatric clients.
- Articulate communication methods for the occupational therapy assistant with the occupational therapist, parents, teachers, caregivers and other professionals.
- Consider and contrast the effects of pediatric health conditions and disease processes, genetic conditions, disability, trauma, and injury to the physical, mental health and occupational performance of pediatric clients.
- Explain definitions, etiologies, incidences, signs and symptoms of intellectual disabilities, genetic conditions, orthopedic and neurological conditions, sensory systems impairments, environmentally induced and acquired conditions, mental health conditions, and health and wellness promotion.
- Articulate and recognize occupational therapy evaluation instruments and occupational therapy intervention methods.
- Comprehend and distinguish the roles of the OT and OTA in pediatrics, emphasizing responsibilities of the OTA during treatment intervention that will promote wellness, restore, maintain, and/or modify best practice occupational performance.
- Comprehend the collaborative process between the occupational therapy practitioner and caregivers that will promote a client-centered approach.
- Distinguish and demonstrate the role of the OT/OTA when practicing under a medical model.
- Distinguish and demonstrate the role of the OT/OTA when practicing under an educational model.
- Describe interprofessional team members in a medical model and identify their roles.
- Describe interprofessional team members in an educational model and identify their roles.
- Describe interprofessional team members in a community model and identify their roles.
- Describe communication with interprofessional teams.
- Identify emerging areas of practice.
COMMON DEGREE OUTCOMES (CDO)
• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.
CDO marked YES apply to this course:
Critical Thinking: YES
Global Literacy: YES
Information Literacy: YES
COURSE CONTENT OUTLINE
- Models of Practice
- Model of Human Occupation (MOHO)
- Canadian Occupational Performance Model
- Person‐Environment‐Occupation Model
- Frames of Reference
- Sensory integration
- Motor control
- Model of Human Occupation
- Skill acquisition
- Cognitive‐Behavioral Therapy
- Behavior modification
- Psychoeducational Group Therapy
- Applied behavioral analysis
- Occupational Therapy Process
- Occupational profile
- Occupational analysis
- Work Settings and Work Force Trends
- Work settings
- Emerging areas of practice
- Work force trends
- Innovation and technology
- Practice Settings
- Medical system
- School system
- Community system
- Pediatric Conditions
- Elements of diagnosis and dysfunction
- Signs and symptoms
- Occupational therapy evaluation instruments
- Occupational therapy intervention methods
- Evidence‐based practice application
- Intellectual disabilities
- Measurements and classifications
- Functional implications
- Mental function
- Language function
- Behavior/emotional function
- Sensory function
- Movement‐related function
- System functions
- Genetic conditions
- Duchenne Muscular Dystrophy
- Down Syndrome
- Angelman’s Syndrome
- Prader‐Willi Syndrome
- Rhett Syndrome
- Fragile X Syndrome
- Neurological conditions
- Spina Bifida
- Shaken Baby Syndrome
- Erb’s Palsy
- Cerebral Palsy
- Sensory system conditions
- Vision and hearing impairments
- General sensory disorganization
- Fussy baby
- Language delay and impairments
- Environmentally induced and acquired conditions
- Failure to Thrive
- Fetal Alcohol Syndrome
- Cocaine use
- Lead poisoning
- Allergies to food and chemicals
- Mental health disorders
- Sensory processing
- Sensory diets
- Visual cues for communication
- Asperger’s Syndrome
- Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder
- Childhood obesity
- Post‐Traumatic Stress Disorder
- Health and health risk behaviors among teenagers
- Wellness and health promotion
- Child safety devices
- Public health perspective
- Community mental health movement
- Interprofessional Team Member Relationships
- Roles of interprofessional team members in a medical model
- Roles of interprofessional team members in an educational model
- Roles of interprofessional team members in a community system
- Family Systems
- Family systems theory
- Family life cycle
- Family ecology
- Effects of disabilities on families
- Effects of family and environment on children with disabilities
- Therapeutic use of self
- Current issues affecting OT and families
Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088
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