OTAS 1361 - Pediatric Occupational Therapy-Lab

1. Comprehension and application of the occupational therapy process with a variety of pediatric populations.
   1. Articulate the differences and similarities of the medical and educational models of pediatric practice.
   2. Distinguish role delineation between the OT/OTA with pediatric practice.
   3. Describe and utilize evidence‐based intervention applied to pediatric practice.
   4. Apply knowledge of interventions developed that are culturally relevant and reflective of current occupational therapy practice based on evidence.
   5. Describe and comprehend skills of collaboration with interprofessional peers and the occupational therapy practitioner.
   6. Describe and demonstrate effective interaction for interprofessional team participation in a variety of pediatric settings.
   7. Demonstrate data gathering for the purpose of screening and evaluation.
   8. Demonstrate data gathering from skilled observations.
   9. Demonstrate the basic use of various types of pediatric assessment tools, and their data generated.
   10. Articulate the role of OT/OTA in the use of pediatric assessment tools.
2. Comprehension and application of normal development and the application to occupational performance and participation.
   1. Articulate the principles of normal development.
   2. Articulate the characteristics of reflexes and its impact on occupational performance and participation.
   3. Demonstrate and apply knowledge in positioning and handling for a variety of pediatric needs for participation in occupation based activities.
   4. Demonstrate and apply knowledge in basic facilitation and inhibitory techniques for a variety of pediatric needs for participation in occupation based activities.
3. Basic clinical reasoning skill with occupational therapy interventions for a variety of pediatric dysfunction settings.
   1. Demonstrate basic skill in the selection of appropriate activities to address cognitive, physical and psychosocial deficits.
   2. Demonstrate basic skill in the selection of interventions appropriate for developmental and/or chronological age levels.
   3. Demonstrate development of occupation based intervention methods, plans and strategies for client/parent/caregiver.
   4. Enable ADL performance along the pediatric age spans.
   5. Demonstrate comprehension and application of IADL along pediatric age spans.
   6. Articulate the importance of play and playfulness as a performance area and an intervention method.
   7. Apply the principles of fine motor control, including handwriting skills.
   8. Demonstrate comprehension in sensory processing principles and basic methods for the application to occupational performance and participation.
   9. Demonstrate comprehension of animal assisted intervention with a variety of pediatric clients. Upon completion of this course, the student will be able to demonstrate acquired competency through:
      1. Comprehension and application of the occupational therapy process with a variety of pediatric populations.
         1. Articulate the differences and similarities of the medical and educational models of pediatric practice.
         2. Distinguish role delineation between the OT/OTA with pediatric practice.
         3. Describe and utilize evidence‐based intervention applied to pediatric practice.
         4. Apply knowledge of interventions developed that are culturally relevant and reflective of current occupational therapy practice based on evidence.
         5. Describe and comprehend skills of collaboration with interprofessional peers and the occupational therapy practitioner.
         6. Describe and demonstrate effective interaction for interprofessional team participation in a variety of pediatric settings.
         7. Demonstrate data gathering for the purpose of screening and evaluation.
         8. Demonstrate data gathering from skilled observations.
         9. Demonstrate the basic use of various types of pediatric assessment tools, and their data generated.
         10. Articulate the role of OT/OTA in the use of pediatric assessment tools.
      2. Comprehension and application of normal development and the application to occupational performance and participation.
         1. Articulate the principles of normal development.
         2. Articulate the characteristics of reflexes and its impact on occupational performance and participation.
         3. Demonstrate and apply knowledge in positioning and handling for a variety of pediatric needs for participation in occupation based activities.
         4. Demonstrate and apply knowledge in basic facilitation and inhibitory techniques for a variety of pediatric needs for participation in occupation based activities.
      3. Basic clinical reasoning skill with occupational therapy interventions for a variety of pediatric dysfunction settings.
         1. Demonstrate basic skill in the selection of appropriate activities to address cognitive, physical and psychosocial deficits.
         2. Demonstrate basic skill in the selection of interventions appropriate for developmental and/or chronological age levels.
         3. Demonstrate development of occupation based intervention methods, plans and strategies for client/parent/caregiver.
         4. Enable ADL performance along the pediatric age spans.
         5. Demonstrate comprehension and application of IADL along pediatric age spans.
         6. Articulate the importance of play and playfulness as a performance area and an intervention method.
         7. Apply the principles of fine motor control, including handwriting skills.
         8. Demonstrate comprehension in sensory processing principles and basic methods for the application to occupational performance and participation.
         9. Demonstrate comprehension of animal assisted intervention with a variety of pediatric clients.

1. Intervention Models for Pediatric Occupational Therapy
   1. Medical model of practice
   2. Educational model of practice
      1. Least restrictive environment
      2. Individual educational plan (IEP)
      3. Role of occupational therapy
         1. Direct service
         2. Monitoring service
         3. Consultation services
   3. Role delineation of the OT and OTA
   4. Need for current evidence‐based intervention
   5. Intervention applied to the practice framework
   6. Interprofessional communications and collaboration
2. Assessment Tools and Processes
   1. Purposes of gathering data
      1. Screening and evaluation
      2. Observation skills
      3. Standardized assessments
      4. Application purposes of measurable data gathered
   2. Types of assessments
      1. Assessments of development
      2. Gross motor development
      3. Fine motor and perceptual
      4. Sensory processing
   3. Role of OT and OTA
3. Normal Development and Gaining Occupational Skills
   1. Infancy, early childhood, middle childhood, and adolescence
      1. Motor development
      2. Process/cognition development
      3. Communication and interaction/psychosocial development
   2. Principles and characteristics
      1. Reflexes and reactions
         1. Rooting
         2. Sucking and swallowing
         3. Moro
         4. Palmar grasp
         5. Plantar grasp
         6. Asymmetrical tonic neck reflex
         7. Symmetrical tonic neck reflex
         8. Righting reactions
         9. Equilibrium reactions
         10. Protective extension reactions
   3. Cultural implications of development
   4. Observations and applications in CNS development
   5. Applications to dysfunction across pediatric age spans
4. Positioning and handling
   1. Definitions and purpose
      1. Skeletal alignment
      2. Typical development
      3. Perception and body awareness
   2. Principles
   3. Indicators for use
   4. Applications to dysfunction
   5. Applications to occupational performance and participation
      1. Prone position
      2. Supine position
      3. Prone on elbow and prone on extended arms position
      4. Side‐lying
      5. Sitting position
      6. Mobility
         1. Wheelchairs
      7. Standing position
   6. Facilitatory techniques
   7. Inhibition techniques
5. Interventions
   1. Evidence‐based intervention
   2. Selecting activity and intervention methods
      1. Chronological versus developmental age
   3. Working with parents and caregivers
      1. Communication strategies
      2. Teaching strategies
   4. ADL intervention strategies
      1. Feeding and eating skills
         1. Oral motor development
         2. Eating and swallowing
         3. Training of others in precautions and techniques, including assistive devices and preparatory techniques
      2. Dressing and undressing
         1. Age appropriate skills
      3. Personal hygiene and grooming
      4. Bathing and showering
      5. Toilet hygiene
      6. Functional mobility
      7. Sexual activity
      8. Strategies and teaching child and caregiver/parent
   5. IADL
      1. Cognitive and executive functioning
      2. Age appropriate readiness skills
         1. Home management
         2. Community mobility
         3. Care of others
         4. Communication
         5. Financial management, shopping and care of pets
         6. Safety procedures and emergency responses
      3. Strategies and teaching child and caregiver/parent
   6. Education
      1. Readiness skills
         1. Kindergarten
         2. Elementary school
         3. Middle childhood and adolescence
   7. Play and playfulness/leisure
      1. Skill acquisition
         1. Infancy
         2. Early childhood
         3. Middle childhood
         4. Adolescence
      2. Play as an occupation
      3. Play as an intervention method
      4. Age appropriate interventions
      5. Skills of the practitioner
   8. Fine motor skills
      1. Developmental sequence
         1. Bilateral control
         2. Reaching, grasping, releasing and fine motor development
         3. Object manipulation
         4. Implement usage skills
            1. Progression of implement usage
      2. Application to handwriting skills
         1. Prewriting
         2. Grasp patterns
         3. Writing readiness
         4. Evaluation and assessment
         5. Classroom observation
         6. Interventions
   9. Sensory processing/integration
      1. Screening and assessment
      2. Sensory modulation disorder
      3. Sensory‐based movement disorder
      4. Intervention strategies
   10. Animal assisted services
       1. Definition and purposes
       2. Hippotherapy
       3. Small animals
       4. Large animals
       5. Incorporating animals into pediatric practice