PTAS 1140 - Life Span Development for PTA

Credit Hours: 2.00

Objectives: The student will:

1. State, in general, theories of development.
2. Identify in writing factors that affect development of normal movement.
3. Discuss, in general, physiological and anatomical growth with maturation.
4. Discuss normal changes in biological systems with aging in the older adult.

Outcome 2: Upon completion of this course, students will be able to discuss how functional abilities change across the human lifespan using developmental perspectives.

Objectives: The student will:

1. Discuss, in general, normal changes in performing levels with aging in the older adult.
2. Describe normal developmental changes that occur through the lifespan and discuss their implications on function activities.

Outcome 3: Upon completion of this course, students will be able to identify normal developmental milestones from birth through old age.

Objectives: The student will:

1. Identify primitive reflexes, righting reactions, protective reactions and equilibrium reactions.
2. Define the basic concept of motor developmental milestones.
3. Discuss, in general, the stages of development or normal movement and function in pediatrics.
4. Identify central nervous system control mechanisms associated with motor control.
5. Discuss, in general, psychosocial influence on development with maturation.
6. Discuss the psychosocial process associated with aging.
7. Discuss the economic and stereotypes associated with aging.
8. Discuss how information processing changes from child to adult.
9. Discuss effects of aging on memory and mental capacity across the lifespan.

Outcome 4: Upon completion of this course, students will be able to discuss sexuality from adolescent through old age.

Objectives: The student will:

1. Discuss changes in sexuality occurring with maturation in the adolescent.
2. Discuss how sexuality changes throughout adulthood.

Outcome 5: Upon completion of this course, students will be able to relate the impact of illness, disability, death, and dying on the patient, family, and significant others from birth through old age.

Objectives: The student will:

1. Discuss death and the stages of dying.
2. Discuss interactions with patients and their families during end of life care.
3. Discuss supportive interactions of between health care providers when working with terminally ill patients.
4. Recognize personal feelings about death & dying.

Outcome 6: Upon completion of this course, students will be able to demonstrate positive interaction skills based on the stages of normal development.

Objectives: The student will:

1. Identify effective positive interaction skills to utilize when working with the patients throughout the life span based on their developmental level.
2. Demonstrate in writing and/or orally the use of verbal and nonverbal communications that provide the desired psychological support.

Outcome 7: Upon completion of this course, students will be able to describe anatomical and physiological changes that occur from birth through old age.

Objectives: The student will:

1. Relate, in general, visual, kinesthetic, and auditory development of perceptual motor development.
2. Discuss integration of sensory system from childhood to adulthood.
3. Identify the various body systems that effect development.
4. Describe how the body systems change during the course of development.

Outcome 8: Upon completion of this course, students will be able to discuss overall prenatal development emphasizing development of CNS occurring from conception to birth.

Objectives: The student will:

1. Describe in general the development of a fetus from conception to birth.
2. Describe the development of the CNS.
3. Discuss the concept of critical periods during gestation.
4. Identify common teratogens that may affect the developing fetus.

Outcome 9: Upon completion of this course, students will be able to discuss demographics, theories of aging, types of aging, and functional implications of the aging process.

Objectives: The student will:

1. Relate own feeling to illness, disability, and health.
2. Discuss the impact of illness and physical disability through personal experiences.
3. Discuss the relevance of patient’s value system to physical therapy.
4. Compare and contrast active life expectancy vs. dependent life expectancy.
5. Discuss the different theories and types of aging.

Outcome 10: Upon completion of this course, students will be able to relate information presented in class to observations of infant, preschool‐age child, middle and older adult.

Objectives: The student will:

1. Relate in writing and/or orally developmental reflexes that are evident and their role in motor development.
2. Observe motor milestone skills in an infant under 1 year of age.
3. Identify rate of motor development in an infant by comparison to normative scale.
4. Relate in writing and/or orally normal growth and development of a preschool child.
5. Observe motor development in early childhood.
6. Use a criterion‐referenced scale for identifying motor development.
7. Relate in writing and/or orally normal effects of aging in the older adult.
8. Observe the flexibility of an older adult.
9. Relate the extent of flexibility to physical activity.
10. Relate in writing and/or orally the impact of illness and physical disease.
11. Relate own feeling to illness, disability, and health.

Outcome 11: Upon completion of this course, students will be able to discuss changes that occur in health and fitness across the life span.

Objectives: The student will:

1. Define illness, wellness, health, disability, geriatrics, and gerontology.
2. Discuss the variations in exercise precautions likely to occur across the lifespan.

• 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.

1. Introduction and Systems Review
   1. Why learn human development
   2. What is development
   3. What is lifespan development
   4. Terminology important in normal development
   5. Systems that influence development
   6. Motor development and control
   7. Motor learning
   8. Psychological development
   9. Systems review
      1. Nervous system
      2. Skeletal system
      3. Muscular system
      4. Cardiovascular system
      5. Sensory system
      6. Vital functions
2. Infant Development: Systems
   1. Development of systems through infancy
      1. Nervous system
      2. Skeletal system
      3. Muscular system
      4. Cardiovascular system
      5. Sensory system
      6. Vital functions
3. Infant Development: Reflexes, Righting and Equilibrium Reactions
   1. Reflexes defined
   2. Control of reflexes
   3. Terminology
   4. Primitive reflexes
   5. Righting reactions
   6. Equilibrium reactions
4. Infant Development: Motor Development
   1. Development and motor milestones in supine
   2. Development and motor milestones in prone
   3. Development and motor milestones in sitting
   4. Development and motor milestones in stance and gait
5. Childhood Through Adolescence
   1. Development of systems through childhood and adolescence
      1. Nervous system
      2. Skeletal system
      3. Muscular system
      4. Cardiovascular system
      5. Sensory system
      6. Vital functions
   2. Motor development: Childhood through adolescence
      1. Posture
      2. Transitions
      3. Gait
      4. Gross motor skills
6. Theories of Development
   1. What is a theory
   2. Common developmental theories
      1. Nature vs. nurture
      2. Behaviorism
      3. Stage theories
      4. Ecological theories
      5. Systems theories
   3. How does development progress
   4. Jean Piaget
   5. Erik Erikson
   6. Other issues related to adolescence
7. Prenatal Development
   1. Periods of pregnancy
      1. Zygote
      2. Embryo
      3. Fetus
   2. Control of development
   3. Critical periods in prenatal development
   4. Congenital malformations
8. Adult and Aging
   1. Demographic information on aging
   2. Active vs. dependent life expectancy
   3. Types of aging
   4. Factors related to aging and confused with aging
   5. Changes in body systems with aging
      1. Nervous system
      2. Skeletal system
      3. Muscular system
      4. Cardiovascular system
      5. Sensory system
      6. Vital functions
   6. Functional implications
   7. Cognitive development
   8. Memory
   9. Lifespan changes in memory
   10. Posture
   11. Transitions
   12. Locomotor skills
   13. Issues related to adulthood
9. Death and Dying
   1. Why learn about death and dying
   2. Settings with more frequent episodes of death
   3. Death
   4. 5 stages of death
   5. Dealing with terminal patients
   6. Grieving
   7. Stages of grieving in adulthood
   8. Loss of a child
   9. Child grieving
10. Health and Fitness
    1. Health
    2. Fitness
    3. Physiological fitness
    4. Components of fitness
    5. Factors that influence fitness
    6. Benefits of fitness
    7. Definitions related to fitness
    8. Systems involved in fitness
    9. Body system changes in health and fitness across the lifespan
    10. Exercise considerations in childhood
    11. Exercise considerations in the older adult