700

Course includes a comprehensive study of theories, models, and practice frameworks underpinning current occupational therapy practice. Clinical reasoning in occupational therapy is introduced, as is the practical application of theory in context. The history, philosophy, evolution, and core values of occupational therapy are introduced. The Occupational Therapy Framework, professional behaviors, ethical issues, and roles of occupational therapists and certified occupational therapy assistants are introduced.

Characteristic occupational milestones of human growth and development will be studied from birth to adolescence, as will the development and transition of meaningful occupations from birth through adolescence. The pediatric occupational therapy evaluation process will be studied to include the importance of evidence-based measures of occupational performance and the significance of reliability and validity in standardized observations and measurements.

This course focuses on comprehensive study of adult occupations and the evaluation processes in occupational therapy, including the selection and use of evidence-based assessments of adult occupational performance and well-being within developmentally appropriate contexts. It will include assessment of performance skills and patterns through the use of reliable and valid tools. There will be an emphasis on holistic assessment - to include body, mind, and spirit - in the assessment process, and the importance of accurately interpreting measurements and observations.

Analysis of human movement incorporating mechanical, biological, developmental, and environmental factors. Skills in assessment of motor performance are developed. Anatomical structures in the trunk, shoulder girdle, and upper extremity are identified and examined and the function of those structures are assessed. Upper extremity static and dynamic splinting skills are introduced.

Selection and implementation of occupationally relevant and evidence-based therapeutic assessment, goals and interventions for musculoskeletal and cardiopulmonary issues consistent with occupational therapy theory as applied in multiple practice contexts. Evaluation of client outcomes, review of occupational performance process, clinical reasoning, and decision-making are emphasized.

Selection and implementation of therapeutic interventions consistent with occupational therapy theory as applied in behavioral health practice. Evaluation of client outcomes, review of occupational performance process, and holistic well-being are emphasized. Theory and practice of group dynamics; development of self-awareness and interpersonal communication skills necessary for successful management of therapeutic groups.

The first of a two-part course. Students will work individually with assigned faculty and community partners to begin preparation for a project related to their residency course. The project requires students to demonstrate proficiency beyond the entry-level of practice in some specific specialty in occupational therapy practice.

The first of a three-part course. Includes fieldwork placement in a variety of clinical or community settings; students observe clinical practice and develop clinical skills under the supervision of an occupational therapy practitioner; documentation skills are refined. Didactic portion of course includes emphasis on patient safety, professional behaviors, and clinical competency testing performed to insure students are prepared for Level II Fieldwork placements.

Second part of a three-part course. Includes fieldwork placement in a variety of clinical or community settings; students observe clinical practice and develop clinical skills under the supervision of an occupational therapy practitioner; documentation skills are refined. Didactic portion of course includes emphasis on occupation and evidenced-based practice, group interventions, modalities, and appropriate referrals to insure students are prepared for Level II Fieldwork placements.

Third of a three-part course. Includes fieldwork placement in a variety of clinical or community settings; students observe clinical practice and develop clinical skills under the supervision of an occupational therapy practitioner; documentation skills are refined. Didactic portion of course includes emphasis on intervention and documentation, assistive technology, client education, and transitions to insure students are prepared for Level II Fieldwork placements.

The second of a two-part course. Students will work individually with assigned faculty and community partners to continue preparation for a project related to their residency course. The project requires students to demonstrate proficiency beyond the entry-level of practice in some specific specialty in occupational therapy practice. Students are expected to plan an individual presentation of their residency project as part of this course.

Introductory knowledge about disability as a sociocultural, political, and historical construct. Interprofessional scholarship on disability and perspectives of people with disabilities will be included. The cultural meanings, social justice, and human rights issues related to disabilities are studied. Explores the role of occupational therapy in community settings. Students develop knowledge regarding occupation-based or occupational therapy services that support desired outcomes of service agencies in the community.

Evidence-based evaluation, goal development, and interventions for children and their families is covered. Intervention settings include school-based, traditional hospital or rehabilitation-based, or community-based practice. Outcomes assessment, clinical reasoning, and decision-making are emphasized, as is the documentation of occupational therapy services.

First of a two-part course. Student groups carry out a pilot research study planned in Research Methods II, under the supervision of a faculty advisor, and write an article of publishable quality according to manuscript guidelines of a selected peer-reviewed occupational therapy publication appropriate for dissemination of scholarly work. Emphasis of this course is final IRB approval and data collection.

Second of a two-part course. Student groups carry out a pilot research study planned in Research Methods II, under the supervision of a faculty advisor, and write an article of publishable quality according to manuscript guidelines of a selected peer-reviewed occupational therapy publication appropriate for dissemination of scholarly work. Emphasis of this course is data analysis and write-up.

The values, beliefs, and assumptions of how humans function as occupational beings are explored from the perspective of culture. An appreciation for the richness inherent in cultural diversity is emphasized, as is the importance of addressing individual occupational, wellness, and health needs within the context of one's cultural heritage. Spirituality is studied, both as a component of culture and society, and as a personal human factor which brings meaning to occupation and life.

This course provides an overview of occupational therapists' intervention roles, and responsibilities related to occupational performance and well-being with adults through the lifespan into older adulthood in a variety of settings. Students will examine the influences of physical, cognitive, spiritual, psychosocial, cultural, and community functioning on occupational performance and well-being. Strategies to deal with age-related changes will be included. The political and social policy ramifications of aging are also addressed.

Selection and implementation of occupationally relevant and evidence-based therapeutic assessment, goals, and interventions for neurologic issues consistent with occupational therapy theory as applied in multiple practice contexts. Evaluation of client outcomes, review of occupational performance process, clinical reasoning, and decision-making are emphasized.

Selection and implementation of therapeutic interventions consistent with occupational therapy theory as applied in treatment and management of cognitive and sensory-processing disorders. Evaluation of client outcomes, review of occupational performance process, and appropriate documentation for cognitive and perceptual interventions are emphasized.