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Course Criteria
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3.00 Credits
This course provides students with background and skills to document occupational therapy services in a professional and accurate manner. The course will review ethical, legal, reimbursement, and language issues, and will focus on skill development for note writing. Topics include: evaluation reports, goal writing, intervention plans, SOAP (subjective, objective, assessment plan) and DAP *data, assessment, plan) notes, discontinuation plans, educational plans, and administrative reports.
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3.00 Credits
Clinical reasoning is the process by which a therapist or therapy assistant analyzes the functional status of a patient/client/consumer, identifies problems and goals, and determines plans of action, as appropriate to each practitioner's level of responsibility. Aspects of clinical reasoning and evidence-based practice are explored through readings and experiential assignments. Types of reasoning explored include: narrative,_ scientific, procedural, interactive, conditional, and pragmatic.
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3.00 Credits
This course presents an overview of human biological development as it affects functional performance from birth to pubescence. Specific topics inlcude development of the sensory and motor systems, sensory integration, reflex integration, differentiation of joint motion, and the role of the endocrine system. The importance of the human and non-human environment in facilitating and supporting optimal development is emphasized.
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3.00 Credits
This course presents occupational therapy theory and process skills for interventions with clients and consumers with psychosocial dysfunction and/or disorders associated with aging. Topics include: data collection, treatment planning and implementation, reassessment and termination, family involvement, the use of groups, and social policy issues. A client-centered approach is emphasized, with special attention to personal history and preferences, culture, and environment.
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3.00 Credits
This presents occupational therapy theory base and process skills for evaluation and treatment of patients with physical and/or developmental disabilities. Topics include: data collection, problem solving, treatment planning and implementation, reassessment, family involvement, legal, ethical and regulatory issues. Identification of intervention for functional performance deficits is the primary emphasis.
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3.00 Credits
(2lab) This course provides a foundation for performing, analyzing, and instructing functional activities used for persons with psychosocial dysfunction and/or disorders associated with aging. The student is exposed to the assessment, planning, and intervention processes and the selection of activities. Program planning, group leadership and behaviors, cognitive skills interventions, program administration, and management are included. Students learn woodworking hand tools and small power tools.
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3.00 Credits
(2lab) This course provides the student with experience in performing, analyzing, adapting and instructing activities used in the treatment of patients with physical and/or developmental disabilities. Activities are organized around the childhood roles of player and learner, and the adult roles of student, worker, homemaker, parent, recreator, and self-maintainer. Topics including: splinting, toys and play activities, adaptation of equipment and environment, positioning transfers and treatment modalities.
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3.00 Credits
This course is a systems approach to the study of pathophysiology. Emphasis will be on the normal and abnormal response to disease and injury, and effects on bodily systems. Consideration will be given to selected disorders, including a survey of pathology, symptomatology, management, and prognosis. Knowledge of proper terminology will also be emphasized.
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3.00 Credits
(1k) This is an introductory fieldwork experience in a supervised setting. The setting may be one which serves persons with psychosocial conditions or one which provides activity/recreation/leisure programming for the aged. The student spends a minimum of one half day per week or the equivalent at the fieldwork site. Attendance at a weekly seminar is required and provides opportunities for students to integrate classroom theory with fieldwork experiences.
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3.00 Credits
(1k) Introductory fieldwork in a supervised setting. The setting may serve persons with physical disabilities or developmental disabilities. The student spends a minimum one half day per week or the equivalent at the fieldwork site. A weekly seminar provides opportunities to integrate classroom theory with fieldwork experiences.
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