OT 109 - Therapeutic Intervention II

1. Human development throughout the lifespan (infants, children, adolescents) related to physical, social, cognitive, emotional and developmental psychology. (2018 ACOTE Standards B.1.1)
2. Define the process of theory development and its importance to occupational therapy. (2018 ACOTE Standards B.2.2)
3. Explain to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, and the general public the distinct nature of occupation and the evidence that occupation supports performance, participation, health, and well-being. (2018 ACOTE Standards B.3.3)
4. Demonstrate knowledge of the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance. (2018 ACOTE Standards B.3.5)
5. Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention. (2018 ACOTE Standards B.4.3.)
6. Contribute to the evaluation process of client(s)’ occupational performance, including an occupational profile, by administering standardized and nonstandardized screenings and assessment tools and collaborating in the development of occupation-based intervention plans and strategies. (2018 ACOTE Standards B.4.4.)
7. Explain the importance of using psychometrically sound assessment tools when considering client needs, and cultural and contextual factors to deliver evidence based intervention plans and strategies. (2018 ACOTE Standards B.4.4)
8. Develop intervention plans and strategies that are client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence. (2018 ACOTE Standards B.4.4)
9. Under the direction of an occupational therapist, collect, organize, and report on data for evaluation of client outcomes. (2018 ACOTE Standards B.4.6)
10. Provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations. This must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy. (2018 ACOTE Standards B.4.10)
11. Explain the need for and demonstrate strategies with assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being. (2018 ACOTE Standards B.4.11)
12. Explain the need for orthotics, and design, fabricate, apply, fit, and train in orthoses and devices used to enhance occupational performance and participation. Train in the safe and effective use of prosthetic devices. (2018 ACOTE Standards B.4.12)
13. Provide training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices. (2018 ACOTE Standards B.4.13)
14. Provide training in techniques to enhance community mobility, and address transportation transitions, including driver rehabilitation and community access. (2018 ACOTE Standards B.4.14)
15. Demonstrate interventions that address dysphagia and disorders of feeding and eating, and train others in precautions and techniques while considering client and contextual factors. (2018 ACOTE Standards B.4.16)
16. Define the safe and effective application of superficial thermal agents, deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory measure to improve occupational performance. Includes indications, contraindications, and precautions.(2018 ACOTE Standards B.4.17)
17. Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances. (2018 ACOTE Standards B.4.18)
18. Understand and articulate care coordination, case management, and transition services in traditional and emerging practice environments.(2018 ACOTE Standards B.4.20)
19. Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness. (2018 ACOTE Standards B.4.23)
20. Demonstrate effective intraprofessional OT/OTA collaboration to explain the role of the occupational therapy assistant and occupational therapist in the screening and evaluation process. (2018 ACOTE Standards B.4.24)
21. Demonstrate knowledge of various reimbursement systems and funding mechanisms, and coding and documentation requirements that affect consumers and the practice of occupational therapy. Documentation must effectively communicate the need and rationale for occupational therapy services. (2018 ACOTE Standards B.4.29)
22. Define the systems and structures that create federal and state legislation and regulations, and their implications and effects on persons, groups, and populations, as well as practice. (2018 ACOTE Standards B.5.4)
23. Understand the difference between quantitative and qualitative research studies.  (2018 ACOTE Standards B.6.2)

1. Pediatric assessment and observation skills
2. Reflexes and developmental milestones
3. Motor learning/Gross motor
4. Gross/fine motor/grasp patterns
5. Play/Sensory Motor development
6. Vision
7. Sensory integration
8. Skill development
   1. Scissor skills
   2. Handwriting
   3. Fasteners
9. Assistive Technology/AAC/EADLs
10. Special education practice
    1. Criteria
    2. Role of OT/COTA in school
11. Accommodations and adaptations
12. Hand Anatomy and conditions
13. Upper extremity evaluation and interventions
14. Physical Agent Modalities
15. Splinting
16. Self Care
    1. Dressing
    2. Bathing
    3. Adaptive equipment
    4. Compensatory strategies

Demonstration/observation: 20-30% 

Active Learning: 30-40%