Occupational Therapy Course Syllabi - CiteSeerX

Occupational Therapy Course Syllabi Department of Rehabilitation Science CHB 450-550 Public Health and Population Wellbeing ES 370 Biomechanical Dimensions OT 201 Introduction to Occupational Therapy OT 217 MEDICAL TERMINOLOGY OT 230 THERAPUTIC INTERACTIONS OT 314 Pediatric Dysfunction and Occupation OT 322 REHAB MEDICINE 2 OT 333 HUMAN OCCUPATION ACROSS THE LIFESPAN OT 341 Critical Analysis of the Scientific Literature OT 342 Neuroscience 1 – ES OT 342 OT 344 Neuroanatomy 1 – ES OT 344 OT 346 Introduction to Scientific Writing OT 352 OT Practice Skills II – Assistive Technology OT 361 FUNCTIONAL ANATOMY OT 381 Occupational Therapy Theory OT 382 ISSUES IN OT SERVICE DELIVERY OT 402 Group Process Skills OT 450 ORTHOTICS AND PROSTHETICS LABORATORY OT 450 ORTHOTICS AND PROSTHETICS OT 503 Psychosocial Practice OT 504 MANAGEMENT FOR REHAB PROFESSIONALS OT 505 Applied Geriatrics OT 506 Clinical Research Skills for OT OT 507 THE ART AND SCIENCE OF SENSORY INTEGRATION AND NEURODEVELOPMENTAL THERAPIES OT 508 PHYSICAL DISABILITIES PRACTICE OT 509 Community - Based Practice OT 510 Applied Neurophysiological Processes OT 511 APPLICATION OF THERAPEUTIC TECHNIQUES OT 521-RSC521 Statistical Analysis Group Design OT 522 RESEARCH DESIGN AND METHODOLOGY FOR CLINICAL PROBLEMS OT 530 Computer Access OT 544 APPLIED PEDIATRICS OT 563 PROJECT GUIDANCE 1 OT 564 PROJECT GUIDANCE OTD 517 Principles of Occupational Therapy with the Physically Disabled OTD 532 SOCIETAL IMPACT ON PERSONS WITH DISABILITIES OTD 551 THEORY OF OCCUPATION OTE 514 ADVANCED EVALUATION AND TREATMENT PRINCIPLES I OTE 515 ADVANCED EVALUATION AND TREATMENT PRINCIPLES II RSC 570 Culture and Disability RSC 610 Rehabilitation Environments

CHB 450-550_Fall 2013

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Course Title and Number: Public Health and Population Wellbeing (CHB 450/550)

Department Name: Community Health and Health Behavior

Semester: Fall Year: 2013

Course No.: CHB 450/550 Class Day/Time: ONLINE + Discussion Section

Course Title: Public Health and Population Wellbeing

Class Location: ONLINE + Discussion Section

Format: LEC

Prerequisite(s): 450: Junior/Senior Standing 550: Graduate‐level standing

Instructor(s): Marc T. Kiviniemi, Ph.D.

Office: 314 Kimball Tower

Phone Number(s): (716) 829‐6955

Email: [email protected]

Office Hours:

Monday 1:30‐2:30pm // Tuesday 11am‐12noon, or by appointment During office hours, we will be available for in person meetings in our offices. We will also be available for virtual office hours in UBLearns. To access the virtual office hours, from our course’s UBLearns home page click on the “Office Hours Chat Room” menu link (blue bar on the left side of the page) and then click on “Office Hours”. Phone/Email: Please feel free to phone or email with questions at any time. We maintain a policy of responding to all messages (both email and phone) within 24 business hours (i.e., if you email at 3pm on Thursday, you can expect a response no later than 3pm on Friday; if you email at 3pm on Friday, you can expect a response no later than 3pm the following Monday). Marc Drop By Policy: For Marc, you can also feel free to drop by my office any time during business hours, as long as you’re okay with the possibility that I might be busy with something else or away from the office. Q&A Forums: In addition, you can communicate with us through the question and answer forums on UBLearns. There is a general Q&A forum for overall class policy questions. Specific forums will be available for each class week and for major assignments. As with email/phone, we will monitor and respond to forum‐related needs within 24 business hours.

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Teaching Assistant (TA): Susan LaValley / Karen O’Quin

TA Office: Kimball Tower 324

TA Phone Number: (716) 829‐6681

TA Email: Susan: [email protected] Karen: [email protected]

TA Office Hours: Susan: Thursday 1‐2pm, or by appointment Karen: Wednesday 1‐2pm, or by appointment

I. (a) Course Description: Course Overview: CHB 450/550 is designed to provide you with an understanding of and appreciation for population approaches to improving the health of our nation and the world, as well as knowledge of various career paths in public health. Course content will include: 1) public health perspectives on health, wellness, illness, and population well‐being 2) key influences on the health and well‐being of individuals and populations 3) assessing public health problems from a population health perspective 4) using the five core components of public health to address health problems 5) effectively utilizing health information to address public health issues 6) career paths in public health and the training/expertise required to pursue them Course Structure: The course is best described as a “blended learning” course. Your learning will be guided by both online course content (“lecture‐ettes” available online, readings, online discussion and writing activities) and in‐person, discussion section content (group activities, active learning segments, discussions, in‐person “lecture‐ettes”). Our course design for your learning incorporates both types of instructional activities. For each week of the course, there will be a “roadmap” document posted on the course UBLearns website. This document will specify all of the course activities for the week, when online learning activities need to be completed, what will be done in class during the week, and due dates for any in or out of class deliverables for the week. This document will be posted no later than 5pm on Tuesday of the week before (i.e., the Week 3 roadmap will be available no later than 5pm on Tuesday of Week 2).

(b) Course Rationale/Relationship to Curriculum Design:

CHB 450/550 provides a perspective on public health for students from a variety of health professions programs. As such, the specific relation to the overall program of studies differs depending on the student's program. Completion of the course should, regardless of program, provide students with an understanding of how their role within the health professions relates to and is part of the broader health care system and of how the health issues addressed in their program are influenced by population health issues. For students in academic programs housed in the School of Public Health and Health Professions, the course satisfies a program requirement for an Introduction to Public Health course.

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II. Course Objectives / Competency / Instructional Method(s) / Assessment Method(s)

Competency Should be able to:

Objectives: knowledge, skills, and behaviors

Instruction method Assessment

1. Define and Describe the Roles and Functions of Public Health

Definepublichealthandexplainthecharacteristicsofthefield(e.g.,population‐focused,community‐oriented,prevention‐motivated,androotedinsocialjustice).

Identifythecoremissions,functions,andessentialservicesofpublichealthpractice.

Defineeachofthecoreareasofpublichealthanddescribetheroleofeachinthecoremissionsandfunctionsofpublichealth.

Describetheuseofpopulation‐basedsurveillancetodeterminetheprevalenceofchronicdiseaseandriskforhealthproblems. Defineanddiscriminatebetweenprimary,secondary,andtertiaryprevention

Describetheprocessofusingepidemiologicalprinciplestoexplaincausesofdiseaseusingperson,timeandplace

Readings and lectures.

In class activities;

class discussion

Exams.

Writing

Assignments

Capstone project

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2. Explain the interplay

between public health

and other health

professions

Characterizetherolesofhealthprofessionalsandpublichealthpractitionersinhealthpromotionanddiseaseprevention.

Explainthepublichealthprinciplesforthedevelopmentanddeliveryofbothcondition‐specific(e.g.improvingstrokepreventionandtreatment)andpopulation‐specific(e.g.programstoimprovephysicalactivityandnutrition)servicesforprevention,healthpromotion,andwellness

Explainwaysinwhichpublichealthimpactshealthissues(e.g.,workplaceinjuries)andkeyconstituents(e.g.,theelderly)inthestudent’shealthprofession.

Explainthedifferencebetweeninterventionstrategiesforaddressinghealthproblemsforanindividualascomparedtoapopulation,includingfactorssuchasriskdetermination,thenatureoftheintervention,andmechanismsfortheevaluationofinterventioneffectiveness.

Usingthesocial/ecologicalmodel,explaintheoccurrenceofahealthproblem,explainengagementinahealthbehavior,anddescribedifferentwaysofinterveningtoaddressapublichealthproblem.


In class activities; class

discussion

Exams.

Writing

assignments

Capstone project

3. Describe and Apply

Major Concepts of Health

Behavior and Health

Education

Describebasicprinciplesofhealthbehaviorchangetheories,includingtherolesofperceivedrisk,expectedutilitybeliefs,socialnorms,andself‐efficacy.

Describethebasicstepsinvolvedinplanningandevaluatingapublichealthprogram.



class discussion

Exams.

Writing

Assignments

Capstone project

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4. Explain the roles of

ethics, policy, and

government in public

health

Describetheroleofbranches/agenciesofgovernment,non‐governmentalagencies,healthcareproviders,andmembersofthegeneralpublicinensuringpublichealth.

Listandexplainbasicprinciplesofethicalanalysisandapplythemtoissuesofpublichealthpracticeandpolicydevelopment(e.g.socialjusticeorientations,PublicHealthCodeofEthics).

Describetheprocesswherebypublichealthpoliciesaredevelopedanddiscusstheinteractionandimpactofscience,politics,andadvocacyinthisdevelopmentalprocess.



class discussion

Exams.

Writing

Assignments

Capstone project

III. Textbooks /Equipment /Required Technologies Resource Required Notes

Schneider, M.J. (2014). Introduction to Public Health (4th Ed.). Boston, MA: Jones and Bartlett.

Yes Click here to enter text.

IV. Course Requirements and Assignments Components of the Course For students taking the course at the 400‐level, there are 5 core components to your learning in this course. For students taking the course at the 500‐level, there is an additional core component, for a total of 6. 1) Online Learning Modules and Course Readings: For each week of the course, there will be online course activities (including video lecture‐ette segments, readings, and activities/writing assignments to be completed online). These online learning activities will vary from week to week. The activities for each week will be posted in a “roadmap” document on UBLearns – the roadmap will be posted no later than 5pm on Tuesday of the week before. Usually, some of the activities will need to be completed before the discussion section – explicit due dates and orders in which to complete activities will always be provided in the roadmap document. You should expect to spend 5‐6 hours/week completing the online learning modules and the course readings. 2) Discussion Section: You will meet in discussion section once each week during the regularly scheduled discussion section time (please see your individual course schedule for your discussion section time and location). The exact makeup of what we do in discussion section each week will vary

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somewhat depending on the topic, but class will chiefly center on active learning activities, group discussion, brief lecture presentations, etc. 3) Exams: There will be three unit exams in the course. Each will take 45‐60 minutes to complete. The exams will consist of a mix of multiple choice and short answer questions. The exams will not be cumulative. In addition, on the third unit exam there will be a short cumulative final session (the third exam will take place during final exam week). 4) What Is Public Health? Assignment: You will complete an individual assignment that involves finding examples of things that you encounter in your community/life that are part of public health. You will describe and explain these things using tools learned in the course. The assignment product will involve presenting what you find and your descriptions/explanations. More details about this assignment will be provided in class. 5) Public Health Problem Analysis Group Assignment: You will be part of a small group assignment involving describing and analyzing a public health problem using concepts/tools learned in the course. Each small group will give a class presentation (during the last two weeks of the semester) about the public health problem. More details about this assignment will be provided in class. FOR STUDENTS TAKING CHB 550 6) Connections Writing Assignment: Graduate students will complete an additional written assignment. In the written assignment, you will draw connections between the public health theories/models/ways of thinking presented in the course and your own work in your area of study/desired health‐related career. This writing assignment will be described in more detail in class.

V. Course Evaluation Grading procedures for the what is public health, public health problem analysis, and connections assignments are described in detail in the assignment documents which will be posted on UBLearns. For the discussion section activities and online activity course components, your performance on these activities will contribute 20 points (10 points for in class, 10 points for online) to your grade over the course of the semester. For each individual activity, you will receive a grade of 0 (did not complete), 1 (completed, minimally satisfactory performance), or 2 (completed, strong performance). At the end of the semester, we will count up how many activities you participated in and will count up how many activities were given over the course of the semester; For both the in class and the online activities, we will subtract 1 from the total number of activities so that everyone gets a “freebie”. We will then give you that percentage of the 10 possible activity points (e.g., if there were 5 activities and you completed 3 with grades of 2 on each, with the 1 “freebie” activity credit you would have (3x2)/(4x2) = 6/8 = .75 x 10 = 7.5 activity points).

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VI. Grading Final Grade Determination For both courses (450, 550), the following percentage of points translates into letter grades.

92xx‐ 100 A 72‐ 77.9 C 90‐ 91.9 A‐ 70‐ 71.9 C‐ 88‐ 89.9 B+ 68‐ 69.9 D+ 82‐ 87.9 B 62‐ 67.9 D 80‐ 81.9 B‐ 60‐ 61.9 D‐ 78‐ 79.9 C+ 0‐ 60 F

CHB 450 You can earn a total of 100 points over the course of the semester. Points will be apportioned as follows: Three Unit Exams: 15 points each = 45 points Cumulative Final Section = 10 points Online Activity participation = 10 points Discussion Section Activity participation = 10 points This Is Public Health Project = 10 points Public Health Problem Group Project: 15 points TOTAL POINTS = 100 Undergraduate: Translating Number of Points to Letter Grades A = > 92 points C+ = 78 – 79.9 points A‐ = 90 – 91.9 points C = 72 – 77. points B+ = 88 – 89.9 points C‐ = 70 – 71.9 points B = 82 – 87.9 points D = 60 – 69.9 points B‐ = 80 – 81.9 points F = s< 60 points A note about rounding: please note that the grade translations above include the decimal points. We do not routinely round grade totals in determining letter grades (i.e., 92.1 points equates to a grade of A, 91.9 points equates to a grade of A‐). CHB 550 You can earn a total of 120 points over the course of the semester. Points will be apportioned as follows: Three Unit Exams: 15 points each = 45 points Cumulative Final Section = 10 points Online Activity participation = 10 points Discussion Section Activity participation = 10 points This Is Public Health Project = 10 points Public Health Problem Group Project: 15 points Connection to Graduate Study Paper: 20 points TOTAL POINTS = 120

92‐

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Graduate: Translating Number of Points to Letter Grades A = > 110 points C+ = 93 – 95.9 points A‐ = 108 – 109.9 points C = 86 – 92.9 points B+ = 105 – 107.9 points C‐ = 84 – 85.9 points B = 98 – 104.9 points D = 72 – 83.9 points B‐ = 96 – 97.9 points F = < 72 points

A note about rounding: please note that the grade translations above include the decimal points. We do not routinely round grade totals in determining letter grades (i.e., 92.1 points equates to a grade of A, 91.9 points equates to a grade of A‐).

VII. Other course related information None VIII. Communication We will communicate information regarding the course in three key ways:

1) Weekly “roadmap” postings in UBLearns – routine weekly plans, pre‐class activities, etc. related to the course will be included in the weekly roadmap document posted in UBLearns (described under “Course Structure” above). You are responsible for accessing each week’s roadmap and for all of the information contained there.

2) Discussion section announcements – information will also be presented in person during our regularly discussion section meeting time. If you miss a discussion section for any reason, you are responsible for getting information about in class announcements from one or more of your fellow class members.

3) Email communication – classwide email communication will be done using the email system in UBLearns. You are responsible for making sure that the email address used by UBLearns is one that you check regularly (or setting up an acceptable message forwarding system to an account you do check regularly), that messages from UBLearns and from the instructor and TAs’ email accounts are not sent to a junk email filter, and for regularly checking your email for course messages.

IX. Policy Regarding Absences, Attendance, Assignments, Exams, and University Policy on Incompletes in Courses • Class Attendance and Absences A note about discussion section attendance: Attendance will not be regularly taken during

discussion sections. However, attendance and participation at discussion sections are essential to your success in this course for at least two reasons. First, the in class work relates to and extends the online activities and readings, but it does not replicate them; you will miss 1/3 of the course content if not in discussion section. Second, 10% of your grade is based on

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your performance on discussion section activities. You must be present to take part in and receive a grade for these activities. If you must miss a discussion section for whatever reason, you should get notes from at least one, preferably two, of your fellow students; we will not provide class notes for students, and will not provide summaries of class activities, lectures, or announcements for absent students.

• Late Assignments You are expected to complete course activities, assignments, and exams by the due dates

listed in the syllabus and in other course documents. For the discussion section activities and weekly online activities, there are no “makeups” or late assignments in place. The “freebie” activity policy described under grading above is in place to account for the fact that people may need to miss class for a legitimate reason.

For the major course assignments (current event writing and presentation), an assignment can only be turned in late for full credit in the event of one of the following unexpected, emergency situations: 1) an emergency situation involving an official, University sponsored function prevents you from turning in the assignment on or before the due date; 2) a medical emergency prevents you from turning in the assignment on or before the due date; 3) a family emergency prevents you from turning in the assignment on or before the due date; 4) unexpected jury duty, military service, a religious observance, or a similar obligation prevents you from turning in the assignment on or before the due date. Please note that because the due dates for these assignments are listed in this syllabus and that any of these assignments can be completed before the due date, this policy covers only unexpected, emergency situations that you couldn’t plan for ahead of time. If you know ahead of time that you will not be able to turn in the assignment on the due date, you are expected to turn in the assignment ahead of time. In these cases, you must contact the instructor as soon as possible following the emergency and must provide written documentation of the situation. Please feel free to discuss with the instructor any circumstances that may affect your ability to turn in assignments on the due date. For the major course assignments, turning in an assignment after the due date without a valid reason (as described above) will result in a penalty of 10% per day that the assignment is late (e.g., if a 10 point assignment is turned in 3 days after the due date, a 30% penalty will be deducted, so that 7 is the maximum number of points a student could earn on the assignment).

• Exams and Final Exam

Make‐up examinations are not normally given in this course. The only circumstances in which a makeup exam will be given are: 1) an official, University sponsored event requires you to be off campus during the exam; 2) a medical emergency prevents you from attending class; 3) a family emergency prevents you from attending class; 4) jury duty, military service, a religious observance, or a similar obligation prevents you from attending class. If you miss an examination for any reason, you must contact the instructor before the exam and you must provide written documentation of the event or emergency in order to schedule a make‐up exam.

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Grade Disputes: If you wish to dispute the grade assigned for any course component, your dispute must be presented IN WRITING within one week after the date when the grade is assigned (i.e., when an exam or paper is returned or when an activity grade is posted in UBLearns). You must include a specific rationale for your dispute (e.g., a reference to a specific page in a reading indicating that an answer is correct). I keep course materials for one full academic year from the beginning of the course. I will keep materials from this course until the beginning of Fall Semester 2014.

• Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e.

severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (B or better) up until the time an incomplete is requested.

• University Policy on Incomplete Grades A grade of incomplete (“I”) indicate that additional course work is required to fulfill

the requirements of a given course. Students may only be given an “I” grade if they have a passing average in coursework that has been completed and have well‐defined parameters to complete the course requirements that could result in a grade better than the default grade. An “I” grade may not be assigned to a student who did not attend the course. Prior to the end of the semester, students must initiate the request for an “I” grade and receive the instructor’s approval. Assignment of an “I” grade is at the discretion of the instructor.

The instructor must specify a default letter at the time the “I” grade is submitted. A

default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12‐month time limit. Upon assigning an “I” grade, the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office.

Students must not re‐register for courses for which they have received an “I” grade. Applicable dates regarding the 12‐month provision: Courses taken in (semester): Will default in 12 months on: Fall December 31 Spring May 31 Summer August 31 The “I” must be changed to a grade before the degree conferral date if the students

plans to graduate in that semester. At any time prior to the default date, students

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may elect to change the “I” grade to the default grade using the Grade Retrieval Form.

A default grade an be “A‐,” “B+,” “B‐,” “C+,” “C‐,” “D+,” “D,” or “F.” (If a student selected an S/U grading option, it will replace the default letter grade when the grade defaults.)

Disability Policy

Course Accessibility Accommodations I am more than willing to provide, on a flexible and individualized basis, reasonable accommodations to students who have issues that may affect their ability to participate in course activities or to meet course requirements. I do require that you be registered with UB’s Office of Accessibility Services (http://www.buffalo.edu/accessibility) to determine which accommodations are needed to ensure your full participation in the course. Students in need of such accommodations are encouraged to contact me as soon as possible to discuss their individual needs for accommodations as some accommodations take time to implement.

Course Policy on Academic Misconduct Academic misconduct in any form is a very serious matter and it will not be tolerated in this course. Academic misconduct is broadly defined as being any action on your part that violates the rights of another student in academic work or that involves misrepresentation of your own work.

The UB Undergraduate (for students registered for CHB 450) or Graduate School )for students registered for CHB 550) policies for academic misconduct will be followed for any academic misconduct occurring in the course. In general, it should be assumed that a grade of F for the course will be the consequence of an incident of academic misconduct in the course. The Undergraduate Policies are available at http://undergrad‐catalog.buffalo.edu/ policies/course/integrity.shtml. The Graduate School Policies are available at http://www.grad.buffalo.edu/policies/academicintegrity.php#preamble .

Standard School of Public Health and Health Professions Policy on Academic Integrity Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in

accordance with the Department and University Policy. This may include a grade of 0 for an assignment and/or failure in a course.

Academic Dishonesty: Actions that compromise academic integrity include, but are not

limited to the following examples:

Previously submitted work: Submitting academically required material that has been previously submitted – in whole or in substantial part – in another course, without prior and expressed consent of the instructor.

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Plagiarism. Copying or receiving material from any source and submitting that material as one’s own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one’s own.

Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and PDAs), with the intent to deceive while completing an examination or individual assignment.

Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor’s name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor’s authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official document, record, or instrument of identification.

Confidential academic materials. Procurement, distribution or acceptance of examinations or laboratory results without prior and expressed consent of the instructor.

Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignments, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the sellers knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.

Purchasing academic assignments. No person shall purchase an academic assignment intended for submission in fulfillment of any course or academic program requirement.

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COURSE SCHEDULE Note: The schedule of topics and readings is subject to change as we work our way through the semester. Based on how quickly we move through topics, the interests and needs of people in the class, and current events in public health, we may decide to make changes to the readings and the topics. If changes are made, an updated schedule will be posted on UBLearns and discussed in class. The dates of the exams and the main assignment due dates will not change.

Week Topics Exam/Assignments/ Notes

1: August 26 Course Overview NOTE: NO DISCUSSION SECTIONS ON Sept 2, 3

2: September 2 What Is Public Health? Discussion Sections: September 9, 10

3: September 9 Public Health Problems: What Kills People? I: Social‐Ecological Approaches Discussion Sections: September 16, 17

4: September 16 Public Health Problems: What Kills People? II: Understanding Risk and Causation Discussion Sections: September 23, 24

5: September 23 PUBLIC Health: Population Level Approaches Discussion Sections: September 30, October 1

6: September 30 Unit Wrapup and Exam 1 Exam 1 in Discussion Sections on October 7, 8

EXAM 1 – OCTOBER 7, 8

7: October 7 Causes and Solutions 1: Biological Factors Discussion Sections: October 14, 15

8: October 14 Causes and Solutions 2: Social and Behavioral Factors Discussion Sections: October 21, 22

9: October 21 Causes and Solutions 3: Environmental Health Discussion Sections: October 28, 29

10: October 28 Unit Wrapup and Exam 2 Exam 2 in Discussion Sections on November 4, 5

EXAM 1 – NOVEMBER 4, 5

11: November 4 Policy and Government Discussion Sections: November 11, 12

12: November 11 Health Care System Discussion Sections: November 18, 19

What Is Public Health Paper Due Friday, November 15

13: November 18 Putting It Together: Addressing Key Public Health Problems PRESENTATIONS: NOVEMBER 25, 26 DISCUSSION SECTIONS

14: November 25 Ethical and Philosophical Issues PRESENTATIONS IN DECEMBER 2, 3 DISCUSSION SECTIONS

Problem Analysis Group Presentations –Nov 25, 26 THANKSGIVING NOV 28

15: December 2 Course Wrapup Problem Analysis Group Presentations – Dec 2, 3 CHB 550: Connections Paper Due Friday, Dec 6

EXAM WEEK Exam 3 and Final EXAM 3: Tuesday, December 10 11:45‐2:45 Kapoor 190

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42-18-06

ES 370: Biomechanical Dimensions: Exercise and Nutrition Sciences

Spring 2014

Prerequisite(s): Anatomy, Physics and Calculus or permission of instructor

Course Offering 4 credits

Format(s): Lecture & Labs

Class Day/Time: Monday ‐ Wednesday ‐ Friday. 9:00 – 9:50 a.m.

Class Location: Rm 148 Diefendorf

LABORATORIES

Lab A: Monday 12:00 ‐ 1:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

Lab B: Monday 2:00 ‐ 3:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

Lab C: Wednesday 12:00 ‐ 1:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

Lab D: Wednesday 2:00 ‐ 3:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

Lab E: Friday 10:00 ‐ 11:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

Lab F: Friday 12:00 ‐ 1:50 Kimball 113 (Computer Lab) or 115 (Biomechanics Lab)

**Note: Labs have a maximum enrollment cap.

Instructor(s) of Record: Dr. Scott White Dr. Dan Ramsey

Office: Kimball Tower Rm. 119 Kimball Tower Rm. 204A

Phone Number(s): 829‐6780 829‐6794

Email: [email protected] [email protected]

Office Hours: By appointment Appointment preferred, drop‐in

Teaching Assistant(s) (TA’s): Cory Dungan

[email protected]

Emma Denton

[email protected]

Lydia Kocher

[email protected]

I. Course Description Biomechanical Dimensions is a first level introduction to the mechanical, neuromuscular and anatomical bases of human movement. The subject matter was specifically developed for students in the Health Related Professions. An interdisciplinary approach is used, in which material from mechanics, anatomy, physiology and electrical sciences are integrated. Quantitative and qualitative biomechanical analyses of human movement will be studied from the perspective of joint mechanics, muscle mechanics, kinematic and kinetic descriptions of multi‐segment motion.

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II. Course Objectives / Competency / Instructional Method(s) / Assessment of Student Learning

Program Competency Learning Objective(s) Instructional Method(s) Assessment Method(s)

Describe the relationship between structure and function of various organ systems as related to movement patterns and exercise responses and adaptations in response to exercise training in healthy and diseased states.

Describe basic human movement from mechanical, neuromuscular and anatomical perspectives and discuss methods and measurement systems used to evaluate and assess movement. Formal lectures

(PowerPoint), student labs and demonstrations, corresponding course textbook

Four tests: Includes

lectures & lab material 90%.

Lab, assignments & participation 10%

Compare and contrast human movement and performance patterns between normal and selected atypical populations.

Describe osteokinematic and arthrokinematic movement patterns at each of the major joints of the body.

Public Health Competency (Epidemiology) Accreditation/Program Competency Instructional

Method(s) Assessment Method(s)

Understand the basic epidemiology on the development and progression of Arthritis (knee osteoarthritis).

Describe which individuals are at risk, the risk factors, the prevalence and incidence, and the efficacy of various treatments for knee osteoarthritis.

Formal lecture (PowerPoint), and in class demonstrations.

In class exams.

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III. Textbooks /Equipment /Required (Optional) Technologies

Class, Examination & Laboratory Materials: ‐Scientific calculator (Basic functions) – REQUIRED For Class and Lab ‐Metric ruler, graph paper ‐Shorts, T‐shirt and leisure shoes required for some labs.

Resource Required Notes

Biomechanical Basis of Human Movement Author Joseph Hamill; Kathleen M. Knutzen ISBN 978‐0‐7817‐9128‐1 Publisher Lippincott Williams&Wilkins Publication Date February 12, 2008

yes The textbook may be found at:

University Medical Bookstore, Harriman Hall, Lower Level Room 20

College Store, 3908 Maple Rd., Amherst, NY. Phone: 716‐332‐3040

Greeks & Sneaks, 3230 Main St, Buffalo, NY Phone: 716‐833‐4913

Basic Biomechanics Author Susan J. Hall ISBN 978‐0‐07‐337644‐8 Publisher McGraw‐Hill Companies, The Publication Date June 22, 2011

Optional or on reserve in Library

Joint Structure and Function Author Pamela Levangie; Cynthia Norkin ISBN 978‐0‐8036‐2362‐0 Publisher F. A. Davis Company Publication Date March 9, 2011

Neuromechanics of Human Movement Author Roger M. Enoka ISBN 978‐0‐7360‐6679‐2 Publisher Human Kinetics Publishers Publication Date June 27, 2008 Anatomy, Mechanics, and Human Motion. Hay, J.G. & J.G. Reid (1988). 2nd edition. Prentice Hall, Englewood Cliffs, New Jersey, 1988. (WE 103 H412a) Muscles, Testing and Function Kendall, 3rd edition F. & McCreary, EK (1983). Williams & Wilkins, Philadelphia.

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IV. Course Learning Activities

Biomechanical Concepts and Terminology

Section Goals: The student will be able to:

describe the scope of scientific inquiry addressed in biomechanics

identify & describe reference positions, planes and axes associated with human movement analysis.

define terms used in biomechanics.

Content:

Introduction to Biomechanics

Movement & Mechanics: ‐frames of reference,

Mechanical Concepts and Terminology

Kinematic Basis for Analyzing Human Movement

Goals: The student will:

demonstrate understanding of position, velocity and acceleration & the relationship between them.

be able to solve quantitative problems employing linear & angular kinematic principles.

demonstrate understanding of the relationship between linear & angular motion.

Content:

Linear Kinematics: Position, Displacement, Velocity, Speed, Acceleration

Angular Kinematics: Relative (Joint) & Absolute Angles, Angular Velocity and Acceleration.

Application of Angular Kinematics to Joint Motion

Relationship between Angular and Linear kinematic variables.

Joint Structure, Function and Motion

Goals: Students will:

be able to describe characteristics of the diathrodial joint & factors that contribute to joint stability.

be able to provide examples of the different types of diathrodial joints.

demonstrate an understanding of the arthrokinematics of major diarthrodial joints.

be able to describe the characteristics of synarthrodial & amphiarthrodial joints, & provide examples

of each.

Content:

Diarthrodial or Synovial Joint: ‐characteristics

Types of Diarthrodial Joints –regional applications

Arthrokinematics of Diarthrodial Joints: roll, glide, spin, convex‐concave rule.

Other types of joints –Synarthrosis & Amphiarthrosis & Intervertebral joints.

Musculoskeletal Systems


be able to describe the gross and microscopic structure of muscle.

demonstrate understanding of mechanical factors at the contractile level of muscle that influences

force.

Content:

Muscle Structure and organization

Muscle Mechanics

Applications to Single Joint Systems

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Biomechanics of Tissue and Structures of the Musculoskeletal System


be able to describe the characteristics of the stress‐strain curve for different tissues.

be able to explain changes in the stress‐strain curve for different tissues due to adaptation & injury.

Content:

Stress and Strain Characteristics of Bone, Cartilage, Ligament and Tendon

Examples of Adaptation and Injury

Neuromuscular Considerations in Human Movement


demonstrate an understanding of the neuromuscular basis of the EMG signal.

become acquainted with methods of processing EMG for quantitative interpretation.

demonstrate an understanding of the relationship of the EMG signal to muscle involvement during

movement. –Applications to normal and pathological gait.

Content:

Neuromuscular Basis of EMG

EMG as a Measurement Tool

EMG in Relation to Changing Muscle Mechanics

Applications of EMG to movement

Kinetic Basis for Analyzing Human Movement


be able to define Force and Torque and understand their relationship.

demonstrate understanding of the concepts of center of mass and moment of intertia & how they

are determined for humans.

be able to solve quantitative problems employing linear & angular kinetic principles.

be able to compose and resolve force vectors, & represent their interaction in human movement.

Content:

Linear Kinetics: Laws of motion, Free Body Diagrams, Types of Force, Center of Pressure, Impulse‐

Momentum.

Linear Kinetics Application: Walking, Running, Balance

Angular Kinetics –Moment of Force (Torque), Moment Arm, Force Couple

Anthropometrics –Mass, Center of Mass, Moment of Inertia

Application of Angular Kinetics –Examples of Statics ‐

Application of Angular Kinetics –Examples of Dynamics ‐Gait

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V. Course and Instructor Eval

Class Participation: You are expected to come to each class prepared. Although attendance is not graded, class participation is a part of your final grade. Thus, showing up unprepared and unwilling to participate is not sufficient to receive your points.

i). Outcome evaluation of the course will be by means of student performance on the two

section tests and cumulative examinations, and includes assignments and labs.

ii). No special projects or other mechanisms will be available to enhance a student’s course

average.

iii). Formative evaluation of the course and instructor will be conducted via the SPHHP online

course evaluation (CourseEval). All students are required to complete the online course

evaluation. Each student who submits a completed online evaluation as reported to the

Course Coordinator by the SPHHP CoursEval Administrator will be awarded a 1% increase

in his/her overall course average. CourseEval procedures protect the anonymity of student

respondents – the Course Coordinator will receive a list of names of students who have

submitted evaluations, but no faculty member receives evaluation reports (ratings and

comments) before grades are submitted, and student names are not included on

evaluation reports.

VI. Grading

Letter grades will adhere to the University at Buffalo +/‐ scale grading policy.

Weighting will be based on the following breakdown.

Course Component Percentage

Cumulative Exams (two @ 30% each) ……...……………………………… 60%

Section Tests (two @ 15% each) ……...……………………………… 30%

Assignments & Laboratories ……...……………………………… 09%

Completion of Course & Instructor Evaluation iii) ……...……………………………… 01%

total: 100%

VII. Other course related information

NONE

VIII. Communication

Students should check UBLEARNS weekly, at a minimum, to stay current with announcements and assignments.

If you have multiple email accounts, please be sure that you access (or forward) your UB email. Your UB email is the account I will use to send course‐related materials.

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IX. Policy Regarding Absences, Attendance, Assignments, Exams, and University Policy on Incompletes in Courses • Class Attendance and Absences Class attendance is expected. In the case of exceptional circumstances that result in you being late

or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments.

• Late Labs/Assignments All labs are to be turned in to the TA at the designated time and due date. Failure to submit when

due will result in a loss of 2 points per day the lab is late. More than 3 days late labs will not be

accepted. If there are circumstances that will preclude you from turning in labs on the assigned

date, it is imperative that you discuss the situation with the instructor or TA prior to the due date.

• Exams and Final Exam Policy on missed tests or exams: Test or exam grades automatically default to 0 if missed. The

instructors will consider alternatives if the student presents a doctors certificate, or the student notifies the instructor prior to the exam/test start time. Remediation: Current Department policy requires all students with a grade of F to repeat the course.

• Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that

preclude the student from completing the course. The student must have satisfactorily completed

all course work and successfully passed all exams (B or better) up until the time an incomplete is

requested.

• University Policy on Incomplete Grades

A grade of incomplete (“I”) indicate that additional course work is required to fulfill the

requirements of a given course. Students may only be given an “I” grade if they have a passing

average in coursework that has been completed and have well‐defined parameters to complete

the course requirements that could result in a grade better than the default grade. An “I” grade

may not be assigned to a student who did not attend the course. Prior to the end of the semester,

students must initiate the request for an “I” grade and receive the instructor’s approval.

Assignment of an “I” grade is at the discretion of the instructor.

The instructor must specify a default letter at the time the “I” grade is submitted.

A default grade is the letter grade the student will receive if no additional coursework is

completed and/or a grade change form is not filed by the instructor. “I” grades must be completed

within 12 months. Individual instructors may set shorter time limits for removing an incomplete

than the 12‐month time limit. Upon assigning an “I” grade, the instructor shall provide the student

specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a

copy with the appropriate departmental office.

Students must not re‐register for courses for which they have received an “I” grade.

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Applicable dates regarding the 12‐month provision: Courses taken in (semester): Will default in 12 months on: Fall December 31 Spring May 31 Summer August 31

The “I” must be changed to a grade before the degree conferral date if the students plans to

graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form.


Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in

this course, please contact the Office of Accessibility Resources, 25 Capen Hall, 645‐2608, and also the

instructor of this course during the first week of class. The office will provide you with information and

review appropriate arrangements for reasonable accommodations. http://www.ub‐

disability.buffalo.edu/

Netiquette

This course may utilize UBlearns to facilitate online communication between course participants.

Please keep in mind the following “Rules of Netiquette” when communicating online.

i). The rules of the classroom are the same regardless of location. Remember just because you’re

interacting online, doesn’t mean you stop having respect for your professors, and fellow

classmates. You’re communicating with a real person, not a computer screen.

ii). Remember your audience. When communicating online it’s important to remember who you’re

communicating with. When sending a message to a professor, please refrain from using “text

speak”. For example, Shakespeare never intended for you to type “2B or not 2B”. Also, stay away

from typing in all capital letters; it will appear as if you’re shouting.

iii). Avoid strong language. Language can easily be misinterpreted in an online setting. Be sure to

review your work before submitting, making sure the reader won’t be able to misinterpret it as

strong, or offensive. Sarcasm doesn’t translate well online. Your audience can’t see your facial

expressions, or body language. Try to be as straight forward and professional as possible.

iv). Read everything, twice. Be sure to thoroughly read all course materials before beginning to work

on your assignments. If you have a question, or need clarification, re‐read the materials. You may

have glanced over an important detail the first time. If you’re still having difficulties, then e‐mail

your professor.

v). Review all materials before submitting. When responding to discussion board posts, be sure to

read all previous postings before you post your own. This way you won’t duplicate someone else’s

comments. Also, it’s a good idea to write, and save your work in Microsoft Word first. In case of a

technical issue, you have a backup copy.

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Academic Integrity Students are responsible for the honest completion and representation of their work. By placing

his/her name on academic work, each student certifies the originality of all work not otherwise

identified by appropriate acknowledgments. Students who are suspected of academic dishonesty will

be dealt with severely in accordance with the Department and University Policy. This may include a

grade of 0 for an assignment and/or failure in a course.

Academic Dishonesty

Actions that compromise academic integrity include, but are not limited to the following examples:

Previously submitted work: Submitting academically required material that has been previously

submitted – in whole or in substantial part – in another course, without prior and expressed

consent of the instructor.

Plagiarism. Copying or receiving material from any source and submitting that material as one’s

own, without acknowledging and citing the particular debts to the source (quotations,

paraphrases, basic ideas), or in any other manner representing the work of another as one’s own.

Cheating. Soliciting and/or receiving information from, or providing information to, another

student or any other unauthorized source (including electronic sources such as cellular phones

and PDAs), with the intent to deceive while completing an examination or individual assignment.

Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms

of computer data; forging an instructor’s name or initials; resubmitting an examination or

assignment for reevaluation which has been altered without the instructor’s authorization; or

submitting a report, paper, materials, computer data, or examination (or any considerable part

thereof) prepared by any person other than the student responsible for the assignment.

Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official

document, record, or instrument of identification.

Confidential academic materials. Procurement, distribution or acceptance of examinations or

laboratory results without prior and expressed consent of the instructor.

Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the

University at Buffalo any academic assignments, or any inappropriate assistance in the

preparation, research, or writing of any assignment, which the sellers knows, or has reason to

believe, is intended for submission in fulfillment of any course or academic program requirement.

Purchasing academic assignments. No person shall purchase an academic assignment intended

for submission in fulfillment of any course or academic program requirement.

Student Handbook All students are required to read the student handbook. An online version is available on the ‘Information For Current Students’ page of your department website.

COURSE SCHEDULE

This schedule is subject to revision due to unforeseen events. Any course schedule changes or additional readings will be posted on UBlearns and will be announced in class as time permits. Note: Additional required readings may be assigned and will be assigned at least one week prior to the class for which they are assigned.

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Date Day Lectures & Labs Lab

27-Jan Monday Lab/Tutorial

Biomechanics Introduction Lab 1: Math Primer & Intro to Excel

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29-Jan Wednesday Lab/Tutorial

Concepts and Frames of Reference Lab 1: Math Primer & Intro to Excel

31-Jan Friday Lab/Tutorial

Biomechanics Terminology and Definitions Lab 1: Math Primer & Intro to Excel

3-Feb Monday Lab/Tutorial

Linear Kinematics I Lab 2: Linear Kinematics Lab

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5-Feb Wednesday Lab/Tutorial

Linear Kinematics II Lab 2: Linear Kinematics Lab

7-Feb Friday Lab/Tutorial

Linear Kinematics III Lab 2: Linear Kinematics Lab


Angular Kinematics I Lab 3: Angular Kinematics Lab

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Angular Kinematics II Lab 3: Angular Kinematics Lab

14- Feb Friday Lab/Tutorial

Angular Kinematics III Lab 3: Angular Kinematics Lab


Mid-section test I: Intro, Linear & Angular Kinematics Lab 4: Biomechanics lab demo

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Joint Structure & Function. -Characteristics Lab 4: Biomechanics lab demo


Joint Structure & Function - Diarthrosis Lab 4: Biomechanics lab demo


Joint Structure & Function -Synarthrosis & Amphiarthrosis Lab 5: Muscle Mechanics and Force Development I

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Joint Structure & Function -Intervertebral Lab 5: Muscle Mechanics and Force Development I


Musculoskeletal System -Structure Lab 5: Muscle Mechanics and Force Development I

3-Mar Monday Lab/Tutorial

Musculoskeletal System -Structure & Mechanics Lab 6: Muscle Mechanics and Force Development II

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5- Mar Wednesday Lab/Tutorial

Musculoskeletal System -Mechanics Lab 6: Muscle Mechanics and Force Development II

7- Mar Friday Lab/Tutorial

Musculoskeletal System -Applications Lab 6: Muscle Mechanics and Force Development II

10- Mar Monday Lab/Tutorial

Lecture Catch up and Review Lab Review

12- Mar Wednesday Mid-term Exam I: Cumulative 1st half

17- 22 Mar Spring Break

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Date Day Lectures & Labs Lab


Biomechanics: -Vectors & Freebody diagrams Lab 7: Stress & Strain Tutorial

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Biomechanics: -Tissues & Loading Lab 7: Stress & Strain Tutorial

28-Mar Friday Lab/Tutorial

Biomechanics: -Tissues Adaptations & Injuries Lab 7: Stress & Strain Tutorial


Electromyography (EMG) Neuromuscular Basis Lab 8: EMG Analysis of Human Motions I

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2-Apr Wednesday Lab/Tutorial

EMG:-Measurement tool Lab 8: EMG Analysis of Human Motions I

4-Apr Friday Lab/Tutorial

EMG Applications Lab 8: EMG Analysis of Human Motions I

7-Apr Monday Lab/Tutorial

EMG Applications/Human Movement Analysis Lab 9: EMG Analysis of Human Motions II

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Gait cycle Lab 9: EMG Analysis of Human Motions II

11- Apr Friday Lab/Tutorial

Linear Kinetics 1: Newton's Laws, Force, Free Body Diagrams Lab 9: EMG Analysis of Human Motions II


Linear Kinetics II: Friction Forces Lab10: EMG and Locomotion

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Linear Kinetics III: Muscle Force Lab10: EMG and Locomotion


Linear Kinetics Application/Review Lab10: EMG and Locomotion


Mid-section test II: Tissue Biomechanics, EMG, Kinetics Lab11: Kinetics Lab I

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Angular Kinetics I: Torque, Center of Mass, Reaction board Lab11: Kinetics Lab I


Angular Kinetics II: Segment parameters/Anthropometry Lab11: Kinetics Lab I


Angular Kinetics III: Moment of Inertia, Radius of Gyration Lab 12: Kinetics Lab II

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Angular Kinetics lV: Static Applications Lab 12: Kinetics Lab II

2-May Friday Lab/Tutorial

Angular Kinetics: V: Dynamics Lab 12: Kinetics Lab II

5-May Monday Lab/Tutorial

Angular Statics VI: Dynamics Lab 13: Kinetics Lab/Tutorial

7-May Wednesday Lab/Tutorial

Angular Statics VII: Dynamic Applications Lab 13: Kinetics Lab/Tutorial

9-May Friday Lab/Tutorial

Other Kinetics: Work, Energy and Power. Lab 13: Kinetics Lab/Tutorial

Wednesday May 14 8:00 – 11:00

Final Exam: Cumulative 2nd half Diefendorf Hall 146 & 203

Occupational Therapy Program, Department of Rehabilitation Science University at Buffalo, State University of New York OT 201 Introduction to Occupational Therapy Fall 2013 Class Time: T & Th 9:30 – 10:50 am 3 units Class Location: Diefendorf Hall 146 Professor: Jo A. Schweitzer, MS, OTR/L Office: 532 Kimball Tower Telephone: 829-6737 Email: [email protected]; Office Hours: Tuesdays & Wednesday, 11:00 am - 12:30 pm and by appointment Course Description OT 201 is an introductory lecture course designed to offer the entry level student the opportunity to survey the professional philosophy and practice of occupational therapy as a health profession within the medical, community service and educational delivery systems. Pre-requisite Courses none required Course Rationale The course focuses on foundational skills to introduce major topics that are studied by the occupational therapy student both in their academic and clinical educational experiences. It provides an introduction for the student who is considering future study of occupational therapy or has already selected it as their major. Within the course, the student is exposed to essential topics that are revisited in the 3rd through 5th years of the BS/MS program in occupational therapy. Relationship to Curriculum Design OT 201: Introduction to Occupational Therapy is a 'pre-major' course that is designed to introduce freshman and sophomore occupational therapy major students to primary topics of interest to practitioners and researchers in the profession. These topics include education & clinical training, history, governance, credentialing, practice in facility-based and community-based treatment settings, role delineation and research. Course Objectives, Instruction and Assessment Learning Objectives

ACOTE Standard

Instructional Method

Assessment Method

The student will articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy.

B.2.1.

Lecture Group discussion

Written exam

The student will identify the terminology and components of the AOTA Practice Framework to appreciate the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.

B.2.2.


Written exam

The student will explain and give examples of the importance of balancing areas of occupation with the achievement of health and wellness for the clients.

B.2.4.

Lecture

Written exam

The student will practice task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

B.2.7.

Lecture Paired peer activity

Written teaching/learning assignment Written exam

The student will express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment.

B.2.9.

Lecture Group discussion Use of case studies

Written exam

The student will compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process.

B.4.5.


Written exam

The student will evaluate and adapt processes or environments (e.g., home, work, school, community) applying ergonomic principles and principles of environmental modification.

B.5.9.

Lecture Group discussion Case studies

Written exam

The student will become familiarized with the current trends in models of service delivery, including, but not limited to, medical, educational, community, and social models, and their potential effect on the practice of occupational therapy.

B.6.5.


Written exam

The student will demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state law.

B.7.3.

Lecture

Written exam

The student will demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics Standards and AOTA Standards of Practice.

B.9.1.


Written exam

The student will discuss and justify how the role of the professional is enhanced by knowledge of and involvement in international, national, state, and local occupational therapy associations and related professional associations.

B.9.2.


Written exam

The student will discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities.

B.9.6.


Written exam

The student will explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant.

B.9.8.


Written exam

ACOTE Standards: B.2.1.

Articulates an understanding of the importance of the history and philosophical base of the profession of occupational therapy.

B.2.2.

Explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.

B.2.4.

Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.

B.2.7.

Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

B.2.9.

Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment.

B.4.5.

Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process.

B.5.9.

Evaluate and adapt processes or environments (e.g., home, work, school, community) applying ergonomic principles and principles of environmental modification.

B.6.5.

Analyze the trends in models of service delivery, including, but not limited to, medical, educational, community, and social models, and their potential effect on the practice of occupational therapy.

B.7.3.

Demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state law.

B.9.1.

Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings.

B.9.2.

Discuss and justify how the role of the professional is enhanced by knowledge of and involvement in international, national, state, and local occupational therapy associations and related professional associations.

B.9.6.

Discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities.

B.9.8.

Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant.

Required Readings (Additional readings may be assigned) The course textbook has been ordered at Talking Leaves Bookstore, 3158 Main Street, Buffalo, NY 14214 Schell, B., Gillen, G., & Scaffa, M.E. (2014). Willard & Spackman's occupational therapy, 12th ed. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins. Note: Students must use the new 12th edition Willard & Spackman’s Occupational Therapy for this course. Articles from OT Practice: see separate listing provided for optional extra credit assignment. Grading Note: no late assignments will be graded. Late assignments earn a grade of zero. Due Date Assignment Percentage of Course Grade All dates

Attendance: course requirement Note – students are not permitted to use electronic devices in class. The student will be marked absent for the class if observed using an electronic device.

Each incidence of lateness = minus .5 point from total grade Each incidence of absence = minus 1 point from total grade (max. of 2 excused absences permitted)

All dates

Class participation: responses in class and group work

Professional expectation

09/12 Teaching/learning assignment 05 9/26 Exam I 20 10/29 Exam II 25 11/21 Exam III 25 12/12 Exam IV 25 11/07

Optional extra credit assignment: OT Practice article review

0 or 8-10

Student Grade Determination 95 -100 A 77-79.99 C+ 90-94.99 A- 74-76.99 C 87-89.99 B+ 70-73.99 C- 84-86.99 B 65-69.99 D 80-83.99 B- 0-64.99 F

Class Policies Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through the student’s UB e-mail account. UB Learns: Internet Access

All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use. Policy Regarding Absences, Attendance, Assignments, Exams and University Policy on Incompletes in the course Attendance Policy If a student is absent from a class, it will result in a 1 point loss from their total earned grade. No unexcused absences from class are permitted. When a student does not contact the instructor prior to a missed class or within 24 hours after a missed class, the date will be counted as an unexcused absence. Students should expect to present supporting documentation for any excused absence. Determination of an “excused” absence is at the discretion of the professor. A maximum of two excused absences is permitted. No use of electronic devices is permitted during class. Students found to be ignoring this class rule will be marked as absent for the class. Late Attendance Students are expected to be on time for all classes. When a student arrives late it will result in .5 point loss from their total earned grade. Arriving late by 10 minutes or more constitutes an absence from class. Late Assignments No late assignments will be accepted by the professor unless the student has obtained prior approval for an agreed upon alternate due date. Note: sending an email message or leaving a phone message for the professor does not constitute approval for an alternate due date. The student must receive the professor’s response to their request. If a student fails to submit an assignment on this approved alternate due date, the late assignment will not be graded by the professor and the student will earn a grade of zero for the assignment. Make-up Exams A make-up exam will only be given when extenuating circumstances prevent the student from attending the scheduled exam. At the discretion of the professor, the make-up exam may be of a format different from the originally scheduled exam taken by the class. The student must contact the professor within 24 hours following a scheduled exam or a grade of 0 will be assigned. The professor may require supporting documentation for an absence and the student should be prepared to present it. Course Evaluation: Registered students in OT 201 will automatically be prompted to complete an online evaluation of the course. Students are encouraged to participate in this voluntary evaluation process at the conclusion of the course. Final grades will be posted after 80% of the students complete the online evaluation.

UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad‐catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail.

Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645‐2608, http://www.ub‐disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

Previously submitted work. Submitting academically required material that has been previously submitted—in whole or in substantial part—in another course, without prior and expressed consent of the instructor.



Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor’s name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor’s authorization; or submitting a report, paper, materials, computer data, or

examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.



Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.


Course Schedule (Any changes when necessary, will be announced). Additional readings will be posted on Blackboard. Date

Lecture Topic

Assignment Due

Readings

8/27

Course Introduction Class exercise to introduce occupations

Chapters 1-7; 14-20

8/29

Course introduction continued: Defining OT Teaching/learning assignment

Chapters 1-7; 14-20

9/3

Independent study and office hours 9:30 – 11:00 am

Chapters 1-7; 14-20

9/5

No classes scheduled: Rosh Hashanah holiday (observed by UB)

Chapters 1-7; 14-20

9/10

Discussion about OT Pre-Professional Student Handbook Dr. Susan Nochajski, OT Program Director UB Lecture Topics: profile of the profession

Chapters 1-7; 14-20

9/12

Lecture topic: occupational nature of humans

Teaching/learning assignment due 9/12

Chapters 1-7; 14-20

9/17

Lecture topic: occupation in context

Chapters 1-7; 14-20

9/19

Occupational therapy practice settings: pediatrics

Chapters 1-7; 14-20

9/24

Lecture topic: personal factors & occupational performance

Chapters 1-7; 14-20

9/26

Exam I: 20% of course grade

10/1

Lecture topic: analyzing occupations

Chapters 21, 23-36

10/3

Lecture topic: occupational therapy process

Chapters 21, 23-36

10/8

Lecture topic: occupational therapy process

Chapters 21, 23-36

10/10

OT practice settings: psychosocial practice

Chapters 21, 23-36

10/15

Lecture topic: core concepts and skills

Chapters 21, 23-36

10/17

OT practice settings: adult physical disabilities

Chapters 21, 23-36

10/22

Lecture topic: core concepts and skills

Chapters 21, 23-36

10/24

OT practice settings: adult developmental disabilities & geriatrics

Chapters 21, 23-36

10/29

Exam II: 25% of course grade

10/31

Lecture topic: occupational performance theories of practice

Chapters 37-41, 43-52

11/5

Lecture topic: theories informing practice

Chapters 37-41, 43-52

11/7

OT practice settings: hand therapy

OT Practice article review (optional extra credit assignment) due 11/7

Chapters 37-41, 43-52

11/12

Lecture topic: evaluation, intervention and outcomes of occupation

Chapters 37-41, 43-52

11/14


Chapters 37-41, 43-52

11/19


Chapters 37-41, 43-52

11/21

Exam III: 25% of course grade

11/26

Independent study time and office hours 9:30 – 11 am

Chapters 53-58, 66-73, 8-13

11/28

No classes scheduled: Thanksgiving holiday

Chapters 53-58, 66-73, 8-13

12/3

Lecture topic: theory guided interventions - examples

Chapters 53-58, 66-73, 8-13

12/5

Lecture topic: professional development & OT management

Chapters 53-58, 66-73, 8-13

12/12

Exam IV: 25% of course grade DFN 146 (8:00 – 11: 00 am)

University at Buffalo OT217 Spring 2014

1

UNIVERSITY AT BUFFALO OT217

MEDICAL TERMINOLOGY

Semester Units

Lecture 1

Labs 0

Location 125 Kapoor

Instructor Robert Burkard Office 510 Kimball Tower Telephone 716 829-6720 Email [email protected] Office Hours By appointment Teaching Assistants

No TAs

COURSE DESCRIPTION This course introduces language used by health-care professionals whose medical decisions affect and determine the course of rehabilitation and therapeutic process This will be run as an on-line course, but 3 examinations will be given in class, which will be on Friday mornings 8-8:50 AM, in room 125 Kapoor (on South Campus). These 3 exams are scheduled for 2/28/14 (chapter 1-5), 4/4/14 (chapters 6-10) and 5/9/14 (chapters 11-15). COMMUNICATION For the most part, I will use email to communicate with all students in the class. I ask you all to check your email at least once daily. PRE-REQUISITE COURSES There are no prerequisites COURSE RATIONALE Future health-care professionals will be reading literature, and taking coursework, that assumes knowledge of medical terminology. This course provides an introduction to the suffixes, prefixes and root words used in medicine and related health-care professions. RELATIONSHIP TO CURRICULUM DESIGN


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The course gives students who wish to pursue a career in a clinical profession the medical terminology used in future coursework in both normal aspects and disorders COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method

After completion of this course the student will be able to:

Construct medical terms using prefixes, suffixes, word roots and combining forms

B.1.1. Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics.

Reading of chapters in textbook; Use of web-based instructional materials

Objective Examination


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Pronounce, spell and define medical terms related to body structure, and specific body systems and associated pathology including the skeletal muscular, circulatory, respiratory, digestive, urinary, reproductive, integumentary, nervous and endocrine systems




Recognize some commonly used abbreviations for medical terms and phrases





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REQUIRED READINGS Each week you will be required to review one book chapter (see schedule below). I recommend you read the chapter first. There are quizzes and exercises in the chapters—go through them as you proceed through each chapter to test your knowledge. Next, go to the same chapter using the online course (see below) to review the material again. TEXTBOOK Peggy Leonard (2013) Quick & Easy Medical Terminology, Elsevier. Purchase the book (bundled with the web-based software) at the UB bookstore on South Campus (i.e., the book/web-based course for OT217): Code on book in bookstore: 978-1-4557-7245-2: Leonard, Quick and Easy Medical Terminology 7th edition with the Online User guide and Code NOTE: The Medical Bookstore has recently moved to the South Campus, in the basement of Harriman Hall. ADDITIONAL READINGS The course will also use the Medical Terminology online package (bundled with the book), which will review each chapter, and offers exercises and quizzes to test your knowledge. NOTE: BUY THE BOOK BUNDLED WITH THE WEB-BASED COURSE FROM THE MEDICAL SCHOOL BOOKSTORE ON SOUTH CAMPUS. IF YOU BUY ELSEWHERE YOU MIGHT NOT PURCHASE THE BOOK WITH THE ON-LINE COURSE! Instructions for Registering for the Web-Based Materials: Take the small cardboard document bundle with the book. This card says ‘Keep This Card’ on the top, followed by ‘Medical Terminology Online’. This card will include your unique access code, which is for your use only. To start, go to your web browser, and type in: http://evolve.elsevier.com/courses You will see the following:

Redeem Your Access Code For Elsevier Online Courses


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STEP 1: Talk to your instructor Before you can redeem your code, you'll need to find out if your instructor is hosting his or her course on Evolve or on

a local learning system like Blackboard, Desire2Learn, Angel,... etc.

STEP 2: Do one of the following:

1. If your instructor is using a local learning system, close this browser and visit the url given to you by your instructor to redeem.

2. If your instructor is using Evolve to host the course, click here. 3. If you don't have an instructor and you plan to take the course for self-study purposes, click here.

Having problems?

For technical requirements, click here.

To learn more about how to redeem your code, read these instructions or view an online tutorial.

Still having problems? Contact us for help. IMPORTANT NOTE: FOR STEP 2, click on option 3: ‘If you don’t have an instructor, and you plan to take the course for self-study purposes, click here ANOTHER IMPORTANT NOTE: I am not having you enroll as part of a course, as I have no need to see what you have been doing, or how you are doing on any quizzes or exercises. Work at your own pace (of course keeping at or ahead of the pace of the chapters listed per week). For Resources option, you can look through them and see if any will be useful to you. In looking through them, I thought the Flashcard option and Learning Activities seem most useful. If you are having problems with the web site, you need to contact the publisher help line, as I am quite sure I know little more about the software than you do. As noted in the booklet, if you are having trouble, you can contact the Evolve helpline at: http://evolvesupport.elsevier.com or by phone at: 1-800-222-9570 COURSE REQUIREMENTS & ASSIGNMENTS GRADING There will be 3 examinations, held in room 125 Kapoor on Friday mornings, from 8- 8:50 AM The dates and chapters assessed for these examinations: 2/28/14: Chapters 1-5 4/4/14: Chapters 6-10 5/9/14: Chapters 11-15


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NOTE: For the purposes of course review and for accreditation purposes, we require high response rates in the course evaluation at the end of the semester. I recognize that in a course such as this one (with self study and on-line materials) that all of the questions may not be directly relevant. Please answer those that you have a meaningful response for. The third exam and final course grades will not be posted until after 70% of the students have completed the course evaluation, or on the day that final grades are due, whichever comes first. Each examination will be objective, and include 50 multiple questions. The results of the 3 examinations will be averaged, and grades awarded as follows: STUDENT GRADE DETERMINATION

Letter Grade Percentage Letter Grade Percentage A ≥90% C ≥ 72% and <75% A- ≥ 87% and <90% C- ≥ 69% and <72% B+ ≥ 84% and <87% D+ ≥ 66% and <69% B ≥ 81% and <84% D ≥ 63% and <66% B- ≥ 78% and <81% F < 63% C+ ≥ 75% and <78% NOTE: I do not round-up grades. If your 3-test average is 89.67, then you will earn an A-. Should you want to come in to look at your examination, please request to do so within one week of my posting the exam grades. You can come in to review your exam, look up the answers and/or to discuss with me why one answer is correct and others incorrect. Once this one-week test review time has expired, you will not be able to review your exam. CLASS POLICIES Class Attendance and Absences This course is largely an independent study/on-line format, and thus class attendance is not applicable for this course. Exams and Final Exam This will be run as an on-line course, but 3 examinations will be given in class, which will be on Friday mornings 8-8:50 AM, in room 125 Kapoor (on South Campus). These 3 exams are scheduled for 2/28/14 (chapter 1-5), 4/4/14 (chapters 6-10) and 5/9/14 (chapters 11-15). Missed Exams Only medical excuses, other serious personal issues or University-sanctioned events (such as those participating in sports at UB) are valid excuses for missing an examination. In all emergency cases, I expect to be called or sent an email before the exam to be missed. If a medical emergency, I will require a note written and signed by a physician, explaining that you were not able to take the exam, listing the date of the exam that you missed. If there is a death in the family, then I expect to see a copy of the death notice. Missing an exam for other reasons should be discussed with me prior to your missing the exam, as you might not be given a makeup exam. For University-sanctioned events, I expect to hear from the student at the beginning of the


7

semester, to know the exams that might be missed, and the student must arrange for a coach or other university official to monitor the examination, which should be administered as close to the date and time (i.e., 8 AM Friday) as is practical. Communication (E-mail and UB Learns) Course communications will be typically via email from UBLearns Late Assignments Not applicable Site Visits and Lab Visits Not applicable Lab Requirements Not Applicable Lab Competencies Not Applicable UNIVERSITY POLICIES University Policy on Incomplete Grades According to university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of a least ‘D’) in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade with twelve (12) months after the close of the semester for which the “I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the courses constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits.


8

For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’ or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Note from Instructor: I rarely agree to give an incomplete. I consider only serious health issues or other major personal life crises as reasons to grant an incomplete. Accommodations Policy If you require classroom or testing accommodations due to a disability, please contact Accessibility Resources, located at 25 Capen Hall. AR can be reached by phone at (716) 645-2608 or by email at [email protected]. Please inform me as soon as possible about your needs so that we can coordinate your accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

a) Submission: The use of material previously submitted in whole or in substantial part in another course, to satisfy academic requirements, without prior and expressed consent of the instructor.

b) Plagiarism: Copying material from a source or sources and submitting this material as one’s own without acknowledging the particular debts to the source (quotations, paraphrases, basic idea), or otherwise representing the work of another as one’s own.

c) Cheating: Receiving information from another student or unauthorized source or giving information to another student with intention to deceive while completing an examination or individual assignment.

d) Falsification of academic materials: Fabricating laboratory materials, notes, all forms of computer data, and reports; forcing an instructor’s name or initials; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

e) Procurement: Distribution, or acceptance of, examinations, laboratory results, or confidential academic materials without prior and expressed consent of the instructor.


9

COURSE SCHEDULE Schedule: Week of 1/27/14: Chapter 1: Essential Information for Learning by this Quick and Easy Method Week of 2/3/14: Chapter 2: Writing Terms with Suffixes and Combining Forms Week of 2/10/14: Chapter 3: Writing Terms with Prefixes, Suffixes, and Combining Forms Week of 2/17/14: Chapter 4: Diagnostic Procedures and Therapeutic Interventions Week of 2/24/14: Chapter 5: Organization of the Body 2/28/14: Exam 1 Week of 3/3/14: Chapter 6: The Musculoskeletal System Week of 3/10/14: Chapter 7: The Circulatory System Week of 3/17/14: Chapter 8: The Respiratory System (As this week is spring break, you can work on this chapter the week before or the week after) Week of 3/24/14: Chapter 9: The Digestive System Week of 3/31/14: Chapter 10: The Urinary System 4/4/14: Exam 2 Week of 4/7/14: Chapter 11: The Reproductive System Week of 4/14/14: Chapter 12: The Integumentary System Week of 4/21/14: Chapter 13: The Nervous system and Psychologic Disorders Week of 4/28/14: Chapter 14: Special Sense Organs of the Peripheral Nervous System Week of 5/5/14: Chapter 15: The Endocrine system 5/9/14: Exam 3 Study suggestions: Read the chapter in the book each week. Then, run through the web-based course for that chapter, and, most importantly, take the quizzes. Make a note of the questions that you missed, and look through the chapter, reviewing the sections covering the material that you missed one or more questions on. Then, read the chapter one more time—perhaps making flash cards with one side including a term, and the other side the definition. Make sure you can look at a term, and state a reasonable definition of each term, AND, that you can read the definition and identify the correct term.

University at Buffalo OT 230 Spring 2014

1

UNIVERSITY AT BUFFALO OT 230

THERAPUTIC INTERACTIONS

Spring 2014 3 Credits

Lecture Tuesday/Thursday 9:30-10:50

Labs N/A

Location Kimball 125

Instructor Kimberley Persons, DHS, OTR/L Office Kimball 534 Telephone 829-6734 Email [email protected] Office Hours Tuesdays 11:00-1:00 (In person and online) or by appointment Teaching Assistants

Kathleen Saint [email protected]

COURSE DESCRIPTION This course introduces students to the basic skills that individuals need to communicate and interact effectively with others. Although the course is geared towards the health care professional, students from a variety of majors will find the course information to be useful. Students are given the opportunity to practice communication skills through role play exercises and other team activities. A helping model and selected therapeutic approaches utilized by health care professionals in treating patients/clients are also presented in this course. These therapeutic approaches are drawn from the fields of occupational therapy, nursing, psychology, sociology, anthropology, personal adjustment, and psychiatry. PRE-REQUISITE COURSES There are no prerequisite courses for this class. COURSE RATIONALE In order to be an effective “helper”, whether in professional or personal relationships, basic communication and interaction skills are required. Students will be able to use information and skills gained in this course in practical and clinical situations. Those students who go on to study occupational therapy or other health related professions will find this course basic to assessment and treatment, while others will gain the skills of helping which can be used in interpersonal interactions.

RELATIONSHIP TO CURRICULUM DESIGN This course is offered as a pre-requisite course for the occupational therapy program.


2

COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Identify and discuss their own values related to helping others.

B5.4 B.5.7

“Blind walk” Lecture, small group work

In class assignment

2. Discuss characteristics of the helper/helpee relationship.

B5.4 B.5.7

“Blind walk” Lecture, small group work

Exam

3. Demonstrate basic understanding of various theories of helping used in therapeutic settings.

B5.4 Reading, Lecture

Exam

4. Recognize the psychological, emotional, and social needs of people with various challenges and their families, including people with physical disabilities, psychiatric problems, chronic and terminal illnesses and the elderly.

B.1.3 Reading, Lecture, Interview scenarios

Interview practical, Exam; Role Play

5. Demonstrate appropriate communication skills needed to work effectively with patients or clients, their families, care providers and other team members.

B5.4 B5.5 B5.9

Reading, Lecture, Interview scenarios

Interview Practical

6. Describe approaches to use in resolving personal and organizational ethical conflicts.

B9.10 Reading, Lecture, group work

Exam; Role Play

7. Differentiate between therapeutic and social/personal relationships.

B5.4 Reading, lecture, group work

Exam

8. Discuss their own cultural background and describe the impact cultural differences may have on the therapeutic relationships.

B.1.4 Reading, lecture, group work

Exam, Culture paper

9. Apply information from class to work effectively in teams for small group activities and semester long projects.

B5.4

Team activities; role Play

Team evaluation


3

ACOTE STANDARDS B.1.3 Demonstrate knowledge and understanding of the concepts of human behavior to

include the behavioral sciences, social sciences, and occupational science. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.

B.1.4 Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.

B.5.4 Design and implement group interventions based on principles of group development and group dynamics across the lifespan.

B.5.5 Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration.

B.5.7 Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

B.9.1 Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings.

B.9.10 Demonstrate strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts.

REQUIRED READINGS TEXTBOOK Davis, C.M. (2011). Patient practitioner interaction: An experiential manual for developing the

art of health care (5th ed.). Thorofare, NJ: Slack Incorporated. *Either the 4th or 5th edition is required for this class. ADDITIONAL READINGS Additional readings will posted on UBLearns at least one week prior to due date COURSE REQUIREMENTS & ASSIGNMENTS All assignments are to be in APA format and submitted online through UBLearns unless otherwise indicated. All assignments should be submitted in Word or compatible format. Include your name and the assignment name in the file (ex.: Smith Culture Paper.docx). Prerequisite Online Writing Assignment- Students will complete an online tutorial on using the writing format of the American Psychological Association. The tutorial may be taken as many times as the student would like. Students must complete this tutorial and correctly answer ALL questions on the tutorial by the time the first written assignment is due. No written assignments will be accepted until this prerequisite is met.


4

Class Attendance and Participation- Students are required to attend and participate in all class sessions. Exams- Students will complete two written exams and one cumulative final exam. Without Pity Reflection Paper- After viewing the film Without Pity in class, students will complete a paper reflecting on their feelings and reactions to the lives of the individuals with disabilities depicted in the film. Cultural Identity Paper- Students will write a paper reflecting on their own culture including their family of origin, community during formative years, and current environmental culture. Interview Practical- Each student will be assigned a helper/helpee case scenario. Students will interview the helpee using the interview skills learned in class. You must pass this practical in order to pass the class. Interview Portfolio and Reflection Paper- Students will compile their interview scenario feedback forms. Students will write a paper reflecting on the interview experience including the interview practical, and feedback from team members. Submit all feedback sheets and reflection paper in one folder. Team Activities- Students will be assigned to teams that will work together throughout the semester. Students will participate in a variety of team activities in class to supplement textbook and lecture material. Teams will occasionally be required to submit written material as part of each activity at the end of class. Team Member Evaluation- Students will evaluate their team members’ participation, preparedness, and professional behaviors during in-class and outside of class group work. Team Role Play Presentations- The major team assignment will be the development and presentation of team skits. Groups will submit their group skit script prior to their presentation. The skits are approximately 5-7 minutes in length and should include many aspects of professional relationships learned in the course. All members of the team should participate in the skit performance.


5

GRADING Assessment Method Points Class attendance and participation 70 Exams (exam I, exam II & final exam) 100 Team activities 20 Without Pity Reflection Paper 10 Cultural Identity Paper 10 Team Role Play Script and Presentations 15 Team Member Evaluation 5 Interview Practical (You must pass in order to pass the course) 5 Interview portfolio and reflection paper 15 Online writing tutorial (All students must take until they reach 100% mastery)

0

Total 250 STUDENT GRADE DETERMINATION

Letter Grade

Percentage Letter Grade

Percentage

A 93-100% C 73-76.99%

A- 90-92.99% C- 70-72.99%

B+ 87-89.99% D+ 67-69.99%

B 83-86.99% D 63-66.99%

B- 80-82.99% F < 63%

C+ 77-79.99% CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam will result in a grade of 0 for that exam. Students should contact the instructor within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations, including alternate exams, may be made at the discretion of the instructor. A final cumulative exam will be scheduled during finals week.


6

Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted.

All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing handouts for classroom use.

Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested.

Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of 10% of points per day that the assignment is late. Assignments more than 3 days late will not be accepted.

Technology in the Classroom Students may use laptops or tablets in the classroom. Cell phones (including smart phones) may not be used. Students who are observed using a device for anything unrelated to the course will be asked to leave the classroom for that day, will receive a zero on any related assignments, and will lose the privilege of using technology in the classroom for the remainder of the course. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first


7

week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:










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COURSE SCHEDULE *Course schedule is subject to change

Date

Topic Assigned Readings

4th Edition of Text

Assigned Readings

5th Edition of Text

Class Activity

Assignment Due

January 28

Tuesday

Introduction to Course Helper-Helpee Relationships

Blind Walk

January 30 Thursday

“Without Pity” Video D: Ch. 1, 5

D: Ch. 1, 6:

February 4 Tuesday

Effective Communication

D: Ch. 6 D: Ch. 7 Team Activity: Introduction to Team Members

February 6 Thursday

Communication in Health Care Relationships The Interview process

- Format - Groundbreakers - Phases - Purposes

D: Ch. 10

D: Ch. 11

Team Activity: Interview Scenarios

DUE: Online Writing Tutorial Without Pity Reflection Paper

February 11 Tuesday

Interview process Attending/ Listening/ Nonverbal communication

D: Ch. 8

D: Ch. 9

Team Activity: Scenarios

February 13 Thursday

Interview process -Requesting information -Paraphrasing& summarizing -Reflecting feelings

D: Ch. 10

D: Ch. 11


February 18 Tuesday

Interview process - Providing feedback - Establishing goals & Plans

D: Ch. 10

D: Ch. 11



Interview process Practice scenarios


February 25 Tuesday

Interview Practical Class attends as assigned


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Interview Practical Class attends as assigned

March 4 Tuesday

EXAM I

March 6 Thursday

Working on a Team: Professional

behavior Roles of Team

Members Stages of Team

Development Leadership

Online reading

Online reading

Team Activity: Straw Sculpture

March 11 Tuesday

Conflict and Communication

Online reading D. Ch. 7

Online reading D. Ch. 8

Due: Interview Portfolio

March 13 Thursday

Awareness of self and family Values as Determinants of Behavior

D: Ch. 1,2,3

D: Ch. 1,2,3

Team Activity: Values

March18 Tuesday

Spring Break No Class

March 20 Thursday

Spring Break No Class

March 25 Tuesday

Ethical Issues HIPAA

D: Ch. 4 D: Ch. 4 Team Activity: Ethics

March 27 Thursday

Cultural Influences & The Role of Culture in Health Care Guest Presenter: Dr. Mary Matteliano

D: Ch. 9

D: Ch. 10

April 1 Tuesday

Skills for Personal Development:

Stress and Time Management

Assertiveness

D: Ch. 7,15

D: Ch. 5,8

Work on team role plays

April 3 Thursday

DiSC-R Profile – Guest Presenter: Jude Butch, Center for Student Leadership & Community Engagement


10

April 8 Tuesday

Health Behavior

D: Ch. 11

D: Ch. 13

DUE: Cultural Identity Paper

April 10 Thursday

Crisis Intervention Communicating About Sexuality

D: Ch. 13 D: Ch. 15

April 15 Tuesday

EXAM II

April 17 Thursday

End of life decisions Guest Presenter: Dr. Mary Matteliano

Online Reading

Online Reading D: Ch. 16

April 22 Tuesday

Humor Effective Patient Education



Work on team role plays

April 24 Thursday

Understanding Persons with Disabilities & The ICF Framework

D: Ch. 12 D: Ch. 14 Work on team role plays

April 29 Tuesday

Role Play Presentations Due: Team Role Play Script Team Member Evaluations

May 1 Thursday

Role Play Presentations

May 6 Tuesday

Role Play Presentations

May 8 Thursday

Review for Final

May 15 Thursday

Final Exam 8:00 – 11:00am

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OT 314 Pediatric Dysfunction and Occupation

Spring 2014 Class Time: Wednesday, 9:00 – 11:50 AM 3 credits Class Location: Kimball 111 Instructor: Sutanuka Bhattacharjya, MS, OTR/L

Office: 505 Kimball Tower


Office Hours: Monday 3 pm – 4 pm, Wednesday 12.30 am – 1.30 pm or by appointment

COURSE DESCRIPTION

This course consists of a series of lectures, discussion, and presentations that describe the

etiology, symptomatology, course, prognosis, and medical management of diseases and

disabilities that are frequently encountered in children treated by occupational therapists. The

ways in which these diseases and disabilities can affect the development, functioning and

occupational behavior of children and their families will be reviewed and examined.

Implications for occupational therapy intervention and precautions for practice will be addressed.

Issues of ethical considerations will be introduced on select topics.

PRE-REQUISITE COURSES:

Pre-requisite: ANA 407, OT 201, OT 333

COURSE RATIONALE/RELATIONSHIP TO CURRICULUM DESIGN

This course allows students to use the information learned in anatomy, physiology,

psychology, and sociology in preparation for entry into the professional OT program, as well as

information gained in the pre-requisite course (ANA 407: Gross Human Anatomy) and the pre

requisite courses (OT 201: Introduction to Occupational Therapy, and OT 333: Human Growth

and Development). Information from these courses is applied as the student gains an

understanding of the impact of biological and psychological systems and social environments on

occupational role performance in pediatrics. The course also serves as a precursor to more

advanced courses in pediatric OT evaluation and treatment, including: OT 544: Pediatric

Practice; OT 507: Art and Science of Sensory Integration and Neurodevelopmental Therapy;

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OTE 514: Advanced Evaluation and Treatment: High Risk Infants and Toddlers; OTE 515:

Advanced Evaluation and Treatment: Pre-School Children; and OTE 516: Advanced Evaluation

and Treatment: School-Aged Children.

COURSE OBJECTIVES and ACOTE ACCREDITATION STANDARDS

Upon completion of this course, students should be able to: Learning Objective(s) ACOTE

Standard Instructional

Method Assessment

Method 1. Recognize the etiology, symptomatology,

incidence, prognosis and general medical management of selected pediatric conditions.

(B.1.1) Reading Lecture Discussion

Objective portion of Pediatric Condition Project, Quiz, Exam

2. Discuss the general implications the above information has for the practice of occupational therapy in selected conditions.

(B.2.7; B.2.10)

Reading Internet search Discussion

Analytical portion of Pediatric Condition Project, Quiz, Exam

3. Discuss the impact of the social environment on the occupational development of children with selected pediatric conditions.

(B 1.4) Reading Internet Search Discussion

Subjective portion of Pediatric Condition Project, Quiz, Exam

4. Discuss the functional implications of select pediatric conditions on the on the occupational development of the child and on the family system.

(B.1.2; B.2.9; B.2.4; B.2.6; B.8.3)

Reading Lecture Video

Analytical and subjective portions of Pediatric Condition Project, Quiz, Exam

5. Identify medical precautions and the safe practice of occupational therapy with children (with selected pediatric conditions.

(B.8.3) Reading Lecture

Objective portion of Pediatric Condition Project, Quiz, Exam

6. Discuss current ethical and legal concerns related to pediatric practice.

(B.9.1) Reading Discussion

Quiz, Exam

ACOTE STANDARDS

B.1.1 Demonstrate knowledge and understanding of the structure and function of the human

body.

B.1.2 Demonstrate knowledge and understanding of human development throughout the lifespan

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B.1.4 Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society.

B.2.4 Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.

B.2.6 Analyze the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.

B.2.7 Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.

B.2.9 Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease.

B.2.10 Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed.

B.8.3 Use scholarly literature to make evidence-based decisions.

B.9.1 Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings and in client treatment and employment settings.

COURSE STRUCTURE

The course is best described as a “blended learning” course. Your learning will be guided by

both home assignments and in-person, classroom content. For each week of the course, there will

be a “roadmap” document posted on the course UBLearns website providing learning objectives

from each topic. The document will specify learning objectives for the week, objectives for the

homework assignment, objectives for the class during the week, and due dates for any in or out

of class submissions for the week.

COURSE REQUIREMENTS

1. Preparation for, attendance, and active participation in class. All students are expected to

be on time for class.

2. Reading and outside activities: Each week you are responsible to read the chapters in

advance. To help you do so, learning objectives will be posted in that week’s roadmap.

3. Completion of all assignments including Child abuse online-tutorial and

4. Pediatric Condition Semester Project

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5. Quizzes: There will be weekly quizzes based on the objectives to be covered in your

homework assignment. Quizzes will be administered at the beginning of the class.

Quizzes cannot be made up; students arriving late to class will have limited time to

complete quizzes. Students who are not present will not receive credit for that particular

quiz.

6. Exams: There will be three non-cumulative exams. All students must be present & on

time for the exams. There are no make-ups allowed for exams. If you are sick, you need

to make arrangements before the exam. Documentation for any illness or extenuating

circumstances will be required. No excuses will be accepted after the exam

REQUIRED READINGS (Additional readings may be assigned)

Batshaw, M.L., Roizen, N., & Lotrecchiano G. (2012). Children with disabilities. Baltimore,

MD: Paul H. Brookes. (Available at the Medical Bookstore on Main and Bailey) Please

purchase the 7th edition of the book.

AOTA website. All students will need to become student members of the American

Occupational Therapy Association. Assignments & readings utilizing the AOTA website will be

interspersed throughout the semester.

Any additional readings will be posted on UBLearns

ASSIGNMENTS

1. Child Abuse – Online tutorial

Students must complete the New York State Central Registry Child Abuse training, print the

certificate of completion and bring it to class on 11-29-11. To access the tutorial go to:

http://nysmandatedreporter.org/TrainingCourses.aspx . Self-Directed Online Training: Register

for Self-Directed Online Training, and begin. This is a pass/fail distance learning assignment,

and you must submit the certificate of completion in order to receive credit for completion.

2. Pediatric Condition Semester Project

Students will participate (in groups of 4) in a project to select a pediatric condition of interest and

explore that condition from the following perspectives: objective, subjective, analytical and

theoretical.

Objective: Identify one website/blog of a child/ family with a pediatric condition, explore the

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website/blog, and describe the condition including the etiology, symptoms, course, typical

interventions, and prognosis (use at least 2 sources for this section).

Subjective: Develop an understanding of the life of an individual with this pediatric condition

and the life of the family. Journal about your reaction to the child / family’s life experience with

this condition.

Analytical: Using the information from the objective and subjective findings and from the OT

practice framework, 2nd edition, analyze the impact of the disability on a child/ family with this

condition. Specifically, list the Areas of Occupation, Client Factors, Performance Patterns and

Performance Skills that would be impacted in the child you have studied in your website.

Theoretical: Based on all of the information above, name and describe a theory/model that you

think would be applicable for this child. Present your rationale/application of this approach with

this child.

Group Presentation: Prepare and present your case. The presentation should be about 5 - 8

minutes in length, and should present the objective, subjective, analytical and theoretical aspects

of the case. Rubrics will be presented in the “Assignment” page on UBLearns.

GRADING Attendance & participation 10.00 Pediatric condition project

Objective (5), subjective (5), analytical (5) and theoretical (5)sections

Group presentation (5)

25.00

Child abuse tutorial 5.00 Class quiz 15.00 Exam 1 15.00 Exam 2 15.00 Final exam 15.00 Total 100.00 Student Grade Determination: Final Grade Percentage Final Grade Percentage A 93-100 C+ 77-79.999 A- 90-92.999 C 73-76.999 B+ 87-89.999 C- 70-72.999 B 83-86.999 D 67-69.999 B- 80-82.999 F 63-66.999

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Communication (E-mail and UB Learns)

Information regarding the course will be communicated in three ways:

1. Weekly roadmap postings in UBLearns – Routine weekly plans, pre-class activities,

etc. related to the course will be included in the weekly roadmap document posted in

UBLearns (described under “Course Structure” above). You are responsible for

accessing each week’s roadmap and for all of the information contained there.

2. In class announcements – Information will also be presented in person during our

regularly scheduled class meeting time. If you miss class, you are responsible for

getting information about in class announcements from one or more of your fellow

class members.

3. Email communication – Class wide email communication will be done using the

email system in UBLearns. You are responsible for making sure that the email

address used by UBLearns is one that you check regularly, that messages from

UBLearns and from the instructor’s email accounts are not sent to a junk email filter,

and for regularly checking your email for course messages.

UB Learns: Internet Access

All students are required to access UBLearns for assignments, class handouts, and

announcements. Students should frequently access their classroom website for updates and

changes in assignments. http://ublearns.buffalo.edu Students are responsible for printing out

handouts for classroom use.

Policy Regarding Absences, Attendance, Assignments, Exams and University Policy on Incompletes in the course

Class Attendance, absences and conduct Class attendance is required for this course and will count toward your participation grade. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class or on the day of class by email. Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance. Students are not permitted to use any electronic devices in class (other than for taking notes).

Late Assignments

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All assignments are due in the beginning of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 5% per day that the assignment is late. Assignments that are more than 3 days late will not be accepted, except in the case of extenuating circumstances.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam will result in a grade of 0 for that exam. Students should contact the instructor within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations may be made at the discretion of the instructor.

Grade Disputes If you wish to dispute the grade assigned for any course component, your dispute must be presented IN WRITING within one week after the date when the grade is assigned (i.e., when an exam or paper is returned or when an activity grade is posted in UBLearns). You must include a specific rationale for your dispute (e.g., a reference to a specific page in a reading indicating that an answer is correct).

Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall,

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645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

3. Previously submitted work. Submitting academically required material that has been previously submitted—in whole or in substantial part—in another course, without prior and expressed consent of the instructor.

1. Plagiarism. Copying or receiving material from any source and submitting that material as one’s own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one’s own.

2. Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and PDAs), with the intent to deceive while completing an examination or individual assignment.

3. Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor’s name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor’s authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

4. Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official document, record, or instrument of identification.

5. Confidential academic materials. Procurement, distribution or acceptance of examinations or laboratory results without prior and expressed consent of the instructor.

6. Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.

7. Purchasing academic assignments. No person shall purchase an academic assignment intended for submission in fulfillment of any course or academic program requirement.

Additional information on the university’s academic integrity policy can be found at: http://undergrad-catalog.buffalo.edu/policies/course/integrity.html

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COURSE SCHEDULE (Any course schedule changes, additional readings or assignments will be announced in class and posted on UBLearns)

TOPIC READING ASSIGNMENT Jan. 29

Introduction to course Discuss Pediatric

Condition Project Premature & High Risk

Infants

Ch. 7

Feb. 5

OT Practice Framework II Neural Tube Defects Cerebral Palsy

Ch 25

Class quiz DUE: 3 ideas for Pediatric Condition Project topics. Your topic will be reviewed and assigned.

Feb. 12

Cerebral Palsy continued Traumatic brain injury Epilepsy

Ch 24 Ch 26 Ch 27

Class quiz

Feb. 19

Neuromuscular disorders Musculoskeletal

conditions Orthopedic conditions

Ch 13 Ch 13 Ch 13

Class quiz DUE: Objective section of pediatric project

Feb. 24

EXAM I (Monday instead of Wednesday)

Mar. 5 Vision Hearing Sensory Processing

Disorders

Ch 11 Ch 10

Class quiz

Mar. 12

Intellectual Disabilities Down Syndrome X- Linked Syndromes PKU & Errors of

Metabolism Fetal Alcohol Syndrome

Ch 17 Ch 18 Ch 19

Class quiz DUE: Subjective section of pediatric project

Mar. 19 SPRING RECESS

Mar. 26 Pediatric Mental Health o Disruptive disorders o Anxiety disorders o Mood disorders o Psychoses

Attention Deficit Hyperactivity Disorder

Ch 29 Ch. 22

Class quiz

10

Apr. 2 Autism Spectrum Disorders

Learning Disabilities

Ch 21 OT Practice articles Ch 23 OT Practice article

Class quiz DUE: Analytical section of pediatric project using the OT practice Framework II.

Apr. 9 Tourette Syndrome PANDAS (Guest

Presenter: Janice Tona, PhD, OTR)

DUE: Theoretical section of pediatric.

Apr. 16

EXAM II

Apr. 23

Nutrition & Feeding Childhood Obesity Cardiovascular disease

Ch 8, 9 Online reading -------------------

Class quiz

Apr. 30

Pediatric HIV Childhood cancers

Ch. 28

Class quiz

May 7

Group Presentations Due: Certificate of completion from the Child abuse (online tutorial) http://nysmandatedreporter.org/TrainingCourses.aspx You must have certificate of completion in order to receive credit for completion of the tutorial.

TBA EXAM III During the week of May 12


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REHAB MEDICINE 2

Semester: Spring Credits: 4

Lecture Tuesday and Thursday 9:00 – 10:50 a.m.

Location 111 Kimball Tower

Instructor Deanna C Hostler DPT, PhD, CCS Office 512 Kimball Tower Telephone 829-6723 Email [email protected] Office Hours Wednesday 1-3 or by appointment

E-mail addresses for other speakers: Paul O’Keefe, PT: [email protected] Lynn Steinbrenner, M.D.: [email protected] Kimberley Persons, DHS, OTR/L: [email protected]

COURSE DESCRIPTION This lecture course covers topics in the medical sciences relevant to rehabilitation professionals. The intent of the course is to provide students with knowledge of medical disorders commonly encountered by occupational therapists, and to provide an understanding of the medical management of these disorders. This course will focus upon the pathophysiology of the musculoskeletal, cardiorespiratory, endocrine, immunologic and neuromuscular systems and their clinical management. Emphasis is placed on etiology, cellular, tissue and structural pathologies, impairments, medical diagnosis and management, including pharmacologic management, and indications/contraindications for rehabilitation. PRE-REQUISITE COURSES 3rd year student in Occupational Therapy. COURSE RATIONALE Knowledge of human pathophysiology is critical to the rehabilitation process, since states of health, disease, and disorder are the foundation of the World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF). The Occupational Therapy Practice Framework, which guides occupational therapy practice, complements the ICF, and requires an understanding of human pathology and the impact of related disability on the individual, family and society. RELATIONSHIP TO CURRICULUM DESIGN This course serves to provide a basic competency in the knowledge of human pathophysiology and builds upon previously acquired knowledge of medical terminology, physiology, gross and


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neuroanatomy. Students will obtain an understanding of the cellular and structural changes that can lead to disability. This basic knowledge is necessary for the occupational therapy practice courses. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Identify the pathophysiology, impairment, functional limitations, disability and societal limitations associated with musculoskeletal, cardiorespiratory, endocrine, immunologic and nervous system diseases and disorders.

B.1.1 Lecture Exam Assignments

2. Understand the effects of health, disability, disease processes, and traumatic injury to the individual within the context of family and society.

B.2.5 B.2.6

Lecture Discussion

Exam Assignments

3. Describe the interdisciplinary management of musculoskeletal, cardiorespiratory, endocrine, immunologic and nervous systems conditions and understand the role of specialists in consultation and examination.

B.5.26 Lecture Exam Assignments

4. Describe the general implications this information has for medical precautions and the safe practice of occupational therapy with individuals with these selected conditions.

B.2.5 B.2.8

Lecture Discussion

Exam Assignments

5. Understand the purpose of rehabilitation in the process of restoring or compensating for life tasks affected by injury or disease.

B.2.10 Lecture Discussion

Exam Assignments

ACOTE STANDARDS B.1.1 Demonstrate knowledge and understanding of the structure and function of the human

body to include the biological and physical sciences.

B.2.5 Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.


3

B.2.6 Analyze the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.

B.2.8 Use sound judgment in regard to safety of self and others, and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice.

B.2.10

Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed.

B.5.26 Understand when and how to use the consultative process with groups, programs, organizations, or communities.

REQUIRED READINGS REQUIRED TEXTBOOK: Conditions in Occupational Therapy Effect on Occupational Performance Fourth edition, Atchison and Dirette ADDITIONAL READINGS: As assigned during class or on UBLearns COURSE REQUIREMENTS & ASSIGNMENTS: Students must:

1. Attend and participate fully in all lectures. 2. Complete all assigned readings. 3. Complete homework and in-class assignments/quizzes 5. Take the required exams. 6. Consult UBLearns regularly for class notes, readings and updates.

GRADING Evaluation Percent of Grade Exam 1 20% Exam 2 20% Exam 3 20% Final Exam 20% Homework and in class assignments 15% Attendance and Professionalism 5% STUDENT GRADE DETERMINATION

Letter Grade

Percentage Letter Grade Percentage

A 93 - 100 C+ 77 – 79.99 A- 90 – 92.99 C 73 – 76.99 B+ 87 – 89.99 C- 70 – 72.99 B 83 – 86.99 D 60 – 69.99 B- 80 – 82.99 F < 60


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CLASS POLICIES Class Attendance and Absences Professional behavior towards your classmates and instructors is expected. Promptness and consistent attendance are also expected. In the case of exceptional circumstances that result in you being late or absent, you must contact Dr. Hostler prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Chronic tardiness, absence, or unprofessional behavior can result in lost points towards the final grade. Any missed in-class assignments or quizzes will result in a 0 unless a valid, written excuse is presented (MD note from illness, etc.) Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of 5% per day that the assignment is late. Assignments that are more than 3 days late will not be accepted, except in the case of extenuating circumstances. If a group presentation is due ALL members of the group should be presenting, failure to present with your group may result in a 0.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam will result in a grade of 0 for that exam. Students must contact the instructor before the exam class for a non-emergency, and within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations may be made at the discretion of the instructor. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All students are required to access UB Learns for class handouts, and announcements. Students should frequently access their classroom website for updates and changes. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use. Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (i.e. severe documented illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed the exams up until the time an incomplete is formally requested.

UNIVERSITY POLICIES University Policy on Incomplete Grades According to university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a


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default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of a least ‘D’) in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade with twelve (12) months after the close of the semester for which the “I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the courses constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits. For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’ or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:



6





COURSE SCHEDULE Spring 2014* * Subject to change. (Any course schedule changes, additional readings or assignments will be announced in class and posted on UB Learns) Week Date Lecture Topic Speaker

1 1/28 Course Introduction Introduction to Pharmacology

Hostler

1 1/30 Connective tissue/soft tissue response to injury and healing – part 1 General treatment ideas; methods of assessing soft tissue health; cases

Paul O’Keefe, PT Ch. 17: Orthopedics

2 2/4 Connective tissue/soft tissue response to injury and healing – part 2

Paul O’Keefe, PT Ch. 17: Orthopedics

2 2/6 Common shoulder pathologies Paul O’Keefe, PT

Ch. 17: Orthopedics

3 2/11 Osteoarthritis/Osteoporosis

Hostler Ch. 17: Orthopedics

3 2/13 Disorders and injuries of the hip and knee


4 2/18 Disorders and injuries of the foot and

ankle Review


4 2/20 Exam 1

Hostler

5 2/25 Infectious diseases

Hostler Ch 19. Infectious Diseases


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5 2/27 Pulmonary Diseases

Hostler Ch. 10 Cardiopulmonary

disorders 6 3/4 Pulmonary Diseases Hostler

Ch.10 Cardiopulmonary disorders

6 3/6 Cardiovascular Disease Hostler Ch. 10 Cardiopulmonary

disorders 7 3/11 Cardiovascular Diseases

Review

Hostler Ch. 10 Cardiopulmonary

disorders 7 3/13 Exam 2 8 3/18 Spring Break

8 3/20

Spring Break

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3/25 Oncology

Lynn Steinbrenner, M.D

9 3/27 Immunology, inflammation and repair Hostler 10 4/1 Endocrine Diseases, Diabetes,

Hypothyroid

Hostler Ch 11: Diabetes

10 4/3 Mental Health Disorders –

Schizophrenia, Bipolar disorder, depression, anxiety, post-traumatic stress disorder, etc.

Kimberley Persons, DHS, OTR/L Ch 5,6,7 Mood Disorders,

Schizophrenia, Anxiety disorders

11 4/8 Rheumatic Diseases –Rheumatoid Arthritis

Hostler Ch. 15 Rheumatic Diseases

11 4/10 Rheumatic Diseases – Juvenile Idiopathic Arthritis, Fibromyalgia, Lupus, Gout, etc.

Hostler

12 4/15 Review 12 4/17 EXAM 3 –

Hostler

13 4/22 Neurologic diseases and Disorders: Dementia, Alzheimer’s, Parkinson’s

Hostler Ch 8 Dementia

13 4/24 Neurologic diseases and disorders: Traumatic Brain injury

Hostler Ch. 12 Acquired Brain Injury

14 4/29 Neurologic diseases and disorders: Multiple Sclerosis, Infectious diseases of the central and peripheral nervous systems

Hostler Ch. 14 Progressive Neurological

disorders


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14 5/1 Neurologic diseases & disorders: Spinal Cord Injury

Hostler Ch .16 Spinal Cord Injury

15 5/6 Neurologic diseases & disorders: Stroke

Hostler Ch. 9 Cerebrovascular accident

15 5/8 Neurologic diseases and disorders: Stroke Review

Hostler

16 5/15 FINAL EXAM 8-11am Kimball 111 Please check UBLearns for

additional readings weekly, they will be posted under

Course Documents

University at Buffalo OT 333 Fall 2012

1


HUMAN OCCUPATION ACROSS THE LIFESPAN

Fall 2012 3 Units Lecture 2 Units Lab

Lecture Mon 1:30-4:20

Labs A: Th 1:00-2:50 F 8:00-9:50

B: Th 3:00-4:50 F 10:00-11:50

Location Lecture DFN 146 Lab Th DFN 7 F Kimball 124

Instructor Kimberley Persons, DHS, OTR/L Office 534 Kimball Telephone 716-829-6734 Email [email protected] Office Hours Tuesdays 10-12 Teaching Assistant


COURSE DESCRIPTION This course is designed to provide the student with an overview of the development of human occupation, from conception through senescence. Emphasis will be placed on understanding the interaction of the person, environment, and task components that support the engagement in occupation. As such, the Occupational Therapy Practice Framework will be introduced and will serve as the cornerstone of occupational task analysis. The student will be introduced to the importance of understanding developmental concepts and their relationship to occupational therapy. Knowledge of the typical acquisition of occupation will be stressed for its significance in formulating a basis for understanding atypical development and for planning appropriate OT intervention for individuals of all ages. Students will read and analyze literature related to the development of occupation. PRE-REQUISITE COURSES Pre-requisite: PSY 336 Developmental Psychology Pre-requisite/co requisite: OT 201 Orientation to Occupational Therapy COURSE RATIONALE Occupation is the core of the profession. This course allows students to apply the anatomy, psychology, and sociology information gained in preparation for entry into the professional OT program, as well as information gained in the pre/co requisite courses (OT 301: Orientation to


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Occupational Therapy). In doing so, the impact of biological and psychological systems and social environments on occupational development is stressed. RELATIONSHIP TO CURRICULUM DESIGN This course builds on the traditional theories of development introduced in PSY 336 (Developmental Psychology), to incorporate the development of occupation. These theories of human development provide a foundation in Occupation-centered philosophical & theoretical basis for OT practice, and The impact of biological, psychological, and social systems on occupational role, two of the main themes of the program. In addition, the course presents development as a process that is influenced by the systems within which the individual functions, which provides a foundation in Understanding OT in a broader institutional and societal context, another main theme of the program. Information from this course is built upon in more advanced courses in pediatric and adult OT evaluation and treatment in the fourth and fifth year. It also serves as a basis for evaluation and treatment planning during fieldwork in the spring of the fourth year. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Discuss the development of occupation from infancy through senescence.

B.1.2.

Lecture Readings Lab practice

Exams Lab work

2. Discuss the importance of understanding typical human growth and development as a basis for understanding occupational therapy evaluation and treatment throughout the lifespan.

B.1.3. Lecture Readings Group discussion

Exams Group discussion

3. Apply various developmental theories that are used in describing human development to the development of occupation.

B.3.1. B.3.2.


Exams Group Discussions Position Paper

4. Delineate specific physical, psychological, sensory, cognitive, linguistic, and emotional aspects of development from infancy through senescence.

B.1.2. B.1.3.

Lecture Readings Lab practice Group discussion

Exams Lab work Reflexes Practical

5. Describe how cultural, socioeconomic and environmental contexts affect the development and performance of occupations across the lifespan.

B.1.4. Lecture Readings Lab practice Group discussion

Exams Lab work Group Discussions


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6. Analyze tasks relative to occupational performance, performance skills, performance patterns, contexts, activity demands, and client factors.

B.2.7. Lecture Readings Lab practice

Activity Analyses Lab work

7. Articulate the importance of balancing areas of occupation with the achievement of health and wellness.


Lab work Personal Pattern Profile

8. Develop and implement a plan to teach a craft, electronic media, or other task to an individual.


Teaching Project

9. Describe the meaning and dynamics of occupation and purposeful activity including the interaction of areas of occupational performance, performance skills, performance patterns, contexts, activity demands, and client factors.

B.2.2.

Lecture Readings

Exams Group discussion

ACOTE STANDARDS B.1.2. Demonstrate knowledge and understanding of human development throughout

the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology.

B.1.3. Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral sciences, social sciences, and occupational science. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.

B.1.4. Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.

B.2.2. Explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.

B.2.4. Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.

B.2.7. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

B.3.1.

Apply theories that underlie the practice of occupational therapy.


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B.3.2. Compare and contrast models of practice and frames of reference that are used in occupational therapy.

B.5.19. Apply the principles of the teaching–learning process using educational methods to design experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.

REQUIRED READINGS TEXTBOOK Cronin, A. & Mandich, M. (2005). Human development & performance throughout the lifespan.

Clifton Park, NY: Thomson-Delmar Learning. CHECKLISTS Hawaii Early Learning Profile Checklist (HELP Checklist) Birth to 3. Vort Publishers. Hawaii Early Learning Profile for Preschoolers Checklist (HELP for preschoolers). Vort Publishers. All are available at the University at Buffalo Medical Bookstore ADDITIONAL READINGS Will be assigned and posted online at UBlearns. COURSE REQUIREMENTS & ASSIGNMENTS All assignments are to be in APA format and submitted online through UBLearns unless otherwise indicated. All assignments should be submitted in Word or compatible format. The file name should be formatted with your last name then the assignment name (ex. Smith Position Paper.docx). Lecture Assigned Readings: Assigned readings are posted on the course schedule. Additional reading may be posted on UBLearns. Students are expected to complete required readings prior to class. Participation in Lecture: All students are expected to participate class discussions. Participation in lecture includes being prepared for class, attendance, and punctuality. Position Paper: Research a controversial developmental topic and develop a written paper describing one side of the controversy. Topics must be approved by instructor. Students will also prepare to debate their topic in class. Examinations: Students will be evaluated using three written examinations and one cumulative final. Exam is based on content from lecture and lab portion of class. Developmental Observation: Students will have two opportunities to observe individuals of specific ages and analyze their observations using developmental information from class, along with formal and informal checklists. The observations will include one preschool or school-aged child, and one older adult.


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AOTA Membership: Students are required to be members of the AOTA to access materials and resources. Students will provide instructor with membership card (or other documentation of membership). You must be a member of AOTA to pass this course. In-Class Assignments- Students will complete a variety of in-class assignments in groups and individually. In-class assignments may include case studies, discussions, or quizzes. Lab Activity Analyses: Students will have four opportunities to formally analyze activities based on the OT Practice Framework: Domain and Process. Students will complete an activity analysis on two crafts- mosaic tiling (group) and basket weaving (individual), and an occupation-based activity analysis on two people- middle-aged child (group) and a college-age student (individual). Teaching Project: Working in pairs, students will select an activity to teach to another person. Students will develop a teaching plan, including steps and measurable objectives. They will then implement the plan on a partner, and reflect on the teaching experience in writing. Environmental Geriatrics: Students will complete an online learning module on environmental geriatrics. Cultural Object: Students will bring an object that represents their culture to class. Students will present their object and explain its significance to their personal culture. Personal Pattern: Students will maintain a week-long journal of their own activities and will use this journal in lab to analyze their own personal patterns with regard to areas of occupation. Reflex Practical: Students will be expected to recall and demonstrate randomly-selected reflexes. Students will be evaluated on an individual basis. Crafts- Students will complete 4 graded crafts. Mosaic tiling and copper tooling will be completed in lab. Basket weaving and a craft of the student’s choice will be completed out of class. Crafts will be graded on creativity, effort, and aesthetics. GRADING Lecture

Item Points Position Paper 40 Pediatric Observations 30 Older Adult Observation 30 Exams (3) 120 (40 each) Final 40 Participation in Lecture 15 In-Class Assignments 20 AOTA Membership Complete/Incomplete Total 295


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Lab

Item Points AA: Mosaic Tiling 15 AA: Basket weaving 15 AA: Child 15 AA: Adult 15 Teaching Project 35 Personal Pattern Profile 15 Environmental Geriatrics 10 Cultural Object 5 Reflex lab practical 20 Craft: Mosaic Tiling 10 Craft: Copper Tooling/Wood burning

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Craft: Basket weaving 10 Craft: Student selection 10 Total 185 STUDENT GRADE DETERMINATION

Letter Grade

Percentage Letter

Grade Percentage

A 93-100% C 73-76.99%

A- 90-92.99% C- 70-72.99%

B+ 87-89.99% D+ 67-69.99%

B 83-86.99% D 63-66.99%

B- 80-82.99% F < 63%

C+ 77-79.99% CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam on time will result in a grade of 0 for that exam. Students should contact the instructor prior to the start of the exam if medical emergency precludes exam attendance. Written documentation will be required and accommodations, including alternate exams, may be made at the discretion of the instructor.


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Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UBLearns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account.



Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of 10% of points per day that the assignment is late. Assignments more than 3 days late will not be accepted.

Lab Requirements Students are expected to participate in all lab activities. Students who come to lab wearing clothing that restricts their movement or clothing that is immodest will receive one warning, after that they will be required to leave the lab for that session. Inappropriate clothing is considered to be the following: any clothing that reveals cleavage or underwear or that exposes low back tattoos and belly buttons.

Students will have several opportunities to observe individuals in the lab and community. Students are expected to adhere to a professional dress code, as described in the student handbook and on UBLearns. Students are also expected to display professional behaviors, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed. Technology in the Classroom Students may use laptops or tablets in the classroom and in the lab. Cell phones (including smart phones) may not be used. Students who are observed using a device for anything unrelated to the course will be asked to leave the classroom or lab for that day, will receive a zero on any related assignments, and will lose the privilege of using technology in the classroom for the remainder of the course. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the


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discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:








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COURSE SCHEDULE * Course schedule is a general outline and subject to change based on the needs of the class

Week Date Lecture Topic Reading/ Assignment Due

Lab Lab Topic Reading/ Assignment Due

1 8/26 Intro to course OT Practice Framework (OTPF)

8/29 Occupational Profile

8/30 OTPF OT Practice Framework (Bring to class)

2 9/2 Labor Day No Class 9/5 No Class Rosh Hashanah

9/6 Intro to Activity Analysis

3 9/9 OT Assessments Crafts related to OT

Ch. 21 Sladyk reading Tubbs & Drake Reading

9/12 Craft-Mosaic Tiling

9/13 Examine assessments

4 9/16 Developmental Theories Culture of Development

Ch 2, 4

9/19 Mosaic Tiling cont.

9/20 Culture

Cultural object to share with class

5 9/23 Exam 1 9/26 Wood burning and Copper Tooling

AA Mosaic Tilling

9/27 Teaching/Learning

6 9/30 Prenatal Development Infant development

Ch. 6-8

10/3 Oral Motor/Feeding

10/4 Reflexes Ch 7 Bring your text book to class

7 10/7 Toddler development Family Issues

Ch. 8, 9 AOTA Membership Card

10/10 Motor Development Lab

Reading: Schultz-Krohn Feeding Basket Weaving Craft and AA Due

10/11 Preschool Observations

8 10/14 Preschool Development Ch. 10 10/17 Toys Reading: Toys 10/18 Reflex Lab Practical


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Week Date Lecture Topic Reading/ Assignment Due

Lab Lab Topic Reading/ Assignment Due

9 10/21 Middle Childhood Ch. 11 Pediatric Observation Due

10/24 Present teaching project

Teaching/ Learning Project Due

10/25 Play/School Systems Reading: AOTA Play tips Role of Recess

10 10/28 Exam 2 10/31 Childhood Activity Analysis

11/1 Analyze Personal Patterns

Personal Patterns Due

11 11/4 Adolescence

Ch. 12

11/7 Adolescent Mental Health

11/8 Older Adult Observations

AA Childhood Due

12 11/11 Young Adult Ch. 14 Position Papers Due

11/14 Young Adult Transitions

11/15 Position Papers Debate

13 11/18 Middle Adult Ch. 15 11/21 Wellness

AA College Student Due Ch. 19 Wellness Reading

11/22 Environmental Geriatrics

Environmental Geriatrics

14 11/25 Older Adults Ch. 16 Reading: Well-Elderly Study

11/28 No Class Thanksgiving


15 12/2 Exam 3

12/5 End of Life Issues Reading: Death and Dying Selected Craft Due

12/6 Review for Final

Older Adult Observations Due

Finals Week

12/13 11:45-2:45

Final Exam Subject to Change

OT 341 2013

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Course Title/Number: OT 341 Critical Analysis of the Scientific Literature

Department Name: Exercise & Nutrition Sciences

Program Name: Exercise Science BS


Class Day/Time:

Wednesday (section A/C) & Friday (section B/D), 12:00-1:50 PM

Class Location: Diefendorf 02 (Wednesday) & Diefendorf 203 (Friday)

Format(s): LEC

Prerequisite(s): STA 119 Statistical Methods or PSY 207 Psychological Statistics and enrolled in Exercise Science Professional Sequence (upper division)

Instructor(s) of Record: John Wilson, PhD Stephen Bauer, PhD Course Coordinator

Office: Farber G10 Kimball 521

Phone Number(s): (716) 829-5596 (716) 829-6760

Email: [email protected] [email protected]

Office Hours: By appointment By appointment

Teaching Assistant (TA): None

TA Office: None

TA Phone Number: None

TA Email: None

TA Office Hours: None

I. (a) Course Description: This 2-credit course introduces OT students to the principles of critical analysis of scientific literature. Completion of this class will enable students to access, interpret and analyze research articles and information presented in oral presentations pertinent to their respective fields and to make application of the findings to clinical practice, rehabilitation and/or exercise training. Rationale: Development of clinical reasoning and decision making is a crucial aspect of the education of health care professionals. In their 1998 report The Future of Public Health, the Institute of Medicine of the National Academy of Sciences identified evidence-based practice (EBP) as one of five key

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competencies necessary for delivery of effective and safe health care in modern-day society, and EBP is becoming widely accepted as essential for the advancement of public health in the 21st century. Decision making using an EBP requires the practitioner to utilize the highest-level of research-based evidence available, combined with the resources available, skills of the practitioner, and needs of the patient or client when charting a course for clinical care. This course in scientific inquiry is designed to introduce students to the steps of evidence-based practice, enable students to find and critique evidence, and promote application of evidence-based practice to case studies, in preparation for future work with patients and clients.

II. Course Objectives / Competency / Instructional Method(s) / Assessment of Student Learning

Learning Objectives

ACOTE

Standard

Instructional

Method

Assessment

Method


Discuss the role of scientific knowledge to the development of a profession and its application to clinical practice. Specifically, discuss the role of EBP in making informed, accurate, and safe professional decisions.

B.8.1. Lecture Small Group

Work

In Class Assignment 1

Determine the applicability of scientific research to professional practice.


Work

In Class Assignments (2)

Out of Class Assignment

Describe basic features of quantitative research design including: introduction, background, method (research questions and hypothesis, independent, dependent and confounding variables, effect size, populations, random, and convenience sampling), results (tools and instruments, descriptive and inferential statistics, significance).

B.8.4., B.8.5

Lectures Small Group

Work Readings

In Class Assignment 2 Individual Out of Class

Assignments (2) In Class Test 2

Describe the basic features of qualitative research design: including introduction, background, method (research questions), method (purposive sampling, interviews, surveys, focus groups, phenomenological), results (coding, analysis).

B.8.4., B.8.5

Lecture Small Group

Work

In Class Assignment In Class Test 2

Differentiate study design types (true

experimental, quasi-experiment, non-experimental,

qualitative), and understand their associated

strength of evidence.

B.8.4.,

B.8.5

Lectures

Small Group

Work

Readings

In Class Assignment

Individual Out of Class

Assignments (2)

In Class Test 2

Critique research articles in terms of internal and

external validity, and reliability.

B.8.4.,

B.8.5

Lectures

Small Group

Work

In Class Assignment

Individual Out of Class

Assignments (2)

In Class Test 2

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Use online tools (e.g. Cochrane Collection, Medline, CINAHL) to locate systematic reviews, levels of evidence, rated peer-reviewed articles, unrated peer-reviewed articles and grey literature (e.g. codes of ethics, practice guidelines).


Work

In Class Assignment In Class Test 1

Individual Out of Class Assignment

Identify the steps of Evidence Based Practice (EBP) and apply to specific cases, considering: level of evidence, resources available, skills of the practitioner, and needs of the client.

B.4.2 Lecture Small Group

Work

Individual Out of Class Assignment

Discuss Principles of Ethics and their application to clinical practice.


Work

In Class Assignment

ACOTE STANDARDS

B.4.2. Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process. B.6.6. Utilize national and international resources in making assessment or intervention choices and appreciate the influence of international occupational therapy contributions to education, research, and practice.

B.8.1. Articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession of occupational therapy. B.8.2. Effectively locate, understand, critique, and evaluate information, including the

quality of evidence. B.8.4. Understand and use basic descriptive, correlational, and inferential quantitative

statistics and code, analyze, and synthesize qualitative data. B.8.5. Understand and critique the validity of research studies, including their design

(both quantitative and qualitative) and methodology. B.9.1. Demonstrate knowledge and understanding of the American Occupational Therapy

Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings.

III. Textbooks /Equipment /Required Technologies Resource Required

Access to UBlearns for course documents and assignments

Yes

Helewa, A. & Saunders, J.W. (2000). Critical evaluation of research in physical rehabilitation: An

integrated approach. ISBN-13: 978-0721673905 [Recommended text. Available in the Medical

Bookstore.]

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IV. Course Learning Activities Students will be expected to read lecture outlines and assigned readings that will be posted on UBlearns. Class format will be lecture to clarify the material and class discussion and activities to reinforce concepts. V. Course and Instructor Eval Each student who submits a completed online evaluation of the course and instructors, as reported to the course coordinator by the SPHHP CoursEval Administrator, will be awarded 1%. CourseEval procedures protect the anonymity of student respondents – the course coordinator will receive a list of names of students who have submitted evaluations, but no faculty member receives evaluation reports (ratings and comments) before grades are submitted, and student names are not included on evaluation reports.

VI. Grading There are 5 in-class assignments (worth 3% each), an out-of-class assignment for seminar critique (15%), an in-class exam about literature searches (15%), an out-of-class assignment about evidence-based article analysis (15%), an in-class final exam (20%), a departmental seminar critique (20%), and the CoursEval participation (1%).

Course Component Due date Percentage

Five in-class assignments @ 3% each Sep 4/6, Sep 25/27, Oct 9/11, Nov 6/8, Nov 13/15

15%

Assignment: initial seminar critique Sep 18/20 15%

Exam #1 about literature searches Oct 16/18 15%

Assignment: evidence-based article analysis Oct 30/Nov 1 15%

Assignment: departmental seminar critique Nov 20/22 20%

Exam #2 Dec 4/6 20%

Course evaluation completion Close of CoursEval Additional 1%

Final Grade Determination - Cutpoints:

92 - 100 A 72 - 77.9 C 90 - 91.9 A- 70 - 71.9 C- 88 - 89.9 B+ 68 - 69.9 D+ 82 - 87.9 B 62 - 67.9 D 80 - 81.9 B- < 62 F 78 - 79.9 C+

VII. Other course related information In the event that you are having difficulties with the course material, or want further information about a topic, please let the instructors know.

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Students will be expected to check their UB email account and UBlearns regularly, and prior to each class, to read important information, updates and changes in assignments. Students are also responsible for printing the readings for classroom use. VIII. Communication If you have multiple email accounts, please be sure that you access (or forward) your UB email. Your UB email is the account we will use to send course-related materials. IX. Policy Regarding Absences, Attendance, Assignments, Exams, and University Policy on Incompletes in Courses • Class Attendance and Absences As many in-class activities will be completed throughout the semester, class attendance

is expected. On the first day of class, students will be assigned to small groups and each group will be given an attendance sheet. In the case of exceptional circumstances that result in you being late or absent, you must contact the instructor prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. At the end of the semester, the attendance sheets will be collected and 1% will be deducted from the final grade for each unexcused absence.

• Late Assignments All assignments are due at the designated time and due date. Failure to submit the

assignment when due will result in a loss of 1% (of the final course grade) per day that the assignment is late. If there are circumstances that will preclude you from turning in assignments on the due date, it is imperative that you discuss the situation with the instructor prior to the due date.

• Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe

illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (B or better) up until the time an incomplete is requested.

• University Policy on Incomplete Grades A grade of incomplete (“I”) indicate that additional course work is required to fulfill the

requirements of a given course. Students may only be given an “I” grade if they have a passing average in coursework that has been completed and have well-defined parameters to complete the course requirements that could result in a grade better than the default grade. An “I” grade may not be assigned to a student who did not attend the course. Prior to the end of the semester, students must initiate the request for an “I” grade and receive the instructor’s approval. Assignment of an “I” grade is at the discretion of the instructor.

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The instructor must specify a default letter at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12-month time limit. Upon assigning an “I” grade, the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office.

Students must not re-register for courses for which they have received an “I” grade.

Applicable dates regarding the 12-month provision: Courses taken in (semester): Will default in 12 months on: Fall December 31 Spring May 31 Summer August 31

The “I” must be changed to a grade before the degree conferral date if the students plans to

graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form.

A default grade an be “A-,” “B+,” “B-,” “C+,” “C-,” “D+,” “D,” or “F.” (If a student selected an S/U grading option, it will replace the default letter grade when the grade defaults.)

Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate

in this course, please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. The office will provide you with information and review appropriate arrangements for reasonable accommodations. http://www.ub-disability.buffalo.edu/

Netiquette

This course may utilize UBlearns to facilitate online communication between course participants. Please keep in mind the following “Rules of Netiquette” when communicating online.

1. The rules of the classroom are the same regardless of location. Remember just because

you’re interacting online, doesn’t mean you stop having respect for your professors, and

fellow classmates. You’re communicating with a real person, not a computer screen.

2. Remember your audience. When communicating online it’s important to remember who

you’re communicating with. When sending a message to a professor, please refrain from

using “text speak”. For example, Shakespeare never intended for you to type “2B or not 2B”.

Also, stay away from typing in all capital letters; it will appear as if you’re shouting.

3. Avoid strong language. Language can easily be misinterpreted in an online setting. Be sure to

review your work before submitting, making sure the reader won’t be able to misinterpret it

as strong, or offensive. Sarcasm doesn’t translate well online. Your audience can’t see your

facial expressions, or body language. Try to be as straight forward and professional as

http://www.ub-disability.buffalo.edu/

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possible.

4. Read everything, twice. Be sure to thoroughly read all course materials before beginning to

work on your assignments. If you have a question, or need clarification, re-read the materials.

You may have glanced over an important detail the first time. If you’re still having difficulties,

then e-mail your professor.

5. Review all materials before submitting. When responding to discussion board posts,

be sure to read all previous postings before you post your own. This way you won’t duplicate

someone else’s comments. Also, it’s a good idea to write, and save your work in Microsoft

Word first. In case of a technical issue, you have a backup copy.

Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance

with the Department and University Policy. This may include a grade of 0 for an assignment and/or failure in a course.

Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples: Previously submitted work: Submitting academically required material that has been

previously submitted – in whole or in substantial part – in another course, without prior and expressed consent of the instructor.







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COURSE SCHEDULE

This schedule is subject to revision. Any course schedule changes or additional readings will be posted on UBlearns and will be announced in class as time permits. Note: Additional required readings may be assigned and will be assigned at least one week prior to the class for which they are assigned.

Date (class number)

Topics (instructors) Required Readings/Assignments

Aug 28/30 (#1)

Introduction to scientific hypotheses (Dr. Wilson)

Reading #1: USPSTF evidence-based recommendations. Reading #2: RCT example.

Sep 4/6 (#2)

Designing research studies to test causal hypotheses (Dr. Wilson)

Reading #3: Hill criteria for causation. Reading #4. Assignment #1, done by students working in groups in-class, for 3% of course grade

Sep 11/13 (#3)

Understanding evidence: critical analysis of seminars (Dr. Wilson)

Assignment #2, done by students working in groups in-class, for 15% of course grade. Observe a brief seminar in class, write an individual critique of it, and upload the critique to UBlearns by due date.

Sep 18/20 (#4)

Research design: quantitative types of studies (Dr. Bauer)

Start of class is due date for Assignment #2.

Sep 25/27 (#5)

Research design: qualitative types of studies (Dr. Bauer)

Assignment #3, done by students working in groups in-class, for 3%.

Oct 2/4 (#6)

Introduction to evidence based practice (Dr. Bauer)

Reading: Thompson, C. B., & Panacek, E. A. (2006). Clinical research and critical care transport: How to get started. Air Medical Journal, (25)3, 107-111

Oct 9/11 (#7)

Searching for scientific evidence online (Drs. Zafron and Wilson)

Assignment #4, performing online literature searches with Dr. Zafron, for 3%.

Oct 16/18 (#8)

Searching for evidence (Dr. Bauer) Exam #1, done by each student individually, about literature searches, for 15%.

Oct 23/25 (#9)

Critical analysis of empirical research papers (Dr. Wilson)

Reading: Giannini, M. J., & Protas E. J. (1992). Exercise response in children with and without Juvenile Rheumatoid Arthritis: A case-comparison study. J. Physical Therapy, 72(5) 365-72, 294-308.

Oct 30/ Nov 1 (#10)

Critical analysis of empirical research papers continued (Dr. Bauer)

Assignment #5, done by each student individually, about evidence-based article analysis, for 15%.

Nov 6/8 (#11)

Ethics in research and application of population health (Dr. Bauer)

Assignment #6, inter-group ethics debate, for 3%.

Nov Critical analysis of other scientific Assignment #7, done by each student individually, for

OT 341 2013

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Date (class number)

Topics (instructors) Required Readings/Assignments

13/15 (#12)

information (Dr. Bauer) 3%. Reading: Kwakkel, G. et al. (2003). Effects of augmented exercise therapy time after stroke: A meta-analysis. Stroke. 1-12 doi: 10.1161/01.STR.0000143153.76460.7d URL: http://stroke.ahajournals.org/content/35/11/2529.long

Nov 20/22 (#13)

Catch-up and review (Dr. Wilson) Assignment #8, departmental seminar critique, done by each student individually, is due by start of class, for 20%.

Nov 27/29 (#14)

No class because of Fall Recess

Dec 4/6 (#15)

Exam (Drs. Bauer and Wilson) Exam #2, done by each student individually, for 20% of course grade.

August 23, 2013

OT342_Fall 2013

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Course Title and Number: Neuroscience 1 – ES/OT 342

Department Name: Exercise and Nutrition Sciences and Rehabilitation Sciences

Program Name: Exercise Science and Occupational Therapy


Course No.: ES 342 / OT 342 Class Day/Time: Tues/Thurs 8:00 ‐9:20 am

Course Title: Neuroscience 1 Class Location: DIEF 148

Format: LEC

Instructor(s): Gaspar A. Farkas, PhD

Office: Kimball 207

Phone Number(s): 716‐829‐6756


Office Hours: Tues/Thurs before (DIEF 148) or immediately after (DIEF 2) class or by appointment.

Course Description: This lecture course is an introductory neuroscience course for exercise science, occupational therapy and pre‐physical therapy students. Topics include principles of neurophysiology, cellular communication, organization and gross morphology of the CNS, functional anatomy of motor and somatosensory pathways, and various aspects of neuropathology and neuroplasticity.

Course Rationale/Relationship to Curriculum Design: Neuroscience employs the tools and perspectives of biology, psychology, chemistry, physics, mathematics, and medicine to achieve a comprehensive understanding of brain function. Neurologic illnesses affect millions of people in the United States and represent some of the least understood, wide ranging, and catastrophic disorders. A strong foundation of basic neuroscience is a prerequisite to understanding neurological diseases and will enhance ES and OT (and pre‐PT) students understanding of the pathogenesis, loss of function, and the potential for recovery of a wide range of neurological diseases.

Course Objective and Competencies: Upon completion of this course, the student will understand the basic principles of how the neurological system functions, the pathogenesis of a variety of common neurological diseases, and the modes of recovery of function. The student will be able to apply these principles to the evaluation, diagnosis, and prognosis of common neurological disorders. Below are specific competencies and learning objectives:

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Learning Objective Accreditation/Program Competency

Instructional Methods

Assessment Methods

Describe the organization, function and neurological control of the motor system

Describe the anatomy of major organ systems and tissue structures in the human body (ES Competency 6).

Lectures

Exam

Describe the basic pathologies that underlie selected neurological disorders including myasthenia gravis, multiple sclerosis, peripheral neuropathies, and disorders of sensory systems

Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics (OT Competency B 1.4).

Lectures

Exam

III. Textbooks /Equipment /Required Technologies 1. Bear et al, Neuroscience: Exploring the Brain, 3rd ed., Lippincott, Williams and Wilkins, Baltimore,

MD, 2007. ISBN: 0‐7817‐6003‐8 2. Class Manual (down‐loaded lecture‐by‐lecture from UB Learns). All class material will remain

available on line throughout the entire semester. Students need to print copies prior to class.

IV. Course Requirements and Assignments There are several assignments posted in UB Learns Assignment Section. These assignments are not collected or graded and are intended solely to supplement material covered in class. In addition, practice exams for all three semester block exams are also posted on the UB Learns Assignment Section. Descriptive videos for each practice block exam are also available. All course materials will remain available on UB Learns for the duration of the semester.

V. Course Evaluation Students will be asked to complete a course evaluation at the end of the semester.

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VI. Grading The +/‐ grading system will be used, with letter grades roughly corresponding to the following

plan: 90s=A 80s=B 70s=C 60s=D <60=F Three semester multiple choice "Block" exams and one "Final" exam will be scheduled. "Block" exams will test on information covered exclusively during the block. The "Final" exam (scheduled during UB's Final Exam Period), will test on information from Blocks A, B, and C. The final grade will be based on the average from the three (and no less than three) best scores. Any missed exam will be graded as a "ZERO". All EARNED GRADES WILL BE FINAL. VIII. Communication If you have multiple email accounts, please be sure that you access (or forward) your UB email. Your UB email is the account I will use to send course‐related materials. IX. Policy Regarding Absences, Attendance, Assignments, Exams, and University Policy on Incompletes in Courses • Class Attendance and Absences As many in‐class activities will be completed throughout the semester, class attendance is

expected. Please be aware that an absence from class under these circumstances does not excuse you from any required assignments.

• Late Assignments There are no graded assignments in this course. • Exams and Final Exam Since the final grade is calculated from the average of your “best” three (of four) exam

grades, any student who is unable to sit for a scheduled exam will automatically be given a grade of “Zero”. Prior approval is not required. EXAMS WILL NOT BE RESCHEDULED UNDER ANY CIRCUMSTANCE.



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The instructor must specify a default letter at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12‐month time limit. Upon assigning an “I” grade, the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office.


plans to graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form.


Disability Policy If you have any disability which requires reasonable accommodations to enable

you to participate in this course, please contact the Office of Accessibility Resources, 25 Capen Hall, 645‐2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. http://www.ub‐disability.buffalo.edu/

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Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in

accordance with the Department and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Any observed unprofessional behavior will be brought to the attention of the corresponding Program Director.

Academic Dishonesty: Actions that compromise academic integrity include, but are not

limited to the following examples:









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COURSE SCHEDULE

Date Lecture Topic Lecture Notes

BLOCK A ‐ Signal Transduction AUG 27 Introduction to course sequence (Syllabus/Handout 1) 29 Cytology of Neurons (Handout 1) SEPT 03 Resting Membrane Potential (Handout 2) 05 NO LECTURE – Rosh Hashanah 10 Resting Membrane Potential (Cont) (Handout 2/3) 12 Action Potential (Handout 3) 17 Action Potential (Cont) 19 Clinical Correlations (Handout 4) 24 Synapses / Neuromuscular Junction (Handout 5) 26 Neurotransmitters/Clinical Correlations (Handout 6 and 7) OCT 01 Block A Review (Handouts 8 and 8a and Video) OCT 03 EXAM I ‐ Block A

BLOCK B ‐ Anatomy and Systems Overview OCT 08 Neuro‐anatomy Overview/Cerebral Blood Flow (Handout 9 and 10) 10 NO LECTURE ‐ Neuroanatomy (ES/OT 344) EXAM I 15 Cerebral Blood Flow / Metabolism (Handout 10) 17 Sensory System I ‐ Ascending pathways (Handout 11) 22 Sensory System II ‐ Clinical Correlations (Handout 12)

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24 Motor Systems I ‐ Descending Pathways (Handout 13) 29 Motor Systems II ‐ Clinical Correlations (Handout 14) 31 Clinical Correlations NOV 05 Block B Review (Video) NOV 07 EXAM II ‐ Block B

BLOCK C ‐ Systems Overview NOV 12 Autonomic Nervous System I (Handout 15) 14 Autonomic Nervous System II (Handout 16) 19 Higher Cortical Functions I (Handout 17) 21 NO LECTURE ‐ Neuroanatomy (ES/OT 344) EXAM II 26 Higher Cortical Functions II (Handout 18) 28 NO LECTURE ‐ Thanksgiving recess DEC 03 Clinical Correlations / Block C Review (Video) 05 Exam III – BLOCK C 10 Exam IV ‐ FINAL EXAM* 8:00‐11:00 am *EXAM IV (Final examination) will consist of 45 questions (equal distribution) pertaining to material from Blocks A, B, and C (15 questions per Block).

Prior to each exam, recitations or reviews will be scheduled outside of normal class hours.

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Course Title and Number: Neuroanatomy 1 – ES/OT 344

Department Name: Exercise and Nutrition Sciences and Rehabilitation Sciences

Program Name: Exercise Science and Occupational Therapy


Course No.: ES 344 / OT 344 Class Day/Time: Tues/Thurs 9:30‐10:20 am

Course Title: Neuroanatomy 1 Class Location: DIEF 2

Format: LAB

Instructor(s): Gaspar A. Farkas, PhD

Office: Kimball 207

Phone Number(s): 716‐829‐6756


Office Hours: Tues/Thurs before ES/OT 342 (DIEF 148) or prior to or after class (DIEF 2) or by appointment.

Course Description: This laboratory course is designed to provide students with a 3 dimensional appreciation of various neurological structures. The course will use videos instructional format of cross‐sections, models, and diagrams to identify structures. Topics will include the external and internal morphology of the brain, brainstem and spinal cord, and the arterial system of the CNS. This class is a valuable compliment to the ES/OT 342 Neuroscience I lecture course. This course is required for all students in the OT program, and is a pre‐requisite course for entry into the DPT program. The course serves as an elective for students in the ES program. Course Rationale/Relationship to Curriculum Design: Neuroanatomy is an essential knowledge for all rehab specialist and Neuroanatomy I is a foundation course for all programs in biomedical sciences and rehabilitation. Technological advances have changed anatomy education by supplementing or replacing the traditional use of cadaver dissection. The course will emphasize a 3‐dimensional approach of the human brain and will enable students to navigate and identify structures while also providing clinical relevance. Course Objective and Competencies: Upon completion of this course, the student will be able to identify and locate various neurological structures and their blood supply. The student will also be able to assign major function to various structures and summarize clinical features following injury to various brain structures. Below are specific competencies and learning objectives:

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Learning Objective Accreditation/Program Competency


Assessment Methods

Describe various central and peripheral structures involved in neuro‐muscular control

Describe the relationship between structure and function of various organ systems as related to movement patterns and exercise responses and adaptations in response to exercise training in healthy and diseased states

Weekly

preparatory homework assignments

Video Lectures

Weekly quizzes

Exam

Describe the location and function of designated structures forming the external and internal morphology of the brain, brainstem and spinal cord. Identify the arteries and their area of supply of the brain and spinal cord.

Describe the basic anatomical relationships among structures. Describe a basic three‐dimensional picture of the CNS

Describe the anatomy and major organ systems and tissue structures in the human body (ES Competency) Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics (OT Competency B 1.4).

Weekly preparatory homework assignments

Video Lectures

Weekly Quizzes

Exam

III. Textbooks /Equipment /Required Technologies

1. Haines, Neuroanatomy: Atlas of Structures, Sections and Systems, 8th ed., Lippincott Williams and Wilkins, Baltimore, MD 2012. ISBN‐10: 1605476536 ; ISBN‐13: 978‐1605476537 (older editions can also be used).

2. Bear et al, Neuroscience: Exploring the Brain, 3rd ed., Lippincott, Williams and Wilkins, Baltimore,

MD, 2007. ISBN: 0‐7817‐6003‐8 3. Course Manual/Homework assignments/Videos (down‐loaded lecture‐by‐lecture from UB

Learns). Once available, class material will remain available on line for the remainder of the semester. Students need to print copies prior to class.

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IV. Course Requirements and Assignments

Weekly Worksheets: The worksheet prepares you for class and has practice questions to prepare you for the exam.

The worksheet for class is to be handed in each week (see due date on UB Learns) by 10:00 am. If you are unable to attend class that day, a friend may hand in your worksheet for you. The worksheet must be handwritten. One question will be randomly graded on the worksheet and your grade will be based on your response to that question. Grading of worksheets will be as follows: complete with correct answer = +1 incomplete, poor or incorrect answer = 0 failure to hand in worksheet on time = ‐1

Weekly Quizzes: The best eight out of nine quiz scores will be used to determine the final quiz grade. Each quiz will consist of 4 questions and will be worth 4 points. Quizzes are given at the beginning of each lab ‐ students arriving late may be denied from completing the quiz and will be given a score of “0”. Please note that Quiz V and Quiz X (4 questions each) will be given as supplements to Exam I and Exam II, respectively.

Exams: Two semester exams will be given: Exam I and Exam II are required. There will be no FINAL EXAM

V. Course Evaluation Students will be asked to complete a course evaluation at the end of the semester. Students will be awarded, if and only if, the evaluation is completed by the last day of classes for the Fall semester. VI. Grading Final Grades will be calculated as follows:

9 Worksheets (1 point each, best 9 of 10) 9 8 Class Quizzes (4 points each, best 8 of 9) 32 Exam I 25

Exam II 33 Course Eval (if completed by last day of semester) _1__

TOTAL 100

The +/‐ grading system will be used, with letter grades roughly corresponding to the following plan: 90s=A 80s=B 70s=C 60s=D <60=F

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VIII. Communication If you have multiple email accounts, please be sure that you access (or forward) your UB email. Your UB email is the account I will use to send course‐related materials. IX. Policy Regarding Absences, Attendance, Assignments, Exams, and University Policy on Incompletes in Courses • Class Attendance and Absences As many in‐class activities will be completed throughout the semester, class attendance is

expected. Please be aware that an absence from class under these circumstances does not excuse you from any required assignments.

• Late Assignments Due dates for Weekly Assignments are posted on UB Learns. Short (4 Questions)

weekly quizzes are given on Tuesday or Thursday starting at 10:00am. Once quiz has started, late attendees will not be able to complete the quiz.

• Exams and Final Exam There are 2 exams (see course schedule) given during the course of the semester.

These exams will be scheduled at 8:00am in DIEF 148, and not during normally scheduled lab time. No Final Exam will be given.





The instructor must specify a default letter at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12‐month time limit. Upon assigning an “I” grade,

OT344_Fall 2013

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the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office.


plans to graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form.


Disability Policy If you have any disability which requires reasonable accommodations to enable

you to participate in this course, please contact the Office of Accessibility Resources, 25 Capen Hall, 645‐2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. http://www.ub‐disability.buffalo.edu/

Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in

accordance with the Department and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Any observed unprofessional behavior will be brought to the attention of the corresponding Program Director.

UNACCEPTABLE BEHAVIOR FOR A TESTING SITUATION (QUIZ OR EXAM): WE RESERVE THE RIGHT TO TAKE YOUR PAPER AWAY AND AWARD YOU A ZERO – NO QUESTIONS ASKED ‐ IF ANY OF THE FOLLOWING UNACCEPTABLE BEHAVIOR IS OBSERVED DURING A QUIZ OR EXAM: *Any verbal or nonverbal communication with any individual sitting for the quiz or exam. *Looking at the paper of any individual sitting for the quiz or exam. *Using electronic technology.

Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

OT344_Fall 2013

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COURSE SCHEDULE

WORKSHEET QUIZ on UNIT TUES Aug 27 Course overview ALL STUDENTS During ES/OT 342 lecture THURS Aug 29, TUES Sept 03 UNIT I: INTRODUCTION I ‐‐ THURS Sept 05 NO LAB TUES Sept 10, THURS Sept 12 UNIT II: CEREBRUM II TUES Sept 17, THURS Sept 19 UNIT III: DIENCEPHALON III I & II TUES Sept 24, THURS Sept 26 UNIT IV: DORSAL BRAINSTEM IV III TUES Oct 01, THURS Oct 03 UNIT V: VENTRAL BRAINSTEM V IV TUES Oct 08 OPEN CLASS – Review ‐‐‐ ‐‐‐ THURS OCT 10 ‐ 8:00AM EXAM I (Units I – V) – 8:00AM ‐‐‐ V ALL STUDENTS ES/OT 342 Lecture Hall TUES Oct 15, THURS Oct 17 UNIT VI: MIDBRAIN VI TUES Oct 22, THURS Oct 24 UNIT VII: PONS VII VI TUES Oct 29, THURS Oct 31 UNIT VIII: MEDULLA VIII VII TUES Nov 05, THURS Nov 07 UNIT IX: SPINAL CORD IX VIII TUES Nov12, THURS Nov 14 UNIT X: VASCULAR X IX TUES Nov 19 OPEN LAB – SIGN UP __ __ THURS NOV 21 EXAM II – (Units VI – X) 8:00 AM X ALL STUDENTS ES/OT 342 Lecture Hall


1

UNIVERSITY AT BUFFALO OT346: Introduction to Scientific Writing (#19141)

Semester Spring 2014 Credits 1 Unit

Lecture Tuesday 12:30 PM - 1:30 PM

Labs N/A


Instructor Stephen Bauer, Ph.D. Office 521 Kimball Tower Telephone 829-6760 Email [email protected] Office Hours Stop by or By appointment Teaching Assistants N/A

COURSE DESCRIPTION This course is designed to introduce BS/MS OT students to the process of finding and understanding research literature and summarize this information in a literature review. The course will briefly review and build on limited topics from OT341 “Critical Analysis of Scientific Literature”. Upon course completion, students will be able to write up analyses of research articles and to begin to develop research questions. PRE-REQUISITE COURSES Pre-requisite completion of ES/OT341 Analysis of Scientific Writing and STA119: Statistical Methods COURSE RATIONALE The Accreditation Council for Occupational Therapy Education (ACOTE) has identified the development a research proposal, collection of data, analyzing of data, and writing of results as entry-level requirements. In addition to understanding how to read research articles, occupational therapy students need to develop skills to communicate these findings in writing. RELATIONSHIP TO CURRICULUM DESIGN OT346 is a required course in the OT BS/MS curriculum.


2

COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT Learning Objectives

ACOTE Standard


Assessment Method

On completion of this course, students will be able to: Discuss the role of the literature review process in developing research topics and research questions.

B.8.1. Lectures 1, 7-8. Read Literature Review Guideline.

Final Project Outline. Final Project.

Access the AOTA website to locate guides to practice, codes of ethics, position papers, standards and other grey literature pertaining to literature review and professional development.

B.6.6., B.8.1.

Lectures 9-10. Worksheet 6 AOTA Quiz.

Use on line tools to locate systematic reviews (Cochrane Collection), rated peer-reviewed articles (e.g. OTSeeker), and peer-reviewed articles (e.g. Medline) from open and closed sources.

B.6.6., B.8.2.

Lectures 9-12. Computer Labs.

Worksheets 7-8.

Use standard APA style in writing an abbreviated literature review.

B.8.8. Lectures 6-8. Read APA Tutorial.

Worksheets 5. APA Quiz. Annotated Bibliography. Abbreviated Literature Review

Use EndNote to build references and citations. B.8.8. Lectures 9-11. Computer Labs.

Worksheet 6. Abbreviated Literature Review.

Identify and extract key information from quantitative and qualitative articles for use in literature reviews.

B.8.5. Lectures 2-5. Read Literature Review Guideline. Read & analyze articles.

Worksheets 1-4. Peer-review. Annotated Bibliography

Summarize peer-reviewed articles in a coherent abbreviated literature review with research questions.

B.8.8. Lectures 6-8, 12-14. Read & analyze articles.

Worksheets 7-8. Abbreviated Literature Review Online literature search. Peer-review.

ACOTE STANDARDS

ACOTE Section ACOTE Description

B.6.6. Utilize national and international resources in making assessment or intervention choices and appreciate the influence of international occupational therapy contributions to education, research, and practice.

B.8.1. Articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession of occupational therapy.

B.8.2. Effectively locate, understand, critique, and evaluate information, including the quality of evidence.

B.8.5. Understand and critique the validity of research studies, including their design (both quantitative and qualitative) and methodology.

B.8.8. Demonstrate skills necessary to write a scholarly report in a format for presentation or publication.


3

REQUIRED READINGS Selected readings from: Publication Manual of the American Psychological Association (6th edition).

(2009). Washington, DC: American Psychological Association. [Note: Referred to as “The APA Manual” above.] (required purchase by students, University Medical Bookstore, Main Street)

Selected readings from Pan, LM. (2008). Preparing literature reviews: quantitative and qualitative approaches (3rd edition). Pryczak Publishing: California. (provided by instructor, no purchase required)

WRITING RESOURCES The Center for Excellence in Writing (http://writing.buffalo.edu/resources-students/) provides additional (optional) assistance to student writers. COURSE REQUIREMENTS & ASSIGNMENTS

Activity Description Points 4 Worksheets Group assignments. Lecture based. 5 points each. 20 2 Worksheets Individual assignments. “Lab” (out of class) based. 5 points

each. 10

APA Quiz

Individual out of class quiz. APA style. 20

Annotated Bibliography

Individual activity. Peer reviewed. Based on Lectures 1 to 7. 10

EndNote Create EndNote Database to be used on Literature Review. 10 Literature Review Individual activity. Peer reviewed. Based on Lectures 1 to 12. 20 Peer Review Group members are required to a) participate in all six group

activities (6 points) and review one Final Project (4 points). 10

GRADING Student grading will be based on eight worksheets, one quiz, the final project outline, the final project and peer contributions/reviews. Grades are based on the percentage of total points earned during semester.

Assignment Instructor Points

Group Worksheets 1, 2, 3, 4 Individual Worksheets 5, 6 APA Quiz Annotated Bibliography EndNote Literature Review Peer Review

Bauer Bauer & Zafron

Bauer Bauer Bauer Bauer Bauer

20 10 20 10 10 20 10

Peer Review: Each student will be randomly assigned to one of (about) eight-ten groups. Each student will be required to review a draft Annotated Bibliography (5 points) and a draft Final Project (5 points) for another student within their group. Peer reviews will be with other group members but one-to-one exchanges (people reviewing each other’s work) is precluded.


4

STUDENT GRADE DETERMINATION Grades will be earned based on the percentage of total points that you earn for the semester.

A 93-100% A- 90-92.99%B+ 86-89.99%B 83-85.99%B- 80-82.99%

C+ 76-79.99%C 73-75.99%C- 70-72.99%D+ 66-69.99%D 63-65.99%F < 62.99%

CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Exams and Final Exam Students are required to complete the APA quiz during prescribed days and times unless a valid medical, personal, or other excuse has been confirmed (in advance excepting obvious emergencies) in writing with the instructor. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted. All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing handouts for classroom use.

Incomplete Grades See below. Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 1 point per day that the assignment is late. Lab Requirements There are two labs. The first lab has an associated homework assignment. The second lab has an associated project. UNIVERSITY POLICIES


5

Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:






6





OT346 – Spring 2014

7

COURSE SCHEDULE WK DATE DESCRIPTION READINGS ASSIGNMENTS

1 1/28 Introduction

Greetings. Logistics (assignment to groups, choosing article types, class

curriculum, and grading). Overview - abstracts, APA,

annotated bibliography, EndNote, and literature review.

Articles assigned.

Purchase APA Manual

2 2/4 Abstracts

Structured and unstructured abstracts. What do we look for? Why do we

care?

Your 3 article abstracts.

Worksheet 1 (G)

3 2/11 Introduction, Background

Brief review of introduction and background. Finding key information

for lit review.

Your 3 article introductions &

backgrounds. Pan. Worksheet 2 (G)

4 2/18

Quantitative Methods, Results,

Discussion…

Brief review of quantitative article methods, results, discussion and

conclusion. Finding key information for lit review.

Your quantitative articles method &

results. Pan. Worksheet 3 (G)

5 2/25

Qualitative Methods, Results,

Discussion…

Brief review of qualitative article methods, results, discussion and

conclusion. Finding key information for lit review.

Your qualitative articles method &

results. Pan. Worksheet 4 (G)

6 3/4 APA Style Introduction to American

Psychological Association (APA) style conventions.

APA manual sections. APA

tutorial.

Out of Class APA QUIZ (I)

7 3/11 Annotated

Bibliography Begin Annotated Bibliography.

Q&A.

Annotated Bibliography

Guideline.

APA QUIZ (I) DUE

3/17-3/22 MID-SEMESTER BREAK

8

3/25

EndNote ‘Intro’

Introduction to EndNote. Group A. (Zafron, K113)

Review APA QUIZ, Annotated bibliography. Peer review. Group A.

(Bauer, K111)

EndNote tutorial.

Worksheet 5 (I)

9

4/1

EndNote ‘Intro’

Introduction to EndNote. Group B. (Zafron, K113)

Review APA QUIZ, Annotated bibliography. Peer review. Group A.

(Bauer, K111)

EndNote tutorial.

Worksheet 5 (I)

10 4/8 Literature

Review

Review Annotated Bibliographies. Intro to Literature Review. Finding

peer reviewed articles.

Annotated Bibliography and

Peer Reviews DUE

11 4/15 EndNote ‘Use’ (Bring Laptop)

Use online databases to find relevant peer-reviewed articles. Use EndNote to

build references and add citations.

Literature Review

Guideline. Worksheet 6 (I)

12

4/22 Find Articles

(Bring Laptop)

Use OTSeeker, PEDRO (and other tools) to find additional article(s) [TBD]

for Literature Review. EndNote (I)

13 4/29 Literature Review

(Bring Laptop)

Literature Review. In class peer-review. Q&A.

Out of class peer-review.

EndNote DUE

14 5/6 Literature Review

(Bring Laptop)

Literature Review. In class peer-review. Q&A.

Out of class peer-review.

Literature Review and Peer Reviews

DUEG=Group Activity, I=Individual Activity

OT 352 – Fall 2013

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OT 352: OT Practice Skills II – Assistive Technology Department of Rehabilitation Science

University at Buffalo

Fall 2013 Class Time: Tuesday/Thursday 11:30 - 12:50 3 credits - Reg #24133 Location: Diefendorf 146 Instructor: James A. Lenker, Ph.D., OTR/L, FAOTA Office: 621 Kimball Telephone: Office: 829-6726 Cell: 491-2378 Email: [email protected] Office Hours: By appointment COURSE DESCRIPTION This course introduces students to assistive technology (AT) devices that support mobility, posture, seating, computer usage, and environmental control, as well as environmental modifications – all of which may enhance occupational performance in home, school, work and community environments. Students will learn strategies for assessment, training, and implementation of these interventions, enabling them to consider the relevance of AT for a variety of populations and treatment settings. PRE-REQUISITE COURSE: OT 301 LEARNING ACTIVITIES OT 352 features a variety of learning methods, including lectures, small group activities, readings from the course text, supplementary readings, videotapes, homework assignments, guest lectures from service providers in the community, and hands-on product demonstrations from manufacturers and vendors. COURSE REQUIREMENTS 1. Required readings 2. Active participation in class discussions and activities 3. Completion of in-class and homework assignments 4. Two mid-terms and a final exam RECOMMENDED TEXT Cook, A.M., & Polgar, J.M. (2008). Cook & Hussey’s Assistive Technologies: Principles &

Practice (3nd ed.). St. Louis: Mosby-Elsevier. STUDENT GRADE DETERMINATION

Final Grade Total Points Final Grade Total Points Final Grade Total Points

A 93-100 B- 80-82 D 60 – 69

A- 90-92 C+ 77-79 F < 60

B+ 87-89 C 73-76

B 83-86 C- 70-72

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COURSE GRADING

Assignment Date

Weighting

Midterm I Oct 1, 2013 25% Midterm II Nov 5, 2013 30% Final Examination TBA 30% Homework and participation Ongoing 12% Course Evaluation Dec 6, 2013 3% Total 100%

CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. Please contact me prior to the start of class (either by email or by leaving a telephone message) if exceptional circumstances will cause you to be absent. Under no circumstances does absence from class excuse one from completing required assignments. Midterms, Final – Make-up Policy There will be 2 mid-terms and a final exam for this course. There will be no make-up exams. If you miss a midterm exam due to illness or family emergency, you may take a cumulative final exam as a replacement for the missed exam. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. All e-mail communications will be sent to your UB e-mail account. All students are required to access UB Learns (ublearns.buffalo.edu) for assignments, class handouts, and announcements, including updates and changes in assignments. Students are responsible for printing out handouts for classroom use. Incomplete Grades See below under University Policies. Late Assignments All students are expected to complete all assignments for this course. All homework assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a point deduction for the assignment. Students are expected to notify the instructor if illness or family emergency precludes timely completion of a graded assignment, including homework and class attendance. Alternate arrangements to make-up the

OT 352 – Fall 2013

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assignment will be negotiated between student and instructor based on individual circumstances. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml ) or graduate (http://www.grad.buffalo.edu/policies/index.php ) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources (25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/) and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty Actions that compromise academic integrity include, but are not limited to the following examples:


OT 352 – Fall 2013

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Professional Behavior Students who participate in acts of cyber-bullying or other peer harassment will receive an F grade in the course. COURSE EXPECTATIONS Learning is not a spectator sport! -- i.e., you will learn in proportion to your commitment and active participation.

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COURSE SCHEDULE

Date Topic Aug 27 Course Overview

Case study: BSC college professor

Aug 29 Psychosocial impact of assistive devices Video: Rolling Assign HW: Psychosocial impact of AT as seen in Rolling (due: 9/3)

Sept 3 Accessibility in the home and home modifications Assign: Building Accessibility HW (due: 9/26)

Sept 5 Rosh Hoshanah – no class

Sept 10 Americans with Disabilities Act (Title I) Case studies: Job accommodation

Sept 12 Americans with Disabilities Act (Title III) Case study: Greiner Hall

Sept 17 Class release time: Building accessibility evaluation

Sept 19 Wheelchair transportation: public / private

Sept 24 Occupational ergonomics

Sept 26 Community planning for an aging population

Oct 1 Midterm #1

Oct 3 Discuss midterm #1 Computer ergonomics Assign HW: Making computer ergonomics adjustments for yourself (due: 10/10)

Oct 8 Computer access for physical disability Windows/Mac accessibility features, filter keys, keyboard & mouse settings, keyboard & mouse alternatives, mouthsticks, sticky keys, keyboard shortcuts, onscreen keyboards, head pointing devices.

Oct 10 Computer access for physical disability (cont.)

Oct 15 Computer software to accommodate vision limitations Assign: Teaching AT Software to Someone Else (due: 10/29)

Oct 17 Automatic speech recognition

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Date Topic Oct 22 Computer software to accommodate learning disability: word prediction,

screen reading, handwriting

Oct 24 iPad software for OT practice

Oct 29 Assistive devices for low vision

Oct 31 Environmental controls / Environmental aids to daily living

Nov 5 Midterm #2

Nov 7 Manual wheelchairs, Pt. I

Nov 12 Wheelchair cushions

Nov 14 Manual wheelchairs, Pt. II

Nov 19 Powered wheelchairs

Nov 21 Powered wheelchairs, Pt. II

Nov 26 Case study HW: Problem-based learning assignment (due: 12/5)

Nov 28 No class – Thanksgiving!

Dec 3 Postural supports for wheelchair users Assessment

Dec 5 Pressure mapping Course evaluation

TBD Review session

TBA

Final Exam (Non-cumulative. All material since 2nd midterm)

Any changes in schedule or assignments will be announced in class and posted on UB Learns

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COURSE RATIONALE & RELATIONSHIP TO CURRICULUM DESIGN Assistive technology and environmental modifications are tools that occupational therapists may apply to a variety of age groups, disability populations, and treatment contexts. Incorporating these practice tools appropriately requires integration of key themes in the BS/MS curriculum design:

The impact of biological, psychological, and social systems on performance of occupational roles -- which can suggest the need for AT and/or environmental interventions, as well as explain the usability of AT for specific individuals.

Occupation-centered philosophical & theoretical basis for OT practice. In the context of this course, AT devices and environmental interventions are the “means to a purposeful end”, not an end unto themselves.

Understanding OT in a broader institutional and societal context. Successful integration of AT devices and environmental modifications requires OT’s to interact with a variety of professional disciplines, family members, co-workers, teachers, and funding agencies in a spectrum of environmental contexts (home, school, work, & community) – the totality of which may or may not be particularly supportive of an AT intervention. Understanding these multi-factorial dynamics is crucial for OT’s engaged in the assistive technology practice area.

Professionalism. Respect for the needs of people with disabilities and collaborating team members from other disciplines is paramount to OT’s practicing in the area of assistive technology.

Assessment, treatment planning, and therapeutic interventions. Understanding AT device features and types of environmental interventions is only a starting point. Development of practice skills requires strategies for assessment and appropriate implementation of AT and environmental interventions.

Research and evidence-based practice. OT’s practicing in this area must be prepared to apply existing evidence in order to justify reimbursement for AT devices and services required to provide AT assessment & training. Students must become effective consumers of the latest AT research and knowledge bases that support OT practice.

COURSE OBJECTIVES, INSTRUCTION, AND ASSESSMENT OT 352 features a variety of learning methods, including lectures, small group activities, readings from noted clinicians and scholars, video, homework assignments, guest lectures from the community, and hands-on product demonstrations from manufacturers and vendors. ACOTE STANDARDS ADDRESSED IN THIS COURSE

B.1.3 Demonstrate competence in basic computer use, including the ability to use

databases and search engines to access information, word processing for writing, and presentation software (i.e., PowerPoint). (P)

B.2.10 Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed. (P)

B.5.8 Modify environments (e.g., home, work, school, or community) and adapt processes, including the application of ergonomic principles (P)

B.5.9 Articulate principles of and be able to design, fabricate, apply, fit, and train in

OT 352 – Fall 2013

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assistive technologies and devices (e.g., electronic aids to daily living, seating systems) used to enhance occupational performance (P)

B.5.11 Provide recommendations and training in techniques to enhance mobility, including physical transfers, wheelchair management, and community mobility, and address issues related to driver rehabilitation (I)

B.5.19 Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the socio-cultural context (S)

B.5.20 Select and teach compensatory strategies, such as use of technology, adaptations to the environment, and involvement of humans and nonhumans in the completion of tasks (S)

Learning Objectives

ACOTE Std


Assessment Method

1. Define standard wheelchair terminology used by seating and wheeled mobility practitioners and researchers. (B.5.12) 2. Describe the functional goals associated with specific seating and wheeled mobility interventions, including surface contour, properties of cushion materials, and trunk and lower extremity supports. (B.2.10, B.5.9, B.5.10, B.5.12) 3. Contrast the functional implications of typical seating and mobility product features. (B.2.10, B.5.9, B.5.10, B.5.12)

B.2.10 B.5.9 B.5.10 B.5.12

Lecture, product demonstration, case studies, video

Final examination (MC, SA)

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4. Demonstrate computer software use without reliance on a mouse or other pointing device. Students will be able to articulate the functional implications of this skill for persons with physical disability. (B.1.8, B.2.10, B.5.10, B.5.24) 5. Characterize adaptive computing interventions with respect to the skills and abilities required of an end user for functional performance. (B.1.8, B.2.10, B.5.10, B.5.24) 6. Describe the strengths and limitations of adaptive computing interventions in terms of the end user and his/her environment. (B.1.8, B.2.10, B.5.10, B.5.24)

B.1.8 B.2.10 B.5.10 B.5.24

Lecture, product demonstration,

Midterm #2 (MC, SA) HW #3

Environmental Accommodation 7. Conduct a job task summary that identifies risks to worker health and safety and factors that limit worker productivity. (B.5.9) 8. Identify ergonomic interventions that reduce health and safety risks experienced by workers and increase worker productivity (B.5.9, B.2.10, B.5.10, B.5.23, B.5.24) 9. Evaluate a public building for its conformity to the ADA Accessibility Guidelines. (B.5.9) 10. Conduct a home computer ergonomics evaluation that will increase safety for computer users. (B.2.10, B.5.9)

B.2.10,B.5.9, B.5.10, B.5.23, B.5.24

Lecture, product demo, hands‐on lab & HW assignments #1 and #2

Midterm #1 (MC, SA) HW #1 and #2


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DEPARTMENT OF REHABILITATION SCIENCE OCCUPATIONAL THERAPY PROGRAM

OT 361 SPRING 2014

FUNCTIONAL ANATOMY

Credits 3 Lecture Wednesday: 2:00-3:50

Labs Friday: Lab A: 8:30-10:20 Lab B: 10:30-12:20

Location Lecture: DFN 2 Labs: Kimball 124

Instructor Mary A Matteliano, PhD, OTR/L Office Kimball Tower room 624 Telephone 829-6728 Email [email protected] Office Hours by appointment Teaching Assistants

Laura Lederhouse [email protected] Ashley Dudek [email protected]

COURSE DESCRIPTION This course is designed to include selected topics from biomechanics, kinesiology, functional anatomy and ergonomics. Information from these areas of study are applied to understanding joint structures and functions as well as how this translates into assessment of movement and subsequent treatment. Topics are incorporated both into lecture and laboratory formats. Laboratory sessions will also incorporate the learning of manual muscle testing, range of motion assessments, application of therapeutic exercise, and treatment of musculoskeletal problems.

PRE-REQUISITE COURSES ANA 407; Gross Human Anatomy COURSE RATIONALE In order to assess and treat movement dysfunction the student must appreciate normal movement and be able to analyze normal movement in the context of functional activities. The course will focus on skeletal and muscular movement that is both normal and pathological. Upon completion of this course the student will recognize and understand normal movement and be capable of assessing skeletal and muscular structure. The student will further understand the impact that abnormal movement has on participation in daily activities and demonstrate the ability to evaluate problems and intervene with effective treatment strategies.


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RELATIONSHIP TO CURRICULUM DESIGN Students take Functional Anatomy in the spring of their first year in the occupational therapy program. They have taken foundational courses in occupational therapy and gross anatomy and are concurrently taking courses that have applicability for Functional Anatomy. At this point in the curriculum, students will rely on their foundational knowledge in occupational therapy to develop clinical skills in the assessment and treatment of disorders of the musculoskeletal system. Additionally, students are expected to appreciate and make use of the information they are learning in concurrent courses including Rehabilitation Medicine and Practice Skills II, and apply this information in Functional Anatomy. As students make use of the information they are learning in each course they are encouraged to appreciate the complementary relationship of these courses in the OT curriculum design. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


ACOTE Competency

Describe the basic principles of skeletal and muscular design as it relates to normal movement. Describe the structures contributing to joint stability and mobility for a specific task. Demonstrate understanding of the impact of various biomechanical principles (i.e. center of gravity) upon the body and its segments in different positions and activities B.1.1

Lecture, readings, lab

practice, videos

Exams, quizzes, competencies, case studies

Understand the role of the Occupational Therapist in the development of wellness and prevention programs that reflect good body mechanics and ergonomic design. B.2.4, B 2.5

Independent reading assignments, lab case studies

Ergonomic assignment

Demonstrate the ability to analyze areas of occupation and their impact on the musculoskeletal system and the role of OT in promotion of health and prevention of disability B.2.5, B 2.6

Classroom examples and case studies

Community ergonomic assignment (poster demonstration, exercise plan & adaptations)

Discuss upper and lower extremity movements relative to functional activities, work, self-care, and leisure. B.2.7

Lecture, group discussion

Exam, case studies, ergonomic assignment

Analyze the effects of disability, disease process, and traumatic injury to the individual within their cultural context. B.2.6 Case studies



3

Learning Objectives

ACOTE Standard


Assessment Method

ACOTE Competency

Develop competence in manual muscle and range of motion assessment through the process of screening, skilled observation, goniometry and MMT, and assessment of relevant contextual & cultural factors.

B 4.1 B.4.2 B.4.3 Lab practice

Lab competencies, lab practical

Understand the principles of ergonomics relative to safety in everyday functional activities. Determine the role the musculoskeletal system plays relative to role performance and human adaptation. B.4.4

Lecture, independent readings, case studies

Exams, quizzes, ergonomic project

Develop an awareness of factors that might bias assessment results including culture, disability status and environmental factors. B.4.7

Case studies, independent readings, community observations

Exams, quizzes, ergonomic project

Understand the role of exercise in rehabilitation and the implementation of a therapeutic exercise program. B.5.2

Exercise lecture, independent readings, community observations

Ergonomic project (tailor exercise program to meet individual needs)

Provide therapeutic use of occupation and activities that are specifically tailored to a client’s needs. B.5.3

Independent research/lecture, case studies, lab


Modify environments and adapt processes, including the application of ergonomic principles B.5.9

Independent research/lecture, case studies


Demonstrate the ability to educate the client, family and significant others as well as other health professionals in prevention, health maintenance and safety. B.5.19

Lecture, readings, community observations, independent research

Ergonomic assignment (discuss risk factors, body mechanics, adaptations)

Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context. B.5.24

Lab case studies, independent research



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ACOTE STANDARDS B 4.1 Use standardized and nonstandardized screening and assessment tools to determine the need for

occupational therapy intervention. These tools include, but are not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others, and community.

B 4.2 Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.

B 4.3 Use appropriate procedures and protocols (including standardized formats) when administering assessments.

B 4.4 Evaluate client(s) occupational performance in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes

The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments.

Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).

Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social). Performance skills, including motor and praxis skills, sensory–perceptual skills, emotional

regulation skills, cognitive skills, and communication and social skills.

B 4.7 Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.

B 5.2 Interventions address the following components: The occupational profile, including participation in activities that are meaningful and

necessary for the client to carry out roles in home, work, and community environments. Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular,

sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).

Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social). Performance skills, including motor and praxis skills, sensory–perceptual skills, emotional

regulation skills, cognitive skills, and communication and social skills.

B 5.3 Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

B 5.9 Evaluate and adapt processes or environments (e.g., home, work, school, community) applying ergonomic principles and principles of environmental modification.

B 5.19 Apply the principles of the teaching–learning process using educational methods to design experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.

B 5.24 Select and teach compensatory strategies, such as use of technology and adaptations to the environment, that support performance, participation, and well-being.


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REQUIRED READINGS & TEXTBOOKS Clarkson, H.M. (2012). Musculoskeletal assessment: Joint range of motion and manual muscle

strength (3rd ed.). Philadelphia: Lippincott Wiliams & Wilkins.

Green, D.P. & Roberts, S.L. (2005). Kinesiology : Movement in the context of activity (2nd ed.). St. Louis: Elsevier Mosby.

Texts are available at the University Medical Bookstore – 3610 Main Street.

Additional required readings will be posted on Ublearns.

Required Assessment Tools: Goniometers are available for students while in lab; each student is required to purchase a goniometer. They are available at the medical book store or online.

COURSE REQUIREMENTS & ASSIGNMENTS LAB COMPETENCIES

Students will be asked two times throughout the semester to demonstrate competency with ROM and/or MMT learned the previous week in lab. This will occur randomly throughout the semester. Usually students will be asked to perform this during lab time before the end of the session. Each competency is worth a total of 5 points. If a student misses a lab competency, they receive a zero for their grade unless they arrange with the professor before the lab and have a valid excuse. Re-takes on competencies are not permitted.

QUIZZES

Quizzes are based on the assigned readings, lecture and lab material. They are brief and worth either 5 or 10 points (quizzes will be given at the beginning of class or online). Students, who arrive late for class, will not be allowed to take the quiz. No make-up quizzes will be allowed unless a student has made arrangements with the instructor prior to the quiz.

PATIENT ASSESSMENT LAB Students are provided with the opportunity to try out their assessment skills on individuals with disabilities or ROM limitations. Students from the 5th year class will mentor 3rd year students throughout the assessment process. Students will be scored on a 5 point rubric according to their ability to assess limitations, develop a rapport with their “patient”, and provide accurate ROM assessment.

LAB PRACTICAL (I & II) Students are expected to prepare for the lab practical throughout the semester. Since the assigned lab time does not allow students the time needed to demonstrate competency with goniometry and MMT, students are expected to practice and review material outside of the lab setting. This means that they should make appointments with the instructor or teaching assistants to review material that they do not understand. In addition, the teaching assistants will be available one day a week at a time when most students are available. Students must sign up if they plan on attending the open lab session ensuring that the teaching assistant’s time is well utilized. Students should not wait until the week before the lab practical to contact the instructor and teaching assistants since the material is best understood when it is practiced throughout the semester. The week of lab practical, students may need to be available during times when


6

Functional Anatomy classes are not in session or when other OT classes are not in session. Students will be randomly assigned their date and time for the lab practical two weeks prior to their lab practical exam. A student fails the lab practical if they receive a grade below 70% or 21/30 points. Students must receive a score of 70% for both lab practicals, which is a cumulative score of 42 out of a potential 60 points. Students will be allowed to take one additional lab practical after remediation and the two grades will be averaged. The student must score 70% or 42/60 cumulative points to pass the class. ERGONOMIC PROJECT & PEER REVIEW

The ergonomics project is a group or paired project that will be worked on throughout the semester. Refer to the ergonomic project assignment on UBlearns for details and due dates. Rating group or partners’ participation is required on March 14 and the final week of school (May 9). The instructor will carefully consider students’ ratings from their peers when calculating the final grade. Note: if a student receives a midterm peer evaluation from their partner(s) that indicates the rated student has been unavailable and unprepared for meetings, demonstrates lack of interest, and poor participation with the group project assignment, the instructor will examine if the situation can be remediated and discuss this with all members of the group. If the situation is beyond remediation, the student may be asked to complete their project independently.

LIFT AND TRANSFER LAB

Students will attend a lift and transfer lab on ergonomically based lifting techniques and technology used in local hospitals and rehabilitation facilities. This lab is an interdisciplinary lab and will be required for OT, PT and Nursing students. Students are required to participate once during the semester. Lift labs will be held on the south campus. Attendance is required for a passing grade in this course. Students will receive notice regarding scheduling

GRADING STUDENT GRADE DETERMINATION 93-100 = A 77-79 = C+ 90-92 = A- 74-76 = C 87-89 = B+ 70-73 = C- 84-86 = B 66-69 = D 80-83 = B- 65 < = F


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STUDENT EVALUATION FOR ASSIGNMENTS AND EXAMS

Grade Percent Total Points

A 93-100 260-280

A- 90-92 252-258

B+ 87-89 244-249

B 84-86 235-241

B- 80-83 224-232

C+ 77-79 216-221

C 74-76 207-213

C- 70-73 196-204

D 66-69 185-193

F 65 or less 182 or less

COURSE ASSIGNMENTS

Assignment

Points

Percent of Total Grade

Due Date

Quizzes 75 (5 10 point quizzes, 1

final quiz 25 points)

26% 2/12 – 5/7

Lab Competencies (2) 10 4% 2/14 – 4/25 Exam 80 29% 3/12 Peer Review 3/14 & 5/9 Lab Practical 1 & 2 (30 points each) 60 21% 3/26 - 3/28

(practical 1) 4/30- 5/2 (practical 2)

Ergo meeting 5 2% TBA Poster presentation 25 9% 5/9 Therapeutic Exercise Program 25 9% 5/9 Total 280 100 CLASS POLICIES Class Attendance and Absences Students are expected to attend class on a regular basis and participate in class discussions and lab activities. In order for class discussions and lab activities to be beneficial for all, it is expected that students will have read all assigned material from the text and review lab material prior to the class/lab. Participation and preparation will figure into the final grade.


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All students must access http://ublearns.buffalo.edu for assignments and lecture/lab handouts. Exams and Final Exam There is a midterm and final exam in this course. The exam date, time and location will be posted on UBlearns and discussed in class. Once the exam begins, a late student will not be allowed to take the exam. The late student will receive a zero grade for the exam. There are no make-up exams without a medical excuse. Communication (E-mail and UB Learns) The instructor will only use the university email when communicating with students; private email addresses are not recognized. Note: all students are expected to use professional email etiquette when addressing the professor through email (that includes a salutation, no text abbreviations, and signature). Incomplete Grades An "incomplete" for the course will be given only if there are extenuating circumstances and documentation may be required.

Late Assignments No late assignments will be accepted by the instructor unless the student has obtained prior approval for an agreed upon alternate due date. If the student fails to submit an assignment on this approved alternate due date, the late assignment will not be read by the instructor and the student will earn a zero grade for it. Assignments will not be read before the due date but students are encouraged to meet with the professor and discuss their assignments. Assignments may only be submitted once. Additions to the assignment are not accepted either online or in class. Students are encouraged to review their final assignment prior to submission since the first submission will be the version that is graded. Once assignments are graded, there are no re-submissions. Lab Requirements Students must bring the lab manual to class along with lab handout and goniometer. Students must purchase a goniometer (available at UB Medical Bookstore) and practice and review material prior to lab. Labs are active and students must dress in a manner that allows for palpation, facilitation, and flexibility. That means that clothing that is too tight or too cumbersome is not conducive to lab interaction therefore, the dress code requires that students wear:

Clothing that they can move in (no jeans or tight pants). Gym shorts that sit at the waist and are not more than 3-4 in above the knee or,

sweat pants or scrub pants that sit at the waist and are loose

t shirts that have a crew collar and are long enough to tuck in

If it is cold you can wear a sweatshirt over your t shirt but be prepared to take off the sweat shirt for lab activities

Students who come to lab wearing clothing that restricts their movement or clothing that is immodest will receive one warning, after that they will be required to leave the lab for that session.


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Course Evaluation All students are requested to participate in the online course evaluation at the end of the semester. One aspect of professionalism is to offer constructive feedback on a course and make this available to the instructors. Useful student input will assist the instructors in improving the course for future classes. Please take the time to participate in the online course evaluation as a professional courtesy. Technology The instructor encourages the use of technology to enhance the learning environment. Technology that is misused in the classroom or lab will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, tweeting, answering emails, or using the computer/smart phone/I Pad for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session. Students are responsible to make up the work they missed if asked to leave class or lab. If a student has a need to be available for a phone call that is considered very important, and cannot be delayed, they may leave the room when the phone call is received if they cleared this with the instructor first. UNIVERSITY POLICIES University Policy on Incomplete Grades According to university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of a least ‘D’) in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade with twelve (12) months after the close of the semester for which the “I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the courses constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits. For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’ or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade.


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Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:







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COURSE SCHEDULE

Date

Lecture Topic Monday

Assigned Lecture Readings

Lab Topic Friday

Assigned Lab

Readings

Jan 29 & 31

Introduction to course, review of assignments, Kinesiology concepts, joints & planes, ROM

Green chap 1 & 2

Basic Movement Evaluation, PROM/AROM Assessment, goniometry Clarkson

Feb 5 & 7

Factors Influencing Strength, human movement, gravity & forces

Greene chap 3 & 4 MMT of scapula

Feb 12 & 14 The Proximal UE Shoulder Greene chap 7

ROM/MMT assess of shoulder movements

Feb. 19 & 21 The Elbow Greene chap 7

ROM/MMT assess of elbow/forearm and wrist

Feb. 26 & 28

The Distal UE The Wrist Greene chap 8

ROM/MMT hand (review wrist as needed)

March 5 & 7 The Hand Greene chap 8

Hand goniometry and MMT

March 12 & 14

Exam

Review lab

March 19 & 21

Spring Recess

Spring recess

March 26 & 28 Lab Practical Lab Practical

April 2 & 4

Posture: Functional interactions of spine and pelvis Greene chap 6

ROM/MMT of head, neck & trunk

April 9 & 11 The Hip and Knee, Greene chap 9 ROM/MMT assess of hip and knee

April 16 & 18

Functional Ambulation Lecture: TBA

Online handouts

Ankle, & ROM/MMT of foot and ankle

April 23 & 25

Biomechanical Intervention & Adaptation/compensation

Online handouts

Patient Assessment lab: DFN 7 Group assessment with guest patients

April 30 & May 2 Lab Practical Lab Practical

May 7 & 9 Final Quiz

Poster Presentations Kimball 1st floor lobby 11:00-1:00

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OT 381: Occupational Therapy Theory Department of Rehabilitation Science


Fall 2013 Class Time: Tuesday 3:00‐4:50 pm 2 credits ‐ Reg # 18992 Location: 111 Wende Hall Instructor: James A. Lenker, Ph.D., OTR/L, FAOTA Office: 621 Kimball Telephone: Office: 829‐6726 Cell: 491‐2378 Email: [email protected] Office Hours: By appointment COURSE DESCRIPTION This course will examine the nature of occupation and the fields of knowledge that have shaped occupational therapy since its inception. This will include the history of the profession of occupational therapy, and the study of theory development and philosophy, including contributions of related fields. Students will examine in depth the theories and models that guide the occupational therapy profession, and their impact on practice. Case studies and examples will be utilized to allow for analyzing and selection of appropriate theoretical approaches, models of practice, and frames of reference in OT practice. Various occupational therapy assessment tools will be introduced related to the conceptual practice models under study. The importance of evidenced‐based therapeutic intervention and use of research in practice and development of the profession will be stressed. PRE‐REQUISITE COURSES: Pre‐requisite or co‐requisite: OT 301 COURSE RATIONALE The course is designed as an introduction to the development of theory and models of practice in occupational therapy with an emphasis on the major models currently used by the occupational therapy profession. An understanding of theory development and its importance to occupational therapy allows for the application of theoretical constructs in client evaluation and intervention and the assessment and selection of meaningful occupation. This class forms the foundation for theoretical concepts in later applied courses. RELATIONSHIP TO THE CURRICULUM DESIGN This course serves to develop knowledge of occupational therapy theory so students understand the theoretical frameworks underlying practice and research in the occupational therapy profession. This basic knowledge is expanded upon further at the graduate level in OT 551.

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LEARNING ACTIVITIES Reading, lecture, discussion & case studies will be used as methods of learning in this course. COURSE REQUIREMENTS

1. Required readings completed for the class date assigned. 2. Preparation for, attendance and participation in class. 3. Active participation in class discussions and activities. 4. Semester project 5. Midterm and final examinations.

REQUIRED READINGS (Additional readings may be assigned) Kielhofner, G. (2009). Conceptual foundations of occupational therapy practice.

Philadelphia, PA: F.A.Davis The text is available at the University at Buffalo Medical Bookstore. Any additional readings will be posted on UBLearns ASSIGNMENTS There will be a number of class exercises and activities, as well as occasional homework assignments that will be a mix of individual and group work. There will be a semester project that will involve a presentation during the final 3 weeks of the course. GRADING Assignment Date Weighting

Midterm I 25%

Final Examination TBA 30%

Semester project presentation 25%

Homework and participation Ongoing 17%

Course Evaluation Dec 6, 2013 3%

Total 100%

Student Final Grade Determination Grade Total Points Grade Total Points Final Grade Total Points

A 93‐100 B‐ 80‐82 D 60 – 69

A‐ 90‐92 C+ 77‐79 F < 60

B+ 87‐89 C 73‐76

B 83‐86 C‐ 70‐72

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Communication (E‐mail and UB Learns) Students must check their UB e‐mail account and UBLearns regularly and prior to every class for important information and updates. Any e‐mail communication must be through your UB e‐mail account.

UB Learns: Internet Access All students are required to access UBLearns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. http://ublearns.buffalo.edu Students are responsible for printing out handouts for classroom use.

Policy Regarding Absences, Attendance, Assignments, Exams and University Policy on Incompletes in the course

Class Attendance, absences and conduct Class attendance is mandatory and promptness is expected. Students stand to lose full credit for attendance if they are late to class. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class or on the day of class by email. Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance. Students are not permitted to use any electronic devices in class unless specifically instructed to do so. These include, but are not limited to laptops, cellphones, iphones, ipads, and ipods. Additionally, please avoid getting up and leaving class during instruction.

Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 5% per day that the assignment is late. Assignments that are more than 3 days late will not be accepted, except in the case of extenuating circumstances.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam will result in a grade of 0 for that exam. Students should contact the instructor within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations may be made at the discretion of the instructor.

Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested.

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University Policy on Incomplete Grades 2009‐10 A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Students may only be given an “I” grade if they have a passing average in coursework that has been completed and have well‐defined parameters to complete the course requirements that could result in a grade better than the default grade. An “I” grade may not be assigned to a student who did not attend the course. Prior to the end of the semester, students must initiate the request for an “I” grade and receive the instructor’s approval. Assignment of an “I” grade is at the discretion of the instructor. The instructor must specify a default letter grade at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12‐month time limit. Upon assigning an “I” grade, the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office. Students must not re‐register for courses for which they have received an “I” grade Applicable dates regarding the 12‐month provision:

Courses taken in (semester): Will default in 12 months on:

Fall December 31

Spring May 31

Summer August 31

The “I” must be changed to a grade before the degree conferral date if the student plans to graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre‐requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Disability Services (ODS), 25 Capen Hall, 645‐2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations.

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Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program Policies and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

Previously submitted work. Submitting academically required material that has been previously submitted ‐‐ in whole or in substantial part ‐‐ in another course, without prior and expressed consent of the instructor.

Plagiarism. Copying or receiving material from any source and submitting that material as one's own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one's own.

Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and Pads), with the intent to deceive while completing an examination or individual assignment.

Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor's name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor's authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.





Additional information on the university’s academic integrity policy can be found at: http://undergrad‐catalog.buffalo.edu/policies/course/integrity.html

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COURSE SCHEDULE (Any course schedule changes, additional readings or assignments will be announced in class and posted on UBLearns)

DATE TOPIC READING

Aug. 27 Introduction to course Theory in occupational therapy

K: Ch. 1

Sept. 3 Occupational Science Occupation‐Centered Research

Online reading

Sept. 10 Layers of Knowledge Pre‐paradigm, paradigm of occupation, emerging paradigm

K: Ch. 2, 3, 4 & 5

Sept. 17 Special Class Session! Escape Fire: The Fight to Rescue American Healthcare – 100 Allen Hall

Sept. 24 Conceptual Practice Models Biomechanical Model

K: Ch. 6 K: Ch. 7

Oct. 1 Motor Control Model Cognitive Model

K: Ch. 8 & 12

Oct. 8 MIDTERM EXAM

Oct. 15 Sensory Integration Model

K: Ch. 13

Oct.22 Model of Human Occupation

K: Ch. 11

Oct. 29 Canadian Model of Occupational Performance

K: Ch 18

Nov. 5 Related knowledge - Cognitive‐behavioral therapy - Disability studies

K: Ch. 14, 15, 16 & 17

Nov. 12 Project Presentations

Nov. 19 Project Presentations

Nov. 26 No class ‐ Thanksgiving

Dec. 3 Project Presentations

TBA Final Exam During the week of Dec. 11

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COURSE OBJECTIVES and ACOTE ACCREDITATION STANDARDS Objectives: Upon completion of this course, students should be able to:

Learning Objectives ACOTE Standard


Assessment Method

1. Acknowledge and understand the importance of the history and philosophical base of the occupational therapy profession.

(B.2.1) Reading Lecture Class activities

Classroom discussion Exam

2. Understand and discuss the nature and contribution of occupation for individuals and how it organizes time, behaviors, and performance

(B.2.4) (B.2.5)

Reading Lecture Class activities


3. Understand and discuss the theories that are relevant to occupational therapy practice and research.

(B.3.1) (B.3.6)



4. Understand the models of practice and frames of reference that are used in occupational therapy and how professional knowledge is organized and used in the model building process.

(B.3.2) (B.3.3)



5. Understand the theoretical assumptions, concepts, and therapeutic intervention techniques of a variety of occupational therapy practice models and how they are used in intervention and treatment.

(B.3.3, B.3.5)


Classroom discussion Classroom Presentation Exam

6. Discuss the contributions of related fields and political, sociocultural, and technological influences on the development of theory in occupational therapy.



7. Apply the theoretical concepts and constructs in the treatment planning process to promote meaningful occupation.



8. Demonstrate an understanding of the history and contributions of occupational

(B.3.6) Reading Lecture

Classroom discussion

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science and its relationship to occupational therapy practice.

Class activities Exam

9. Demonstrate an ability to develop an occupational profile through the use of standardized and non‐standardized occupation‐centered assessments when applied to a case.

(B.4.1)



10. Develop a working knowledge of the professional terminology and language used in philosophical and theoretical discussions and research.



11. Demonstrate the ability to use professional literature on occupation‐centered evidenced‐based practice to develop informed practice decisions.


Classroom discussion Class presentation Exam

ACOTE STANDARDS B.2.1 Articulate an understanding of the importance of the history and

philosophical base of the profession of occupational therapy. B.2.4 Articulate the importance of balancing areas of occupation with the

achievement of health and wellness. B.2.5 Explain the role of occupation in the promotion of health and the

prevention of disease and disability for the individual, family, and society. B.3.1 Describe theories that underlie the practice of occupational therapy. B.3.2 Compare and contrast models of practice and frames of reference that

are used most in occupational therapy. B.3.3 Discuss how theories, models of practice, and frames of reference are

used in occupational therapy evaluation and intervention B.3.4 Analyze and discuss how history, theory, and the sociopolitical climate

influence practice. B.3.5 Apply theoretical constructs to evaluation and intervention with various

types of clients and practice contexts to analyze and effect meaningful occupation.

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B.3.6 Discuss the process of theory development and its importance to occupational therapy.

B.4.1 Use standardized and non‐standardized screening and assessment tools

to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others.

B.4.8 Interpret the evaluation data in relation to accepted terminology of the

profession and relevant theoretical frameworks. B.5.2 Select and provide direct occupational therapy interventions and

procedures to enhance safety, wellness, and performance in activities of daily living (ADL), instrumental activities of daily living (IADL), education, wok, play, leisure, and social participation.

B.8.3 Use research literature to make evidence‐based decisions.


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ISSUES IN OT SERVICE DELIVERY

Spring 2013 3 Credits

Lecture Monday 12:00-2:50

Labs N/A


Instructor Kimberley Persons, DHS, OTR/L Office 534 Kimball Telephone 829-6734 Email [email protected] Office Hours Tuesdays 11:00-1:00 Teaching Assistants


COURSE DESCRIPTION Occupational therapy services are delivered across a variety of systems. Contemporary issues within each of those systems affect service delivery. This course is designed to educate students about the service delivery systems, including the educational system, medical system, community based practice, and other emerging practice areas. Students will learn about the social and political forces that have shaped those systems, and the current issues within each of those systems. Issues include legislation, reimbursement, credentialing, and the role of the occupational therapist. Knowledge of these issues is imperative for students prior to embarking on Level I and Level II fieldwork. PRE-REQUISITE COURSES OT 301 COURSE RATIONALE Occupational therapy services are delivered across a variety of systems. Contemporary issues within each of those systems affect service delivery. Students must be prepared to practice in current and future settings. This course prepares students to understand contemporary issues from an historical perspective while preparing students to shape and embrace future service delivery settings. RELATIONSHIP TO CURRICULUM DESIGN This course provides a foundation for understanding OT in a broader institutional and societal context. Students will apply information from OT 382 while on Level I and Level II fieldwork. In addition, students will re-visit many of the concepts in the fifth year in OT 504: Advanced Management for OT, as they analyze and prepare to manage various service delivery settings.


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Learning Objectives

ACOTE Standard


Assessment Method


1. Apply concepts of public health to occupational therapy practice for persons with or at risk for disabilities and chronic illness, including the ethical and practical considerations of social injustice, occupational deprivation, disparity of services for at-risk populations, and global social issues.

B.1.5. B.1.6.

Lecture Class discussion Readings

Exams In-Class Assignments

2. Promote occupational therapy by educating others about the unique nature and value of occupation to support performance including consumers, policy makers, third party payers, regulatory bodies, the public, and other audiences.

B.2.3. B.9.3.

Advocacy Assignment

Advocacy Assignment

3. Analyze current policy issues and the social, political, geographic and demographic factors that influence these factors and advocate for policy that positively impacts the provision of occupational therapy services for consumers.

B.6.2. B.6.3. B.6.5.


Exams Advocacy Assignment

4. Analyze trends and policy issues in service delivery including medical, educational, and social models and discuss the impact of occupational therapy history, theory, sociopolitical climate and other contextual factors on the delivery of these systems, and discuss the varied roles of OT in these settings including practitioner, educator, researcher, consultant, and entrepreneur.

B.3.4. B.6.1. B.6.2. B.6.5. B.7.1. B.9.7.


Exams Program Suggestion Paper

5. Identify and discuss documents from the American Occupational Therapy Association including the OT code of ethics, Ethics standards, AOTA Standards of Practice.

B.9.1. Lecture Class discussion Readings AOTA online tutorial

Exams Professional Organizations online tutorial


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6. Describe the process of creation of federal and state legislation and regulations and the impact of such legislation on occupational therapy and discuss the role and responsibility of occupational therapy practitioners to advocate for changes in service delivery policies to affect current delivery and impact emerging practice areas.

B.6.4. B.7.2. B.9.12.


Exams Evidenced-based practice presentations

7. Differentiate federal, state, third party, and private payer reimbursement including mechanisms for appeals and documentation requirements as it applies to occupational therapy and discuss strategies to assist consumers in gaining access to OT services.

B.7.4. B.9.13.


Exams

8. Discuss the benefits of involvement in international, national, state, and local professional organizations and demonstrate professional advocacy by participating in such associations.

B.9.2. B.9.13.

Lecture; Discussion; Readings; NYSOTA involvement

Exams Professional Organization Tutorial

9. Identify national and state requirements for credentials and discuss strategies for ongoing professional development that is consistent with such requirements.

B.9.5. NBCOT online tutorial; Lecture; Discussion; Readings

Exams

10. Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and occupational therapy assistant using documents that explain techniques of supervision and collaboration with occupational therapy assistants and other professionals.

B.5.25. B.7.9. B.9.8.

Lecture; Discussion; Readings

Exams

ACOTE STANDARDS B.1.5. Demonstrate an understanding of the ethical and practical considerations that affect

the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services.

B.1.6. Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions.


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B.2.3. Articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation to support performance, participation, health, and well-being.

B.3.4. Analyze and discuss how occupational therapy history, occupational therapy theory, and the sociopolitical climate influence practice.

B.5.25. Identify and demonstrate techniques in skills of supervision and collaboration with occupational therapy assistants and other professionals on therapeutic interventions.

B.6.1. Evaluate and address the various contexts of health care, education, community, political, and social systems as they relate to the practice of occupational therapy.

B.6.2. Analyze the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for practice of occupational therapy.

B.6.3. Integrate current social, economic, political, geographic, and demographic factors to promote policy development and the provision of occupational therapy services.

B.6.4. Articulate the role and responsibility of the practitioner to advocate for changes in service delivery policies, to effect changes in the system, and to identify opportunities in emerging practice areas.

B.6.5. Analyze the trends in models of service delivery, including, but not limited to, medical, educational, community, and social models, and their potential effect on the practice of occupational therapy.

B.7.1 Describe and discuss the impact of contextual factors on the management and delivery of occupational therapy services.

B.7.2. Describe the systems and structures that create federal and state legislation and regulations and their implications and effects on practice.

B.7.4. Demonstrate knowledge of various reimbursement systems (e.g., federal, state, third party, private payer), appeals mechanisms, and documentation requirements that affect the practice of occupational therapy.

B7.9. Develop strategies for effective, competency-based legal and ethical supervision of occupational therapy and non–occupational therapy personnel.

B.9.1. Demonstrate knowledge and understanding of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings.


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B.9.2. Discuss and justify how the role of a professional is enhanced by knowledge of and involvement in international, national, state, and local occupational therapy associations and related professional associations.

B.9.3. Promote occupational therapy by educating other professionals, service providers, consumers, third- party payers, regulatory bodies, and the public.

B.9.4. Discuss strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards.

B.9.5. Discuss professional responsibilities related to liability issues under current models of service provision.

B.9.7. Discuss and justify the varied roles of the occupational therapist as a practitioner, educator, researcher, consultant, and entrepreneur.

B.9.8. Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant.

B.9.12. Describe and discuss strategies to assist the consumer in gaining access to occupational therapy services.

B.9.13. Demonstrate professional advocacy by participating in organizations or agencies promoting the profession (e.g., AOTA, state occupational therapy associations, advocacy organizations).

REQUIRED READINGS TEXTBOOK Crepeau, E.B., Cohn, E.S., & Schell, B.A.B. (Eds.). (2008). Willard and Spackman’s

occupational therapy (11th ed.). Baltimore: Lippincott Williams & Wilkins. Goldsteen, R.L. & Goldsteen, K. (2013). Jonas’ introduction to the U.S. Healthcare System (7th

ed). New York: Springer Publishing Company. ADDITIONAL READINGS Johnson, S. (1998). Who Moved My Cheese? An amazing way to deal with change in your work

and in your life. New York: Vermillion. Additional readings will be posted on UBLearns. COURSE REQUIREMENTS & ASSIGNMENTS All assignments are to be in APA format and submitted online through UBLearns unless otherwise indicated. All assignments should be submitted in Word or compatible format. Include your name and the assignment name in the file (ex. Smith Position Paper.docx). To access course materials, all students are required to be student members of the American Occupational Therapy Association (AOTA) and the New York State Occupational Therapy Association (NYSOTA).


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Class Participation- Students are expected to attend and participate in all classes. Exams- Students will complete 2 written exams. Who Moved My Cheese? Assignment- Students will read the Who Moved My Cheese? document posted on UBLearns then complete the reflection questions. Students will submit responses through UBLearns and be prepared to discuss in class. DisAbilities Tutorial- Students will complete an online tutorial of the history of disability law through the Museum of DisAbility History. Professional Organizations Tutorial- Students will complete an online tutorial of occupational therapy professional associations including AOTA, AOTF, ACOTE, NBCOT, WFOT, and NYSOTA. Emerging Practice Area Presentation- Working in groups, students will be assigned to one of AOTA’s emerging practice areas. Each group will present a 5-10 minute presentation on that practice area. Community-based Occupational Therapy – Students will attend the community-based project presentations by the 5th year occupational therapy students. Students will select one of the presentations and complete a summary. Program Suggestion Paper- Students will individually select a service delivery issue of interest and will review at least 5 sources (articles, books, web sites, as delineated in the assignment) on the topic. Students will then complete a literature review of the topic. The literature review will culminate in a suggestion for a program to address the issue. Advocacy Project- Working individuality or in small groups, students will select one OT-related issue that they believe should be acted upon. The student must research the issue to develop an understanding of all sides of the issue. The student must then develop a persuasive project intended to educate others (such as legislators, administrators, or the public in general), and advocate for OT. Examples of such projects include (but are not limited to): Letters to legislators, scripts for telephone calls or visits to legislators, letters to the editor of a newspaper, a script for a Public Service Announcement, attending Albany Day in February, and carrying out publicity events for OT Month (April). Students will present their projects in class and complete a written summary.


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GRADING Assignment Points Class Participation 10 Exams- 2 100 Who Moved My Cheese? Assignment 10 DisAbilities Tutorial 10 Professional Organizations Tutorial 25 Emerging Practice Areas Presentation 25 Community-based Occupational Therapy 10 Program Suggestion Paper 50 Advocacy Project 40 Total 280 STUDENT GRADE DETERMINATION

Letter Grade Percentage Letter Grade Percentage A 93-100% C 73-76.99% A- 90-92.99% C- 70-72.99% B+ 87-89.99% D+ 67-69.99% B 83-86.99% D 63-66.99% B- 80-82.99% F < 63%

CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam will result in a grade of 0 for that exam. Students should contact the instructor within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations, including alternate exams, may be made at the discretion of the instructor. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted.


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Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of 10% of points per day that the assignment is late. Assignments more than 3 days late will not be accepted. Technology in the Classroom Students may use laptops or tablets in the classroom. Cell phones (including smart phones) may not be used. Students who are observed using a device for anything unrelated to the course will be asked to leave the classroom for that day, will receive a zero on any related assignments, and will lose the privilege of using technology in the classroom for the remainder of the course. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations.


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Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:










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COURSE SCHEDULE * Course schedule is subject to change

Week Date Topic Reading Assignment 1 1/27 Introduction to Course

Overview of the Healthcare System Legislation Healthcare Policy

G&G Ch 1 & 4

2 2/3 Evolution of Health Care OT Service Delivery History

G&G Ch 7

Who moved my cheese? Discussion questions

3 2/10 Healthcare Delivery Systems Medical Systems Educational Systems

G&G Ch 2 Batshaw Ch. 30- Early Intervention & 31 Special Education Services

4 2/17 Healthcare Delivery Systems Community-based systems

Healthcare for underserved populations

On-line Reading

Online DisAbility History Museum assignment

5 2/24 OT 314 will meet 2/24 12-3pm Approval for advocacy project

2/26 Advocacy projects Albany Day

6 3/3 Financing Healthcare Healthcare Providers

G&G Ch 3&5 W&S Payment for Services (online)

7 3/10 Meeting CMS requirements for documentation and billing through use of the ICF and ICD-9 coding Guest Presenter: Dr. Stephen Bauer

Approval of topic for literature review

8 3/17 Spring Break No Class

9 3/24 Exam I 10 3/31 Healthcare for underserved

populations Healthcare Cost, Access, Quality

G&G 8 On-line Reading


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11 4/7 Professional Issues OT Education Registration and Licensure NBCOT requirements

W&S Professional Organizations (online) AOTA Documents (online)

AOTA online tutorial

12 4/14 Professional Issues OTR/COTA roles Ethics

W&S Supervision (online)

Program Suggestion Paper

13 4/21 Emerging Practice Areas

Emerging Practice Areas Presentation

14 4/28 Emerging Practice Areas

15 5/5 Advocacy Project Presentations

Advocacy Project and Summary

Finals Week

5/14 Exam II 11:45-2:45

Community-based OT

University at Buffalo Occupational Therapy Program

Department of Rehabilitation Science

OT 402: Group Process Skills

Summer 2013 Credits: 4 Professor: Jo A. Schweitzer, MS, OTR/L Day/Time: M & T 8:00 am – 1:00 pm Email: [email protected] Location: DFN 5-8 Office: Kimball Tower, Room 532 Office Hours: immediately after class Phone: 829-6737 and by appointment “Living Life to Its Fullest” “Occupational therapy helps people live life to the fullest. It does this by helping people of all ages who have suffered an illness, injury or some form of debilitation relearn the skills of daily living. By focusing on the physical, psychological and social needs of its patients, OT helps people function at the highest possible level, concentrating on what’s important to them to rebuild their health, independence and self-esteem. “ – AOTA http://www.aota.org

Course Description The course includes a survey of groups used by occupational therapists, theoretical constructs, and principles of application. Within the course, an emphasis is placed on observing groups and analyzing small group processes. The student benefits from learning about groups designed and led by their peers. The student learns experientially by participating in class exercises as well as by being involved in group design, participation, observation, and critique of therapeutic group sessions. The student has opportunities to test their own behaviors and leadership styles through these practical exercises. Pre-requisite Courses All pre-requisite first and second year courses for the OT major, OT 333, OT 341, OT 346, OT 381, and OT 382 in the third year are considered pre-requisites for this course. OT 402 is a co-requisite with OT 503. Course Rationale/Relationship to Curriculum Design The importance of understanding group dynamics, small group constructs and therapeutic use of groups is essential for occupational therapy practitioners in facility-based practice, community-based practice, and non-traditional and/or emerging practice settings. Designing and practicing use of therapeutic groups is an essential skill in clinical practice across intervention settings. The themes and actions in this course are consistent with the occupation-based philosophy of the curriculum.

Program Competency

Learning Objectives - After completion of this course the student will be able to:


Assessment Method(s)

B.2.7.

The student will analyze tasks relative to areas of occupation, performance skills, performance patterns, activity demands, contexts, & client factors to formulate a group intervention plan.

Lecture Lab exercises Mentoring of group project development

Written group project Written exam

B.2.9.

The student will consider quality of life, well-being, occupational role performance, and other contextual factors when writing, presenting and critiquing an original group protocol.

Lecture Lab exercises Mentoring of group project development

Written group project Presentation of group session Critique of peers and self for group sessions Exam

B.2.11. B.2.12.

The student will analyze, synthesize, and apply models of occupational performance and theories of occupation in the development and implementation of an intervention group.

Group presentations Lab exercises Mentoring of group project development

Small group presentations Exam Written group project

B.3.2.

The student will compare and contrast models of practice and frames of reference that are used in OT as they apply to the development and implementation of a group intervention plan.



B.5.3.

The student will provide therapeutic use of occupation and activities in the development and implementation of their group intervention plan.



B.5.7.

The student will provide therapeutic use of self, including their personality, insights, perceptions, and judgments as part of the therapeutic process within a group context.

Group presentations Lab exercises Critique of small group presentations

Small group presentations Critique of own leadership Critique of peers’ leadership

B.5.19.

The student will apply the principles of the teaching-learning process using educational methods to design experiences for a target population of participants including clients, family members, health providers or members of the general public.

Lecture Lab exercises Mentoring of group project design Critique of small group presentations

Written group project Exam Critique of own leadership Critique of peers’ leadership

ACOTE Standards: B.7.

Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

B.2.9.

Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g. cultural, personal, temporal, virtual) and environment.

B.2.11.

Analyze, synthesize, and apply models of occupational performance.

B.2.12.

Apply theories that underlie the practice of occupational therapy.

B.3.2.

Compare and contrast models of practice and frames of reference that are used in occupational therapy.

B.5.3.

Provide therapeutic use of occupation, exercises, and activities (e.g. occupation-based intervention, purposeful activity, preparatory methods).

B.5.7.

Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interactions.

B.5.19.

Apply the principles of the teaching-learning process using educational methods to design experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.

Required Readings The textbook has been ordered at Talking Leaves Bookstore, 3159 Main Street, Buffalo: Cole, M.B.(2012). Group dynamics in occupational therapy – the theoretical basis and practice application of group treatment – 4th ed. Thorofare, NJ: Slack, Inc. Additional readings may be assigned. Learning Activities 1. Frame of Reference: class presentation - Each student will work with cohorts to study one of six frames of reference (FOR) used as the conceptual framework in group intervention. The assignment entails outlining a textbook chapter and selecting an activity that demonstrates use of the FOR. Each group of students will share their findings with the class and lead an activity to demonstrate the application of this theoretical construct. 2. Exam I– Written exam about the theoretical frames of reference used to develop groups. 3. Exam II - Textbook readings, class notes and terminology associated with parts of written group project . 4. Written Group Intervention Project – This is a structured group intervention project that addresses the needs of a target population in six hour long sessions. It is fully described in Section Three of the Cole textbook.

5. Group Intervention Project: Leadership – Each student will have the opportunity to co-lead a group intervention session with their peers as participants. 6. Group Intervention Project: Critique of Group Leadership by Others – This is a structured written critique of other students’ leadership based on observation in class groups. 7. Group Intervention Project: Critique of Own Leadership – This is a structured written critique of the student’s own leadership based on review of a video tape of the session led in class. 8. Participation in Group Sessions – Each student will simulate the role of a participant for sessions led by their peers. Assignment/Due Date/Percent of Course Grade Note: Peer review will be incorporated in the grading for all group assignments in OT 402. Assignment

Due Date

Percent of Course Grade

Frame of reference: class presentation 5/20, 21, 22 10% Exam I: 6 frames of reference reviewed in class

5/23

10%

Group Intervention Project: Written The student needs to pass this assignment to pass the course.

6/12

35%

Exam II: textbook readings and template associated with parts of written group project

6/14

10%

Group Intervention Project: Leadership The student needs to pass this assignment to pass the course.

6/17,18,19 or 6/24,25,26

15%

Providing written feedback and participation in group sessions

6/17, 18,19 or 624, 25, 26

05%

Group Intervention Project: Critique of a session (submitted individually)

Week 1: 6/24 Week 2: 7/1

10%

Group Intervention Project: Critique of own leadership (submitted with peer leaders)

Week 1: 6/24 Week 2: 7/1

05%

100%

Student Grade Determination Note: Students are required to provide peer evaluations for selected group assignments. Appraisals by peers may influence the grade assigned by the course professor. Likewise, the attendance record is factored into the final grade as described under section regarding attendance policies. Both whole grades and plus/minus grades can be earned, with the exception of there being no A+ or +/- for D or F grades: A 95-100 B+ 87 – 89.99 C+ 77 – 79.99 D 65 – 69.99 A- 90-94.99 B 84 – 86.99 C 74 – 76.99 F < 65 B- 80 – 83.99 C - 70 - 73.99

Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for information and updates. Any e-mail communication must be through your UB e-mail account. UB Learns: Internet Access All students are required to access UB Learns for assignments, class handouts, and announcements. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use.

Policy Regarding Make-up Exams, Dress Code, Late Attendance, Late Assignments and Group Work Use of Computers in Class Computer use by students during lectures is prohibited. Computers may be used in labs for group work for working on designated assignments. Use of Cell Phones and other Personal Communication Devices in Class Unauthorized use of cell phones and other personal communication devices during class will result in the student being marked absent for the day. Note: Each unexcused absence results in a point being subtracted from the student’s course grade. Make-up Exams A make-up exam will only be given when extenuating circumstances prevent the student from attending the scheduled exam. At the discretion of the professor, the make-up exam may be a format different from the exam taken by the class. The student must contact the professor within 24 hours following a scheduled exam or a grade of 0 will be assigned. The professor may require supporting documentation for a missed exam and the student should be prepared to present it. Late Assignments No late assignments will be accepted by the professor unless the student has obtained prior approval for an agreed upon alternate due date. If a student fails to submit an assignment on this approved date, the late assignment will not be evaluated by the professor and the student will earn a grade of 0 for the assignment. Extenuating Circumstances & Due Dates for Assignments For reasons of extenuating circumstances shared with the professor, a student may request an alternate due date for an assignment or ask to have an exam rescheduled only one time for this course. Additional requests will be denied and the student will be advised to drop either or both courses if they are unable to complete the course assignments as scheduled. Group Work Success with group work is essential for attaining learning objectives in this course. Students will have numerous opportunities and requirements for working together in dyads and small groups to complete assignments. It is expected that within these groups, students will equally contribute to group efforts to attain quality context and amicable process. If a student fails to contribute equally to a group assignment or creates an obstruction to attaining successful outcomes by such means as being argumentative, unavailable, or lacking in production of their part, etc., the professor may need to dissolve the student dyad or group and each student will work alone. Student partners who are responsible for this outcome as assessed by the professor’s observations as well as by peer reviews, will be required to work alone to complete the assigned work and can earn no greater than 80% on the assignment that was intended to be shared by group members.

Dress Code OT 402 & OT 503 are courses taught to prepare the OT student for clinical participation. Therefore, students in this course are instructed to dress in “clinic casual” attire. The professional dress code is detailed as a separate document. Attendance Policy It is essential that students attend all class sessions. The course is experiential by design and most assignments cannot be duplicated outside of the class milieu. For each unexcused absences, the student will have one (1) point deducted from their final grade. Late Attendance Students are expected to be on time for all classes. Arrival 10 minutes after the start of class is considered an absence for the day and the student will have one (1) point deducted from their final grade each time this happens. Likewise, if a student is late for class, meaning they arrive after 8:00 am, and before 8:10, they will have .5 point deducted from their final grade for each incident of lateness. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Accessibility Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing.










Course Schedule Date Topics Readings Monday 5/13

Viewing of: The Hobart Shakespeareans Course introduction for: OT 402 & OT 503 Level I fieldwork lottery & site selections Introduction to group intervention project Book Club Introduction to Project I: Case study on ‘self’ OSHA meeting: Blood borne pathogens & universal precautions Leona Zak, Biosafety Officer UB Dept of Environmental Health & Safety

chapters 11-14

Tuesday 5/14

Course introduction for OT 402 & OT 503 Frame of reference (FOR) assignment Group exercises for development of project Movie 1: Unforgotten – 25 Years after Willowbrook or Profoundly Normal (11:30)

chapters 5-10

Monday 5/20

Frame of reference presentations: Psychodynamic, Allen’s Cognitive Disabilities Group exercises for development of project [Class ends at 11:30 to meet with incoming 3rd year OT students]

Tuesday 5/21

Frame of reference presentations: Behavioral Cognitive Continuum & Model of Human Occupation Group exercises for development of project Movie 2: No Kidding! ME 2!! (11:30)

chapters 5-10

Wednesday 5/22

Book Club meeting #2 Frame of reference presentations: Developmental Approaches & Sensorimotor Approaches

chapters 5-10

Thursday 5/23

402: Exam I TBA

Exam I – 5/23/13

Monday 5/27

Memorial Day holiday: no class scheduled

Tuesday 5/28

Group work in class on intervention plan projects (meetings with instructor) Movie 3: Tattooed Under Fire (11:30)

chapters 1-4

Monday 6/3

Group work in class on intervention plan projects (meetings with instructor)

chapters 1-4

Tuesday 6/4

Group work in class on intervention plan projects (meetings with instructor) Movie 4: Murder Ball (11:30 )

chapters 1-4

Monday 6/10

Group work in class on intervention plan projects (meetings with instructor)

Online HIPPA tutorial certificates due

Tuesday 6/11

Preparation for group presentations Movie 5: Sunset Story (11:30 )

Written group project due 6/12 Exam II: 6/14

Mon 6/17 Group Presentations: Groups 1-2-3 (or FW) Tues 6/18 Group Presentations: Groups 4-5-6 (or FW) Wed 6/19 Group Presentations: Groups 7-8 (or FW) Mon 6/24

Group Presentations: Groups 9-10-11 (or FW)

Group Session critiques from Week 1 due

Tues 6/25 Group Presentations: Groups 12-13-14 (or FW) Wed 6/26 Group Presentations: Groups 15-16 (or FW) Monday 7/1

503: Exam III 503: Project II – Intervention plans Guest speaker: James Lenker, Ph.D., OTR PIADS and Caregiver Burden assessments (11:30- 1:00)

Group Session critiques from Week 2 due

Tuesday 7/2

503: Project II - Intervention plans Discussion about Level I fieldwork experiences (Alternate date) Guest speaker: Marvin Henchbarger, Executive Director of GLYS Movie 6: Cry for Help (11:30 )

ORTHOTICS AND PROSTHETICS LABORATORY

OT 450

Fall 2013

Lab - 1 credit Instructor : Amy S. Barrett, OTR, CHT Email: [email protected]

Class Time: Lab A: 10:45a.m.-12:30p.m. Lab B: 12:45p.m.-2:30p.m. Location: Diefendorf Hall- Room 7

COURSE DESCRIPTION:

The laboratory section for OT 450 is designed to provide the student with the essential knowledge and practical skills to manufacture and/or select orthotic devices. Use of thermoplastic materials in ADL adaptations, plaster skills, and the mechanics of prosthetic training will be introduced.

PRE-REQUISITE COURSES: OT322, OT343, OT345, OT352, OT361

COURSE RATIONALE/RELATIONSHIP TO CURRICULUM DESIGN:

Psychomotor skills must be practiced and integrated with theoretical knowledge to prepare the student for clinical orthotics and prosthetic APPLICATIONS. The principals presented in the lecture portion of this course are utilized by the student to fabricate and design orthotics and adapted equipment.

COURSE OBJECTIVES:

Upon completion of the course the student will demonstrate:

1) Knowledge of the indications and contraindications for various orthotic and prosthetic interventions in relation to disease and disability. (B. 5.4)


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mailto:[email protected]

mailto:[email protected]

2) Skill in the fabrication and design of splints in a variety of materials including low temperature thermoplastics and plaster. (B.1.4)

3) Application of splinting principles presented in lecture section to static and dynamic hand splints. (B.5.10)

4) The ability to cost out custom orthoses. (B.1.6)5) A creative approach to designing and fabricating an ADL adaption, using low temperature

plastics. (B.5.10)6) Plaster skills for use in orthotic applications. (B.5.10)

ACOTE STANDARDS:

B.1.4. Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences.

B.1.6. Demonstrate knowledge and understanding of the concepts of human behavior to include the behavioral and social sciences.

B.5.4. Employ relevant occupations and purposeful activities that support the intervention goals and are meaningful to the client.

B.5.10 Use therapeutic adaptation with occupations pertinent to the need of the client. This shall include, but not be limited to, family/care provider training, behavioral modifications, orthotics, prosthetics, assistive devices, equipment, and other technologies.

LEARNING ACTIVITIES:

Lab manual reading, lecture, video, splint fabrication and activity analysis will be used as methods of learning in this course.

MATERIALS AND EQUIPMENT:

The program in Occupational Therapy has ordered sufficient materials and made them available for purchase through the medical bookstore for all students to try each material. You MUST buy the lab manual and material packet in order to participate in the lab.

Open lab times for fabricating graded splints will be limited to the dates indicated on the outline. In order to maximize splinting time, it is imperative to come prepared with patterns and ideas and work effectively as you would be required to do in a clinic setting.

COURSE REQUIREMENTS:

1.) Lab manual readings.


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2.) Each student is to choose a partner with whom to fabricate splints. Partners are responsible to one another as well as to the instructor to attend labs and work together. No one is to fabricate final splints on themselves or someone outside class WITHOUT instructor approval.

3.) Splint grading during session of 2 splints and ADL projects as outlined in assignments section.

4.) Paper accompanying graded splints as outlined in assignments section.5.) Weekly attendance sign-in----see instructor for variance/needs.6.) Ongoing quiz grades may be used for extra credit.

REQUIRED READINGS:

1.) OT 450 Lab Manual2.) Coppard, Brenda & Lohman, Helene. Introduction to Splinting: A Clinical Reasoning ad

Problem Solving Approach, C.V. Mosby, 2007.

ASSIGNMENTS:

1.) For grading, one optional custom hand splint-student’s choice of pattern-as well as one assigned splint fabricated together in class (see class schedule for due date). One design must be forearm based. Optional splints must be pre-approved by instructors. Refer to lab manual for grading guidelines.

2.) For the Optional Splint, an accompanying ONE page paper is required (no cover sheet; name, date, lab #, top right corner only, please). See class schedule for due date. The paper must include the following information:

a. Type of splint and classification given.b. Disabilities for which splint would be appropriate.c. 3 positive and 3 negative aspects for the design selected and/or the fabrication process

and/or the material used.d. Brief description of wearing schedule that is appropriate for common use (or for the

specific diagnosis which the splint was created).e. Itemized cost of splint , including total cost(LTT, Strapping, Velcro, Time).f. Proper grammar and spelling.

3.) Adaption of an ADL activity using LTT (low temperature thermoplastic material): Choose a patient from the following or see instructor for another disability.

a. 13 year old female, Right dominant hand median nerve injury (regeneration to wrist crease).


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b. 60 year old Left dominant male with rheumatoid arthritis/hand ROM limitations affecting grasp and pinch.

c. 40 year old female with multiple sclerosis affecting grasp strength in both upper extremities.

4.) ADL paper-write a ONE page paper (no cover sheet; name, date and lab #, top right corner only, please) which includes the following:

- Accurate and complete synopsis of the chosen disability.- Specific limitations of the patient with respect to the chosen daily living activity.- Comprehensive explanation of how the ADL project is utilized by the patient and how

it will improve his/her quality of life.- Brief description of actual adaption.- Utilization of good grammar and spelling.

GRADING:

Grading is on a 100 point scale:

• 25 points: Optional, Classroom Splints and ADL Adaption = 75 points, (25 points each)• 15 points: Optional Splint Paper = 15 points• 10 points: ADL Paper = 10 points

Letter grades will be awarded as follows:

• A = 90-100• B = 80-89• C = 70-79• D = 60-69• F = 59 and below

POLICY REGARDING ABSENCES, ATTENDANCE, ASSIGNMENTS, EXAMS AND UNIVERSITY POLICY ON INCOMPLETES IN THE COURSE:

• Class Attendance and Absences:As many in-class activities will be completed throughout the semester, class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments.


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• Late Assignments:All assignments are due at the start of class on the designated date. Failure to complete and submit the assignments at the start of class on the designated date will result in a loss of 5 points per day that the assignment is late *Splint Grading Session – November 6, 2013 See assignment section of outline and sign-up sheets.

• Policy on Incomplete Grades for the Course:Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that precludes the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested.

• University Policy on Incomplete Grades:According to university policy, an interim grade of incomplete (“I”) may be assigned if the student has not completed all requirements for the course. The “I” will be accompanied by a default grade that will become the permanent course grade of the record if the “I” is not changed by formal notice by the instructor upon the student’s completion of the course.

Assignment of an interim “I” is at the discretion of the instructor. A grade of “I” is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of at least a “D”) in the requirements already completed. The instructor will provide the student specifications, in writing or by electronic mail, of the requirements to be fulfilled.

The default grade will become the grade of record if the “I” is not replaced by a permanent grade by twelve (12) months after the close of the semester for which the “I” was assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of AugustThe instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail.

A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an “I” grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of “I” that is not included in the courses constituting the


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student’s degree program will be excluded from this provision but will remain subject to the maximum time limits.

For all undergraduate courses the default grade accompanying an interim grade of “I” will be any one of: “B”, “C”, “D”, or “F”. For all graduate courses the default grade accompanying an interim grade of “I” will be “U”. Neither “A”, “P”, nor “S” will be assigned as a default grade.

• Note from the OT program:A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program.

• Disability Policy:If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations.

• Academic Integrity Policy:

Preamble

Academic integrity is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university’s imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas.

When an instance of suspected or alleged academic dishonesty by a student arises, it shall be resolved according to the following procedures. These procedures assume that many questions of academic dishonesty will be resolved through consultation between the student and the instructor (a process known as consultative resolution, as explained below).

It is recommended that the instructor and student each consult with the department chair, school or college dean, or the Office of the Vice Provost of Undergraduate Education if there are any questions regarding these procedures.

Examples of Academic Dishonesty:

Academic dishonesty includes, but is not limited to, the following:• Previously submitted work. Submitting academically required material that has been

previously submitted—in whole or in substantial part—in another course, without prior and expressed consent of the instructor.


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• Plagiarism. Copying or receiving material from any source and submitting that material as one’s own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one’s own.

• Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and PDAs), with the intent to deceive while completing an examination or individual assignment.

• Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor’s name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor’s authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

• Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official document, record, or instrument of identification.

• Confidential academic materials. Procurement, distribution or acceptance of examinations or laboratory results without prior and expressed consent of the instructor.

• Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.

• Purchasing academic assignments. No person shall purchase an academic assignment intended for submission in fulfillment of any course or academic program requirement.


7

University at Buffalo OT 450 : Orthotics and Prosthetics Laboratory A and B Class Schedule 2013

Lab # / Date Lab Topic AssignmentDue

Mandatory Readings

Lecturer

# 1: August 21 Pattern making; Safety; Syllabus review; Thumb H. C/U

Weekly Sign-In Sheets

Coppard Ch. 3Lab manual per lab topic

A. Barrett

# 2: August 28 Wrist C/U SplintNCM CLINIC

Ongoing Quizzes Coppard Ch. 7Lab manual per ...

A. Barrett

# 3: September 4 Short OpponensENCORE

Coppard Ch. 8Lab manual per ...

A. Barrett

# 4: September 11 Resting Hand Spl.SOLARISSMOOTH

Sign up for grading sessions

Coppard Ch. 9Lab manual per....

A. Barrett

# 5: September 18 AdaptingEquipment with LTT/Pre-Fabs

Lab Manual per lab topic

A. BarrettTAs

# 6: September 25 Long Opponens NCM PREFERRED

Optional Splint IDEAS due 4 appr.

Coppard Ch. 8Lab manual per..

A. Barrett

# 7: October 2 Mobilization Splinting

ADL Project Ideas due for approval

Coppard Ch. 11Lab manual per ....

A. Barrett

# 8: October 9 Optional Splint Fabrication Lab

(NCM VANILLA) A. Barrett

# 9: October 16 Neoprene/Circumferential + N. Loss Splints

Topic Cont’d:Alternate Materials

Coppard - See Index; Lab Man.....

A. BarrettTAs

# 10: October 23 ADL Project Fab. (Personal Materials from home, etc.) A. Barrett

# 11: October 30 Plaster Skills/Inhibitory and-------- -----Serial Casting

***JOINT LAB at 10:45*********

A. Barrett

#12: November 6 Grading Sessions See Sign-Up Sheet A. Barrett

# 13: December 4 Prosthetics *******JOINT LAB at 10:45**********

To be announced Guest Lecturer

University at Buffalo OT450 Fall 2013

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ORTHOTICS AND PROSTHETICS

2 Credits Lecture Wednesday, 8:30-10:15AM

Labs Location 205Diefendorf Hall

Instructor Donna Sullivan Niswander, MS, OTR, CHT Office Telephone (716) 836-6346 Email [email protected] Office Hours By Appointment Teaching Assistants

COURSE DESCRIPTION The lecture section of this course provides the student with the theoretical basis and practical applications of orthotics and prosthetics for practicing therapists. Effective orthotics and prosthetic approaches incorporate anatomical, medical, and biophysical information with specific psychomotor skills. The lecture and lab sections of this course provide an introduction to these processes. PRE-REQUISITE COURSES OT322, OT343, OT345, OT352, OT361 COURSE RATIONALE Physically challenged patients often require orthotic devices to prevent and correct deformities which may cause role dysfunction. Traumatic upper extremity injuries, arthritis, burns and amputation often require the selection and design of orthotic or prosthetic devices and the integration of these devices into the daily living environment. An occupational therapist may be asked do design, fabricate, recommend and integrate orthotic devices into the patient’s rehabilitation program. The knowledge gained during pre requisite courses includes anatomy, neuroscience, activity analysis and disease processes are incorporated into skills and treatment approaches in orthotic and prosthetic implantation. RELATIONSHIP TO CURRICULUM DESIGN Physically challenged patients often require orthotic devices to prevent and correct deformities which may cause role dysfunction. Traumatic upper extremity injuries, arthritis, burns and amputation often require the selection and design of orthotic or prosthetic devices and the integration of these devices into the daily living environment. An occupational therapist may be asked do design, fabricate, recommend and integrate orthotic devices into the patient’s rehabilitation program. The knowledge gained during pre requisite courses includes anatomy, neuroscience, activity analysis and disease processes are incorporated into skills and treatment approaches in orthotic and prosthetic implantation.


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Learning Objectives

ACOTE Standard


Assessment Method


Application of the anatomical and physical principles of splinting

B.1.4

Understanding of medical conditions requiring orthotic intervention and their relation to orthotic or prosthetic selection.

B.2.6

The ability to incorporate the orthotic and prosthetic devices into the patient’s total occupational therapy program

B. 2.3., B. 3.5

Awareness of the impact of such devices on the daily living and roles of the client/patient

B.2.7

Knowledge of the checkout procedures in orthotics and prosthetics

B.4.1

The ability to develop appropriate training and rehabilitation programs for child and adults U/e amputees

B.5.4

Understanding of work hardening continuum of acute upper extremity treatment

B.5.2,B.5.10

ACOTE STANDARDS

B.1.4 Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences.

B. 2.6 Understand and appreciate the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.

B.2.3 Understand the meaning and dynamics of occupations and purposeful activity including the interaction of performance areas, performance components, and performance contexts

B.2.7

Understand the effects of health, disability, disease processes, and traumatic injury to the individual within the context of family and society.

B. 3.5 Be able to apply theoretical constructs to evaluation and intervention with clients to analyze and effect meaningful occupation.

B.4.1 Use standardized and non-standardized screening tools to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening assessments, skilled observation, checklist, histories, interviews with the client/family/significant other, and consultation with other professionals.

B. 5.2 Develop occupational based intervention plans and strategies, including goals and methods to achieve them, base on the stated need of the client as well as data gathered during the evaluation process.

B. 5.4 Emply relevant occupations and purposeful activities that support the intervention goals and are meaningful to the client.

B.5.10 Use therapeutic adaptation w9ith occupations patient to the need of the client. This shall include, but not be limited to, family/care provider training, behavioral modifications, orthotics, prosthetics, assistive devices, equipment, and other technologies.


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REQUIRED READINGS TEXTBOOK

Available at University Bookstore: 1). Coppard, Brenda & Lohman, Helene. Introduction to Splinting: A clinical Reasoning and Problem Solving Approach. C.V. Mosby, 20007. 2). Lab Manual 3). Supplemental Text: Radomski, M.V and Trombly Latham, C.A., (Eds).

(2008). Occupational therapy for physical dysfunction, (6th ed.) Philadelphia, Lippincott, Williams, & Wilkins.

LEARNING ACTIVITIES Reading text, lab manual, video and discussions will be used as methods of learning in this course. COURSE REQUIREMENTS & ASSIGNMENTS

1. Required reading completed for class on date assigned

2. Active participation in class discussions and activities

3. Exams I & II (given in class) Final exam will be given during exam week

4. Journal Articles due on date assigned

5. Out of Class Assignments*

*Two journal articles Due: 9/11/13 and 10/30/13

The student will select and read an article from a professional journal relating to Advancements in hand surgery and rehabilitation, orthotics or prosthetics.

The student will then write:

a). a short review to include a synopsis of the authors main point, research or theory b). applicability of the article to occupational therapy practice. Papers are to be typed and referenced appropriately (1-2 pages approximately)


4

GRADING STUDENT GRADE DETERMINATION

GRADING TOTAL POINTS LETTER GRADE PERCENTAGE Exam I 60 Exam II 120 Exam III 80 Journal Article I 20 Journal Article II 20 Total Points Possible:

300

STUDENT GRADE DETERMINATION

TOTAL POINTS EARNED

LETTER GRADE TOTAL POINTS

EARNED A 280-300 C 220-229 A- 270-279 C- 210-219 B+ 260-269 D 195-209 B 250-259 F <195 B- 240-249 C+ 230-239

CLASS POLICIES Class Attendance and Absences As many in-class activities will be completed throughout the semester, class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Exams and Final Exam Communication (E-mail and UB Learns) Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances ( i.e. severe illness) that precludes the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested. Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignments at the start of class on the designated date will result in a loss of 5 points per day that the assignment is late


5

Lab Requirements UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:





6







7

COURSE SCHEDULE DATE LECTURE TOPIC ASSIGNMEN

T DUE READINGS LECTURER

August 21 Lecture: 8:30-10:15AM

Course orientation Nomenclature, prehension Splint Classifications

Coppard, Ch. 1 D. Niswander

August 28 Splinting Designs and Principles, Dynamic and Static Splinting, Part I


September 4 Dynamic and Static Splinting Coppard, Ch. 4 & 11 D. Niswander September 11 Functional Capacity

Evaluations/Work Hardening

Journal Article Due

Jamie Orrange

September 18 Exam I 8:30-9:30AM Lecture 9:45-10:30AM

Exam I D. Niswander

September 25 Overview of Hand Anatomy Examination and Splint Selection

Coppard, Ch. 4 & 5 D. Niswander

October 02 Hand injuries and Common Splint Applications

Coppard, Ch. 14, 16 D. Niswander

October 09 Antispasticity/Geriatric Pediatric/Splinting Neoprene - Lower Extremity Orthotics Orthotics for Arthritis

Coppard, Ch. 14, 16 Coppard, Ch. 13 & 17

D. Niswander

October 16 Splinting for nerve injuries Case Studies/Exam Review

Coppard, Ch. 13 & 17 D. Niswander

October 23 Exam II Exam II D. Niswander October 30 Prosthetic Video

Intro to Prosthetics Pre-prosthetic training

Journal Article Due


Nov. 06 Conventional Components UE Prosthetic Training

December 4 Myoelectric Juvenile Amputees


Final Exam During Exam Week Exam III D. Niswnader

University at Buffalo Occupational Therapy Program

Department of Rehabilitation Science

OT 503: Psychosocial Practice Summer 2013 Credits: 5 Professor: Jo A. Schweitzer, MS, OTR/L Day/Time: W & Th: 8:00 am – 1:00 pm Email: [email protected] Location: DFN 5-8 Office: Kimball Tower, Room 532 Office Hours: immediately after class Phone: 829-6737; classroom 829-3244 and by appointment “Ultimately, what determines how children survive trauma, physically, emotionally, or psychologically, is whether the people around them – particularly the adults they should be able to trust and rely on – stand by them with love, support and encouragement. Fire can warm or consume, water can quench or drown, wind can caress or cut. And so it is with human relationships: we can both create and destroy, nurture and terrorize, traumatize and heal each other.” - from The Boy Who Was Raised as a Dog, p.5. Course Description This course provides an overview of psychiatric and psychosocial topics used by occupational therapy practitioners to effectively understand psychiatric diagnoses incurred across the life span, in the community, and the greater societal response to psychosocial issues. It includes an introduction to the role of the occupational therapist and occupational therapy assistant in service delivery to persons with psychiatric disabilities. The Level I fieldwork experience provides the student with the opportunity to observe and participate in clinical evaluations and interventions. Pre-requisite Courses All pre-requisite freshman & sophomore course for the OT major, OT 333, OT 341, OT 346, OT 381, and OT 382 in the third year are considered pre-requisites for this course. OT 503 is a co-requisite with OT 402. Course Rationale/Relationship to Curriculum Design The importance of understanding psychosocial dysfunction and clinical practice is essential for occupational therapy practitioners in facility-based practice, community-based practice, and non-traditional and/or emerging practice settings. Program Competency

Learning Objectives



B.4.1.

The student will use standardized and non-standardized screening and assessment tools to determine the need for OT intervention.

Lecture Interviewing Practice with use of assessments

Project I Project II Observed practice with use of assessment tools

B.4.2.

The student will select appropriate assessment tools based on client needs, contextual factors, and psychometric properties of tests.

Lecture Interviewing Practice with use of assessments

Project I & II Observed practice using assessment tools Exam II

B.4.3.

The student will use appropriate procedures and protocols (including standardized formats) when administering assessments.



B.4.4.

The student will evaluate client(s) occupational performance. Evaluation of occupational performance using standardized and non-standardized assessment tools will include consideration of the occupational profile, client factors, performance patterns, and life contexts.



B.4.10.

The student will identify the need for documentation of OT services and will demonstrate the ability to write an evaluation summary, intervention plan, progress note and discharge note.

Lecture Lab practice

Project I Project II Progress note writing samples

B.5.1.

The student will use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop occupation-based intervention plans and strategies. Intervention strategies will address the occupational profile, client factors, performance patterns, multiple contexts, and performance skills.

Lab practice Case studies Intervention plans

Project I Project II Exam

B.5.2. B.5.8.

The student will select and provide direct OT interventions and procedures to enhance safety, wellness, and performance of ADL, IADL, education, work, play, leisure, and social participation including a focus on cognitive status.

Lab practice Case studies Interview with students & client


B.5.3.

The student will provide therapeutic use of occupation and activities (e.g. occupation-based activity, practice skills, preparatory methods).

Lab practice Case studies Interview with students & clients


B.5.7.

The student will provide therapeutic use of self, including their personality, insights, perceptions, and judgments as part of the therapeutic process in both individual and group interaction.

Lab practice Case studies Interview with students & clients

Project I Project II

B.5.29.

The student will determine the need for discontinuation of intervention plan and identify specific goals to identify when and to where a client should be discharged from OT services.

Lecture Lab practice Case studies


B.6.2.

The student will discuss the current policy issues and the social, economic, political, geographic, and demographic factors that influence psychosocial contexts for the practice of OT.

Lecture Discussion

Exam

ACOTE Standards: B.4.1

Use standardized and non-standardized screenings and assessment tool to determine the need for OT intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others and community.

B.4.2.

Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.

B.4.3.

Use appropriate procedures and protocols (including standardized formats) when administering assessments.

B.4.4.

Evaluate client(s) occupational performance in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and non-standardized assessment tools includes

The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles at home, work, and community environments.

Client factors, including values, beliefs, spirituality, body functions (e.g. neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g. cardiovascular, digestive, nervous, genitourinary, integumentary systems).

Performance patterns (e.g. habits, routines, rituals, roles). Context (e.g. cultural, personal, temporal, virtual) and environment (e.g.,

physical, social). Performance skills, including motor and praxis skills, sensory-perceptual

skills, emotional regulation skills, cognitive skills, and communication and social skills.

B.4.10.

Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services.

Use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop occupation-based intervention plans and strategies (including goals and methods to achieve them) on the basis of the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be

B.5.1.

culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:

The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles at home, work, and community environment.

Client factors, including values, beliefs, spirituality, body functions (e.g. neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g. cardiovascular, digestive, nervous, genitourinary, integumentary systems).

Performance patterns (e.g. habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment (e.g.,

physical, social). Performance skills, including motor and praxis skills, sensory-perceptual

skills, emotional regulation skills, cognitive skills, and communication and social skills.

B.5.2.

Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

B.5.3.

Provide therapeutic use of occupation exercises, and activities (e.g. occupation-based intervention, purposeful activity, preparatory methods).

B.5.7.

Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

B.5.8.

Develop and implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.

B.5.29.

Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. This process includes, but is not limited to, identification of client’s current status within the continuum of care; identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming to facilitate the client’s progression along the continuum toward outcome goals.

B.6.2.

Analyze the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for practice of occupational therapy.

Required Readings & Required Textbooks Textbooks have been ordered at Talking Leaves Bookstore, 3158 Main Street, Buffalo. Brown, C. & Stoffel, V.C. (2011). Occupational therapy in mental health – A vision for participation,. Philadelphia: F.A. Davis Company.

Perry, B.D. & Szalavitz. (2006). The boy who was raised as a dog and other stories from a child psychiatrist’s notebook. NY: Basic Books. Additional readings may be assigned.

Learning Activities and Course Requirements Lecture Grade: Exam I – Chapters 1-4, 6-17 (see study guide) – May 31st Exam II - Chapters 18-25 (see study guide) – June 6th Exam III - Chapters 45–55 (see study guide) – July 1st Exam IV – Chapters 26-29, 33, 35-44 (see study guide) – July 3rd In-class discussions – with professor & guest speakers ‘Movie Tuesdays’ – documentaries will be shown in class, one each week, for six weeks. Groups of students will write a reaction paper for any one of the six films. Reports are due one week after the film is viewed. Lab Grade: 1. Project I: Assessment & Intervention – This is a structured assessment and intervention experience practiced with a peer to learn the skills of interviewing, assessment and intervention planning in preparation for repeating the assignment with a client during Level I fieldwork – due June 7th at 4:00 pm. 2. Project II: Assessment & Intervention – This is a structured assessment and intervention experience conducted with a client at the Level I fieldwork site. The student will further practice the skills of interviewing, assessment and intervention planning as introduced with Project I – due July 5th at 4:00 pm. 3. Book Club – students will meet weekly for 4 weeks to discuss a book chosen by the course Professor. Assigned groups of students will prepare a written synopsis from each week’s discussion – reports due May 21, 28, and June 4, 11 at 8:00 am. 4. Level I fieldwork- Each student will actively participate in a week long, full-time fieldwork experience at a facility-based or community-based treatment setting – week of June 17th or June 24th. It is essential to pass the fieldwork assignment to pass the lab section of OT 503.

Assignment/Due Date/Percent of Course Grade Note: Peer review will be incorporated in the grading for all group assignments in OT 402 & OT 403. Assignment

Due Date

Percent of Course Grade

Lecture: 3 credits Exam I – chapters 1-4, 6-17 5/31 25% Exam II – chapters 18-25 6/6 20% Exam III– chapters 45-55 7/1 20% Exam IV – chapters 26-29, 33, 35-44 7/3 25% Written review of one documentary

One week from the time film is viewed in class

10%

Lab: 2 credits Project I: Evaluation & Intervention

6/7 (Friday) – 4:00 pm

40%

Project II: Evaluation & Intervention (at FW site)

7/5 (Friday) – 4:00 pm

40%

Book Club – group discussions on 5/15,22,29, & 6/5

Papers due: 5/21,28, 6/4,11 at 8:00 am

20%

Level I fieldwork: student must pass fieldwork to pass the course

Monday – Friday: 6/17-21- FW Group 1 6/24-28- FW Group 2

P/F

HIPAA tutorial: TBA

Printed certificates of completion due 6/10

Mandatory training

Universal Precautions (blood-borne pathogens) inservice

In class presentation on 5/13

Mandatory training

Student Grade Determination Note: Students are required to provide peer evaluations for selected group assignments. Appraisals by peers may influence the grade assigned by the course professor. Both whole grades and plus/minus grades can be earned, with the exception of there being no A+ or +/- for D or F grades: A 95-100 B+ 87 – 89.99 C+ 77 – 79.99 D 65 – 69.99 A- 90-94.99 B 84 – 86.99 C 74 – 76.99 F < 65 B- 80 – 83.99 C - 70 - 73.99

Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. UB Learns: Internet Access All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use.

Policy Regarding Make-up Exams, Dress Code, Late Attendance, Late Assignments and Group Work Use of Computers in Class Computer use by students during lectures is prohibited. Computers may be used in labs for group work while working on designated assignments. Use of Cell Phones and other Personal Communication Devices in Class Unauthorized use of cell phones and other personal communication devices during class will result in the student being marked absent for the day. Note: Each unexcused absence results in a point being subtracted from the student’s course grade.

Make-up Exams A make-up exam will only be given when extenuating circumstances prevent the student from attending the scheduled exam. At the discretion of the professor, the make-up exam may be a format different from the exam taken by the class. The student must contact the professor within 24 hours following a scheduled exam or a grade of 0 will be assigned. The professor may require supporting documentation for a missed exam and the student should be prepared to present it. Late Assignments No late assignments will be accepted by the professor unless the student has obtained prior approval for an agreed upon alternate due date. If a student fails to submit an assignment on this approved date, the late assignment will not be evaluated by the professor and the student will earn a grade of 0 for the assignment. Extenuating Circumstances & Due Dates for Assignments For reasons of extenuating circumstances shared with the professor, a student may request an alternate due date for an assignment or ask to have an exam rescheduled only one time for this course. Additional requests will be denied and the student will be advised to drop either or both courses if they are unable to complete the course assignments as scheduled. Group Work Success with group work is essential for attaining learning objectives in this course. Students will have numerous opportunities and requirements for working together in dyads and small groups to complete assignments. It is expected that within these groups, students will equally contribute to group efforts to attain quality context and amicable process. If a student fails to contribute equally to a group assignment or creates an obstruction to attaining successful outcomes by such means as being argumentative, unavailable, or lacking in production of their part, etc., the professor may need to dissolve the student dyad or group and each student will work alone. Student partners who are responsible for this outcome as assessed by the professor’s observations as well as by peer reviews, will be required to work alone to complete the assigned work and can earn no greater than 80% on the assignment that was intended to be shared by group members.

Dress Code OT 402 & OT 503 are courses taught to prepare the OT student for clinical participation. Therefore, students in this course are instructed to dress in “clinic casual” attire. The professional dress code is detailed as a separate document. Attendance Policy It is essential that students attend all class sessions. The course is experiential by design and most assignments cannot be duplicated outside of the class milieu. For each unexcused absences, the student will have one (1) point deducted from their final grade. Late Attendance Students are expected to be on time for all classes. Arrival 10 minutes after the start of class is considered an absence for the day and the student will have one (1) point deducted from their final grade. Likewise, if a student is late for class, meaning they arrive after 8:00 am , meaning they arrive after 8:00 am and before 8:10 , they will have .5 point deducted from their final grade for each incident of lateness. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Accessibility Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing.










Additional information on the university’s academic integrity policy can be found at:http://undergrad-catalog.buffalo.edu/policies/course/integrity.shtml

Course Schedule Date

Topics

Due dates

Wednesday 5/15

Book Club Meeting #1 (Introduction – p.56) Group meetings for FOR assignment Introduction to Project I & interviewing DVD lecture: It’s So Much Work to be Your Friend and discussion

Book Club report due 5/21

Thursday 5/16

Group meetings for FOR assignment Continued introduction to Project I Guest speaker: Kathy Felser, OTR, Wendy Tanti, COTA, & Shari Percy, program participant (People, Inc.) (11:00 – 1:00)

Project I: case study on ‘self’ due

Wednesday 5/22

Book Club meeting #2 Frame of reference presentations: Developmental Approaches & Sensorimotor Approaches Project I: assessments


Thursday 5/23

402: Exam I Project I: assessments

Wednesday 5/29

Book Club meeting #3 Guest speaker: Jeffrey Becker, OT student - PROS Program at Spectrum Human Services - 9:30 Project I: assessments


Thursday 5/30

Guest speakers: Maureen Kinmartin, OTR, Molly Mott, OTR & Fred, program participant (SASI) – 8:30 Project I: interventions

Friday 5/31

OT 503: Exam I Project I - interventions

Wednesday 6/5

Book Club meeting #4 Project I – intervention plan Guest speaker: Sharon Cavanaugh, OTR with students from The WAY Program (9:30-11:00)


Thursday 6/6

OT 503: Exam II Project I – complete assessments & interventions Work groups from OT 402: Written project

Project I due Friday, 6/7 by 4:00 pm

Wednesday 6/12

Complete written project for OT 402 and study groups for 402: Exam II on 6/14/13

402: Written group project due by 4:00 pm

Thursday 6/13

Preparation for Level I fieldwork & Project II Preparation for group presentations

Friday 6/14

402: Exam II

Monday 6/17

Level I FW – Group 1 Group Presentations – Group 2 (OT 402)

Tuesday 6/18


Wednesday 6/19

Level I FW – Group 1 Group Presentations - Group 2 (OT 402)

Thursday 6/20

Level I FW – Group 1 Lecture: clinical documentation Lab: Standardized assessment tools – Group 2

Friday 6/21


Monday 6/24


Tuesday 6/25


Wednesday 6/26


Thursday 6/27


Friday 6/28


Monday 7/1

503: Exam III Guest speaker: James Lenker, Ph.D., OTR PIADS and Caregiver Burden assessments (11:30- 1:00)

Tuesday 7/2

Discussion about Level I fieldwork experiences Project II: intervention plans Guest speaker: Marvin Henchbarger, Executive Director of GLYS

Wednesday 7/3

503: Exam IV

Project II due Friday, 7/5 by 4:00 pm


UNIVERSITY AT BUFFALO

OT 504 MANAGEMENT FOR REHAB PROFESSIONALS

Semester Fall 2013 Units 4

Lecture Hybrid Course: Lectures on Tuesdays from 5:00 to 7:50 PM on designated days supplemented by online lectures and activities

Labs Not Applicable

Location Diefendorf 5

Instructor Christina S. Kane, Ed. D., MS, OTR Telephone 923-4804 (office) or 574-9963 (cell) Email [email protected] Office Hours By Appointment COURSE DESCRIPTION This course will provide an in-depth, critical review of management and leadership issues relevant to the occupational therapist. Students will be exposed to the business aspects of occupational therapy and learn the mechanics of developing and promoting rehabilitation services. Students will also be exposed to management and financial theories and practices, professional Codes of Ethics and Practice Acts, health care and rehabilitation service delivery, design and structure of rehabilitation clinics, supervision issues, ethical issues, and the development and implementation of outcome measures. Learning experiences provided for students will include lectures, on-line learning activities and small group discussions. Students are expected to complete required readings and assignments in preparation for each class. PRE-REQUISITE COURSES OT 560, OT 561 or Admission to the Post-Professional MS Program COURSE RATIONALE New graduates of occupational therapy programs are increasingly being placed in positions where critical review of the literature and advanced management and leadership skills are required. This may include working independently in the community with limited supervision or being asked to develop and evaluate new programs. This course will provide the skill required to allow new therapists to meet the challenges of future practice. This course in an in-depth analysis course that addresses the curriculum design themes of Understanding OT in a broader institutional and societal context and Professionalism. The


course is designed to build upon the students’ basic knowledge from OT 382: Issues in Service Delivery and to build upon previous experience from OT 560 and OT 561: Level II Fieldwork. This course offers the student an opportunity to understand the systems within which occupational therapists work and to develop and manage programs within those systems. RELATIONSHIP TO CURRICULUM DESIGN COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Explain the variety of informal and formal ethical dispute-resolution systems that have jurisdiction over occupational therapy practice

B. 9.11

Lecture, assigned readings, learning activities

Class participation

2. Demonstrate an understanding of aspects of human resource planning including, but not limited to, recruiting, selecting, interviewing, evaluating and motivating employees.

B.7.5 Lecture, assigned readings, in-class learning activities

Business Plan project & Section Quiz

3. Demonstrate an understanding of the supervisory process for occupational therapy and non-occupational therapy personnel.

B.7.7 Lecture, assigned readings, learning activities

Class participation, Business Plan project

4. Demonstrate the ability to plan, develop, organize and market the delivery of services to include the determination of programmatic needs and service delivery options for effective service provision.

B.7.1 B.7.5


Class participation, section quiz, Business Plan project


5. Demonstrate knowledge of the social, economic, political, and demographic factors that influence the delivery and organization of health care and public health in the United States and other countries.

B.6.2 Lecture, assigned readings

Section quizzes, class participation, on-line assignments

6. Demonstrate the skills to manage human and material resources needed to provide quality, efficient, and cost-effective occupational services.

B.7.5; B.7.7


Business Plan project, on-line assignments, in-class participation

7. Demonstrate the knowledge and ability to comply with the various reimbursement mechanisms that affect the practice of occupational therapy including, but not limited to, federal and state regulations and reimbursement practices and third-party and private payers.

B.7.4 Lecture, assigned readings, learning activities

Business Plan project, on-line assignments, in-class participation, section quizzes

ACOTE STANDARDS B.6.2 Analyze the current policy issues and the social, economic, political,

geographic, and demographic factors that influence the various contexts for practice of occupational therapy.

B.7.1 Describe and discuss the impact of contextual factors on the management and delivery of occupational therapy services.

B.7.4 Demonstrate knowledge of various reimbursement systems (e.g., federal, state, third party, private payer), appeals mechanisms, and documentation

B.7.5 Demonstrate the ability to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs and service delivery options and formulation and management of staffing for effective service provision.


B.7.7 Develop strategies for effective, competency-based legal and ethical supervision of occupational therapy and non–occupational therapy personnel.

B.9.11 Explain the variety of informal and formal systems for resolving ethics disputes that have jurisdiction over occupational therapy practice.

REQUIRED READINGS The Occupational Therapy Manager, 5th Edition Edited by Karen Jacobs, EdD, OTR/L, CPE, FAOTA, and Guy L. McCormack, PhD, OTR/L, FAOTA ISBN-13: 978-1-56900-273-5, 669 pages, 2011 Order #1390C. AOTA Members: $79, Nonmembers: $112 ADDITIONAL READINGS As assigned by instructor throughout the semester. COURSE REQUIREMENTS & ASSIGNMENTS Business Plan (Due Tuesday, November 5th) Students will develop and submit a mini Business Plan for an OT-based business including an “executive summary” and a “pro-forma” (financial analysis) of the business. Lectures and on-line learning activities during the course will cover topics that will assist in the development of the plan. The business plan should be for the development of a new rehabilitation service/program in an existing healthcare organization. For example:

Aquatic therapy program for arthritic patients Falls prevention program for an outpatient clinic or within a senior facility (SNF,

Assisted living, facility, etc.) Wellness/Preventative services to community School-based rehab program Injury prevention, work site analysis program Hand therapy clinic

Section Quizzes Students will complete three (3) 10 point quizzes following each major section of the course to demonstrate understanding and learning of material presented on-line and in-person lectures.


On-line/Electronic Learning and Blackboard Assignments Students will be responsible for reviewing various power points, assigned readings and relevant literature on topics as assigned throughout the semester. Six blackboard assignments must be completed within set deadlines. See syllabus for due dates. GRADING Professionalism: Class and Electronic Participation/Preparation/ Timeliness/Attendance

10 points

Blackboard Assignments (6 total) 30 points (5 points each) Section Quizzes (3 total) 30 points (10 points each) Business Plan Assignment 30 points STUDENT GRADE DETERMINATION

Letter Grade


Percentage

A 93-100% C+ 77-79.99% A- 90-92.99% C 70-76.99% B+ 87-89.99% D 63-69.99% B 83-86.99% F < 63% B- 80-82.99%

CLASS POLICIES Class Attendance and Absences Attendance to all face to face lectures is expected; however should an emergency situation arise the student will be expected to contact the faculty member at 574-9963 to communicate their absence PRIOR to the start of class. Lack of prior notification will result in an absence for that class. Communication (E-mail and UB Learns) All e-mail communication to the faculty member must be to [email protected]. Students may also communicate with the instructor by cell phone, (716)574-9963. Incomplete Grades See University/OT program specific policy noted below. Late Assignments


All assignments are due at the specified time on the designated date. Students will be penalized 5% of the total points for the assignment for each day the assignment is late if prior approval for late submission is not obtained from the instructor. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:



Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as


cellular phones and PDAs), with the intent to deceive while completing an examination or individual assignment.







COURSE SCHEDULE BOLD weeks indicate face to face lecture Week Date Topic Readings and Class

Preparation (to be completed prior to class date noted)

Assignments/ Activities (to be completed prior to date noted)

1 8‐27 Course Introduction & Syllabus Review Core Elements of Management

N/A N/A

2 9‐3

Healthcare Regulations and Reimbursement

Chpt. 3‐Evolution of Occupational Therapy Delivery Systems Chpt. 25‐Reimbursement

Blackboard Assignment #1‐ Health Care Professional as a Manager

3 9‐10 Healthcare Finance & Business Planning *Review Business Plan format

Chpt 9‐Starting a New Program, Business or Practice Chpt 7‐Financial Planning and Budgeting

4 9‐17

Blackboard Assignment #2 Starting Up a New Program, Business, or Practice

5 9‐24 QUIZ #1 at start of class Human Resources in Healthcare Organizations

Chpt. 13‐Personnel Management Chpt‐14‐Conflict Resolution

Quiz # 1‐Healthcare Finance, Regulation and Reimbursement

6 10‐1 Blackboard Assignment #3 Human Resource/ Supervision (TBD)


7 10‐8 Supervision and Leadership Chpt. 18‐Leadership Development Chpt. 16‐Mentoring and Professional Development

8

10‐15

***Instructor available to assist in business plan development.

9 10‐22 QUIZ # 2 at start of class Healthcare Policy AOTA Advocacy

Chpt 28‐Federal Legislative Advocacy Chpt 29‐State Regulation of Occupational Therapists and Assistants Review NYS Education Department OT /OTA practice act on‐line

QUIZ #2‐ Human Resources, Leadership and Supervision **Mandatory attendance at UB Career Fair October 25th

10 10‐29 ***Instructor available requested to assist in business plan development.

Blackboard Assignment #4 Reflection paper based on Career Fair Attendance Finish business plan

11 11‐5 Legal and Ethical Implications and Standards for the OT

Chpt 30‐Ethical Dimensions of OT Chpt. 32‐Legal Dimensions of OT

BUSINESS PLAN DUE IN CLASS

12 11‐12 AOTA website research: aota.org/Practitioners/Ethics/Docs/Standards/38527.aspx

Blackboard Assignment #5 OT Code of Ethics and Ethics Standards (2010)


13

11‐19

QUIZ # 3 at start of class Outcome Measures and Management Affordable Care Act and Impact on OT Services

Chpt 22‐Evidence‐ Based Practice Chpt 23‐Evidence‐Based Occupational Therapy Management

QUIZ # 3‐Healthcare Policy and Ethical/Legal Implications

14 11‐26 Blackboard Assignment #6 Alternative Practice Setting and Impact of Affordable Care Act (TBD)

15

12‐3 Alternative Practice Settings for Occupational Therapists

Chpt 21‐Managing Programs in Emerging Practice Areas AOTA website review (TBD)

Occupational Therapy Program, Department of Rehabilitation Science University at Buffalo, State University of New York OT 505: Applied Geriatrics Spring 2014 Class Time: Tuesday & Thursday, 9:30 – 10:50 am 3 Credits Class Location: Kimball, Room 108 Instructor: Jo A. Schweitzer, MS, OTR/L Office: 532 Kimball Tower Telephone: 829-6737 Email: [email protected] Office Hours: immediately after class, and by appointment Course Description This course provides an overview of aging and considers issues related to OT interventions for older adults who are healthy, or have chronic disabling syndromes. The course focuses on the person in various facility-based and community-based intervention settings. Topics examine the current and potential role for occupational therapists with this population. The assigned projects use the AOTA Practice Framework as the conceptual framework for examining these themes. Also, the course includes a review of current literature on evidence-based practice in the study of gerontology. Pre-Requisite Courses OT 560 – Level II fieldwork; OT 561 – Level II fieldwork Course Rationale The study of clinical practice and research in gerontology are relevant topics for the entry-level occupational therapy practitioner since geriatrics represents a significant niche for the employment of occupational therapist at facility-based, community-based, and home care practices. This course offers students a chance to build on their experiences in Level II fieldwork and assists them to gather and examine themes for them to consider in clinical practice. Relationship to Curriculum Design Applied Geriatrics is a seminar option for 5th year BS/MS students and OT advanced MS students to study and discuss topics specifically related to older adults across practice settings. The course provides an opportunity for students to develop knowledge and skills needed to be effective practitioners in settings that involve interventions with older persons. Program Competency

Learning Objectives



B.2.9.

Focus on quality of life, well-being, and occupation of the individual, group, and setting to promote physical and mental health and prevention of injury & disease considering contexts & environments

In class discussion Textbook discussions Term project

Graded responses to textbook questions Graded written and oral term project

B.5.5.

Promote training in self-care, self-management, health management and maintenance, home management, and community integration for older adults.

Falls prevention home assessment Term project

Graded home assessment Graded written and oral term project

B.6.5. B.7.1. B.9.7.

Define the scope of practice settings that focus on the needs of older persons including, wellness, aging in place, and institutional assisted living services.

Textbook discussions Literature review for term project Falls prevention home assessment

Graded responses to textbook questions Graded written literature for term project Graded & shared home assessment

B.7.5.

Demonstrate ability to plan, develop, organize, and market the delivery of services to older adults in community/treatment settings.

Term project including sharing recommendations with setting for older adults

Grading written term project including shared recommendations to setting serving older adults

B.8.3.

Critique current OT literature pertaining to evidence-based practice and geriatrics.

Literature review component of term project Discuss findings in term project

Graded literature review as component of term project; class presentation and written term project

B.9.3.

Promote occupational therapy by educating other professionals, service providers, consumers and the public.

Proposed OT role in various settings shared with personnel and classmates Home assessments

Written term project that reflects this sharing component Home assessments

ACOTE Standards B.2.9

Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, physical, social, personal, spiritual, temporal, virtual) and environment.

B.5.5

Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration.

B.5.6

Provide therapeutic use of self, including one’s personality, insights, perceptions, and judgments as part of the therapeutic process in both individual and group interaction.

B.6.5

Analyze the trends in models of service delivery, including, but not limited to medical, educational, community, and social models, and their potential effect on the practice of occupational therapy.

B.7.5.

Demonstrates the ability to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs and service delivery options and formulation and management of staffing for effective service provision.

B.8.3

Use scholarly literature to make evidence –based decisions.

B.9.3

Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies and the public.

B.9.7

Discuss and justify the varied roles of the occupational therapist as a practitioner, educator, researcher, consultant and entrepreneur.

Learning Activities Textbook discussions, term project, and home safety assessments related to occupational performance by and with older adults will be used as methods of instruction in this course. Course Requirements: Assignments I. Textbook Readings & Discussion On 2/11, 18, 25 and 3/04, students will meet in small groups to discuss sections of the course textbook based on questions provided by the instructor. Students will prepare their written responses to these discussions and will submit them at the end of the class session. Students will each have a turn leading the discussion within their assigned group. II. Term Project This project will be completed in pairs. Students will identify an entity as part of the service delivery system focused on older adults. They will determine a broad application for occupational therapy services shared with individuals, programs and society. The final written project will include a literature review, project proposal, sharing of the plan with an agency for whom the topic is meaningful, and an in-class oral presentation. Directions for and details about this project are further described in a separate document. All completed projects will be posted on UBlearns to share with the class. III. Home Safety Assessments

This project is done in conjunction with any of the community partners involved in this course. The resident and the home should be previously unknown to the students. This assignment represents collaboration between the OT students and the home owner/renter.

1. Students will work in pairs to complete one home assessment for each student group. 2. Student pairs will use the Home Safety Self- Assessment Tool (HSSAT) v.3 developed through the UB Occupational Therapy Program for this individual home visit. 3. Student pairs should converse with and ask questions of the resident to determine and document their occupations done within the home. This information will help students to better document the resident’s functional use of their living space. 3. The student pairs will prepare field notes and a final report from this visit. The report should take into consideration the resident’s home-based occupations as well as the physical layout of all living areas. 4. All recommendations regarding falls prevent that were shared with the resident should be included in the report. Textbook Cisneros, H., Dyer-Chamberlain, M., & Hickie, J.(Eds.) (2012). Independent for life – homes and neighborhoods for an aging America. University of Texas Press: Austin. (ISBN 978-0-292-73792-1) See supplemental list of suggested readings that pertain to term project topics.

Grading Evaluation Due Date % of Total Grade Book discussions & written responses to questions.

2/18, 25; 3/4, 11

20

Albany Day or Alternate written assignment

3/27

05

Term project: (60 %) Literature review & project plan 3/14 (Friday) 10 Shared project with setting

As scheduled - (by 4/15)

15

Written (final) project 4/17 25 Class presentation of final project 4/24, 29; 5/1, 6 10 Home Safety Assessments : student pairs; one household

4/08

15

Peer evaluations: term project 3/11 and 4/17 0 Total 100

Student Grade Determination 95-100 A 77-79.99 C+ 90-94.99 A- 74-76.99 C 87-89.99 B+ 70-73.99 C- 84-86.99 B 65-69.99 D 80-83.99 B- 0-64.99 F Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account.

UB Learns: Internet Access All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use. Policy Regarding Absences, Attendance, Assignments, Exams and University Policy on Incompletes in the Course

Class Attendance and Absences Students are expected to attend all class sessions and be prepared to present and/or exchange content information, perceptions and ideas with peers and the instructor. Note: students must be available to work with their peers on Tuesdays & Thursdays from 9:30 -10:50 am, even if there is no formal class scheduled..

Site Visits - professional attire Students are expected to attend all scheduled site visits. Students are expected to adhere to a professional dress code as determined in the student handbook. Students are also expected to display professional behavior, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed.

Late Assignments All assignments are required on the scheduled due date at the beginning of class or by the time Designated on dates when class is not scheduled to be in session. No late assignments will be accepted unless prior arrangements have been made with the course instructor.

Peer Review Peer reviews of students’ group performance will be factored into the calculation of grades for h the term project assignment. All students are expected to be prepared and fully participate in all assigned group work.

REQUIREMENT Use of UBLearns All students must access http://ublearns.buffalo.edu for assignments. Students are expected to log onto ublearns frequently in order to be up to date on course requirements, online readings and changes in schedule. The instructor will only use the university email when communicating with students; private email addresses are not recognized. Use of Technology in Class The instructor encourages the use of technology to enhance the learning environment. Technology that is misused in the classroom will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, tweeting, answering emails, or using the computer/smart phone/I Pad for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session. Students are responsible to make up the work they missed if asked to leave class or lab. If a student has a need to be available for a phone call that is considered very important, and cannot be delayed, they may leave the room when the phone call is received if they cleared this with the instructor first. Peer Reviews Students will be required to critique their group members’ participation twice during the semester. The instructor will carefully consider students’ ratings from their peers when calculating the final grade. Note: if a student receives a peer review by their group members that indicates the rated student has been unavailable and unprepared for meetings, demonstrates lack of interest, and/or poor participation with the group project assignment, the instructors will examine if the situation can be remediated. If the situation is beyond remediation, the student may be required to complete their own project independently. University Policy on Incomplete Grades According to the university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of at least ‘D’) in the requirements already completed. The instructor will provide the student specifications, in writing or by electronic mail, of the requirements to be fulfilled.

The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade within twelve (12) months after the close of the semester for which the ‘I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim ‘I’. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the course constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits. For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’, or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade. Note from the OT Program: A grade of ‘I’ is not considered a passing grade. Therefore courses for which a student receives a grade of ‘I’ do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of ‘I’ prior to the start of the next semester may result in the student decelerating in the program. Course Evaluation Registered students in OT 505 will automatically be prompted to complete an online evaluation of the course. Students are encouraged to participate in this voluntary evaluation process at the conclusion of the course. Accommodation Policy A student who has a disability that requires special accommodations must contact one of the instructors during the first two class sessions in order to arrange for assistance in obtaining instructional support. The student who needs accommodations is strongly encouraged to register his/her needs with the Office of Accessibility Resources, 25 Capen Hall, University at Buffalo, phone: 645-2608. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University policy. UNIVERSITY STATEMENT ON THE PRINCIPLE OF ACADEMIC INTEGRITY The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others’ academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments.

Academic dishonesty includes, but is not limited to, the following:

Previously submitted work. Submitting academically required material that has been previously submitted -- in whole or in substantial part -- in another course, without prior and expressed consent of the instructor.

Plagiarism. Copying or receiving material from any source and submitting that material as one's own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one's own.

Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and Pads), with the intent to deceive while completing an examination or individual assignment.

Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor's name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor's authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.





Course Schedule (Necessary changes in the schedule will be announced.)

Date Topic Assignment 1/28

Course introduction Form groups for term project & discuss options

1/30

Course introduction (continued as needed) Meeting of term project groups; individual assistance as needed

2/04

Out of class literature review and site contacts; instructor meets with groups 1-5

2/06


2/11


2/13


2/18

Book Discussion 1 Part I-II Meeting with instructor as needed

Read textbook pp.1-50 and answer questions – due 2/18

2/20

Meeting with instructor as needed

2/25

Book Discussion 2 – Parts III-IV Meeting with instructor as needed

Read textbook pp. 51-143 and answer questions – due 2/25

2/26

‘Albany Day’ (optional)

2/27

Meeting with instructor as needed

3/04

Book Discussion 3 – Part V Instructor meets with groups 7-9

Read textbook pp. 147-218 and answer questions – due 3/04

3/06

Instructor meets with groups 1-6

3/11

Book Discussion 4- Part VI & Conclusion Meet with instructor as needed

Read textbook pp. 219-262 and answer questions – 3/11

3/13

Literature review and project plan Meet with instructor as needed

Literature review & project plan due 3/14 (Friday by 3:00 pm)

3/18 No scheduled class: spring break 3/20 No scheduled class: spring break 3/25

Site visits & implementation and/or sharing of plan

3/27

Falls prevention home assessments or Site visits & implementation (sharing of plan)

Albany Day or alternate written assignment due 3/27 by 4:00 pm

4/01

Falls prevention home assessment or Site visits & implementation (sharing of plan) Meetings with instructor as needed

4/03

Falls prevention home assessment or Site visits & implementation (sharing of plan) Meetings with instructor as needed

4/08

Site visits & implementation (sharing of plan); Instructor meets with groups 1-4

Falls prevention home assessments due 4/08

4/10

Site visits & implementation (sharing of plan); Instructor meets with groups 5-9

4/15

Discuss falls prevention home assessment experiences Meet with instructor as needed

Last date to share project with setting 4/15

4/17

Independent preparation for in-class presentations; instructor meets with groups 6-9 as needed

Written term project due 4/17 by 4:00 pm

4/22

Independent preparation for in-class presentations; instructor meets with groups 1-5 as needed

4/24 Term project presentations for groups 8-9 4/29 Term project presentations for groups 6-7 5/01 Term project presentations for groups 3-5 5/06 Term project presentations for groups 1-2 5/08

Debriefing about term projects

1

OT 506 Clinical Research Skills for OT

Fall 2013 . 2 Units Class Time: Thursday 5:30 p.m.–7:30 p.m. Class Location: 5 DFN/ 113 Computer lab Instructors: Machiko R. Tomita, Ph.D. TA: Sujata Nair Office: 631 Kimball Tower 617 Kimball Tower Telephone: 829-6740 Email: [email protected] [email protected] Office Hours: By appointment only By appointment only COURSE DESCRIPTION: This course provides the fundamental information for research methods in order to complete a student research project and is coordinated with OT 563. This course focuses on study design, sampling methods, sample size, and statistical analysis to answer the research questions or hypotheses. Students will learn how to use introductory SPSS package. Students will learn about the overall statistical concepts in the lecture and apply gained knowledge to a group project. Individual project guidance is incorporated. Use of proper research and statistical language is emphasized. Studies will complete the method section of the project in this course together with OT 563. PREREQUISITE COURSES: OT 560 and OT 561 CO-REQUISITE COURSE: OT 563 COURSE RATIONALE/RELATIONSHIP TO CURRICULUM DESIGN: This course, which is designed for occupational therapy students in the 5th year of the BS/MS program, will provide the analytical framework in order to develop a project that applies the clinical and theoretical concepts of occupational therapy in OT 563. An individual as well as a team approach will be applied in this course. Further, the students will develop the project under advisors. COURSE OBJECTIVES AND ACOTE ACCREDITATION STANDARDS: Objectives

ACOTE Standard


Assessment Method

1 Demonstrate the ability to use statistics to interpret tests and measurements for the purpose of delivering evidence-based practice.

B.1.7. Lecture Aural presentation

2 Understand and use basic descriptive, correlational, and inferential quantitative statistics

B.8.4 Reading Lecture

Class Discussion Exam

2

analyze, and synthesize qualitative data) Discussion Written proposal

3 Understand and critique the validity of research studies, including their design and methodology.

B.8.5 Reading Lecture Discussion

Class Discussion Exam Written proposal

4 Demonstrate the skills necessary to design a scholarly proposal that includes the research question, relevant literature, sample, design, measurement, and data analysis.

B.8.6 Reading Lecture Discussion

Presentation Exam Written proposal

5 Demonstrate skills necessary to write a scholarly report in a format for presentation or publication


Presentation Exam Written proposal

LEARNING ACTIVITIES: A lecture and seminar format, small working groups, student oral presentations, and individual instruction will be used to accomplish the course objectives. The focus of the small group activities will be to refine the specific project proposals and to offer assistance as needed. COURSE REQUIREMENTS: 1. Prior to class, obtain and study class handout and journal articles in BULearns. 2. Students must attend and participate fully in all lectures. 3. Studdnets are required to complete SPSS inclass assignments. 4. Take 2 quizes 5. Submit 2 group project proposals 6. Submit the final proposal 7. Present of the group project using power point REQUIRED READINGS (Additional readings may be assigned): Recommended Texts: Portney, LG and Watkins, MP (2000) Foundations of Clinical Research, 3rd ed. Upper Saddle River, NJ: Prentice Hall Health. Kielhofner, G. (2006). Research in occupational therapy: Methods of inquiry for enhancing practice. Philadelphia, PA: F.A. Davis Company. Publication manual of the American Psychological Association, 5th edition. All handouts available on-line or distributed in class. ASSIGNMENTS: Assignments and due dates are listed on the course schedule. All written assignments (group) should be typed using Arial 12 pt font and double-spaced. No credit will be given if an assignment is turned in late.

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GRADING: Evaluation Due Date Percent of Grade Individual Class Attendance (11 classes) @2 22% SPSS in-class assignment (X6) @2 12% Exam (X2) @10 20% Group paper (x2) @12 24% Final group paper (Same as OT 563) 15% Final Oral presentation 5% Course Evaluation 2 2% 100% NOTE: For group assignments, each student within your group will receive the same grade. It is your responsibility that everyone in the group contributes equally to the written project and final oral presentation. STUDENT GRADE DETERMINATION: Final Grade Percentage Earned A 90.0-100 B+ 85.0-89.9 B 80.0-84.9 C+ 75.0-79.9 C 70.0-74.9 D 60-69.9 F <60 COMMUNICATION (Email and UB Learns): Students are expected to read their UB e-mail account and check UB learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. UB Learns: Internet Access All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use. POLICY REGARDING ABSENCES, ATTENDANCE, ASSIGNMENTS, EXAMS AND UNIVERSITY POLICY ON INCOMPLETES IN THE COURSE: Class Attendance and Absences: Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact the instructor prior to the start of class (either by email or by leaving a telephone message). Please be

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aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are also required to make individual and/or group appointments with their faculty project advisor on a regular basis. Being late for class for 15 minutes or more will not earn a point. Repeating 3 tardiness will be considered as one time absence. Assignments: Late submission for assignments and group projects will not earn any points. Exam: There will be no make-up exam. If you cannot take the exam on the scheduled day, it must be taken prior to the scheduled exam day. Use of cell phone and Internet Not allowed. If you must, talk to the Instructor prior to class. Use of such technologies during class will lose 2 points each time. Policy on Incomplete Grades for the Course: Incomplete grades will be given only if there are extenuating circumstances (i.e. severe documented illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed the exam (B- or better) and assignments up until the time an incomplete is formally requested. The student should be aware that an Incomplete in this course may jeopardize graduating in the Spring of the following semester. University Policy on Incomplete Grades: According to university policy, an interim grade of Incomplete (“I”) may be assigned if the student has not completed all requirements for the course. The “I” will be accompanied by a default grade (U) that will become the permanent course grade of record if the “I” is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim “I” is at the discretion of the instructor. A grade of “I” is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the “I” is not replaced by a permanent grade within twelve (12) months after the close of the semester for which the “I” was assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an “I” grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a

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BS in a BS/MS program, any course for which the student has an interim grade of “I” that is not included in the courses constituting the student’s degree program will be excluded from this provision, but will remain subject to the maximum time limits. For all graduate courses, the default grade accompanying an interim grade of “I” will be “U”. Neither “A”, “P” nor “S” will be assigned as a default grade. Note from the OT Program: A grade of “I” is not considered a passing grade. Therefore, courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. DISABILITY POLICY: If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Disability Services (ODS), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. ACADEMIC INTEGRITY: Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of zero (0) for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples: Submission: The use of material previously submitted in whole or in substantial part in another course, to satisfy academic requirements, without prior and expressed consent of the instructor. Plagiarism: Copying material from a source or sources and submitting this material as one’s own without acknowledging the particular debts to the source (quotations, paraphrases, basic idea), or otherwise representing the work of another as one’s own. Cheating: Receiving information from another student or other unauthorized source or giving information to another student with intention to deceive while completing an examination or individual assignment. Falsification of academic materials: Fabricating laboratory materials, notes, all forms of computer data, and reports; forging the instructor’s name or initials; or submitting a report, paper, materials, computer data or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment. Procurement: Distribution or acceptance of examinations, laboratory results, or confidential academic materials without prior and expressed consent of the instructor.

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COURSE SCHEDULE – Fall 2013* (Any course schedule changes, additional readings or assignments will be announced in class and posted on UB Learns) * Subject to change.

Week Date Lecture Topic* Assignment Due

OT 563 Fisher’s course Due

1 8/29 Course Introduction Structure of research paper proposal Types of study/Study Design Types of Statistics -Descriptive vs. Inferential Parametric vs. Nonparametric Measurement scale

2 9/05 Rosh Hashanah (No Class) 3 9/12 Descriptive Statistics

-Dependent vs. Correlated sample Central tendencies vs. variability Normal distribution

9/12 Statement of Problem

4 9/19 Statistical power Sample size/sampling method

9/19 Purpose statement and identification of Independent and dependent variables

5 9/26 Comparison of two independent group means -Independent t-test -Mann Whitney t-test Sample size SPSS 1

SPSS 1 In class assignment 9/26 Research questions

6 10/03 Comparison of two correlated samples -Paired t-test -Wilcoxon signed rank test Sampling method -probability vs. nonprobability Sample size SPSS 2

SPSS 2 In class assignment

7 10/10 Midterm Exam (Covers week 1-6)

Group paper 1 due Title (tentative) Problem statement Purpose statement Hypothesis/research questions

10/10 CITI certification

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Methods: Study design Sample (except for sample size)

8 10/17 Comparison of three independent groups -One-Way ANOVA -Kruskal Wallis One-Way ANOVA SPSS 3

SPSS 3 In class assignment Exam 1?

9 10/24 Comparison of three correlated groups -Repeated Measures ANOVA -Friedman test SPSS 4

SPSS 4 In class assignment 10/24 Procedures and questionnaires

10 10/31 Correlation -Pearson correlation -Spearman’s Rho Sample size for correlation SPSS 5


11 11/07 Chi-square Sample size How to write method section SPSS 6


12 11/14 Final Exam (Mainly covers Class 8-13)

Group paper 2 due Group paper 1+ -Sample/participants -Instruments/Measures -Procedures -Statistical Analysis -Expected outcome Limitations/Strength

13 11/21 Oral Presentations – 4 groups 11/21 Exam 2 14 11/28 Fall Recess 15 12/5 Oral Presentations- 4 groups 16 12/10 Final Oral presentations Final paper due/Same as

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University at Buffalo OT 507 Spring, 2014

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THE ART AND SCIENCE OF SENSORY INTEGRATION AND NEURODEVELOPMENTAL THERAPIES

Semester Spring, 2013 Units 3

Lecture Wednesdays, 12:00- 2:50

Labs A Wednesdays 3:00-4:00 B Thursdays 3:00-4:00

Location Lecture: DFN 203 Lab: DFN 7/8

Instructor Janice Tona, Ph.D., OTR

Office Kimball 625

Telephone (716)829-6741

Email [email protected]

Office Hours Tues. 10:00-11:00; Also available before and after class by appointment

COURSE DESCRIPTION This course presents an overview of the theories, assessments, practical applications, and research associated with the effectiveness of the sensory integration (SI) and neurodevelopmental therapy (NDT) approaches used in occupational therapy intervention with children. Emphasis will be placed on service learning as students examine the literature, analyze approaches, and plan and implement evidence-based evaluation and interventions for children with sensory and motor difficulties PRE-REQUISITE COURSES OT 314, OT 371, OT 381, OT 343, OT 345, OT 352, OT 440, and OT 561, or permission of instructor. COURSE RATIONALE Pediatric occupational therapists often evaluate and intervene with children with sensory and /or motor difficulties. Theory and treatment in this area is continuously evolving as new evidence emerges. This course seeks to facilitate independent, life-long learning in the students as they search for and analyze evidence in sensory and motor intervention with children, and then apply


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the information to treatment planning and implementation. RELATIONSHIP TO CURRICULUM DESIGN This course builds on introductory information on sensory integration and neurodevelopmental theories from OT 381 - OT theory and from OT 440 - Applied Pediatrics courses, allowing for more in-depth application and analysis of SI and NDT evaluation, intervention, and research. Theoretical constructs will be revisited and expanded upon as students are guided in the development of treatment plans in preparation for practice. Furthermore, students will extend theoretical knowledge to practical, clinical application with children. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


Distinguish, discuss, and correctly use terminology that defines the specific concepts associated with sensory integration neurodevelopmental, and motor learning theories.

B.3.1 Readings, Class discussion

Quizzes

Utilize teaching-learning strategies to explain the needs of the child and the neurological foundations that underlie intervention and to the child, families, and others.

B. 5.16, 5.17

Readings, Class discussion, discussion with parents

Quizzes

Use sensory integration, and motor learning theories to analyze components of occupational behavior in evaluation, planning and implementation of treatment in children.

B.3.1 and 3.5

Treatment Planning

Treatment Plans

Provide safe and effective intervention using therapeutic use of self to maximize effectiveness and clinical reasoning to modify treatment sessions in accordance with the child’s response.

1.2 and 3.5, 5.2, 5.3, 5.5, 5.6,

Treatment Implementation

Observation and group feedback on Treatment implementation

Select, use, and analyze sensory integration and motor screening and evaluation tools appropriate for occupational therapy practice and research.

B. 4.1, 4.3, 4.4, 4.8, 5.1

Class discussion; Evaluation scoring

Evaluation scoring


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Discuss the strengths and limitations of the Sensory Integration and Praxis Tests.

B. 4.1 Scoring of SIPT Class Discussion

Critically analyze the literature that supports or refutes the use of sensory integration and neurodevelopmental therapies and motor learning in occupational therapy, and discuss this analysis with others including parents and professionals.

B.8.2, 8.3

Article analysis Article analysis presentation

Discuss current legislative issues related to pediatric practice including the Individuals with Disabilities Education Act, Response to Intervention, and No Child Left Behind, and ways in which the occupational therapist can influence policy development.

B.6.2, 6.3,6.4,7.3,

Legislative assignment

Class presentation

ACOTE STANDARDS

B.1.2. Employ logical thinking, critical analysis, problem solving, and creativity.

B.3.1. Describe theories that underlie the practice of occupational therapy.

B.3.5. Apply theoretical constructs to evaluation and intervention with various types of clients and practice contexts to analyze and effect meaningful occupation.

B.4.1. Use standardized and nonstandardized screening and assessment tools to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others.

B.4.3. Use appropriate procedures and protocols (including standardized formats) when administering assessments.

B.4.4. Evaluate client(s)’ occupational performance in activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes The occupational profile, including participation in activities that are meaningful and necessary for the client to

carry out roles in home, work, and community environments. Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and

body structures (e.g., cardiovascular, digestive, integumentary systems). Performance patterns (e.g., habits, routines, roles) and behavior patterns. Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect

performance. Performance skills, including motor (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy,

knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations).

B.4.6. Interpret criterion-referenced and norm-referenced standardized test scores based on an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

B.4.8. Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks.

B.5.1. Use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to


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develop occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components: The occupational profile, including participation in activities that are meaningful and necessary for the client to

carry out roles in home, work, and community environments. Client factors, including body functions (e.g., neuromuscular, sensory, visual, perceptual, cognitive, mental) and

body structures (e.g., cardiovascular, digestive, integumentary systems). Performance patterns (e.g., habits, routines, roles) and behavior patterns. Cultural, physical, social, personal, spiritual, temporal, and virtual contexts and activity demands that affect

performance. Performance skills, including motor (e.g., posture, mobility, coordination, strength, energy), process (e.g., energy,

knowledge, temporal organization, organizing space and objects, adaptation), and communication and interaction skills (e.g., physicality, information exchange, relations).

B.5.2. Select and provide direct occupational therapy interventions and procedures to enhance safety, wellness, and performance in activities of daily living (ADL), instrumental activities of daily living (IADL), education, work, play, leisure, and social participation.

B.5.3. Provide therapeutic use of occupation and activities (e.g., occupation-based activity, practice skills, preparatory methods).

B.5.5. Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception), neuromuscular, and behavioral skills.

B.5.6. Provide therapeutic use of self, including one’s personality, insights, perceptions, and judgments as part of the therapeutic process in both individual and group interaction.

B.5.16. Demonstrate the ability to educate the client, caregiver, family, and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, and safety.

B.5.17. Apply the principles of the teaching–learning process using educational methods to design educational experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.

B.6.2. Discuss the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for practice of occupational therapy.

B.6.3. Describe the current social, economic, political, geographic, and demographic factors to promote policy development and the provision of occupational therapy services.

B.6.4. Articulate the role and responsibility of the practitioner to address changes in service delivery policies to effect changes in the system, and to identify opportunities in emerging practice areas.

B.7.3. Describe the systems and structures that create federal and state legislation and regulation and their implications and effects on practice.

B.8.2. Effectively locate, understand, and evaluate information, including the quality of research evidence.

B.8.3. Use research literature to make evidence-based decisions.


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REQUIRED READINGS

TEXTBOOK Bundy, A., Lane, S., Murray, E. (2002). Sensory Integration: Theory and Practice (2nd ed). Philadelphia: F.A .Davis co.

ADDITIONAL READINGS Blye, L. (1983) Components of Normal Movement During the First Year of Life and Abnormal Motor Movement. NDTA Publications

Additional readings will be posted online

COURSE REQUIREMENTS & ASSIGNMENTS

1. Attendance and active participation in all classes, including contributions to discussions and completion of all in-class assignments. This also includes participation in either PT student lab teaching or DFN 7 lab clean up, AND participation in the OT507 course evaluation.

2. Pop Quizzes: Quizzes will open book / open notes and will take place at the start of class. Therefore, students must bring copies of all readings to class – and students should highlight/ notate readings to make it easier to find the material during the allotted quiz time.

3. Completed written evaluation and intervention plan on one child/case: Working in small groups, students will complete an assessment on one child including parent interview, standardized tests and non-standardized observations, and write up of assessment. While this is a group assignment, all students must participate equally in the evaluation and all students must be able to articulate the child’s strengths, needs, and goals. Students will also complete at least one small-group intervention plan, which will be accompanied by an article providing evidence for the intervention and an analysis of the article. Some OT students will work with college-aged clients with sensory and mild motor difficulties. OT students in this group will work in pairs to evaluate the client, plan consultative intervention including a sensory diet, and consult with the client.

4. Evidence-based intervention plan: Students will develop at least one treatment plan individually following class format on their assigned child. Each student will have at least one week to plan and implement treatment on the child in the group. This intervention plan will be presented to the student’s peers prior to implementation for peer evaluation and feedback.

Students working with college aged clients will evaluate a different client each week, plan consultative intervention including a sensory diet, and consult with the client.


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5. Article analysis: Students will identify innovative intervention activities that meet the child’s needs and will evaluate the evidence / rationale behind these activities by analyzing one article that serves as a basis for at least one of their treatment activities, using an analysis worksheet. This analysis will be presented in the small group, along with the treatment plan. Students working with college-aged clients will conduct one article analysis working in pairs and at least one article analysis individually.

6. Treatment Implementation: Students will lead one session with a child, following their established treatment plan. Students should demonstrate flexibility in having the session be child-directed, and in modifying activities as needed to present a “just right challenge” for the child. In addition, students will reflect on their own implementation after receiving input from classmates and identify the strengths and limitations of their own session and what could be done differently in subsequent sessions. Students working with college-aged clients will use a consultative model and will provide the client with education including a sensory diet rather than direct intervention. OT students will follow up with the client one week later to assess efficacy of the program.

7. Feedback to group members: Students will observe, critique, and offer verbal and written feedback to group members following each treatment session. Written feedback will be posted on googledocs. Students will also reflect on their own performance after intervening with a child and will provide written reflection on googledocs. Students working with college-aged clients will work in pairs, with one OT student taking the lead each week and the other OT student providing feedback afterwards.

8. Group Class Project: Students complete one group project and presentation to the class on a topic related to sensory and motor intervention. Topics will be assigned by the instructor based on student preferences.

9. Legislative Project: Students must research a legislative topic related to pediatric OT service delivery and present their findings to the class. This may include attending Albany Day, participating in webinars or other events if they become available, or completing a literature review (3-5 page paper).

GRADING

1. Attendance and participation 10

2. Pop Quizzes 10

3. Completed written evaluation, intervention plan, presentation, and evidence on one child/case (group assignment)

10


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4. Individual intervention plan and presentation 20

5. Individual intervention implementation and self reflection 15

6. Evidence-Based research summary to substantiate treatment choices. 10

7. Feedback to group members (discussed and posted) 10

8. Group project and presentation 10

9. Legislative Project 5

TOTAL 100

Note: All group work includes results of peer participation ratings


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Letter Grade Percentage Letter Grade Percentage

A 93-100 C+ 77-79.99

A- 90-92.99 C 73-76.99

B+ 87-89.99 C- 70-72.99

B 83-86.99 D 66-69.99

B- 80-82.99 F <66

Note: A minimum grade of B is required for graduate courses. CLASS POLICIES Class Attendance and Absences Students are required to attend all classes and be on time. Any failure to attend class will result in your having an impact on the entire class because of the discussion component. A phone call the day before to the instructor will be required in the case of illness or a family emergency. Exams and Final Exam Unannounced quizzes will be given on a regular basis in this course. Quizzes will be given during the first 10 – 15 minutes of class and will be open book/open notes. There is no final exam. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account Incomplete Grades See university policy (below) Late Assignments All written, presentation, and performance components of the assignments, and the research article reviews are due in their entirety on the date listed. Please do not attempt to print out your assignments in the computer lab just before they are due in class, because this can jeopardize your having the assignment ready for submission when due. There is no option for late assignments Lab Requirements All students are expected to arrive at lab approximately 20 minutes prior to their scheduled client visit to set up the lab and ensure that they will not have a conflict with other groups when using


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equipment. Students are expected to stay after the child leaves to clean up the lab. Students are expected to treat the lab as they would a clinic. This includes dressing and behaving in a professional manner for lab day. It also includes maintaining equipment and reporting any broken, depleted, or missing equipment or supplies to the instructor. UNIVERSITY POLICIES University Policy on Incomplete Grades According to university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average (equivalent to a grade of a least ‘D’) in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade with twelve (12) months after the close of the semester for which the “I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the courses constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits. For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’ or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations.


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Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:







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COURSE SCHEDULE

Date Topic In-Class Activity Assignment/items Due

1/29 Introduction to Course Sensory Assessments

Small group discussion; Scoring assessments Ayres clinical observations

2/5 Structure/Function of the Nervous System – Tactile system, Proprioceptive system, vestibular system

B,L & M Ch. 2 Ayres, A.J. (1989). For vestibular tracts use: http://neuroscience.uth.tmc.edu/s2/chapter11.html (Note: Be able to draw the following tracts: DCML; ALS; Trigeminothalamic; Ascending MLF, Descending MLF(medial vestibulospinal), lateral vestibulospinal, vestiboulo cerebellar connections. Description of the SIPT. In the Sensory Integration and Praxis Test Manual (pp. 1-9). Western Psychological Services, Los Angeles, CA.

2/12 Ayres Theory – revisited Modulation / Dunn Theory Visual – Spatial Praxis Presentations: Alert Program; Wilbarger protocol

Child assignments given to call families

B,L &M ch. 1; Ch. 3, 4

2//19 Structure / Function of the Nervous System –Vestibular and Central Auditory Processing Disorder CLASS MEETS at 12:00 in Kimball Vestibular lab

Guest Presenter: Dr. Robert Burkard

B,L,&M Ch. 6; Online reading Online reading Due: Phone interview with families and identification of assessments to be used

2/26 Class Does Not Meet – Albany Day

Albany Day

Online Reading: Schoen, S.A. & Anderson, J. (1999). Neurodevelopmental treatment frame of reference. In Kramer, P. & Hinojosa, J. (Eds.) Frames of reference for pediatric occupational therapy (pp. 83-118).


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3/5 Connecting Motor learning and Sensory Processing NDT LECTURE: Wed. 12-2:50; LABS Wed. 3:30-4:30; Thurs. 3:30-4:30

Lecture: Guest Presenter: Dr. Jeanne Langan Lab: Evaluate child

Online Reading BL&M Ch. 3

3/12 NDT Evaluation Generating a problem list Presentations: Therapeutic Listening DIR floortime Feeding LECTURE: Wed. 12-2:50; LABS Wed. 3:30-4:30; Thurs. 3:30-4:30

Lecture: Interpreting SI assessments Lab: Play with child/ begin to plan treatment

BL&M Ch. 7, 8 Online Reading DUE: Evaluation on the child

3/19 SPRING BREAK

3/26 EACH WEEK: Wednesday lab meets at 2:00; Thursday lab meets at 2:00

Small group treatment planning / Evidence-based intervention ideas EACH WEEK: Powerpoint Presentation of treatment plan and article by students who will be implementing treatment that week (10-15 minutes per)

BL&M Ch. 9, 10, 11, 12 DUE by 9am Monday 3/24 –Group assignment: Intervention Plan (online safeassign) ONLINE QUIZ

4/2 Wednesday lab meets at 1:00; Thursday lab meets at 2:00

Individual intervention plan / Evidence-based intervention ideas

Online reading; BL&M Ch. 9, 10, 11, 12 ONLINE QUIZ

4/9 Individual intervention plan / Evidence-based intervention ideas


4/16 Flex Week – Kids on break

No Treatment – spring break for kids



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Online reading; BL&M Ch. 13



Online reading; BL&M Ch. 9, 10, 11, 12 ONLINE QUIZ DUE by 9am Monday 3/16 –Treatment Plan for OTS treating the child (online safeassign)

5/7 Wednesday lab meets at 1:00; Thursday lab meets at 2:00Individual intervention plan / Evidence-based intervention ideas


Online reading; DUE by 9am Monday 4/23 –Treatment Plan for OTS treating the child (online safeassign) DUE: FINAL SUMMARY ON CHILD TO GIVE TO PARENTS


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PHYSICAL DISABILITIES PRACTICE

Fall 2013 3 Units Lecture 2 Units Lab

Lecture Th 9:00-11:50 Kimball 111

Labs A: Tu 1-2:50

B: Tu 3-4:50

Location Lecture Kimball 111 Lab DFN 7

Instructor Kimberley Persons, DHS, OTR/L Office 534 Kimball Telephone 716-829-6734 Email [email protected] Office Hours By appointment Teaching Assistants

Laura Lederhouse [email protected] Ashley Dudek [email protected]

COURSE DESCRIPTION This course is one of three courses offered by the Department of Occupational Therapy which addresses the role of the occupational therapist in restoring function to patients with physical limitation or dysfunction. The nature of the subject matter distributed within these three courses is both theoretical and applied, relying heavily on the basic and medical science courses as prerequisites. PRE-REQUISITE COURSES OT 322, OT 343, OT 361 COURSE RATIONALE OT 508 includes the evaluation and intervention principles and procedures for physical disabilities. The range of perceptual and physical dysfunctions accounted for in this course include Cerebral Vascular Accident (CVA), Traumatic Brain Injury (TBI), Spinal Cord Injury (SCI), Burns, Amputations, Degenerative diseases, and orthopedic injuries. Evaluation and treatment procedures will be demonstrated and discussed in class; however, the practicum will provide the student with the main opportunity to develop clinical skills under supervision. RELATIONSHIP TO CURRICULUM DESIGN OT508 is offered to provide the student the evaluation, treatment principles and procedures necessary to effectively restore function to patients with physical limitation or dysfunction. This course, with Orthotics and Prosthetics, OT 450, and Neurophysiological Processes, OT 410, form a triad of courses that provide the basis necessary for entry-level practice in the area of


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physical dysfunction. The pre-requisite courses provide a foundation for students to draw upon when applying OT treatment with physical dysfunction. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Comprehend various evaluation procedures that includes, although are not limited to ROM, MMT, sensation, ADL’s, transfers, coordination, functional mobility, perception and cognition. Given a description of physical condition(s), differentiate evaluation and treatment procedures for each of these conditions.

B.4.1. B.4.2. B.4.3.

Lecture Readings Lab practice Level I FW

Assessment Presentations Exams

2. Demonstrate appropriate evaluation or assessment procedures that apply to different types of physically disabling conditions.

B.2.8. B.3.1. B.4.3. B.4.4. B.4.6.


Lab Work Level I FW

3. Demonstrate an understanding of how trends in service delivery effect treatment planning and documentation.

B.3.4. B.6.5.

Lecture Readings Group discussion

Intervention Plans Exams

4. Describe, from the perspective of a person with a physical disability, what needs he or she may have in managing the environment and in performing ADL or homemaking activities.

B.4.7. B.5.1.

Lecture Readings Lab practice Group discussion Level I FW


5. Determine the potential problems a person with a physical disability may have and provide a functional assessment of the individual in relation to the individual’s environment and performance of roles.

B.4.3. B.4.4. B.4.8. B.5.1.


Intervention Plans Level I FW

6. Document, as required in class/lab and Level 1 fieldwork experience, initial assessments or evaluations, treatment plans, progress notes, and discharge summaries.

B.4.10 B.5.20. B.5.32.




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7. Understand the relationship between the OTR and the COTA in the data gathering/assessment process.

B.4.5. B.5.25.


Lab Practice Exams

8. Develop beginning clinical skills commensurate with Level I fieldwork requirements, including assessment, treatment planning, transfer performance, and appropriate positioning of patients.

B.5.1. B.5.2. B.5.5. B.5.6. B.5.7.

Lab practice Level I FW

Lab Assignments Level I FW

9. Develop an understanding of the importance of the rehabilitation team in a physical disabilities setting.

B.5.20. B.5.21. B.5.22.


Exams Lab Assignments

10. Given a case study of a particular person with a physical disability, demonstrate the ability to problem-solve an appropriate treatment plan. Include therapeutic equipment, adaptive equipment, and/or aids to self-care or ADL.

B.5.1. B.5.10. B.5.12. B.5.14.


Intervention Plans

11. Demonstrate the ability to develop treatment plans and therapeutic interventions based on evidenced-based outcomes.

B.3.1. B.3.3. B.5.1. B.5.28. B.5.29.


Intervention Plans

12. Begin to apply theories learned in class in practice setting. Include content from orthotics and prosthetics and neurophysiological processes, as well as physical dysfunction to develop treatment rationale.

B.5.1. B.5.2. B.5.3. B.5.14.


Intervention Plans Level I FW

13. Demonstrate comprehension of course content and application of material learned in course by completion of a comprehensive treatment plan.

B.5.1. B.5.8. B.5.23. B.5.24.

Lecture Readings Level I FW

Intervention Plans

14. Develop the clinical ability to identify and prioritize problems that directly influence treatment decisions and functional outcomes.

B.5.2. B.5.3.


Level I Fieldwork Lab assignments


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15. Allow for bridging into professional role, from classroom setting to clinical competency. Demonstrate the ability to use safety precautions, use clinical reasoning, and refer and collaborate with specialists and other interdisciplinary team members.

B.5.2. B.5.3.


Clinical Safety Practical In-class assignments Level I FW

16. Understand the continuum of care offered in physical disabilities setting including service delivery at all levels of the continuum from screening to termination of services. Anticipate client needs upon discharge and demonstrate the ability to assist the client re-integrate into the community.

B.5.30. B.5.31.



17. Anticipate the client’s need for health education and identify the family’s and/or caregiver’s needs. Provide therapeutic support that will help the client and family/caregiver achieve their needs and objectives.

B.5.18. B.5.19. B.5.29.


Level I FW

ACOTE STANDARDS B.2.8. Use sound judgment in regard to safety of self and others and adhere to safety

regulations throughout the occupational therapy process as appropriate to the setting and scope of practice.

B.3.1. Apply theories that underlie the practice of occupational therapy.

B.3.3. Use theories, models of practice, and frames of reference to guide and inform evaluation and intervention.

B.4.2.

Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.


B.4.4. Evaluate client(s)’ occupational performance in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes:


Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous,


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genitourinary, integumentary systems). Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment

(e.g., physical, social). Performance skills, including motor and praxis skills, sensory–

perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.

B.4.5. Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process.

B.4.6. Interpret criterion-referenced and norm-referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

B.4.7. Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.

B.4.8. Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks.

B.4.10. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services.

B.5.1. Use evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop occupation-based intervention plans and strategies (including goals and methods to achieve them) on the basis of the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Interventions address the following components:


Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).

Performance patterns (e.g., habits, routines, rituals, roles). Context (e.g., cultural, personal, temporal, virtual) and environment

(e.g., physical, social). Performance skills, including motor and praxis skills, sensory–

perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.

B.5.2. Select and provide direct occupational therapy interventions and procedures


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to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

B.5.3. Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods).

B.5.5. Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration.

B.5.6.

Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception).

B.5.7. Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

B.5.8. Develop and implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.

B.5.10. Articulate principles of and be able to design, fabricate, apply, fit, and train in 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.

B.5.12. Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices.

B.5.14. Provide management of feeding, eating, and swallowing to enable performance (including the process of bringing food or fluids from the plate or cup to the mouth, the ability to keep and manipulate food or fluid in the mouth, and swallowing assessment and management) and train others in precautions and techniques while considering client and contextual factors.

B.5.18. Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family and significant others, and communities to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety.

B.5.19. Apply the principles of the teaching–learning process using educational methods to design experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.

B.5.20. Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner.

B.5.21. Effectively communicate and work interprofessionally with those who provide services to individuals, organizations, and/or populations in order to clarify each member’s responsibility in executing an intervention plan.

B.5.22. Refer to specialists (both internal and external to the profession) for consultation and intervention.

B.5.23. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client, the sociocultural context, and technological advances.

B.5.24. Select and teach compensatory strategies, such as use of technology and


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adaptations to the environment, that support performance, participation, and well-being.

B.5.25. Identify and demonstrate techniques in skills of supervision and collaboration with occupational therapy assistants and other professionals on therapeutic interventions.

B.5.28. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention.

B.5.29.

Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. This process includes, but is not limited to, identification of client’s current status within the continuum of care; identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming to facilitate the client’s progression along the continuum toward outcome goals.

B.5.30. Organize, collect, and analyze data in a systematic manner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to improve client outcomes.

B.5.31. Terminate occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. This process includes developing a summary of occupational therapy outcomes, appropriate recommendations, and referrals and discussion of post-discharge needs with the client and with appropriates others.

B.5.32. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered.

B.6.5. Analyze the trends in models of service delivery, including, but not limited to, medical, educational, community, and social models, and their potential effect on the practice of occupational therapy.

REQUIRED READINGS TEXTBOOKS Gutman, S.A., Schonfeld, A.B. (2009). Screening adult neurologic populations: A step-by-step

instruction manual (2nd ed.). Bethesda, MD: AOTA Press Radomski, M.V. & Trombly Latham, C.A., (Eds). (2008). Occupational therapy for physical

dysfunction (6th ed.). Philadelphia: Lippincott, Williams, & Wilkins. ADDITIONAL READINGS Additional readings will be posted on UBLearns COURSE REQUIREMENTS & ASSIGNMENTS All assignments are to be in provided format and submitted online through UBLearns unless otherwise indicated. All assignments should be submitted in Word or compatible format. The file


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name should be formatted with your last name then the assignment name (ex. Smith Intervention Plan.docx). Lecture Intervention Plans- Students will complete 4 intervention plans. Three will be on assigned case studies from class and one will be on a client from Level I Fieldwork. Intervention plans must be completed on the provided format. Midterm and Final Exam- Students will complete a written midterm and final exam that covers material from lecture and lab. In-Class Assignments- Students will complete a variety of in-class assignments in groups and individually. In-class assignments may include case studies, discussions, or quizzes. Attendance/Class Participation- All students are expected to participate in class discussions. Participation in lecture includes being prepared for class, attendance, and punctuality. AOTA Membership: Students are required to be members of the AOTA to access materials and resources. Students will provide instructor with membership card (or other documentation of membership if card had not yet arrived) that is valid through the duration of the course. You must be a member of AOTA to pass this course. Level I Fieldwork- Students will complete Level I Fieldwork as assigned by the AFWC. This fieldwork is graded on a pass/fail basis. To pass, students must successfully complete the written assignment as posted on UBLearns and comply with professional behaviors (including timeliness, proper dress, and communication) throughout the fieldwork. You must pass Level I Fieldwork in order to pass this course. Lab OT Evaluations- Students will have the opportunity to evaluate 3 clients with physical disabilities (CVA, TBI, SCI). In groups, students will complete an evaluation with the client on the provided form. *These evaluations are scheduled at ECMC. Students must have transportation and dress appropriately. Lab times may be adjusted. Assessments- Working in groups, students will be assigned a sensory, vision, and cognition assessment and present to the class. Students will also provide a 1 page handout to the class. Lab Assignments- Students will complete a variety of assignments in lab. This assignments will be group and individual. Requirements for each assignment will be explain during lab and/or posted on UBLearns. Clinical Safety Practical- All students are expected to follow clinical safety guidelines throughout the course. This includes, but is not limited to, following precautions and contraindications, body mechanics when working with clients, safe positioning and transfers, HIPAA, Universal Precautions, and AOTA Code of Ethics. *Students must pass this practical prior to beginning Level I Fieldwork.


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GRADING Lecture Intervention Plan #1 TBI 30 Intervention Plan #2 SCI 30 Intervention Plan #3 Polytrauma 30 Intervention Plan #4 FW 30 Midterm Examination 100 Final Examination 100 In-class Assignments 20 Attendance/Class Participation 10 AOTA Membership Complete/IncompleteLevel I Fieldwork Pass/Fail Total Points 350 Lab OT Evaluation CVA 25 OT Evaluation TBI 25 OT Evaluation SCI 25 Assessments (Sensory, Vision, Cognition) 30 Lab assignments 30 Attendance 15 Clinic Safety Practical Pass/FailTotal Points 150 STUDENT GRADE DETERMINATION

Letter Grade

Percentage Letter

Grade Percentage

A 93-100% C 73-76.99%

A- 90-92.99% C- 70-72.99%

B+ 87-89.99% D+ 67-69.99%

B 83-86.99% D 63-66.99%

B- 80-82.99% F < 63%

C+ 77-79.99% CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from


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class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance. Exams and Final Exam Students are expected to attend all exams on time. Failure to attend an exam on time will result in a grade of 0 for that exam. Students should contact the instructor prior to the start of the exam if medical emergency precludes exam attendance. Written documentation will be required and accommodations, including alternate exams, may be made at the discretion of the instructor. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UBLearns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing handouts for classroom use. Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested. Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of 10% of points per day that the assignment is late. Assignments more than 3 days late will not be accepted.

Lab Requirements Students are expected to participate in all lab activities. Students who come to lab wearing clothing that restricts their movement or clothing that is immodest will receive one warning, after that they will be required to leave the lab for that session. Inappropriate clothing is considered to be the following: any clothing that reveals cleavage or underwear or that exposes low back tattoos and belly buttons.

Students will have several opportunities to observe individuals in the lab and community. Students are expected to adhere to a professional dress code, as described in the student handbook and on UBLearns. Students are also expected to display professional behaviors, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed. Technology in the Classroom Students may use laptops or tablets in the classroom and in the lab. Cell phones (including smart phones) may not be used. Students who are observed using a device for anything unrelated to the course will be asked to leave the classroom or lab for that day, will receive a zero on any related


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assignments, and will lose the privilege of using technology in the classroom for the remainder of the course. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:





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COURSE SCHEDULE * Course schedule is a general outline and is subject to change based on the needs of the class

Week Date Lab Topic Assignment/

Reading Due Date Lecture Topic Assignment/

Reading Due 1 8/20 Introduction

Review 8/22 Introduction &

Course Outline Delivery & Documentation of OT Services ADL Assessments

Trombly: ch.1,2, 3 UB Learns: Using Occupation in the clinic article

2 8/27 Motor Skills, Motor Behavior, & Assessments and intervention

Gutman: section 5 (bring text to lab); Trombly: ch.5

8/29 ADL/I-ADL Assessments, Role Assessments Documentation, SOAP note, Goal writing, Case study review

Trombly: ch. 5, 6, 21 - 23 FIM Booklet

3 9/3 Assessment of Occupational Functioning

FIM Booklet-online

9/5 No Class Rosh Hashanah

4 9/10 Treatment Planning/ Goal writing Medical Abbreviations

Trombly ch 3 Online Readings

9/12 Sensation/Hand function RSD Peripheral Neuropathy

Trombly: ch. 7, 27, 42

5 9/17 Sensory and Hand Function Assessments and Intervention

Gutman: section 4 (bring to lab) Due: Sensory Assessment Presentations

9/19 Cognition Trombly: 9, 29

6 9/24 Cognition and Cognitive Assessment and Intervention

Gutman: Section 1 Online handouts Due: Cognition Assessment Presentations

9/26 Vision, Visual Perception, low vision

Trombly; ch. 8, 28

7 10/1 Vision, Visual Perception & Assessment and Intervention

Gutman: sections 2 & 3 Online handouts Due: Vision Assessment Presentations

10/3 Midterm


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Week Date Lab Topic Assignment/ Reading Due

Date Lecture Topic Assignment/ Reading Due

8 10/8 Burn lecture Erika Julyan

Trombly: ch. 45 Online handouts

10/10 Traumatic Brain Injury

Trombly: ch. 39

9 10/15 TBI Site visit @ ECMC Times TBA Christine Rudroff-McFayden

10/17 Cerebral Vascular Accident

Trombly: ch.38, 48; Gutman: section 9 Due: TBI Intervention Plan

10 10/22 CVA Site visit @ ECMC Times TBA Christine Rudroff-McFayden

Due: TBI Evaluation

10/24 Spinal Cord Injury Trombly: ch. 43

11 10/29 SCI Site visit @ ECMC Times TBA Christine Rudroff-McFayden

Due: CVA Evaluation

10/31 Orthopedic Injuries/Conditions Arthritis Amputation

Trombly: ch. 37, 41, 44, 46 Due: SCI Intervention Plan

12 11/5 Orthopedic Conditions Clinical precautions and safety, Clinical performance

Trombly: ch. 11, 37 Due: SCI Evaluation

11/7 Degenerative diseases Cardiac/Pulmonary Disease

Trombly: ch. 40, 47

13 11/12 Level I Fieldwork Due: Polytrauma Intervention Plan

11/14 Level I Fieldwork Due: FW Intervention Plan due 11/18 (if Physical Disabilities during first rotation)

14 11/19 Level I Fieldwork 11/21 Level I Fieldwork Due: FW Intervention Plan due 11/25 (if Physical Disabilities during second rotation)

15 11/26 No Class Thanksgiving



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Week Date Lab Topic Assignment/ Reading Due

Date Lecture Topic Assignment/ Reading Due

16 12/3 Fieldwork Review 12/5 Interdisciplinary Teams Review for Final

Finals Week

12/12 Final Exam 8-11am *subject to change

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OT 509 Community - Based Practice

Occupational Therapy Program- Department of Rehabilitation Science University at Buffalo

Semester: Spring 2014 Class Time: Tuesday, 12:30-3:20 pm Credits: 3 Class Location: DFN 5 Instructors: Mary Matteliano, Ph.D., OTR/L Jo Schweitzer, MS, OTR/L 624 Kimball Tower 532 Kimball Tower 829-6728 829-6737 [email protected] [email protected] Office Hours: By appointment COURSE DESCRIPTION This course focuses on the role of the occupational therapist in emerging areas of practice. A broad range of health-related services are addressed in this course including: prevention and health promotion, acute and chronic medical care, habilitation and rehabilitation, direct and indirect service provision, all of which are provided in a community based setting. The student will understand current trends in community health care and the role of the occupational therapist in public health and community health. This course requires the student to identify an agency of interest in the community, develop, implement and evaluate a program based on occupational therapy theory and practice with the supervision of community agency staff and the course instructors. This course builds upon the student’s previous experience from both the clinical and didactic coursework in the occupational therapy curriculum. PRE-REQUISITES The student must complete OT 560, OT 561 (Level II fieldwork) as well as the required coursework of OT 504: Advanced Managements for occupational therapists, OT 506: Research Skills and OTD 551: Occupational Behavior Theory in the fall semester, 5th year of the curriculum. COURSE RATIONALE/RELATIONSHIP TO CURRICULUM DESIGN The ACOTE Accreditation Standards requires that the occupational therapy student must develop and understand current health care trends, social models, the role of occupational therapists in community-based settings, and the importance of marketing occupational therapy services to the community. This course offers the student an opportunity to develop programs that take place in the client’s natural environment. With the guidance of the course instructors and the cooperation of community agencies, the student is able to identify new areas of practice to foster consideration of future employment opportunities and/or collaborations for occupational therapists in non-traditional community-based settings.

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COURSE OBJECTIVES AND ACOTE ACCREDITATION STANDARDS (2013) Objectives

Standard

Objective # from Syllabus Addressing the Standard

Assessment Measure (i.e. assignment, lab test, objective or essay test, project, presentation, demonstration, Other (specify)

1

A.6.6

Demonstrate the ability to synthesize the mission and philosophy of community organizations with OT theory and practice models.

Final project: must link mission of site with project implementation

2 3

B.1.5 B. 1.6

Demonstrate an understanding of the health and wellness needs of those who are at risk for social injustice, occupational deprivation, and disparity. Demonstrate knowledge of social issues and their impact on disability and chronic health conditions.

Literature review, final project, written report and implementation

4

B.2.4

Understand and appreciate the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.

Literature review, final project, written report and implementation

5 B 2.7

Formulate intervention plans based on task analysis of areas of occupation, performance skills, performance patterns, activity demands, context(s), and client factors.

Community meetings, observations and interviews. Final implementation of project

6

B 2.9 B. 5.4 B.7.1

Demonstrate how effective therapeutic intervention supports quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the cultural, temporal, personal, and physical environment.

Literature review, final project, written report and community intervention

7

B.5.17

Develop and promote the use of appropriate home and community programming to support performance in the client's natural environment.

Final project: observation, interviews, implementation

8

B 5.18 B. 9.3

Exhibit and demonstrate the ability to promote occupational therapy by educating, facilitating, and training client/family/significant others, colleagues, other health providers, and the public in areas of occupational performance in emerging practice areas.

Literature review, community based project: development and implementation

9 10 11

B.5.21 B. 5.26 B. 9.9

Effectively communicate and work interprofessionally within a variety of systems and service models, including, but not limited to, health care, education, community, and social models, understanding the role of OT intervention and member responsibility. Articulate the role of the OT as a contractor/consultant and understand professional responsibilities.

Final project: involves interviews with providers, negotiation with key personal and reporting on the structure of community organizations

12 13

B. 5.30 B. 6.6

Conduct literature reviews that provide evidence for treatment decisions. Appreciate and utilize international resources. Modify practice as needed based on evaluation results.

Written exercises, literature review for final project, project summary and critique

3

Standard Objective number Assessment

14 15 16 17 18

B.6.1 B. 6.2 B. 6.3 B. 6.4 B 6.5

Understand the trends in models of service delivery and their effect on the practice of occupational therapy, including, but not limited to, medical, educational, community, and social models. Articulate practitioner responses to changes in the social, economic, political, geographic, and demographic factors and identify emerging practice areas. Discuss the role of advocacy and policy development to advance the provision of occupational therapy services.

Literature review, final project & grant assignment includes community needs assessment, project development, and promoting policy changes for OT service provision

19 B. 7.6

Demonstrate the ability to analyze outcomes and make needed changes to ensure quality services.

Ongoing project implementation –group discussions and instructor feedback, project summary and review

20 B. 8.9

Demonstrate an understanding of the process of locating and securing grants and how grants can serve as a fiscal resource for research and practice

Assignment on grant writing and its application to group projects

Learning Activities This course is conducted in a seminar format. The first part of the course focuses on guiding the student through the process of choosing a community setting of interest, making contact with that setting, creating a needs assessment, reviewing relevant literature, and developing a community based written proposal for the final project. The student is involved in program planning using occupational therapy skills in a non-traditional community-based environment. The structure for this assignment is discussed in class and in groups. The student is encouraged to choose a community-based setting that reflects an area of interest such as: pediatrics, mental health, geriatrics, adult physical disabilities, family health, and services to the socio-economically disadvantaged and/or culturally diverse populations. Learning Activities Assignment 1 In class discussion of chapters 1 & 5 Submit typed responses to discussion questions

2 Staff Interview

This learning activity is arranged by the student group at their chosen site

3

Participant Observer Report

These learning activities are arranged by individual students at their chosen site

4 Guest lecturer: Dr. John Stone Topic: Grant writing logic model assignment

Homework assignment paired with class presentation on grant writing and logic model

5 Written project proposal and literature review

Submission of written project proposal and summary of supporting literature

7

Implementation of group sessions: minimum of three sessions with one being observed by course instructor

Implemented by student groups at chosen site

8

Written project summary and critique of implementation of sessions

Written assignment by project group

9 Interprofessional exchange with PT students Informal presentation/explanation of projects 10 Oral presentation of project PowerPoint presentation to class and guests

4

Required Readings for Class Discussion

American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62 (6), 625-683.

Cole, M. B. (2005). Group dynamics in occupational therapy (3rd ed.) Thorofare, NJ: Slack, Inc. (found on UBlearns, chapter 11). Scaffa, M.E., Reitz, S.M., & Pizza, M.A. (2010). Occupational therapy in the promotion of

health and wellness. Philadelphia: F.A. Davis Co. Townsend, E. & Whiteford, G. (2005). A participatory occupational justice framework:

population-based processes of practice. In Kronenberg, F., Algao, S.S., & Pollard, N. (Eds.), Occupational Therapy Without Borders (pp.110-126). Edinburgh: Elsevier Churchill Livingstone.

Supplemental Readings for Projects Asagary, R. (2011). Barriers to health care access among refugee asylum seekers. Journal of

Health Care for the Poor and Underserved, 22:506-522. Bass-Haugen, J.D. (2009). Health disparities: Examination of evidence relevant for occupational

therapy. American Journal of Occupational Therapy, 63 (1), pp. 24-34. Birks, M.J., Chapman, Y., & Francis, K. (2007). Breaching the wall: Interviewing people from

other cultures. Journal of Transcultural Nursing, 18 (2), pp.150-156 Bonder, B.R., Martin, L., & Miracle, A.W., Culture Emergent in Occupation. American Journal

of Occupational Therapy, 2004. 58(2): 159-168. Braveman, B. & Suarez-Balcazar (2009). Social justice and resource utilization in a community-

based organization: A case illustration of the role of occupational therapy. American Journal of Occupational Therapy, 63 (1), pp. 13-23.

Griswold, K., Zayas, L.E., Kerman, J.B., & Wagner, C.M. (2007). Cultural awareness through

medical student and refugee patient encounters. Journal of Immigrant Health, 9:55-60. Koomor, J.A. (2009). Trauma-and attachment-informed sensory integration assessment and

intervention. Special Interest Section Quarterly, Sensory Integration, 32(4). Taylor, R.R., Braveman, B., & Hammel, J. (2004). Developing and evaluating community-based services through participatory action research: Two case examples. American Journal of Occupational Therapy, 58(1), 73-82.

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Townsend, E., Stone, S.D., Angelucci, T., Howey, M., Johnston, D., & Lawlor, S. (2009). Linking occupation and place in community health. Journal of Occupational Science, 16 (1), pp. 50-55.

EVALUATION FOR ASSIGNMENTS

Grade Percent Total Points

A 95-100 190-200 A- 90-94 180-188 B+ 87-89 174-178 B 83-86 166-172 B- 80-82 160-164 C+ 77-79 154-158 C 73-76 146-152 C- 70-72 140-144 D 60-69 120-138 F 59 or below < 118

GRADED ASSIGNMENTS

Assignment

Points

Percent of Total Grade

Due Date

Written response to questions (Scaffa on Ch 1 & 5) (Individual assignment)

10

5%

2/4

Interview with Staff/Provider Report (group assignment)

20

10%

Friday 2/28

Participant Observer report (individual assignment)

20

10%

3/7 (Friday)

Logic model assignment (group assignment)

10

5%

3/4

Project proposal and literature review (group assignment) 50 25%

3/14 (Friday)

Implementation of group session: minimum of three sessions with one being observed by course instructor

30 group

evaluation 10

individual contribution

15% (group)

5% (individual)

3/24-4/25

Written summary & critique of implementation of group sessions

20

10%

4/22

Interprofessional exchange with PT students 10 5% 4/29 Oral presentation of project

20

10%

5/2

Peer review 1-3

0

0

3/11 & 4/29

Total 200 100%

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REQUIREMENT Use of UBLearns All students must access http://ublearns.buffalo.edu for assignments and seminar materials. Students are expected to log onto ublearns frequently in order to be up to date on course requirements, online readings and changes in schedule. Instructors will only use the university email when communicating with students; private email addresses are not recognized. Use of Technology in Class The instructors encourage the use of technology to enhance the learning environment. Technology that is misused in the classroom or lab will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, tweeting, answering emails, or using the computer/smart phone/I Pad for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session. Students are responsible to make up the work they missed if asked to leave class or lab. If a student has a need to be available for a phone call that is considered very important, and cannot be delayed, they may leave the room when the phone call is received if they cleared this with the instructors first. Peer Reviews Students will be required to critique their group members’ participation three times during the semester. The instructor will carefully consider students’ ratings from their peers when calculating the final grade. Note: if a student receives a peer review by their group members that indicates the rated student has been unavailable and unprepared for meetings, demonstrates lack of interest, and/or poor participation with the group project assignment, the instructors will examine if the situation can be remediated and will discuss this with all members of the group. If the situation is beyond remediation, the student may be required to complete their project independently. COMMUNITY BASED CONTACTS Community contacts should include all members within each group including the interview and session implementation. ATTENDANCE POLICY No unexcused absences from class are permitted. It is expected that students attend all scheduled class sessions as well as keep track of their time spent on site at the selected community-based setting where they are developing their project. Students are expected to be available during class times even when class is not in formal session. This time is reserved for instructor student contacts and student to student group meetings. LATE/INCOMPLETE ASSIGNMENTS No late assignments will be accepted by the instructors unless the student has obtained prior approval for an agreed upon alternate due date. If the student fails to submit an assignment on this approved alternate due date, the late assignment will not be read by the instructors and the student will earn a zero grade for it. Assignments may only be submitted once. Additions to the assignment are not accepted either online or in class. Students are encouraged to review their final assignment prior to submission since the first submission will be the version that is graded. COURSE EVALUATION All students are requested to participate in the online course evaluation at the end of the semester. One aspect of professionalism is to offer constructive feedback on a course and make this available to the instructors. Useful student input will assist the instructors in improving the course for future classes. Please take the time to participate in the online course evaluation as a professional courtesy.

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ACCOMMODATION POLICY A student who has a disability that requires special accommodations must contact one of the instructors during the first two class sessions in order to arrange for assistance in obtaining instructional support. The student who needs accommodations is strongly encouraged to register his/her needs with the Office of Accessibility Resources, 25 Capen Hall, University at Buffalo, phone: 645-2608. ACADEMIC INTEGRITY Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University policy. This may include receiving a grade of 0 for an assignment and/or failure in a course.

Statement of Academic Integrity

It is the conviction and a guiding principle of the Occupational Therapy Program, Department of Rehabilitation Science that education is concerned with the development of personal character as well as the acquisition of knowledge and skills. It is further the belief of the University that each individual bears the primary responsibility for his or her own ethical behavior. Because of these beliefs, it is the intent of the Program to encourage and to do all that is possible to support a high standard of ethical behavior. It is incumbent upon all faculty, students, and staff of the Occupational Therapy Program to maintain the fullest commitment to academic integrity. The following actions constitute major forms and examples of academic dishonesty among students: 1. Submission: to satisfy academic requirements or material previously submitted in whole or substantial in part in another course, without prior and expressed consent of the instructor. 2. Plagiarism: copying material from a source or sources and submitting this material as one's own without acknowledging the particular debts to the source (quotations, paraphrases, basic ideas) or otherwise representing the work of another as one's own. 3. Cheating: receiving information from another student or other unauthorized source or giving information to another student with intention to deceive while completing an examination or individual assignment. 4. Falsification of academic materials: fabricating laboratory materials, notes or reports, forging the instructor's name or initials, or submitting a report, paper, materials, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment. 5. Procurement, distribution, or acceptance of academic materials: such as examinations, laboratory results or confidential academic materials without prior and expressed consent of the instructor.

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Course Schedule Date Topic Assignments

1/28 Groups A & B meet in DFN 5

Course introduction Group Assignments

Review project Determine groups for community-based projects Read OTPF: available on UBlearns or AOTA website


Group discussion on Scaffa chapter assignment Discuss progress in contacting community-based sites

Written assignment due on Chap 1 & 5 from Scaffa due 2/4

2/11 Group meetings with instructors as assigned

Discuss progress in contacting community-based sites & interview assignment

Email group site selection for approval (send to both instructors)


Discuss participant observation assignment Discuss literature review for project proposal


Guest Lecturer: Dr. John Stone Topic: Grants & Funding Progress report Discuss ideas for proposal and implementation

Interview Assignment Due Friday 2/28 Group progress report for community sites


Progress report Discuss ideas for proposal and implementation

Logic model for project due 3/4 Participant Observation Report Due Friday 3/7 by 4:00 pm


Peer review #1 due 3/11 Proposal & Literature Review Due Friday 3/14

3/18 Spring break: no class 3/25

Community-based program implementation: course instructor attends onsite session (no in class session)

4/1 Community-based program implementation: course instructor attends onsite session (no in class session)

4/8


4/11 (Friday)

Glen E. Gresham Visiting Professor in Rehab Science: Constraint-Induced Movement Therapy: A Family of Neurorehabilitation that Harness the Plasticity of the Nervous System

Attendance required

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4/15


4/22


Written summary & critique of implementation of group sessions due 4/22

4/29 Interprofessional Presentation with PT students

Peer review #2 due 4/29

Friday 5/2 1:00-4:30 190 Kapoor

Final project presentations

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Applied Neurophysiological Processes OT 510

Fall 2013 – 3 units for Lecture and 1 unit for Lab

Course Instructor: Mary A. Matteliano PhD, OTR/L Telephone: 829- 6728 Office: Kimball 624 email: [email protected] Teaching Assistants: Laura Lederhouse: [email protected] Ashley Dudek: [email protected] Lecture: Monday 8:00-9:20 Crosby 301 Thursday 1:00-2:20 DFN 2 Lab: Friday Lab A: 9:00-10:50 Lab B: 11:00-12:50 DFN 7 Office Hours: Thursday: 2:30-3:30

COURSE DESCRIPTION

This course introduces students to clinical theories and techniques that utilize neurophysiological concepts in the treatment of neurophysiological dysfunction. Application to occupational therapy using selected activities of work, play, and self-care are included. A life-span approach that emphasizes treatment for neurological conditions affecting pediatric, adult, and aging populations is incorporated into teaching and practice modules. A lecture and lab format is followed with additional practicum experiences. RELATIONSHIP TO THE CURRICULUM DESIGN: This course follows a two semester sequence in neuroscience and integrates information from that sequence and applies it to clinical practice. This is one of three courses offered by the Occupational Therapy program that addresses the role of the occupational therapist in restoring function to patients with physical limitations or dysfunction. The other courses are Orthotics and Prosthetics, OT 450, and Occupational Therapy in Physical Dysfunction, OT 508. The nature of the subject matter distributed within these three courses is both theoretical and applied, relying on basic and medical science courses as prerequisites. COURSE OUTLINE: A. Course Objectives: Accreditation Standards Addressed by the Course: Standard Objective # from Syllabus

Addressing the Standard Instructional Methods Assessment Measure

B.2.8 Practice safe handling of clients when applying therapeutic interventions

Videos, assigned readings, lab demonstrations

Lab practical exam and competencies

B.4.2 Chooses appropriate assessments according to client needs

Article reviews, assigned readings, lab demonstration

Exams, quizzes, case studies

B.4.4 & B. 5.1

Evaluates and develops a treatment plan based on client’s occupational profile, client factors, performance patterns, context and performance

Observations, lab demonstrations, lecture instruction

Case studies, treatment plans, exams, literature review and term paper

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skills

Standard Objective # from Syllabus Addressing the Standard

Instructional Methods Assessment Measure

B.5.2 Provide interventions that improve client performance in ADL, IADL, work, play, leisure and social participation

Class discussion, assigned readings, observations, lab practice

Case studies, observed treatment sessions, lab practical exam

B.5.3 Understand the use of activity, therapeutic procedures, and application for neurologically based conditions in adults and children

Observations, practice in lab, video and various forms of media

Case studies, observed treatment sessions, lab practical exam

B.5.6 Provide remediation for neurological conditions for adults and children including application of entry-level skills for basic competencies in sensorimotor approaches, application and assessment utilizing Brunnstrom, Neurodevelopmental Treatment, Proprioceptive Neuromuscular Facilitation, Rood and motor control theories.

Practice in lab, video, lecture, observations

Exams, competencies, lab practical exam

B.5.12 Demonstrate the ability to apply motor control techniques into occupation-based activities to enhance functional mobility.

Practice in lab, video, lecture Exams, competencies, lab practical exam

B.5.20 Demonstrate effective therapeutic interaction skills and documentation with clients, client families and other health professionals

Practice in lab, videos, lecture, observations

Competencies, lab practical exam

B.8.3 Demonstrate the ability to find the best evidence for a particular treatment approach based on current research literature

Literature review activity, class discussion, term paper assignment

Term paper, exams

B. Methods of Instruction: Reading, lecture, video, literature review and discussion, case studies, lab visits from patients, clinical competencies and hands-on lab activities will be used as methods of learning in this course. C. Textbooks

Davies, P.M. (1993). Steps to follow. New York: Springer-Verlag.

Gutman, S.A., Schonfeld, A.B. (2009). Screening Adult Neurologic Populations: A step-by-step instruction manual, (2nd ed.). Bethesda: AOTA Press (shared with OT 508)

Radomski, M.V., Latham Trombly, Catherine, A. (Eds.). (2008). Occupational Therapy for Physical Dysfunction, (6th ed.). Baltimore: Lippincott Williams & Wilkins. (shared with OT 508)

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D. Required Student Activities:

Preparation for lab and lecture by completing reading assignments Submit one evidence-based literature review and lead an online discussion (group effort) Participate in online class discussions on evidence-based literature review (individual) Attend class and participate in lab activities Take two exams Work on required quizzes/case studies and lab competencies Write a term paper on selected approach and provide rationale for approach based on

evidence from the literature E. Evidence-Based Literature Review

Student groups are required to write one article review based the evidence available for their term paper project approach. The article review papers must be submitted by the due date. Student groups who share the same topic are expected to post their discussion questions and lead an online discussion on their article. The article review assignment details are available on UBlearns. F. Basis for Grading STUDENT EVALUATION FOR LECTURE

Letter Grade Percentage Total Points A 93-100% 274-295 A- 90-92.99% 266-273 B+ 87-89.99% 257-265 B 83-86.99% 245-256 B- 80-82.99% 236-244 C+ 77-79.99% 227-235 C 70-76.99% 207-226 D 63-69.99% 186-206 F < 63% 185 or <

Please be aware that grades are not rounded-up. COURSE ASSIGNMENTS & EXAMS Test Date or Due Date Points Percent

Exam 1 October 10 100 34% Exam 2 December TBA 100 34% Article Review Assigned 10 3% Online Discussion 5 2% Term Project November 10 80 27% Total Points 295 100%

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EXAMINATIONS There will be two examinations consisting mostly of multiple-choice questions and some T-F questions, fill in the blanks, or short answers. There are no make-up exams, except with excused absences (major illness, or death in family) and at the discretion of the instructor. Missed exams due to extra-curricular activities must be discussed with the instructor at least two weeks before the exam.

TERM PROJECT The term project is an assigned paper that discusses the evidence and rationale for the treatment of a particular neurophysiological disorder. Students will choose a treatment approach in class. The major portion of the paper should discuss the relevant research on the approach, its effectiveness and/or limitations, and support clinical evidence (or lack of evidence—as applicable). This paper should cite literature to support the approach. Students are required to be able to access the AOTA evidence based website for supporting research. The basis for this paper is to examine a neurophysiological approach. That approach will be assigned through a lottery selection in class. At least 4 journal article references and one textbook should be cited and if available, include an evidence based review. Copies of the journal articles must be submitted to the professor on the due date (PDF online). Students will prepare for this assignment by writing a group article review based on their chosen approach and present it for discussion online. Details of the assignment are to be posted. Students may use their chosen article for their final term paper. The final paper should be no longer than seven pages (the title page and reference page are in addition to the seven pages of text). Points will be taken off for papers longer than seven pages. The assignment is to be typed, and double-spaced and formatted according to the APA manual guidelines. APA guidelines regarding, paraphrasing, referencing, plagiarism, and style should be followed. The assignment is due on Sunday, Nov. 10, and should be submitted on that date on UBlearns by 11:59 pm. PDFs of articles should be attached to the assignment. Late papers will be deducted 5 points per day. Papers are considered late if they are received after the due date. Papers that are submitted with gross spelling, grammatical, and APA format errors will be returned to the student for correction with 10 points deducted. Students are strongly encouraged to read each other’s papers and work in groups on APA format. The grade for this assignment is final; the instructor will not allow exceptions including requests for re-submission or negotiation over points. Given that, the grade is final once submitted, students are encouraged to work on this project over the course of the semester and meet with the instructor as needed. The instructor will meet with students and discuss the assignment but will not correct or read drafts of the assignment prior to submission. See UBlearns for grading rubric

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STUDENT EVALUATION FOR LAB

Letter Grade Percentage Total Points A 93-100% 149-160 A- 90-92.99% 144-148 B+ 87-89.99% 139-143 B 83-86.99% 133-138 B- 80-82.99% 128-132 C+ 77-79.99% 123-127 C 70-76.99% 112-122 D 63-69.99% 101-111 F < 63% 100 or <

Please be aware that grades are not rounded-up.

LABORATORY ASSIGNMENTS AND EXAMS Test Date or Due Date Points Percent Practical Nov. 4-8 80 50% Lab Competencies 10 6% Lab Assignments: 70 44% Quizzes, Reviews, or Case Studies Total Points 160 100%

LAB QUIZZES & ASSIGNMENTS There are seven lab assignments throughout the semester for a total of 70 points or 44% of students’ grade. Quizzes and assignments may be online or in class. Before the quiz, the format will be announced. There are no make-ups for quizzes if they are online. If they are in class and the student has a legitimate excuse, one make-up will be provided. LAB COMPETENCIES

Students will be asked two times throughout the semester to demonstrate competency with a technique or pattern learned in lab. This will occur randomly throughout the semester. Usually the student will be asked to perform this during lab time before the end of the session. Each competency is worth a total of 5 points. The competency-scoring sheet can be found on UBlearns under the assignment section. Students will be asked to show competency on any material that has been covered in lab up to and including the last lab. Re-takes on competencies are not permitted.

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LAB PRACTICAL

Students are expected to prepare for the lab practical throughout the semester. Since the assigned lab time does not allow students the time needed to perfect their ability to demonstrate competency with neurophysiological techniques, students are expected to practice and review material outside of the lab setting. This means and it is recommended that they attend open labs. Teaching assistants will be available for open lab only if students sign up. Students are expected to be considerate of the teaching assistants and instructor’s schedules (i.e. students should not wait until the week of the lab practical to contact the instructor and teaching assistants for help) and keep in mind that the material is best understood and retained when it is practiced throughout the semester. A student fails the lab practical if they receive a grade below 70% or 56/80 points. If a student fails, they will be allowed to remediate once. If they pass the remediation, both practical scores will be averaged into the final practical grade. Students must pass the lab practical in order to pass the lab. Students automatically fail the lab practical if they demonstrate a gross neglect of safety awareness or if they try to help a partner when they are being tested (cheating). Note: Every effort will be made to schedule the lab practicals during the normal classroom and lab times (Monday, Thursday and Friday’s scheduled times) however, it may be necessary to fill in gaps during times when students are not scheduled for regular classes. The instructor will have students sign up at least 2 weeks prior to the lab practical in order to accommodate student schedules as best as possible.

G. OTHER CONSIDERATIONS

Class Attendance

Class attendance is expected according to the schedule. There are times the class will meet online and times the class will meet in person. Students will be notified through UBlearns regarding their class schedule. Please ask questions in class if the material is unclear or you do not understand. Please feel free to make an appointment to see the instructor if you are having difficulties with the material or have questions or want to make a comment about the class. If a student has a legitimate excuse to miss a class or lab, it is expected that they contact the instructor in advance (e.g. the beginning of the semester or at least 2-3 weeks in advance) and make arrangements to make up the work. If a student has an emergency or becomes ill and needs to miss class they should email the instructor and explain their absence.


All students are required to access UB Learns for assignments, classroom handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom/lab use before class/lab is in session.

Dress Code for Lab:

Labs are active and students must dress in a manner that allows for palpation, facilitation, and flexibility. That means that clothing that is too tight or too cumbersome is not conducive to lab interaction therefore, the dress code requires that students wear:

Clothing that they can move in (no jeans or tight pants). Gym shorts that sit at the waist and are not more than 3-4 in above the knee or,

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Sweat pants or scrub pants that sit at the waist and are loose

T shirts that have a crew collar and are long enough to tuck in

If it is cold you can wear a sweatshirt over your t shirt but be prepared to take off the sweat shirt for lab activities

Students who come to lab wearing clothing that restricts their movement or clothing that is immodest will receive one warning, after that they will be required to leave the lab for that session. Inappropriate clothing is considered to be the following: any dress that reveals cleavage or underwear or that exposes low back tattoos and belly buttons.

Exams and Assignments

Students are responsible for submitting assignments on time. Unless discussed with me prior to the due date, any assignments turned in late will not be accepted.

No make-up exams will be offered unless a legitimate excuse is provided (i.e. Note from physician).

Policy on Incomplete Grades for the Course UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. TECHNOLOGY The instructor encourages the use of technology to enhance the learning environment. Technology that is misused in the classroom or lab will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, tweeting, answering emails, or using the computer/smart phone/I Pad for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session. Students are responsible to make up the work they missed if asked to leave class or lab. If a student has a need to be available for a phone call that is considered very important, and cannot be delayed, they may leave the room when the phone call is received if they cleared this with the instructor first.

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DISABILITY POLICY If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Disability Services (ODS), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. ACADEMIC INTEGRITY

Academic integrity is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university’s imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas.

When an instance of suspected or alleged academic dishonesty by a student arises, it shall be resolved according to the following procedures. These procedures assume that many questions of academic dishonesty will be resolved through consultative resolution between the student and the instructor.

It is recommended that the instructor and student each consult with the department chair, school or college dean, or the Office of the Vice Provost of Undergraduate Education if there are any questions regarding these procedures.

Examples of Academic Dishonesty

Academic dishonesty includes, but is not limited to, the following:





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H. Outline of the Content Date Lecture Topic

(Monday & Thursday)

Readings and Assignments Instructor Lab Topic (Friday)

Aug. 19, 22 & 23

Internet class on 8/19 & 8/22 Overview of Neurorehab & Movement Lab meets 8/23

Online assignment and review due 8/24 (10.5 pts) Radomski: chap.6 (pp. 186-201) (lecture material) Davies: chap. 2 (lab)

Matteliano Normal movement patterns and components Equilibrium/Righting Reactions

Aug. 26, 29 & 30

Discussion on neuroscience Motor control theories Brunnstrom: Movement Patterns in Hemiplegia

Radomski: chap. 25 (pp. 667-689) Choose topic for term paper Review Fugl-Meyer, MAS

Matteliano Brunnstrom evaluation: Reflex testing

Sept. 2, 5 & 6 Labor Day (9/2) & Rosh Hashanah (9/5): no class

Matteliano Brunnstrom techniques

Sept. 9, 12 & 13 Quiz 2: Brunnstrom NDT lecture

Davies: chap.1&3, 4&5 (lab & lecture) Radomski: chap. 24 (lecture) Davies: chap. 6, 7, 8 (lab)

Matteliano NDT techniques

Sept. 16, 19 & 20

Quiz 3: NDT NDT lecture

Davies: chap. 10, 11, 12, 14, 16 (lab and lecture), Online handouts

Matteliano NDT & Pusher Syndrome

Sept. 23, 26 & 27

Rood

Radomski: chap. 26 (pp.690-697) Online Supplement

Matteliano Rood Techniques

Sept. 30, Oct. 3 & 4

Quiz 4: Rood Pediatric NDT

Online handouts Tona Pediatric techniques

Oct. 7, 10 & 11 Review 10/7 Midterm Exam (10/10) (students may need extra time past 2:30)

Matteliano Hands on Lab: neuro patient visit & case study assignment (10 pts) due 10/18

Oct. 14, 17 & 18 PNF techniques Radomski: chap. 26 (pp.697-713)

Matteliano PNF techniques

Oct. 21, 24 & 25 Quiz 5: PNF Motor Control

Radomski: chap. 22 & 23 (pp. 598-618)

PNF techniques

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Date Lecture Topic

(Monday & Thursday)

Readings and Assignments Instructor Lab Topic (Friday)

Oct. 28, 31 & Nov. 1

Quiz 6: Motor Control Shoulder/Hand Syndrome and CRPS: Tx and Evidence

Online handouts

Open lab review

Nov 4, 7 & 8 Lab Practical- dates TBA

Lab Practical Term paper due: Nov. 10

Nov. 11, 14 & 15

Level I Fieldwork

Nov.18, 21 & 22 Level 1 Fieldwork

Nov. 25, 28 & 29

No Class Fall Break

Dec. 2, 5 & 6 CIMT lecture Article Review on CIMT

Online handouts

Matteliano & Guest Lecturers

CIMT & Motor Control Assessments

Dec 9 (exam week)

Final Exam (date TBA)


APPLICATION OF THERAPEUTIC TECHNIQUES

Fall 2013 2 Credits

Location: Diefendorf 7 *Some classes will meet off-site

Day/Times: Lab A: Monday 4:30-8:20 Lab B: Wednesday 4:30-8:20 *Some classes will meet at other times

Instructor Michael Koch, MS, OTR

Office Diefendorf 7

Office Hours By appointment will meet with students following class

E-Mail [email protected]

Cell Phone (716) 200-6438 Prefer text if possible or e-mail (if not urgent)

Teaching Assistants

Sujata Nair (Monday and Wednesday), Majd Jarrar (Monday) Sutanuka Bhattacharjya (Wednesday, as needed)

COURSE DISCRIPTION The goal of occupational therapy is to maximize the degree of independence of individuals in their preferred life roles and their environment. The topics addressed in OT 511 all relate directly to individual life role categories. Topics covered include: occupation based activity, transfers , bed mobility, ADLs, wheelchair evaluation for proper positioning, driver evaluations and adaptations, environmental assessment and adaptation, physical agent modalities, community resources, acute care, complementary therapies, wellness, patient/family education. PRE-REQUISITE COURSES OT 352 Assistive Technology OT 342 Neuroscience OT 344 Neuroanatomy COURSE RATIONALE Through this course, students develop competency in a variety of intervention approaches including physical agent modalities, functional transfers, complementary therapies, and client and caregiver education needed to function in a physical disability setting. RELATIONSHIP TO CURRICULUM DESIGN This course serves to develop knowledge of occupational therapy practice skills that integrate with OT 508 Physical Disabilities Practice and supplement assistive technology content in OT 544: Applied Treatment in Pediatrics, and OT 361: Functional Anatomy.

COURSE OBJECTIVES, INSTRUCTION, AND ASSESSMENT

Learning Objectives After completion of this course the student will be able to:

ACOTE Standard


Assessment Method

1. Analyze performance skills and patterns needed for the client’s engagement in activities of daily living, work and play/leisure and understand how the context(s), activity demands, and client factors affect occupational performance.

B.2.2. B.2.7.

Reading Lecture Discussion Site Visitation, Video

Quizzes Assignments

2. Grade and adapt purposeful activity (occupation) for therapeutic intervention.

B.2.7. Reading Lecture Discussion Site Visitation

Quizzes Assignments

3. Teach health and prevention strategies to clients including the geriatric population and their families/caregivers.

B.5.5 B.5.12. B.5.20.

Reading Lecture Discussion Site Visitation

Quizzes Assignments

4. Explain the difference between remedial and compensatory strategies and demonstrate clinical reasoning skills as part of the decision process.


Quizzes Assignments

5. Demonstrate safe and effective application of superficial thermal and mechanical modalities as preparatory measure to improve occupational performance, including foundational knowledge, underlying principles, indications, contraindications, and precautions.

B.5.15.

Reading Lecture Discussion Site Visitation Video

Quizzes Competencies

6. Explain the use of deep thermal and electrotherapeutic modalities as a preparatory measure to improve occupational performance, including indications, contraindications, and precautions.


Quizzes Competencies

7. Demonstrate competency with all of the following: wheelchair evaluation, bed mobility, functional transfers, physical agent modalities, ADLs, ADL aides, and vital signs.

B.2.8. B.5.2. B.5.10. B.5.13. B.5.24.

Reading Lecture Discussion Site Visitation

Competencies

ACOTE STANDARDS B.2.2. Explain the meaning and dynamics of occupation and activity, including the

interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.

B.2.7. Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

B.2.8. Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice.

B.2.11. Analyze, synthesize, and apply models of occupational performance.

B.5.2. Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

B.5.5. Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration.

B.5.10. Articulate principles of and be able to design, fabricate, apply, fit, and train in 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.

B.5.12. Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices.

B.5.13. Provide recommendations and training in techniques to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation.

B.5.15. Demonstrate safe and effective application of superficial thermal and mechanical modalities as a preparatory measure to manage pain and improve occupational performance, including foundational knowledge, underlying principles, indications, contraindications, and precautions.

B.5.16. Explain the use of deep thermal and electrotherapeutic modalities as a preparatory measure to improve occupational performance, including indications, contraindications, and precautions.

B.5.20. Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner.

REQUIRED READINGS/MATERIALS

TEXTBOOK Radomski, M.V. & Trombly Latham, C.A. (Eds.). (2008). Occupational therapy for physical dysfunction (6th ed.). Philadelphia: Lippincott, Williams, & Wilkins. ADDITIONAL READINGS Additional readings will be posted on UBLearns. REQUIRED MATERIALS Binder, clipboard, or folders for handouts Measuring tape for wheelchair labs Clothing for ADL lab (extra large is preferable) All students will be required to wear a visable name tag (can put student ID in sleeve and clip to front of shirt, wear student fieldwork ID tag, or wear a name sticker stating name and OT Student)

COURSE REQUIREMENTS AND ASSIGNMENTS

Student performance will be graded on a combination of attendance, quizzes, completed assignments, class participation, lab performance, and completing competency in performance of practice skills.

GRADING

Quizzes x 3 (taken during class) 10 points each Competencies x 8 (completion of practice skills in lab) 5 points each Assignments x 11 (completed at home and handed in at the beginning of lab, unless it is an in-class assignment)*

5 points each

Oral Exam/Final Presentation 5 points Attendance/Lab Participation 26 points Total 156 PointsTotal

STUDENT GRADE DETERMINATION:

Letter Grade

Percentage Letter Grade Percentage

A 93-100% C 73-76.99%

A- 90-92.99% C- 70-72.99%

B+ 87-89.99% D+ 67-69.99%

B 83-86.99% D 63-66.99%

B- 80-82.99% F < 63%

C+ 77-79.99%

CLASS POLICIES CLASS ATTENDANCE AND ABSENCES: Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or text). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

EXAMS AND FINAL EXAM: Students are expected to attend all exams and quizzes on time. Failure to attend an exam will result in a grade of 0 for that exam. Students should contact the instructor within 24 hours if a medical emergency precludes exam attendance. Written documentation will be required and accommodations, including alternate exams, may be made at the discretion of the instructor. COMMUNICATION (E-MAIL & UB LEARNS): Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account and you must clearly identify yourself. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted. All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing handouts for classroom use.

INCOMPLETE GRADES: Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (B or better) up until the time an incomplete is requested.

LATE ASIGNMENTS: All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in a loss of .25 points per day that the assignment is late. Assignments more than 3 days late will not be accepted.

LAB REQUIREMENTS: Students are expected to participate in all lab activities. Students must wear name tags or appropriate identification with clear name and title (OT Student). Examples include student ID in sleeve and clip to front of shirt, student fieldwork ID tag, or wear a name sticker stating name and OT Student. Students who come to lab wearing clothing that restricts their movement or clothing that is immodest will receive one warning, after that they will be required to leave the lab for that session. Inappropriate clothing is considered to be the following: any clothing that reveals cleavage or underwear or that exposes low back tattoos and belly buttons. Students are expected to adhere to a professional dress code, as described in the student handbook and on UBLearns. Students are also expected to display professional behaviors, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed

UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:









COURSE SCHEDULE Week Lab A

Mon. Lab B Wed.

Location/Time

Topic Reading Assignment Due*

1 8/19 8/21 DFN 7 Introduction and Objectives/Grading Patient Interaction and the Therapeutic Environment and Selecting the Appropriate Treatment

Sylabus on UB Learns

NA

2 8/26 8/28 DFN 7 Wheelchair Environmental Access and Home Evaluation, Home Safety

T 311-316 T 826-828 T: Chapter 36 Handouts on Ublearns, Video

In-Class Assignment 1: Wheelchair/ Environment Access

9/2 9/4 NO CLASS

LABOR DAY/ROSH HASHANAH OBSERVED – NO LABS

NA NA

3 9/9 9/11 DFN 7 W/C: Parts, Types, Assessment/Evaluation (Competency 1)

T 427 (f16-8), (f16-9) T 428 (f16-10) T 488-508 Handouts on UBlearns

Assignment 2:WC Access/ Environmental

4 9/16 9/18 DFN 7 *QUIZ 1Bed Positioning and Mobility (Competency 2)

T 820-826 Handouts on Ublearns, Video

NA

5 9/23 9/25 DFN 7 ADL Functional Transfer T 828-835 Assignment 3:

TechniquesKate Hahn to demonstrate transfers and discuss ADL routine (Competency 3)

Handouts on Ublearns, Video

Bed Mobility

6 9/30 10/2 DFN 7 Practice ADL Functional Transfer Techniques Steve Spitz to demonstrate transfers and discuss ADL routine (Competency 4)

Handouts on UBlearns

Assignment 4:Transfer Technique Part 1

7 10/7 10/9 DFN 7 ADLs (Practice Grooming, Dressing Skills etc..) (Competency 5)

T 658 (f24-20&21) T659(f24-22) T 797-804 Handouts on UBlearns

Assignment 5: Transfers Practice Part 2

8 10/14 10/16 DFN 7 *QUIZ 2ADLs: Adaptive Aids/ Assistive Technology (Competency 6)

T 775-797 Handouts on UBlearns

Assignment 6: ADL

9 10/21 10/23 Offsite at ECMC *meet at 7th floor acute therapy gym 3:30 pm sharp

Acute Care, ICUVital Signs: Blood Pressure/ Heart Rate/Pulse Pulse Oximetry (Jennifer Dombrowski, OTR) (Competency 7)

T 1302-03 Handouts on Ublearns, Video

Assignment 7:ADL Case Study

10 10/28 10/30 Offsite at ECMC *meet in lobby at Tim Hortons at 4 pm sharp

Driver Evaluation(Linda Mullen-Colkitt, OTR) Outpatient OT including BTE, Saebo, and Bioness.

T 1033 T 987 T 839-846 Handouts on UBlearns

Assignment 8: Acute Care

11 11/4 11/6 Kimball Hall Rm 124

*QUIZ 3Physical Agent Modalities (Superficial Thermal, Biofeedback, Ultrasound, E-Stim) Demo/Practice (Competency 8) Douglas Frye, MS,PT to discuss/demonstrate Ultrasound and E-stim for 1st part of lab

T 542-571 Handouts on UBlearns

Assignment 9:Driver Evaluation (choose 1)

11/11 11/13 NA LEVEL I FIELDWORK (11/11-11/15) NO LABS

NA NA

11/18 11/20 NA LEVEL I FIELDWORK (11/18-11/22) NO LABS

NA NA

11/25 11/27 NA THANKSGIVING RECESS NA NA

NO LABS 12 12/2 12/4 DFN 7 The Selection of

Appropriate Therapeutic Procedures to Enhance Occupational Performance and Alternative OT Treatment Ideas

Handouts on UB learns T. 359-381

Assignment 10: PAMs In-Class Assignment 11: Selection of Appropriate Treatment

13 12/9 12/11 DFN 7 (Exam Week) – oral exam/final presentation in which each students speaks for just 5 minutes on any practical advice they have learned during level I to help their fellow students followed by wrap up.

NA NA

*ECMC (Erie County Medical Center) is located at 462 Grider Street. *In-Class Assignments are completed in class and due in class the day they are listed. All other assignments are scheduled to be due approximately 1 week following the lecture material . There will be a folder available to turn in assignments at beginning of class.

University at Buffalo OT/RSC 521, ES 532 Fall, 2013

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UNIVERSITY AT BUFFALO OT/RSC 521.ES532

Statistical Analysis: Group Design

Fall Semester Units: 3

Lecture

Labs

Location

205 DFN and 113 Computer lab in Kimball Tower Date and Time Wednesday 4:30 -7:20 PM Instructor Machiko R. Tomita, Ph. D. Office 631 Kimball Tower Telephone 829-6740 Email [email protected] Office Hours By appointment Teaching Assistant Email Office Hours

Sujata Nair Edward Seger [email protected] [email protected] 618 Kimball Tower, 215 Kimball Tower Monday 12:00 noon – 2.00 PM Tu.& Th. 10:00 – 11:00

COURSE DESCRIPTION This course provide the concept of basic statistics, univariate analysis and some multivariate statistics, that are frequently used in exercise science, nutrition, occupational therapy, physical therapy, communication disorders, rehabilitation science, rehab medicine, nursing, and other health related professions. This course focuses on building basic knowledge to conduct research including plan, conduct, and interpret statistical methods necessary to quantitative study in health issues. As part of this course, students will experience data entry, analysis, and interpretation using SPSS 20.0, statistical software, through hands-on type projects. PRE-REQUISITE COURSES None but graduate level standing is necessary. COURSE RATIONALE This course will provide basic information of statistical methods with strong emphasis on practical application in clinical research including forming hypotheses, creating simulated data, conducting data entry and analysis, and interpreting data. This course fulfills a need for basic statistical knowledge to critically evaluate research studies in the field of occupational therapy, exercise and nutrition, and rehabilitation science. To optimize learning effectiveness, both individual and group approaches are applied.


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RELATIONSHIP TO CURRICULUM DESIGN This course is designed for advanced Master’s occupational therapy students, Master’s level of exercise and nutrition students, and Ph.D. students for rehabilitation science who have only limited statistical background. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


Identify and compare different research design

ES1 Reading Lecture

Assignment Exam

Form hypotheses that can be analyzed using statistics

N1, N2 Reading Lecture

Assignment Exam

Examine different quantitative data collection and analysis techniques and be able to choose the most appropriate analytical method for a given problem

ES1, N2 Reading Lecture

Assignment Exam

Determine sample size ES1 Reading Lecture

Assignment Exam

Interpret analyzed data to answer hypothesis N2 Reading Lecture

Assignment Exam

Present the statistical analysis in written and aural forms

ES2 Reading Lecture

Aural and written Presentation

Demonstrate the ability to use statistics to interpret tests and measurements for the purpose of delivering evidence-based practice.

OT B.1.7 Reading Lecture

Exam

Understand and use basic descriptive, correlational, and inferential quantitative statistics.

OT B.8.4. Reading Lecture

Exam

Demonstrate the skills necessary to design a scholarly proposal that includes the research question, relevant literature, sample, design, measurement, and data analysis.

OT B.8.6 Reading Lecture

Aural Presentation

ACOTE STANDARDS 1 Conduct, with some supervision, a clinical research study (Competency).

2 Intelligently interpret and utilize in clinical practice the OT clinical literature (Competency).


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EXERCISE SCIENCE MS COMPETENCE 1 Clinically analyze relevant scientific literature (Competency 11).

2 In oral or written form, communicate ideas and exchange constructive criticisms. (Competency 12).

NUTRITION MS COMPETENCE 1 Evidence of and for causality, develop hypotheses (Competency 1a.)

2 Acknowledge statistical method (Competency 1b).

REQUIRED READINGS TEXTBOOK (Suggested) Andy Field, Discovering Statics Using SPSS, 3rd edition ($57.24 in Amazon, or lower) COURSE REQUIREMENTS & ASSIGNMENTS

1. Check UB Learns and be ready for next statistics and SPSS session 2. Attend lecture (individual) 12 times

If you cannot attend, send me email for the reason of absence. If it is legitimate such as sickness, accident, family emergency, the point will not be deducted.

3. Take 2 exams (individual) 4. Submit 7 assignments (group of 2)* 5. Submit 9 SPSS in-class assignments (individual)* 6. Conduct 2 group projects and presentation (group of 4)* 7. Active class participation (individual)

* Late submission will not be accepted, unless there is a legitimate reason. GRADING Lecture attenance @1x11=11 points (individuel) SPSS lab (in-class) assignment @ 2 X9=18 points (individual) Take home assignment @ 3 X 9=27 points (group of 2) 2 group project content & presentation @7 X 2=14 points (group of 4) 2 exams @ 13 X 2=36 points (individual) Course evaluation2 points STUDENT GRADE DETERMINATION

Letter Grade Percentage Letter Grade Percentage A 90.00 - 100 C 70.00 – 74.99 B+ 85.00 – 89.99 D 60.00 – 69.99 B 80.00 – 84.99 F 0 – 59.99


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C+ 75.00 – 79.99 CLASS POLICIES Class Attendance and Absences For legitimate absence (own illness and unavoidable emergency), contact to the instructor via e-mail prior or phone prior to class should be made to earn points. Non-legitimate absence will not earn a point. Being late for class for 15 minutes or more will not earn a point. Repeating 3 tardiness will be considered as one time absence. Exams and Final Exam If an exam cannot be taken at a scheduled time with a legitimate reason, an arrangement to take it earlier can be done. Communication (E-mail and UB Learns) The instructor will make announcement using UB Learns and E-mail. Students are responsible for check the announcement. Incomplete Grades Incomplete grades will not be given with the exception of own illness and unavoidable emergency with the proof. Late Assignments Late submission for assignments and group projects will not earn any points. Lab Requirements Each lab requires submission of in-class task. If absent, in-class task should be completed with an TA. Use of cell phone and Internet Not allowed. If you must, talk to the Instructor prior to class. Use of such technologies during class will lose 2 points each time. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first


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week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:









COURSE SCHEDULE * Subject to change

Topic Required Readings/Assignments


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Topic Required Readings/Assignments

8/28 W1

Introduction Types of statistics Descriptive Statistics

SPSS 1 in class assignment (descriptive stats)

9/4 No class No SPSS 9/11 W2

Hypothesis formation and Inferential statistics

Submit Assignment 1 (group of 2) SPSS 2 in class assignment (graphics)

9/18 w3

Independent t-test Mann-Whitney test (Nonpar)

Submit Assignment 2 (group of 2) SPSS 3 in class assignment (t-test)

9/25 W4

Paired t-test and nonparametric tests Wilcoxon Singed Ranks test (Nonpar)

Submit Assignment 3 (group of 2) SPSS 4 in class assignment (paired t-tests and nonpar)

10/2 W5

Chi-square, McNemar test (Nonpar)

Submit Assignment4 (group of 2) SPSS 5: in class assignment Cross tab., Chi square, and McNemer test

10/9 W6

Presentation Group project (group of 4) (Use t-tests, nopar, and/or chi square)

10/16 W7

Midterm exam (week1-week5)

10/23 W8

One-Way ANOVA and post hoc Karuskal-Wallis test (Nonpar)

Submit Assignment 5 (group of 2) SPSS 6 in class assignment (ANOVA

10/30 W9

Repeated measures ANOVA and contrast Firedman Test (Nonpar)

Submit Assignment 6 (group 2) SPSS 7 in class assignment (ANOVA)

11/6 W10

Mixed Design Submit Assignment 7 (group 2) SPSS 8 in class assignment (Mixed design)

11/13 W11

Pearson Correlation Sparmans’ rho (Nonpar) Regression

Submit Assignment8 (group 2) SPSS 9 in class assignment (correlation and regression)

11/20 W12

Review Submit Assignment 9 (Group 2)

11/27 No class – Fall recess 12/4 W12

Presentation of project 2 (use, ANOVA, Mixed design, correlation, and/or regression) (Group of 4)

12/13 (F) 3:30 – 6:30PM

Final exam ( Dominantly Week 6-10)

University at Buffalo OT 522, Spring, 2014

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Semester Units 4 Lecture: Tuesday 1:30 PM – 5:30 PM Location: 631 Kimball Tower Instructor: Machiko R. Tomita, Ph. D Office: 631 Kimball Tower. Department of Rehabilitation Science Telephone: (716) 829-6740 Email: [email protected] Office Hours: By apppointment only Teaching Assistant: None COURSE DESCRIPTION This course will present research procedures that have relevance to the practice of Occupational Therapy. Emphasis will be placed on the application and interpretation of research procedures in establishing the scientific foundation of rehabilitation and the application of intermediate statistics. The class will incorporate seminar and practice of statistical analysis using SPSS. Practical application of research disciplines will be made through development of students’ research proposal. PRE-REQUISITE COURSES OT 521 (introductory graduate level statistics course) or equivalent and familiarity with use of SPSS COURSE RATIONALE AND RELATIONSHIP TO CURRICULUM DESIGN This course, which is designed for occupational therapy students in the advanced MS program, will provide the overall information regarding research design and methods to develop a thesis that applies the clinical and theoretical concepts of occupational therapy. An individual approach that requires instruction of a particular topic and development of research proposal will be used in this course. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT Learning Objectives ACOTE

StandardInstructionaMethod

Assessment Method

1 Organize, collect and analyze data in a systemmanner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to

B.5.30 Practice Discussion

Written proposal


RESEARCH DESIGN AND METHODOLOGY FOR CLINICAL PROBLEMS


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improve client outcomes. 2 Use national and international resources in

making assessment and intervention choices, and appreciate the influence of international occupational therapy contributions to education, research, and practice

B.6.6 Ridings Lecture Discussion

Class discussionWritten proposal

3 Understand the relationship between measurements and statistics, calculate appropriate sample size using power analysis, and operate SPSS for intermediate statistics

B.8.6 Lecture Lab

Exam Written proposal

4 Participate in scholarly activities that evaluateprofessional practice (e.g., Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning).


Assignments

5 Understand the components of a research propand write and present it orally.

B.1.1 B.1.2 B.8.1 B.8.7 B.8.8

Lecture Discussion

Written proposalAural presentation

6 Demonstrate an understanding of the process locating and securing grants and how grants can serve as a fiscal resource for scholarly activities


Class discussion

ACOTE STANDARDS B.1.1 Demonstrate oral and written communication skills. B.1.2 Demonstrate logical thinking, critical analysis, problem-solving and creativiB.1.9 Demonstrate the ability to use statistics, tests and measurements. B.4.6 Consider factors that might bias assessment results, such as culture, disabilit

status, and situational variables related to the individual and context. B.8.1 Articulate the importance of research for practice and the continued develop

of the profession. B.8.2 Be able to use professional literature to make informed practice decisions. B.8.6 Demonstrate the skills necessary to design a research proposal that

includes the research question, relevant literature, sample, design, measurement, and data analysis.

B.8.7 Design and implement beginning-level research studies. B.8.8 Develop basic skills necessary for the publication and presentation of

research projects.


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REQUIRED READINGS TEXTBOOK Portney, L. G, and Watkins, M. P. (2008) Foundations of Clinical Research: Applications to Practice. 3nd ed. Norwalk, CT: Applenton & Lange.

American psychological Association (2009) Publication Manual of The American psychological Association. 6th ed. Washington DC. APA. ADDITIONAL READINGS Provided as needed COURSE REQUIREMENTS & ASSIGNMENTS

1. Class attendance 2. Review of the chapter 3. Presentations for certain topic 4. Seminar attendance and report 5. Written quizzes and an examinations 6. Human Subject Tutorial completion 7. Submission of sections of a written research proposal 8. Oral presentation of research project 9. Submission of a final written research proposal

In addition to the above, students will be expected to read chapters in the required texts and any additional readings assigned in class. GRADING A 90.0 – 100 B+ 85.0 - 89.9 B 80.0 - 84.9 C+ 75.0 - 79.9 C 70.0 - 74.9 D 60.0 - 69.9 F 0 - 59.9 STUDENT GRADE DETERMINATION Course grading proportion Weight

Class Attendance

Absence from class is legitimate if you are sick or injured, or your families are in an emergency situation that requires your assistance. For these reasons, you need to sublimit a written statement written by the witness. (Read more in Class Attendance and Absence below)

13%


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Belated class attendance more than 15 minutes will not earn a point. Seminar Attendance (@2.5 X 4)

Submit a one-page report in the following week class. The report should include: Title, name of presenter, date, the main theme of the presentation. (Form is available)

10%

Mid Term-Exam 18% Final Exam (Covers after the mid-term exam) 20% Human Subject Tutorial completion** You should know which IRB you will submit your application, and accordingly you choose the type of human subject tutorial.

3%

Regular submission of thesis proposal in progress in sections of Title, Introduction, Literature review, Hypothesis, Method-Design, Method-participants, Method- Instruments, Method- Procedure, Method-Analytical Scheme, Weakness and Strength** (@6 X 2) Detailed instruction will be given in class.

12 %

Power point presentation of research proposal draft 6% Final report of research paper –refined paper (end of the semester)** 20% Total 100% Active participation 3% * No extra point will be given to raise a grade. CLASS POLICIES Communication (E-mail and UB Learns) Any e-mail communication must be through your UB e-mail account. All students are required to access UB Learns for assignments, class handouts, and announcements prior to every class for important information and updates. Students should frequently access their classroom website for updates and changes in assignments. Students are responsible for printing out handouts for classroom use. Use of communication device should be refrained. If this is inevitable, use silenced alarm. Incomplete Grades No incomplete is given for this class. Therefore, it is very important not be behind the research proposal schedule. Late Assignments Points will not be given for each late submission of progress paper or SPSS projects. Class Attendance and Absences: Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact the instructor prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. When absence occurs due to an emergency situation, the letter of explanation with proof must be submitted.


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Tardiness will be tolerated, if it is within 15 minutes up to two times with a legitimate reason. Exam: There will be no make-up exam. If you cannot take the exam on the scheduled day, it must be taken prior to the scheduled exam day. Policy on Incomplete Grades for the Course: Incomplete grades will be given only if there are extenuating circumstances (i.e. severe documented illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed the exam (B- or better) and assignments up until the time an incomplete is formally requested. The student should be aware that an Incomplete in this course may jeopardize graduating in the Spring 2009. UNIVERSITY POLICIES University Policy on Incomplete Grades: According to university policy, an interim grade of Incomplete (“I”) may be assigned if the student has not completed all requirements for the course. The “I” will be accompanied by a default grade (U) that will become the permanent course grade of record if the “I” is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim “I” is at the discretion of the instructor. A grade of “I” is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the “I” is not replaced by a permanent grade within twelve (12) months after the close of the semester for which the “I” was assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an “I” grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a BS in a BS/MS program, any course for which the student has an interim grade of “I” that is not included in the courses constituting the student’s degree program will be excluded from this provision, but will remain subject to the maximum time limits. For all graduate courses, the default grade accompanying an interim grade of “I” will be “U”. Neither “A”, “P” nor “S” will be assigned as a default grade.


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Note from the OT Program: A grade of “I” is not considered a passing grade. Therefore, courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy: If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Disability Services (ODS), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity: Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of zero (0) for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:

(a) Submission: The use of material previously submitted in whole or in substantial part in another course, to satisfy academic requirements, without prior and expressed consent of the instructor.

(b) Plagiarism: Copying material from a source or sources and submitting this material as

one’s own without acknowledging the particular debts to the source (quotations, paraphrases, basic idea), or otherwise representing the work of another as one’s own.

(c) Cheating: Receiving information from another student or other unauthorized source

or giving information to another student with intention to deceive while completing an examination or individual assignment.

(d) Falsification of academic materials: Fabricating laboratory materials, notes, all forms

of computer data, and reports; forging the instructor’s name or initials; or submitting a report, paper, materials, computer data or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

(e) Procurement: Distribution or acceptance of examinations, laboratory results, or

confidential academic materials without prior and expressed consent of the instructor.


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CLASS SCHEDULE (Subject to change) Subject to change # Date

Lecture Topics and Assignment Assignment Due Dates for Research

Project and others 1 1/28

Introduction to the course Ch1: Concept of Clinical Research Ch 2: The Role of Theory in Clinical Research Ch 3: Ethical Issues in Clinical Research Ch 4: Principles of Measurement Ch 31: Searching the Literature

Decide which human subject tutorial should be taken (social and behavioral or biomedical) https://www.citiprogram.org/default.asp Decide the major advisor Decide the topic area for a thesis Literature review

2 2/04

Ch 5: Reliability of Measurements Ch 26: Statistical Measures of Reliability Statistics Review

Due for Human subject tutorial Literature review Class starts at 1:00 PM

3 2/11 Ch7: Asking the Research Question Ch 8: Sampling Appendix C Ch 32: Writing a Research Proposal APA format and language for scientific writing 6.0 edition Language for scientific writing Consort

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2/18 Ch 6: Validity of Measurements Ch 27: Statistical Measures of Validity

5 2/25 Ch 9 Validity in Experimental Design Ch 10: Experimental Design Ch 11: Quasi-Experimental Design Ch 29: Factor Analysis

6 3/04

Ch 14: Descriptive Research Ch 15: Surveys and Questionnaires

Class starts at 1:00 PM Due Proposal 1 Title, Advisor, Introduction (Problem statement and Purpose statement, literature review, research hypothesis/ research question Method section- study design, sampling

7 3/11 Exam 1 (covers Weeks 1 – 6)

8

3/18

No class Spring Recess


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9 3/25 Ch 24: Linear, multiple, nonlinear Regression Appendix B Ch 29: Logistic Regression

Due proposal 2 Procedure Questionnaires/instruments Analytical scheme, expected outcome, limitation and strength of the study

10 4/01 ROC Class starts at 1:00 PM 11 4/08 Ch: Multivariate Analysis of Variance 12 4/15 Ch 16: Systematic reviews and Meta-

Analysis

13 4/22 Ch 12: Single-Subject Designs

14 4/29 Exam 2 (mainly week 9- 13) 15 5/06 Presentation of Research Proposal Class starts at 1 :00 PM

UNIVERSITY AT BUFFALO OT530: Computer Access (#15545)

Semester Spring 2014 Credits 3 Units

Lectures Wednesday 9-11:50 AM Location Kimball 518 (Possible Online, Off Campus)

Instructor Stephen Bauer, Ph.D. Office 521 Kimball Tower Telephone 829-6760 Email [email protected] Office Hours Drop in or schedule an appointment. Teaching Assistants N/A

COURSE DESCRIPTION OT530 focuses on the provision of computer-based assistive technology devices (ATD) to persons with disabilities. On completion of this course, students will: a) understand how client needs, identified through clinical assessment, connect to appropriate computer-based ATD, b) understand the functions and classification of computer-based ATD so as to facilitate efficient and effective service provision, c) be introduced to computer “built-in accessibility options” (as exemplified by Microsoft™) and related standards – and understand when such options may (or may not) benefit persons with disability, d) observe and assess the clinical provision of computer-based AT (at the Center for Assistive Technology), e) be introduced to emerging computer-based ATD (at the Center for Socially Relevant Computing) and consider the impact of emerging technologies on service provision, and f) review computer-based ATD for low vision & blindness, hearing, mobility, and communication. Course lectures will be supplemented by standards, journal papers, and online reference materials. RE-REQUISITE COURSES N/A COURSE RATIONALE Computer based technology is pervasive and -apparently- diverse and complex. Computer-based AT devices (ATD) have great and growing importance as clinical interventions. The apparent diversity and complexity of computer based ATD can be substantial impediments to appropriate and effective provision of AT services. This course shows that a) all computers comprise the same basic elements and architectures, b) computer based ATDs fall into broad classes sharing common characteristics - thereby greatly reducing the apparent complexity and diversity of computer based AT service provision. Students are introduced to two “leading edge” computer based ATD topics (Microsoft Accessibility, Information and Communication Technology). Finally, the lab and the low vision and blindness, hearing, and communication lectures place computer based ATDs into service provision contexts. The language and framework of the World Health Organization (2001) International Classification System on Functioning, Disability and Health (ICF) is used throughout the course. RELATIONSHIP TO CURRICULUM DESIGN OT530 is part of the AT Certificate Program.

COURSE OBJECTIVES, INSTRUCTION AND ASSESSEMENT

Objective ACOTE Section


Assessment Methods

1. Students will be able to use the International Classification System on Functioning, Disability and Health, IMPACT2, and RESNA Guidelines in provision of AT services.

B.3.3 Lecture; class discussion and activities; readings

Homework, Class Participation

2. Students will be able to describe computer architectural concepts and framework, and computer-based AT device classification.



3. Students will be able to discuss emerging topic areas (Microsoft Accessibility, Information and Communication Technology). Guest lecturer.



4. Students will be able to demonstrate (in outline) computer-based AT service provision (for low vision, blindness, hearing and communication AT devices. Computer based AT services lab).



5. Students will be able to discuss primary and secondary legislation governing different contexts of computer based AT services.



6. Students will be able to relate human functioning (and demographics of) to the characteristics of computer based AT devices.



7. Students will be able to discuss the evolution of societal norms, legislation, and supreme court rulings pertaining to the provision of AT services.



Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guidelines (2009)

B.3.3. Discuss how theories, models of practice, and frames of reference are used in occupational therapy evaluation and intervention.

B.5.9. Articulate principles of and be able to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating systems) used to enhance occupational performance.

B.5.19. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client, the sociocultural context, and technological advances.

B.5.20. Select and teach compensatory strategies, such as use of technology and adaptations to the environment that support performance, participation, and well-being.

B.6.1. Differentiate among the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy.



References

[1] Bauer, S.M., Elsaesser, L-.J., Arthanat, S. (2011). An assistive technology device classification based upon the World Health Organization’s International Classification of Functioning, Disability and Health (ICF). Disability and Rehabilitation: Assistive Technology, 6(3) 243–259.

[2] Bauer, S.M., Elsaesser, L-.J. (2012). Integrating medical, assistive, and universal design products and technologies: assistive technology device classification (ATDC). Disability and Rehabilitation: Assistive Technology, 7(5):350-5.

[3] Elsaesser, L-.J., Bauer, S.M. (2012). Integrating medical, assistive, and universal design products and technologies: assistive technology services method (ATSM). Disability and Rehabilitation: Assistive Technology, 7(4) 282-6.

[4] Elsaesser, L-.J., Bauer, S.M., Scherer, M. (2012). Assistive technology service method (ATSM). Technology & Disability.

[5] Microsoft (2004). The wide range of abilities and its impact on computer technology. Author. Retrieved from http://www.microsoft.com/enable/research/phase1.aspx.

[6] World Health Organization (WHO) (2000). International Classification of Functioning Disability and Health. Author.

Note: a variety of online readings will be assigned throughout the semester for the completion of homework assignments.

Grading: Student grading will be based upon 6 homework assignments and in class participation. Homework will be assigned about every two weeks, due two weeks after assigned and graded and returned two weeks after that. Homework assignments will be returned using the OT530 UB Learns digital drop box.

Activity Points 10 Homework (5 points each) 50

Exam 1 (1st half) 20 Exam 2 (2nd half) 30

Grades: Grades will be earned based on the percentage of total points that you earn for the semester.

Letter Grade Percentage Letter Grade Percentage A 94-100% C+ 77-79.99% B 90-93.99% C 70-76.99%

B+ 87-89.99% D 60-69.99% B 83-86.99% F <60% B- 80-82.99%

Communication (E-mail and UB Learns)

Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted.


All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use.

Policy Regarding Absences, Attendance, Assignments Exams and University Policy on Incompletes in the course

Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 1 point per day that the assignment is late.

Policy on Incomplete Grades for the Course

Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested.

University Policy on Incomplete Grades 2009-10 A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Students may only be given an “I” grade if they have a passing average in coursework that has been completed and have well-defined parameters to complete the course requirements that could result in a grade better than the default grade. An “I” grade may not be assigned to a student who did not attend the course. Prior to the end of the semester, students must initiate the request for an “I” grade and receive the instructor’s approval. Assignment of an “I” grade is at the discretion of the instructor. The instructor must specify a default letter grade at the time the “I” grade is submitted. A default grade is the letter grade the student will receive if no additional coursework is completed and/or a grade change form is not filed by the instructor. “I” grades must be completed within 12 months. Individual instructors may set shorter time limits for removing an incomplete than the 12-month time limit. Upon assigning an “I” grade, the instructor shall provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled, and shall file a copy with the appropriate departmental office. Students must not re-register for courses for which they have received an “I” grade Applicable dates regarding the 12-month provision:

Courses taken in (semester): Will default in 12 months on: Fall December 31 Spring May 31 Summer August 31

The “I” must be changed to a grade before the degree conferral date if the student plans to graduate in that semester. At any time prior to the default date, students may elect to change the “I” grade to the default grade using the Grade Retrieval Form. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program.

Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Disability Services (ODS), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course.

Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples: a) Submission: The use of material previously submitted in whole or in substantial part in another

course, to satisfy academic requirements, without prior and expressed consent of the instructor.

COURSE SCHEDULE

# Date Description Readings To Do

1 1/29 Introduction, Disability, Assistive Technology, Legislation, ICF…

Ref [6] pp. 1-50, Annex 1, Annex 2; Ref [1]

2 2/5 Basic Computer Model, Elements, Examples…

Ref [6] pp. 31-

205 (skim); Ref [2]

W1

3 2/12 Computer-Based ATD Framework Part I W2 4 2/19 Computer-Based ATD Framework Part II W3 5 2/26 Computer-Based ATD Framework Part III W4

6 3/5 Emerging Computer-based ATD Lecture & Lab (Buckley, Center for Socially Relevant Computing)

Online; Ref [3]

W5

7 3/12 Service Provision (Assess, Baseline, Strategy, Select, Outcomes; Cases)

Ref [4] W6

3/19-3/21 SPRING RECESS

8 3/26 EXAM 1 (1-7)

9 4/2 Service Provision Lab (Oddo, Center for Assistive Technology) Online W7 10 4/9 Computer-based ATD Technologies Part I (Access) Online W8

11 4/16 Computer-based ATD Technologies Part II (Communication, Cognitive, Mobility)

Online W9

12 4/23 Universal Design, Accessibility, Standards… (Separating Hype from Fact)

Ref [5] W10

13 4/30 Emerging (Wild) Computer-based ATD (…And why you should care!)

Online

14 5/7 EXAM 2 (Cumulative)


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APPLIED PEDIATRICS

Fall 2013 3 Units lecture 1 Unit lab

Labs Lab A: Monday 10:00-11:50 Lab B: Monday 12:00-1:50

Lecture Tues 10:00-12:50

Location Lab: DFN 7/8 Lecture: Kapoor 125

Instructor Janice L. Tona, Ph.D., OTR/L Office 625 Kimball Telephone 829-6741 Email [email protected] Office Hours Tuesdays 1pm-2pm – or by appointment Teaching Assistants

Sutanuka Bhattacharjya ([email protected]) Katie Saint ([email protected]) Sheng-Hui Lao – Supervised Teaching Intern ([email protected])

COURSE DESCRIPTION The purpose of this course is to prepare students with the skills needed to work in a pediatric setting. It is designed to focus on the impact of health limitations on a child’s occupational role and on the family funcitoning, and to present pediatric practice with a developmental perspective. The course offers introduction to a wide range of pediatric evaluation tools and treatment approaches currently used in pediatric practice. Lectures focus on theory, and current and relevant research in educational and medical based practice. Lab assignments require the student to actively engage in evaluation, treatment planning and treatment application for various pediatric populations. Lab activities promote learning through hands on experiences with various pediatric evaluations and treatment approaches. Videotapes, Treatment Plans, and observations of treatment within the community are included. Students are required to participate in class activities, labs, and discussions, and complete assigned readings, reviews of current literature, and group, and individual written assignments on time. PRE-REQUISITE COURSES OT 314, OT 371, OT 381, OT 343, OT 345, OT 352 COURSE RATIONALE Pediatric and school based occupational therapy are one of the most frequent areas of practice for occupational therapists. This course prepares students for a level I fieldwork experience in pediatrics, a level II fieldwork experience for students who choose, and for advanced pediatric courses in the graduate year.


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RELATIONSHIP TO CURRICULUM DESIGN This course is designed to build upon the knowledge gained in previous introduction and foundation courses on occupational-centered theoretical approaches, human growth and development, and medical pediatric knowledge of various disabilities and delays. The emphasis is on blending this information with specific evaluation and intervention strategies. This course should prepare the student to apply this knowledge to practice in a variety of treatment environments including the home, school based educational settings and medical settings. The efficacy of OT intervention for the various pediatric populations is examined through the students’ review of the literature. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Discuss and adhere to federal and state laws and regulations pertaining to OT practice in educational settings and documentation requirements including formulation of individualized family service plans for children birth to three, individualized education plans for preschool and school aged children, and individualized transition plans for adolescents transitioning to adult roles.

B.4.10, 5.17, 5.27, 6.2,

Reading, Lecture, Lab assignments (IEP, IFSP)

IEP, IFSP, Exam

2. Identify and discuss the role of the occupational therapist, the occupational therapy assistant, and of other team members in various pediatric environments, the need for interprofessional communication, education and collaboration, and referral of children to other professionals as appropriate.

B.2.3, 4.5, 4.9, 5.22, 5.26, 9.8

Behavioral Intervention plan, reading, Lecture, discussion

Behavioral Intervention Plans; Exam

3. Select appropriate evidence-based evaluation methods; administer evaluations safely, competently, and in an unbiased manner; and interpret and synthesize evaluation results in accordance with referral information, the theoretical approach, and the literature.

B.2.7, 2.8, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 4.8,

Lab assign-mints

Lab observations; Weekly lab evaluation scoring submissions; Exam


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4. Formulate reasonable occupation- focused goals and objectives based on the practice setting, the child’s strengths, presenting problems and child and family needs.

B.7.2 Reading, Online goal-writing tutorial; Lab assignmints

Exam, Intervention Plans

5. Demonstrate an understanding and apply various models of practice and frames of reference used in OT pediatric evaluations and interventions including sensory integration, neurodevelopmental therapy, and behavioral approaches.

B.2.10, 2.11, 3.1, 3.5

Intervention plans, Lab assign-mints

Observations of evaluation administration in labs, Intervention Plans

6. Examine the literature and develop evidence-based intervention plans that are designed for the child’s unique strengths and needs and which work toward the child’s stated goals and objectives.

B.5.24, 8.1, 8.3

Online Evidence-Based Practice lecture; Intervention Plans

Intervention plans

7. Safely implement OT intervention using the intervention plan as a guide while employing a therapeutic use of self to analyze, re-assess, adjust, adapt, grade, and modify as necessary, intervention activities based on the child’s performance, environment, and the child’s and family’s needs.

B.2.7, 2.8, 5.2, 5.6, 5.7, 5.8,

Intervention Implementation in lab

Observation of intervention implementation in lab

8. Monitor and reassess progress, in collaboration with the child, family and caregivers, and discontinue OT services when children have met their goals or services are no longer beneficial.

B.5.25, 5.28, 5.29, 5.30, 5.31.

Lecture, Lab assign-mints

Exam, Intervention Plans

ACOTE STANDARDS 2.3 Articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards,

policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation to support performance, participation, health, and well-being.

2.7 Demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.

2.8 Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice.

2.10 Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed.

2.11 Analyze, synthesize, and apply models of occupational performance.

3.1 Apply theories that underlie the practice of occupational therapy.

3.3 Use theories, models of practice, and frames of reference to guide and inform evaluation and intervention.

3.4 Analyze and discuss how occupational therapy history, occupational therapy theory, and the sociopolitical climate influence practice.


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3.5 Apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments to analyze and effect meaningful occupation outcomes.

4.1 Use standardized and nonstandardized screening and assessment tools to determine the need for occupational therapy intervention. These tools include, but are not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others, and community.

4.2 Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.

4.3 Use appropriate procedures and protocols (including standardized formats) when administering assessments.

4.4 Evaluate client(s)’ occupational performance in activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes � The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in home, work, and community environments. � Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems). � Performance patterns (e.g., habits, routines, rituals, roles). � Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social). � Performance skills, including motor and praxis skills, sensory–perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.

4.5 Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process.

4.6 Interpret criterion-referenced and norm-referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

4.7 Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.

4.8 Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks.

4.9 Evaluate appropriateness and discuss mechanisms for referring clients for additional evaluation to specialists who are internal and external to the profession.

4.10 Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services.

5.2 Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.

5.3 Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods).

5.5 Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration.

5.6 Provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions (e.g., vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception).

5.7 Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

5.8 Develop and implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.


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5.17 Develop and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.

5.22 Refer to specialists (both internal and external to the profession) for consultation and intervention.

5.24 Select and teach compensatory strategies, such as use of technology and adaptations to the environment, that support performance, participation, and well-being

5.26 Understand when and how to use the consultative process with groups, programs, organizations, or communities.

5.28 Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention.

5.29 Plan for discharge, in collaboration with the client, by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. This process includes, but is not limited to, identification of client’s current status within the continuum of care; identification of community, human, and fiscal resources; recommendations for environmental adaptations; and home programming to facilitate the client’s progression along the continuum toward outcome goals.

5.30 Organize, collect, and analyze data in a systematic manner for evaluation of practice outcomes. Report evaluation results and modify practice as needed to improve client outcomes.

5.31 Terminate occupational therapy services when stated outcomes have been achieved or it has been determined that they cannot be achieved. This process includes developing a summary of occupational therapy outcomes, appropriate recommendations, and referrals and discussion of post-discharge needs with the client and with appropriate others.

6.2 Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and must be appropriate to the context in which the service is delivered.

7.1 Explain how the various practice settings (e.g., medical institutions, community practice, school systems) affect the delivery of occupational therapy services.

8.2 Effectively locate, understand, critique, and evaluate information, including the quality of evidence.

8.3 Use scholarly literature to make evidence-based decisions.

9.8 Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant.

REQUIRED READINGS TEXTBOOK Bly, L. (1983). The Components of normal movement during the first year of life and abnormal motor development. Chicago: Neuro-Developmental Treatment Association. (available from: http://www.ndta.org/publications.php) Case-Smith, Jane. (Ed.) (2010). Occupational Therapy for Children, 6th Ed. St. Louis: Mosby Kranowitz, C. (2006). The Out-Of-Sync Child. New York: Perigree Trade *Specific chapters to be read are listed in the course schedule and required readings are to be completed for class on the date assigned. Reserve Readings will be posted from:


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Crepeau, E. , Cohn, E., and Schell, B. (Eds) (2009). Willard & Spackman’s Occupational Therapy Eleventh Edition. New York: Lippincott Williams & Wilkins. Kramer, P. & Hinijosa, J. (1999). Frames of Reference for Pediatric Occupational Therapy. New York: Lippincott, Williams &Wilkins. COURSE REQUIREMENTS & ASSIGNMENTS

Item Attendance and Participation (lecture and lab) Students must attend and participate fully in all lectures, labs, community visits, and Level I Fieldwork. This is required to prepare to practice as a pediatric OT. Students are expected to arrive to class on time. Students are expected to behave professionally in class and lab. Students will be asked to rate themselves and their partners regarding participation and contribution in all group activities. Students must complete readings prior to class and be prepared to discuss readings in class. Students must bring all handouts/ readings posted on UB learns to class. Electronic versions are acceptable as noted in UB learns. Intervention Plan I (Sensory-Based) – Including evidence-based research analysis Intervention Plan II (Motor-Based)- Including evidence-based research analysis Intervention Plan III (Behavior-Based)- Including evidence-based research analysis Midterm Exam (MUST be present at exam) Final Exam (MUST be present at exam) Level 1 Fieldwork, includes written assignments associated with it. – Note: Students MUST PASS the level I fieldwork in order to pass the course. Lab Assignments Worksheet assignments are given in nearly every lab. Students can submit work on the day of the lab or they can submit the following week. Assignments completed with partner(s) will be graded based on both content AND student contribution to the assignment. Students MUST BE PRESENT in lab to receive credit for lab assignments. If absent, students may submit assignments for feedback, but will not receive credit. GRADING lecture Item Points Attendance and Participation 10 Written, Intervention Plan I Draft(Sensory-Based) 5 Written Intervention Plan I Final Draft 10 Written, Intervention Plan II (Motor-Based) 20


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Written, Intervention Plan III (Behavior-Based) 15 Midterm Exam (MUST be present at exam) 20 Final Exam (MUST be present at exam) 20 Level 1 Fieldwork, and the written assignments associated with it. – Note: Students MUST PASS the level I fieldwork in order to pass the course.

Pass/ Fail

Total 100 Lab Item Points Attendance and Participation 30 Lab Assignments 20 Intervention Plan I Demonstration (Sensory-Based) 25 Intervention Plan II Demonstration (Motor-Based) 25 Level 1 Fieldwork, and the written assignments associated with it. – Note: Students MUST PASS the level I fieldwork in order to pass the course.

Pass/ Fail


Letter Grade

Percentage Letter

Grade Percentage

A 93-100% C+ 77-79.99% A- 90-92.99% C 70-76.99% B+ 87-89.99% D 63-69.99% B 83-86.99% F < 63% B- 80-82.99%

CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance. Students attending class are expected to participate fully in the lecture and lab experience. Generating questions, seeking clarification, and participation in class discussion benefits all students in the class. Therefore, students are expected to silence all electronic devices, refrain from texting, checking email, or otherwise communicating with individuals outside of class, and refrain from electronically surfing for information not pertinent to the discussion at hand.


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Students are welcomed and encouraged to use electronic versions of notes for class and labs. Some handouts will need to be printed in paper format and will be so noted on UB learns when posted. Exams and Final Exam Students are expected to be present for all examinations. In the case of exceptional circumstances that prevent a student for taking a schedule exam, you must contact me prior to the start of class (either by email or by leaving a telephone message). An alternate exam is at the discretion of the instructor.

Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted.



Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 5% per day that the assignment is late, up to 3 days. Papers will not be accepted if more than 3 days late. Lab Requirements Students are expected to participate in all lab activities. Students will observe individuals in the community. Students are expected to adhere to a professional dress code, as described in the student handbook and on UBLearns. Students are also expected to display professional behaviors, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed.

UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university graduate or undergraduate catalog for the complete policy on incomplete grades. Refer to the university’s graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor


9

may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and also the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:







Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate


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assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.



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COURSE SCHEDULE Date Lab Topic Assignment Date Lecture

Topic Assignment

8/19 Introduction to Course Standardized Testing - MVPT -TVPS

8/20 OT Framework – Process Occupational Profile Interview Evaluation Development / Critique VMI IDEA IEP/IFSP Goal Writing

JCS Ch. 1, 2, 5, 8 W&S Ch. 46, 47

8/26 PDMS Due: Scoring for VMI, MVPT, TVPS Goal Writing worksheet

8/27 IDEA IEP/IFSP Goal Writing Working with families MEET IN COMPUTER LAB KIMB 113

W&S ch 50, 58, 59

9/2 Labor Day! 9/3 Out of Sync Child discussion SI / Sensory processing Theory

Due: Completed IEP & IFSP (bring printed)


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Scoring for PDMS

9/9 SPM / Sensory Profile / Sensory Equipment

9/10 Sensory Modulation/ Sensory Integration Application / treatment Planning Discussion of intervention plan I

Dunn article JCS: ch. 11

9/16

Ayres Clinical Observations Discussion of Intervention Plan 1

Due: Scoring for SPM, Sensory Profile

9/17 Sensory Diet/ Sensory lifestyle Cognitive Perceptual

9/16 OPEN LAB in preparation for intervention plan 1 demo next week!

2:00- 4:00 9/17-9/20 Make plans to meet with group for intervention plan 1 next week!

9/23 Intervention plan I demonstration

Due: Scoring for clinical observations Due: Intervention Plan I (Sensory) draft & demo

9/24 Midterm Exam (1 hour) Motor Control / Motor Learning

Kramer & Hinijosa; JCS Ch. 12

9/30 NDT/ Ball Lab 10/1 Posture / positioning Fine Motor, Feeding

Kramer & Hinijosa; JCS: 21,

10/7 Feeding Lab Intervention Plan II assignment

10/8 Behavioral Approach Coping MOHO

Due: Intervention Plan I (Sensory)


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(written) JCS: Ch. 9, 15, 10

10/7 OPEN LAB in preparation for intervention plan demo next week!

2:00- 4:00 10/8-10/11

Make plans to meet with group for intervention plan 2 next week!!

10/14 Motor Treatment Plan Presentations

10/15 Behavior Management Discuss Backpack Awareness Day Work on PBS Intervention plan

Kramer & Hinijosa JCS: ch. 14, 3;

10/21 Elmwood Franklin – Backpack Awareness Day May need to change lab times. Let Dr. T Know ASAP if this is a problem

Due: Intervention Plan II (Motor) & demo;

10/22 Application: Neonatology and Early Intervention

JCS: Ch. 22, 23 DUE: Intervention Plan III (Behavioral)

10/28 BOT-2 10/29 Application: Preschool School Aged; Children with sensory impairments

JCS: Ch. 24, 25,


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11/4 Handwriting evaluations Seating

Due: BOT – 2 scoring; Handwriting evaluation scoring due by Friday, 11/9 in Dr. Tona’s mailbox

11/5 Application: Hospital based / rehab Transition

JCS ch. 26, 27

11/11 Email intervention plan to Dr. T by 11/17 if you did Peds fieldwork this week!

11/12 LEVEL I FIELDWORK!

11/18 Email treatment plan to Dr. Tona by 11/23 if you did Peds fieldwork this week!

11/19 LEVEL I FIELDWORK!

11/25 11/26 THANKSIVING Week

12/2 Lab Clean Up and Restoration!

12/3 Fieldwork Debriefing

Final Exam -

TBA


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UNIVERSITY AT BUFFALO

OT 563 PROJECT GUIDANCE 1

Semester: Fall Credits: 2

Lecture Thursdays, 11:00 a.m. – 1:00 p.m.

Seminar: Arranged with Project Advisor Location Diefendorf 5

Instructor Dr. Nadine Fisher Office 30 Kimball Tower Telephone 829-6724 Email [email protected] Office Hours By appointment only Teaching Assistants

None

COURSE DESCRIPTION This course provides the fundamental information needed to formulate a specific group research project proposal. It focuses on scientific quantitative methods, including types of OT clinical research, research questions and hypotheses, concepts of measurement, and psychometrics of instruments, as well as human subjects’ protection and ethical concerns in research. The two parts of this course incorporate both lecture and seminar formats. Students will learn about the components of a clinical research project in the lecture, and work closely within their groups with their project advisor in the seminar to more specifically describe and design a specific research project and proposal. PRE-REQUISITE COURSES OT 560 and OT 561 Co-Requisite Course: OT 506 COURSE RATIONALE This course, which is designed for occupational therapy students in the 5th year of the BS/MS program, will provide the instructional framework for the development of a project that applies the clinical and theoretical concepts of occupational therapy. Groups of students will draft a research project proposal under the direction of their project advisor and the course instructor that fulfills a need for the occupational therapy profession. A team approach (of students and faculty) will be applied to the project. The students will learn about the general components and requirements for the research project in the lecture, and will design their group projects with their project advisor during the seminar.


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RELATIONSHIP TO CURRICULUM DESIGN This is a required component of all accredited OT programs in the United States. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


Identify and articulate a problem or need in the Field of OT to be addressed by a research project.

B.1.1, B.1.2, B.8.1

Lecture, small group

Exam, written assignments, written project proposals, orally presented proposal

Understand the importance of and apply the principles of scientific inquiry to the research process.

B.8.1, B.8.6

Same as above Same as above

Demonstrate competence in defining a research question or hypothesis, corresponding independent and dependent variables, their operational definitions and observable indicators.

B.1.1, B.1.2, B.8.2


Justify and support the rationale and purpose of the research project and its contribution to OT.

B.1.2 Same as above Same as above

State clearly the means by which human subjects will be protected in research and complete the IRB process including certification through the Collaborative IRB Training Initiative’s (CITI) courses in the Protection of Human Research Subjects.

B.6.2 Same as above and online CITI tutorial

Same as above

Identify and compare different research designs. B.8.2 Same as above Same as above Evaluate and be able to choose appropriate assessment or measurement tools/instruments (standardized and non-standardized) based on the research question, validity and reliability of the instrument, psychometric properties of the instrument, and patient needs and disability status.

B.1.1, B.1.9, B.4.2, B.4.5


Examine different quantitative and qualitative data collection and analysis techniques and be able to choose the most appropriate techniques for a given problem under investigation.

B.1.1, B.1.9, B.4.3


Demonstrate responsibility and accountability in the preparation of the research project through completion of weekly assignments.



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Understand the components of a research proposal and write and present it orally.

B.1.1, B.1.2, B.8.1, B.8.7, B.8.8


Understand the process of grant writing and securing grants.


Develop the basic skills necessary for publication, presentation and defense of the research project.


ACOTE STANDARDS

B.1.1 Demonstrate oral and written communication skills.

B.1.2 Demonstrate logical thinking, critical analysis, problem-solving and creativity.

B.1.9 Demonstrate the ability to use statistics, tests and measurements.

B.4.2 Select appropriate assessment tools based on client need, contextual factors, and psychometric properties of tests.

B.4.3 Use appropriate procedures and protocols, including standardized formats, when administering assessments.

B.4.5 Exhibit the ability to interpret criterion-referenced and norm-referenced standardized test scores based on an understanding of sampling, normative data, standard and criterion scores, reliability and validity.

B.4.6 Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.

B.5.2 Develop occupationally-based intervention plans and strategies, including goals and methods to achieve them, based on the stated needs of the client as well as data gathered during the evaluation process.

B.6.2 Understand current policy issues in systems that influence OT practice.

B.8.1 Articulate the importance of research for practice and the continued development of the profession.

B.8.2 Be able to use professional literature to make informed practice decisions.

B.8.6 Understand the importance of scholarly activities that will contribute to the development of a body of knowledge relevant to the profession of occupational therapy.

B.8.7 Design and implement beginning-level research studies.

B.8.8 Develop basic skills necessary for the publication and presentation of research projects.


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B.8.9 Develop a basic understanding of the process of securing grants.

REQUIRED READINGS

TEXTBOOK : Publication manual of the American Psychological Association, current edition. - You should have this already.

Recommended Text: Portney LG & MP Watkins. (2009). Foundations of clinical research: Applications to Practice. 3rd ed. Upper Saddle River, NJ: Pearson Prentice Hall.

ADDITIONAL READINGS Collaborative IRB Training Initiative’s (CITI) courses in the Protection of Human Research Subjects:

https://www.citiprogram.org/default.asp Biomedical CITI course for Health Sciences IRB and Children and Youth IRB. Behavioral CITI course for the Social and Behavioral Sciences IRB Institutional Review Board materials from the specific IRB required for your project. All handouts available on-line or distributed in class. Readings may be assigned during the semester and will be provided on UBLearns. COURSE REQUIREMENTS & ASSIGNMENTS Requirements: 1. Students must attend and participate fully in all lectures and seminars, including at least 6

academic seminars (Rehab Science seminar series, other dept. seminars (especially those in SPHHP), and the Perry lecture.

2. Develop and complete all project proposal assignments on time for submission to the instructor

and project advisor and actively discuss your group’s project proposal components in class. 3. Take in-class exam. 4. Follow a logical and sequential process for the completion of the project proposal in agreement

with your group and project advisor. 5. Complete the Collaborative IRB Training Initiative’s (CITI) courses in the Protection of Human

Research Subjects and hand in certificate. 6. Follow and complete the IRB process for the protection of human subjects, including the

consent/assent forms.


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7. Develop and complete the entire project proposal and submit acceptable copies to the course

instructor and project advisor. 8. Complete a successful defense (group) of the proposal by oral presentation to OT faculty and

peers. 9. Complete individual mid-term and final evaluations of all members of your project group. Assignments: Assignments and due dates are listed on the course schedule. All written assignments (group or

individual) should be typed using 12 pt font and double-spaced. No credit will be given if an assignment is turned in late. This equates to a 2% loss in your overall grade for every assignment not turned in on the due date.

Completion of appropriate Collaborative IRB Training Initiative’s (CITI) course in the Protection of

Human Research Subjects (either the Biomedical or Behavioral CITI course).

Completion of individual mid-term and final evaluations of each member of your group. The final written proposal must meet all of the criteria and contain all of the elements of the

appropriate IRB (as decided by your group and with your advisor), including abstract, project narrative, etc., and consent and/or assent forms.

GRADING Evaluation Due Date Percent of Grade Weekly Assignments (x 5) See Schedule 10% (Group or Individual) Exam 1 Oct. 17 15% Exam 2 Nov. 21 15% Written Final Proposal, including Same date as oral 25%

Consent Form & Questionnaires presentation (Dec. 10) Oral Presentation Dec. 10 15% Mid-term & Final Peer Evaluation 10% Seminars, Individual Class Participation & 10%

Attendance ____ 100% NOTE: For group assignments, each student within your group will receive the same grade. It is your responsibility that everyone in the group contributes equally to the written project and final oral


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presentation. Mid-term and final evaluations will be conducted by your peers in your group to determine your contribution to the assignments, overall proposal and presentation. STUDENT GRADE DETERMINATION

Letter Grade Percentage Letter Grade Percentage A+ 93.0 -100 C+ 77.0-79.9 A 90.0-92.9 C 73.0-76.9 B+ 87.0-89.9 C- 70.0-72.9 B 83.0-86.9 F Less than 70 B- 80.0-82.9 CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact the instructor prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are also required to make individual and/or group appointments with their faculty project advisor on a regular basis. Exams and Final Exam There will be no make-up exam. If you cannot take the exam on the scheduled day, it must be taken prior to the scheduled exam day. Communication (E-mail and UB Learns) Any e-mail communication must be through your UB e-mail account. All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use. Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (i.e. severe documented illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed the exam (B- or better) and assignments up until the time an incomplete is formally requested. The student should be aware that an Incomplete in this course may jeopardize graduating in the Spring of the following semester. Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit the assignment at the start of class on the designated date will result in the loss of 2% of your grade.


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Lab Requirements None UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:





8







9

COURSE SCHEDULE

Week Date Lecture Topic Assignments

Readings for next week (Portney & Watkins)

Chapters 1 8/29 Course Introduction

Responsibilities for Project Required Components of Research Project Overview of research process Synthesizing your lit review Statement of Problem Rationale or Justification for Study

Meet with group and advisor to consolidate lit review (by 9/12)

1, 7, 32

2 9/5

NO CLASS Rosh Hashanah

Meet with group and advisor.

3 9/12 Statement of Purpose Research Questions & Hypotheses Independent & Dependent Variables & Their Relationship

Statement of Problem (group) (due today) Meet with group and advisor.

3

4 9/19 Introduction to Quantitative Research

Settings Subject

Recruitment Sampling Instruments Procedures &

Protocols

Statement of Purpose and Identification of Independent and Dependent Variables (group) (due today) Meet with group and advisor.

8

5 9/26 Human Subjects Protection Institutional Review Board IRBNet Informed Consent Guest Speaker: Dr. Chris Marks, Administrator of the Social & Behavioral Sciences IRB

Research Questions (group) (due today) Meet with group and advisor.

4


10

6 10/3 Principles of Measurement


15

7 10/10 Surveys & Questionnaires

Copy of SBSIRB or HSIRB Human Subjects Certification form (individual) (due today) Meet with group and advisor.

8 10/17 EXAM 1 (on lectures from 8/29-10/3)

Meet with group and advisor. 5

9 10/24 Reliability

Procedures and Questionnaires (group) (due today) Meet with group and advisor.

6

10 10/31 Validity


11 11/7 Qualitative Research Guest Speaker: Dr. Susan Nochajski, OT Program Director

Meet with group and advisor. Readings to be assigned

12 11/14 Qualitative Research, cont. Guest Speaker: Dr. Susan Nochajski, OT Program Director


13 11/21

EXAM 2 (on lectures from 10/10-11/14)

14 11/28 NO CLASS Fall Break/Thanksgiving


15 12/5 Grant Writing Disseminating Research Results

Meet with group and advisor to finalize proposal and presentation.

Tues. Dec. 10

Oral Presentations of Project Proposals (groups) Dec. 10: 8:30 am -12:30 pm

Final Written Proposal & Consent/Assent forms (group) (due today)


1


PROJECT GUIDANCE

Semester: Spring 2014 Day and Time: Mondays 3:00 – 5:50 PM Units: 3 Location: DFN 5 & Computer lab in Kimball Tower (some week) Instructors: Dr. Machiko R. Tomita Dr. Susan M. Nochajski 631 Kimball Tower 526 Kimball Tower 829-6740 829-6942 [email protected] [email protected] Office Hours: By appointment Teaching Assistant: Sujata Nair, 618 Kimball Tower, [email protected] COURSE DESCRIPTION

In this course students will learn about qualitative and quantitative data analysis. For qualitative analysis, students will learn data analysis techniques and use them on existing data. For quantitative analysis, the focus will be on introductory statistical analysis and how to use SPSS for data management. Applying the learned skills, students will work on analyses of data collected for their masters project. Students will also make an aural presentation of the final project. As part of this course, students will be required to participate in the scheduled Rehabilitation Science seminars or other seminars that are relevant to students’ research interest.

PREREQUISITE COURSES OT 563 and OT 506 COURSE RATIONALE/RELATIONSHIP TO CURRICULUM DESIGN

This course, which is designed for occupational therapy students in the 5th year of the BS/MS program, will provide further information of statistical methods and practical skills of data analyses through working on secondary data analyses, simulated data creations and analyses, and attending scheduled seminars within or outside the Department of Rehabilitation Since. This course builds on the research project the students developed in OT 563/506 and completes the project without or with actual data collection. Uniqueness of this course is that students will conduct qualitative data analyses. Although qualitative research is not emphasized in the curriculum in the OT program, this course will introduce its concept and method.


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COURSE OBJECTIVES AND ACOTE ACCREDITATION STANDARDS:

Objectives Upon completion of this course, the student will be able to:

ACOTE Standard


Assessment Method

1. Create a SPSS database. B. 8.8 Lab Assignment 2. Identify validity of data in the

database. B. 8.6 Lecture Exam

3. Conduct descriptive statistics and graphical presentation.

B. 8.8 Lecture Lab

Assignment

4. Conduct univariate and multivariate analyses.

B.8.8 Lecture Lab

Exam

5. Read and interpret results. B.8.8 Lecture Assginment Exam

6. Present a complete research study B.8.8 Lecture Presentation 7. Critique qualitative research

studies B.8.5 Readings

Class Activity Discussion

Assignment

8. Understand qualitative approaches used in interpreting and reporting data

B.8.4 B.8.5

Lecture Discussion

Assignment

9. Analyze a qualitative data set B.8.4 Reading Lecture Class Activity

Assignment

10 Understand qualitative approaches used in interpreting and reporting data

B.8.4 B.8.5

Lecture Discussion

Assignment

ACOTE STANDARDS B.8.4 Understand and use basic descriptive, correlational, and inferential quantitative statistics and

code, analyze, and synthesize qualitative data. B.8.5 Understand and critique the validity or research studies, including their design (both

quantitative and qualitative) and methodology. B.8.7. Participate in scholarly activities that evaluate professional practice, service delivery, and/or

professional issues (e.g. Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning).

B.8.8 Demonstrate skills necessary to write a scholarly report in a format for presentation or publication.

REQUIRED READINGS There is no reading text for this course. Highly Recommended: Portney and Watkins, Foundations of Clinical Research 3rd ed.


3

COURSE REQUIREMENTS & ASSIGNMENTS 1. Attend lecture (14 weeks) 2. Attend 5 Rehabilitation Science seminars or other relevant research seminars. 3. Complete 5 SPSS tasks 4. Complete a critique of a qualitative article (Homework Assignment) 5. Complete analysis of a qualitative data set (Homework Assignment) 6. Take 1 exam 7. Complete a project paper. 8. Present a complete group project using Power Point.

GRADING

A 90.00 - 100 B+ 85.00 - 89.99

B 80.00 - 84.99 C+ 75.00 - 79.99 C 70.00 - 74.99 D 60.00 -69.99 F 59% or less


Attendance (1 points each x 14 ) Individual 14 points SPSS in-class task (1 points x 5) * Individual 5 points

Seminar attendance (1 points x 5)* Individual 5 points Homework for Qualitative research (10X2) Individual 20 points Exam Individual 12 points Paper (results and data) Group 8 points Paper (discussion) Group 8 points

Report of a group final project* Group 20 points PP presentation of the final product Group 6 points Course evaluation Individual 2 points Total: 100 points

* Late assignment will not be accepted.

CLASS POLICIES Class Attendance and Absences Attendance is very important and required. If you miss a class, you should rely on your friends

for missed material. The instructor and TA are not responsible to teach the missed class material individually. Prior to the start of class, students are required to inform absence to the instructor. If the reason is legitimate (illness, accident, etc.), a point will not be subtracted.

In addition, tardiness more than 15 minutes will not be given a point for attendance. If tardiness occurred three times, then it is considered as one absence.


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Exams and Final Exam If students cannot take exams on a scheduled date, they can make arrangements with to

instructor to take them prior to the scheduled date.

Communication (Email and UB Learns) Students are expected to read their UB e-mail account and check UB learns regularly and prior

to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All students are required to access UB Learns for assignments, class handouts, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Students are responsible for printing out handouts for classroom use.

Any communication devices should be turned off. If it is necessary to use it, use a silenced

alarm, with the instructor’s permission. Incomplete Grades Incomplete grades will not given. Late Assignments Late assignments will not be accepted. Site Visits and Lab Visits: None Lab Requirements For quantitative analysis, students are required to be present at labs and perform tasks

individually. Lab Competencies

In each computer lab, a task will be given and in class tasks will be completed for points. POLICY REGARDING ABSENCES, ATTENDANCE, ASSIGNMENTS, EXAMS AND UNIVERSITY POLICY ON INCOMPLETES IN THE COURSE: Class Attendance and Absences: Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact the instructor prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are also required to make individual and/or group appointments with their faculty project advisor on a regular basis. When absence occurs due to an emergency situation, the letter of explanation with proof must be submitted. Exam: There will be no make-up exam. If you cannot take the exam on the scheduled day, it must

be taken prior to the scheduled exam day. Policy on Incomplete Grades for the Course: Incomplete grades will be given only if there are

extenuating circumstances (i.e. severe documented illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed the exam (B- or better) and assignments up until the time an incomplete is


5

formally requested. The student should be aware that an Incomplete in this course may jeopardize graduating in the Spring 2009.

University Policy on Incomplete Grades: According to university policy, an interim grade of

Incomplete (“I”) may be assigned if the student has not completed all requirements for the course. The “I” will be accompanied by a default grade (U) that will become the permanent course grade of record if the “I” is not changed by formal notice by the instructor upon the student’s completion of the course.

Assignment of an interim “I” is at the discretion of the instructor. A grade of “I” is to be assigned

only if successful completion of unfulfilled course requirements can result in a grade better than the default grade; the student should have a passing average in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled.

The default grade will become the grade of record if the “I” is not replaced by a permanent grade

within twelve (12) months after the close of the semester for which the “I” was assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date

for completion is set, the instructor will inform the student thereof in writing or by electronic mail.

A student may not re-register for any course in which the student has an interim “I”. When a student

graduates, an “I” grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a BS in a BS/MS program, any course for which the student has an interim grade of “I” that is not included in the courses constituting the student’s degree program will be excluded from this provision, but will remain subject to the maximum time limits.

For all graduate courses, the default grade accompanying an interim grade of “I” will be “U”.

Neither “A”, “P” nor “S” will be assigned as a default grade. Note from the OT Program: A grade of “I” is not considered a passing grade. Therefore, courses

for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program.

Disability Policy: If you have any disability which requires reasonable accommodations to enable

you to participate in this course, please contact the Office of Accessibility Resources (OAR), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. OAR will provide you with information and review appropriate arrangements for reasonable accommodations.


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Academic Integrity: Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of zero (0) for an assignment and/or failure in a course.

Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to

the following examples:

Submission: The use of material previously submitted in whole or in substantial part in another course, to satisfy academic requirements, without prior and expressed consent of the instructor.

Plagiarism: Copying material from a source or sources and submitting this material as

one’s own without acknowledging the particular debts to the source (quotations, paraphrases, basic idea), or otherwise representing the work of another as one’s own.

Cheating: Receiving information from another student or other unauthorized source or

giving information to another student with intention to deceive while completing an examination or individual assignment.

Falsification of academic materials: Fabricating laboratory materials, notes, all forms

of computer data, and reports; forging the instructor’s name or initials; or submitting a report, paper, materials, computer data or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

Procurement: Distribution or acceptance of examinations, laboratory results, or

confidential academic materials without prior and expressed consent of the instructor. Course Outline and Schedule

Subject to change

Class Date Lecture and Seminar SPSS/ Qualitative Analysis Content and due

1 1/27

Introduction to the Course (Nochajski)

2 2/03 Critiquing Qualitative Research (Nochajski)

Readings will be posted on UB Learns

3 2/10 Qualitative Data Analysis Part 1 (Nochajski)

Article Critique Due

4 2/17 Qualitative Data Analysis Part 2 (Nochajski)

Preliminary Data Analysis Due

5 2/24 Coding and data entry for demographics (Tomita)

Data will be provided in class SPSS data entry and useful functions


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6 3/03

Data entry, analysis, and interpretation for 2 independent group compassion

SPSS: Independent t-test, Mann Whitney

7 3/10 Data entry, analysis and interpretation for 2 paired group compassions

SPSS: Paired t-test, Wilcoxon Signed ranks tests

8 3/17 No Class-spring recess

9 3/24 Data entry, analyses and interpretation for 3 independent groups

SPSS: One-Way ANOVA, Kruskal-wallis one-way ANOVA

10 3/31 Data entry, analyses and interpretation for 3 dependent groups

SPSS: Repeated Measures ANOVA with contrast, Friedman test Completion of data collection and data entry

11 4/07

Data entry, analyses and interpretation for correlation And chi-square How to write result section

SPSS: Correlation and chi-square

12 4/14 How to write discussion section

Due date for Result section

13 4/08 Q and A session Due date for Discussion

14 4/21 Exam for quantitative data analyses and SPSS

15 4/28 Group project podium presentation Due for the final paper

16 5/05 Group project poster presentation (For independent study)

Principles of Occupational Therapy with the Physically Disabled OTD 517

State University of New York at Buffalo

Department of Rehabilitation Science Occupational Therapy Program

Fall 2013 3 Units

Lecture Tuesday: 9:00-12:00

Room: Diefendorf 5

Instructor:

Mary A Matteliano PhD, OTR/L

Office hours: Tuesday: 12:00- 2:00 or by appointment

Office:

Kimball 624

Telephone: Email:

(716) 829-6728 [email protected]

COURSE DESCRIPTION This course is designed to familiarize students with current theories and practice applied in the area of occupational therapy for individuals with physical disabilities. The course will present an understanding and appreciation of contemporary occupational therapy theoretical basis, clinical practice, and research in the physical dysfunction domain. With the growth in theoretical development, clinical sophistication in occupational therapy, and the current health care climate, it is important for advanced practitioners to have an understanding of the dynamic relationship between theory, research, and clinical practice. Students will develop the ability to expand their current knowledge base and integrate such knowledge into clinical applications. Additionally, students will gain an understanding of how to address issues associated with an individual’s adjustment to a newly acquired physical disability. Each student will be expected to critically examine OT practices in the area of physical dysfunction in terms of the underlying theoretical principles, assumptions and beliefs, current evaluation/measurement tools, and research evidence (evidence-based practice and outcomes) for clinical effectiveness. Course Objectives B.3.1, B.3.3 Describe major theoretical principles/models (or conceptual framework) that underlies the occupational therapy interventions used with patients with physical disabilities. B. 4.2, B.4.3 Select assessments based on client needs and use appropriate procedures and protocols when administering assessments.

B.4.4 & 4.6 Evaluate and develop a client’s occupational profile and examine client factors, performance patterns, context, and performance skills using standardized and non-standardized assessments. Interpret test scores and understand standard and criterion scores, reliability and validity. B.5.1 Develop treatment interventions that reflect a thorough understanding of theoectical approaches, models of practice, evidence based intervention plans based on the client’s occupational profile and individual factors and contexts. B.5.6 & 5.8. Develop treatment strategies for individuals with neurological, cognitive, perceptual, musculoskeletal, and behavioral impairments. B.5.17 Develop community interventions for clients and families. B.6.1 Evaluate and address the various contexts of health care as they relate to the practice of occupational therapy. B.8.2 Discuss research needs for further development of knowledge in OT intervention for individuals with physical disabilities. B.8.3 Discuss the concepts and components of evidence-based practice. B.8.5 Analyze relevant research findings/studies to theoretical and clinical knowledge of occupational therapy intervention for individuals with physical disabilities Program Competency Learning

Objectives Instructional Method

Assessment Method

Describe major OT theoretical principles/models

Discuss and analyze the major theoretical principles/models

Lecture, Assigned readings, Group discussions

Written Assignment

Identify beliefs and assumptions on which the therapeutic process is based

Discuss and analyze the beliefs and assumptions on which the therapeutic process is based


Written Assignment

Demonstrate familiarity with the assessments and treatment approaches

List and analyze assessments and treatment approaches specific to OT treatment of physical disabilities


Oral presentation, clinical assessment and treatment Written Assignment

Identify research needs for further development of knowledge OT intervention

Discuss and analyze research needs for further development of OT assessment and intervention


Oral presentation Written Assignment

Identify concepts and components of evidence-based practice

Discuss and analyze specific intervention

Lecture, Assigned readings,

Oral presentation

and assessments by evidence-based practice

Group discussions Written Assignment

Relate relevant research findings/studies to theoretical and clinical knowledge

Discuss and analyze relevant research findings/studies to theoretical and clinical knowledge


Oral presentation clinical assessment and treatment Written Assignment

Required Text

Ralston, Aron (2004). 127 Hours: Between a rock and a hard place. New York, NY: Atria Paperback.

Additional Readings Online resources will be made available to students through UBlearns. Students are required to be able to access AOTA’s Evidence-Based Practice and Research through student membership. Communication (E-mail and Blackboard) Students are expected to read their UB e-mail account and UB Blackboard regularly and prior to every class for important information and updates. Any communication between students and instructor via e-mail should be through the UB e-mail account. UB Learns: Internet Access All students are required to access UB Learns for assignments, classroom handouts, discussions, and announcements. Students should frequently access their classroom website for updates and changes in assignments. Web site address: http//ublearns.buffalo.edu. Class Attendance Attendance is considered mandatory. Students must contact the instructor 24 hours prior in the case of exceptional circumstances that result in lateness or absence. Absence from class under these circumstances will not excuse the student from any required assignments. Technology The instructor encourages the use of technology to enhance the learning environment. Technology that is misused in the classroom will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, answering emails, or using the computer for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session.

Assignment Grading Assignments will be graded according to posted rubrics. If a student or group submits an assignment that falls below the instructor’s expectations (i.e. careless spelling and grammar errors, failure to use APA format appropriately, missing content on major parts of the assignment) they will receive the assignment back as ungraded and unacceptable. Students will be provided with five days to remediate the assignment with 10% taken off their final grade for failure to hand in exemplary work the first time. Late Assignments Students will be expected to submit all assignments to the instructor by the start of class on the day it is due. Most assignments will be uploaded to UBlearns but the instructor will specify on the assignment instructions. Failure to complete the assignment on the designated date will result in a reduced grade for that particular assignment. Unless discussed with the instructor prior to the due date, any assignments submitted after the end of class will be considered late (5 points deducted per day). Late is defined as after the end of class on the due date. Participation Students will be graded on class participation using a variety of methods. Participation in class discussions will be graded as observed by the instructor. In particular, students will receive credit for participation if they are able to discuss assignments and readings with thoughtfulness and insight demonstrating a clear understanding of content and its applicability to various contexts which enhances the learning environment for all classroom participants. Students will be asked to submit a peer review for case study groups and group assignments if a group member is unavailable or fails to contribute to the group process. If there is more than one member participating in the final clinical project, groups will divide the assignment equally among members and highlight the contributions of each member within the assignment. E.g., for the literature review/progress report assignment, group members will assign duties to each member and detail which parts of the assignment were completed by each member. The group grade for the assignment may be adjusted for each member of the group according to their contribution. Group members must be available to meet with their members outside of class time and participate in each and every meeting and clinical appointment. Group participation includes using Google docs for assignments and demonstrating ability to work as a group online. If a student is repeatedly not available to meet with their group, slows the groups’ progress by not being prepared or following up on duties, they will be removed from the group and required to complete their project independently. Students with Disabilities If you have a disability, (physical or psychological) and require reasonable accommodations to enable you to participate in this course, such as note takers, readers, or extended time on exams and assignments, please contact the Office of Disability Services (ODS), 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. ODS will provide you with information and review appropriate arrangements for reasonable accommodations.

UNIVERSITY STATEMENT ON THE PRINCIPLE OF ACADEMIC INTEGRITY The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others’ academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments. Academic dishonesty includes, but is not limited to, the following: Previously submitted work: Submitting academically required material that has been previously submitted -- in whole or in substantial part -- in another course, without prior and expressed consent of the instructor. Plagiarism: Copying or receiving material from any source and submitting that material as one's own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one's own. Cheating: Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and Pads), with the intent to deceive while completing an examination or individual assignment. Falsification of academic materials: Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor's name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor's authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment. Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official document, record, or instrument of identification. Confidential academic materials: Procurement, distribution or acceptance of examinations or laboratory results without prior and expressed consent of the instructor. Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement. Purchasing academic assignments: No person shall purchase an academic assignment intended for submission in fulfillment of any course or academic program requirement. Additional information on the university’s academic integrity policy can be found at: http://undergrad-catalog.buffalo.edu/policies/course/integrity.shtml Course Requirements

1. Required readings completed for the class on the date assigned 2. Active participation in class and online discussions and activities 3. Completion of in-class and out of class assignments 4. Ability to work in student groups using Google docs

The format of this course is lecture, discussion/seminar and independent study. The success of the course will depend upon all class members having read the assigned material and participating in class discussions/presentations. Students are expected to focus on a specific disability of interest, examine available assessment tools, and explore evidence-based practice for that particular disability.

STUDENT GRADE DETERMINATION - Total points 165 GRADE PERCENT TOTAL POINTS A 93-100 153-165 A- 90- 92.99 149-152 B+ 87- 89.99 144-148 B 84- 86.99 139-143 B- 80- 83.99 132-138 C+ 77-79.99 127-131 C 74-76.99 122-126 C- 70-73.99 116-121 D 66-69.99 109-115 F 65 or less 108 or less Please be aware that grades are not rounded-up. Course Assignments Assignment Due Date Points Percentage

Assignment: Life, Support, Music

9/4-9/8 10 6%

Assignment: 127 Hours 9/25-9/29 10 6%

Case Studies (group): 6 topics

15 each 90 total

9% each 54% total

Clinical Project: Progress Report & Literature Review

11/12 20 12%

Clinical presentations 11/26 & 12/3 30 19%

Participation 5 (peer ratings, clinical supervisor report, instructor observation, online discussion)

3%

Total 165 100% (rounded)

Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (C or better) up until the time an incomplete is requested. Please refer to the Occupational Therapy Program Student Handbook for program policy on

incomplete grades and the Undergraduate Catalog (http://undergrad-catalog.buffalo.edu/policies/grading/explanation.shtmlr) for university policy on incomplete grades.

LECTURE SCHEDULE

Lecture Date Tuesday

Lecture Topic Readings Assignments

Aug 27 Introduction Course Overview WHO Report on Disability & Rehabilitation Personal and Social Adaptation

On-Line Handouts Dr. John Stone

Class discussion on WHO report

Sept 3 “Life, Support, and Music” Assignment: Life, Support, and Music On-Line Discussion Questions (9/4-9/8)

Sept 10 Rehabilitation Measures & Outcomes: The Evidence

On-Line Handouts

*Selection of group assessment/treatment Stroke Case Study (due 9/17)

Sept 17 Stroke: Measurement, Treatment, Evidence On-Line Handouts

TBI Case Study (due 9/24)

Sept 24 TBI: Measurement, Treatment, Evidence On-Line Handouts

Assignment: Online Discussion: 127 Hours (9/25-9/29) SCI Case Study (due 10/1)

Oct 1 SCI: Measurement, Treatment, Evidence On-Line Handouts

Oct 8 Pain Management, CRPS, Spasticity: Measurement, Treatment, Evidence

On-Line Handouts

Read assigned readings prior to class Neuro Case Study (due 10/15)

Oct 15 Neurodegenerative Disease: Measurement, Treatment, Evidence

On-Line Handouts

Oct 22 Cognition/Visual Perception: On-Line Handouts

Guest: Dr. Michele Youakim Cognition Case Study (due 10/29)

Oct 29 More on cognition/visual perception: Measurement, Treatment, Evidence

On-Line Handouts

Community Case Study (due 11/5)

Nov 5 Community Integration: Measurement, Treatment

On-Line Handouts

Nov 12 Progress reports: meet with instructor- schedule time

Progress report and literature review due

Nov 19 No class Student groups working on presentations

Nov 26 Clinical presentations

Dec 3 Clinical presentations

Note: All assignments except the in class assignments are to be written following APA format including, but not limited to, cover page, double spacing, one-inch margins, pages numbers and running head, citations in text, and a reference page; citations and references must also be in the proper APA format. Clinical Project contact information: Maria McLaughlin, OTR/L ECMC (8th floor): 898-5040 - M, T, and TH E-mail: [email protected] Janice Moffett, OTR/L ECMC (outpatient): 898-3896 Email: [email protected] Lisa Cazes DeGraff Hospital Lisa Cazes [email protected]

University at Buffalo OTD 532/RSC 514 Fall 2013

1

UNIVERSITY AT BUFFALO OTD 532/RSC 514

SOCIETAL IMPACT ON PERSONS WITH DISABILITIES

Fall 2013 Online Course 3 Units

Instructor: Susan M. Nochajski, Ph.D., OTR/L Office: Kimball 526 Telephone: 829- 6942 E-Mail Address: [email protected] “Virtual” Office Hours: Tuesday and Thursday from 2:00 to 3:00 PM During “virtual” office hours, you can expect an almost immediate response to your email; at other times, I will respond as soon as possible, but usually within 24 hours, Monday through Friday, less frequently on weekends. “Real” Office Hours: By Appointment COURSE DESCRIPTION This course examines how various aspects of disability policy facilitate or restrict the fulfillment of roles associated with full participation in society by persons with disabilities. An on-line discussion format is used to explore a variety of areas including: (1) the development of disability policy; (2) the meaning of disability to persons with disabilities and others in society; (3) the involvement of persons with disabilities shaping policy; (4) the cultural, political, and economic influences on disability; (5) the impact of disability the fulfillment of a person’s societal roles; and (6) research issues related to the impact of society on persons with disabilities. COURSE RATIONALE Historically, persons with disabilities have been viewed as being incapable of achieving roles associated with full participation in their community. Rehabilitation researchers and professionals need to be aware of the various influences, attitudes, and policies that facilitate or impede the full inclusion of persons with disabilities. This understanding is necessary so that rehabilitation professionals and persons with disabilities can work collaboratively to foster their full participation in society.


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COURSE OBJECTIVES, INSTRUCTIONAL AND ASSESSMENT METHODS

Learning Objectives Upon completion of this course, the student will be able to:

ACOTE Standard*


Assessment Method

1. Discuss the development of disability policy

B.3.4. Readings Participation in Online Discussion Board Online PowerPoint Presentation

Quality of Online Discussion Discussion Summary Exam based on Readings

2. Discuss the history of disability in the context of changing rehabilitation paradigms



3. Conceptualize research questions and methodologies for research at the societal or participation level


Quality of Online Discussion Written Research Agenda Assignment Discussion Summary Exam based on Readings

4. Discus the impact of societal attitudes related to persons with disabilities

B.3.4 B.4.7

Readings Participation in Online Discussion Board Online PowerPoint Presentation

Quality of Online Discussion Activity on Attitude Measurement Discussion Summary Exam based on Readings


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5. Discuss the meaning of disability from intrapersonal and interpersonal perspectives.

B.2.9 Readings Participation in Online Discussion Board Online PowerPoint Presentation

Quality of Online Discussion Written Assignment on the Autobiography of a Person with a Disability Discussion Summary Exam based on Readings

6. Discuss the impact of legislation, court decisions, and other political factors on activity and participation of persons with disabilities

B.6.2 Readings Participation in Online Discussion Board Online PowerPoint Presentation

Quality of Online Discussion Activity on ADA Court Cases Discussion Summary Exam based on Readings

7. Discuss the impact of empowerment, self-advocacy, and the independent living movement on disability

B.3.4


Quality of Online Discussion Activity on Quality of Life Assessment Discussion Summary Exam based on Readings

8. Discuss the impact of disability on vocation, education, relationships, and health care

B.6.1.




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9. Discuss the impact of economic/health policy on disability


Quality of Online Discussion Activity on Ethical Issues Discussion Summary Exam based on Readings

ACOTE STANDARDS * ACOTE Standards are relevant for graduate students in the BS/MS and Post-professional MS Programs in Occupational Therapy

B.2.9 Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and the prevention of injury and disease considering the context (e.g. cultural, physical, social, personal, spiritual, temporal, virtual) and environment.

B.3.4 Analyze and discuss how occupational therapy history, occupational therapy theory, and the sociopolitical climate influence practice.

B.4.7 Consider factors that might bias assessment results such as culture, disability status, and situational variables related to the individual and context.

B.6.1 Evaluate and address the various contexts of health care, education, community, political, and social systems as they relate to the practice of occupational therapy.

B.6.2 Analyze the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for the practice of occupational therapy.

B.8.1 Articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession of occupational therapy.

COURSE FORMAT The content of this course will be divided into eight units. In general, for each unit, students will:

(1) Complete a “pre-unit” reflection activity (when assigned) which will “set the stage” for the topic prior to reading any of the materials;

(2) Complete the required readings and review the online PowerPoint “lecture” and/or video clips;


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(3) Respond to the initial discussion questions posted by the instructor in each unit; (4) Comment on the responses to discussion questions posted by classmates; (5) “Facilitate” the online discussion by posting additional questions; (6) Prepare discussion summaries (as assigned) and review discussion summaries

posted by others; (7) Complete individual and group activities and assignments.

COURSE REQUIREMENTS This course utilizes an on-line seminar format and students are expected to read the required articles and review the unit materials so that they can actively participate in the online discussions. Listed below are the specific course requirements:

1. Required readings completed for each unit in a timely manner; 2. Active participation in on-line discussions; 3. Completion of all assignments; 4. All assignments are to be written using the guidelines found in the Publication

Manual of the American Psychological Association – 6th Edition, generally referred to as APA format. Students are strongly encouraged to purchase and use the manual. Online information about APA format can be found at the following websites:

http://www.apastyle.org/ http://owl.english.purdue.edu/owl/resource/560/01/

REQUIRED READINGS There are no required texts for this course. However, students will be required to read an autobiography of a person with a disability. This book can be selected from a list to be provided online or be of the student’s own choosing (with approval of course instructor). Books can be purchased through amazon.com or can be borrowed from the UB Libraries, Erie County Public Library, or the course instructor. Required readings will be found in three locations:

1. posted on-line in the Course Documents section of UB Learns 2. in on-line journals available through the UB Libraries 3. various websites

Additional readings may be assigned throughout the semester. Check the Announcements section on UB Learns for information related to any additional required readings. ASSIGNMENTS AND CLASS ACTIVITIES Assignment 1: Autobiography of Person with a Disability: In order to gain an understanding of the personal meaning of disability, each student will read an autobiography of a person with a disability. Each student will post a brief synopsis of the book on-line by 9:00 PM on September 25, 2013 and submit a written


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report by the same date and time. Guidelines for the written report will be posted in the Assignments section of UB Learns. Assignment 2: Research Agenda Paper: Relatively little research has been conducted addressing issues pertinent to persons with disabilities at the “societal” level. In this assignment, students will identify an area of needed research, present a brief overview of a potential research study, and discuss the rationale and potential impact of the proposed study. The paper is due no later than 9:00 PM on December 1, 2013. Guidelines for the written report will be posted in the Assignments section of UB Learns. On-Line Discussion: Students are expected to be active participants in the on-line discussion including responding to initial questions, commenting on responses of classmates, and posting new questions. Additional guidelines will be posted in the Assignments section of UB Learns. Discussion Summary: Students will be assigned one or two discussion summaries throughout the course of the semester. Additional guidelines will be posted in the Assignments section of UB Learns and the instructor will complete the first summary as an example. Activities: Throughout the semester, students will be assigned a variety of activities that will supplement the material in each of the units. Additional guidelines will be posted in the Assignments section of UB Learns. Final Exam: There will be a final exam, consisting short written responses which will be based on the required readings. The exam will be made available to students on December 7, 2013 and will be due no later than 9:00 PM on December 16, 2013. Course Evaluation: Students are expected to complete the online course evaluation. Information about the course evaluation will be sent to students by the Office of Academic and Student Affairs, School of Public Health and Health Professions. GRADING Course grades will be determined by the total number of points earned as follows: A 202-215 B- 166-171 A- 194-201 C 151-165 B+ 185-193 D 140-150 B 172-184 F <140


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Points earned in the course will be based as follows: Evaluation Due Date Points Activities Ongoing throughout

the semester

30

Online Discussion Ongoing throughout the semester

80

Discussion Summary As Assigned

10

Autobiography of a Person with a Disability Research Agenda Paper Final Exam

9/25/13 12/1/13 12/16/13

25 40 30 __ 215 Total Points

COMMUNICATION (E-MAIL AND UB LEARNS)

Students are expected to read their UB e-mail and check UB Learns regularly for important information and updates. Any e-mail communication must be through your UB e-mail account.

POLICY REGARDING ASSIGNMENTS AND AN INCOMPLETE IN THE COURSE

Late Assignments

All assignments are due at the specified time on the designated date. Students will be penalized 5% of the total points for the assignment for each day the assignment is late if prior approval for late submission is not obtained from the instructor.

Policy on Incomplete Grades for the Course Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work prior to requesting an incomplete. A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail.


8

DISABILITY POLICY If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the course instructor and the Office Accessibility Resources (OAR), 25 Capen Hall, 645-2608 during the first week of class. OAR will provide you with information and review appropriate arrangements for reasonable accommodations. ACADEMIC INTEGRITY Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Students should review the section of the APA Manual related to plagiarism and the proper format for quoting, paraphrasing, and citing material. Plagiarism is a serious offense and will be dealt with accordingly. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:









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University at Buffalo OTD 551 Fall 2013

1

UNIVERSITY AT BUFFALO OTD 551

THEORY OF OCCUPATION

Semester Fall 2012 Units 2

Lecture Wednesday, 2:00 – 3:50 PM

Labs Not Applicable

Location Diefendorf 202

Instructor Susan M. Nochajski, PhD, OTR/L

(Course Coordinator) Mary Matteliano, Ph.D., OTR/L (Course Coordinator)

Office Kimball 526 Kimball 624 Telephone 829-6942 829-6728 Email [email protected] [email protected] Office Hours Office hours are by appointment. This course is team taught by several

faculty members. Students should contact a course coordinator for any general questions pertaining to the course and each specific faculty member presenting the lecture for questions related to content.

COURSE DESCRIPTION The Occupational Therapy Practice Framework (OTPF) and several occupation-based theories, models, and frameworks guide occupational therapy practice and research. However, as occupational therapy practice changes and new practice areas emerge, such as public health, there is a need for occupational therapists to be knowledgeable about theories from other disciplines that complement occupational therapy research and practice, particularly those theories related to health and wellness and health promotion. In this course, students will gain an understanding of public health and its relationship to occupational therapy. Various theories related to public health and health behavior will be presented and their relevance to occupational therapy practice and research will be discussed. As part of this course, students will also complete a series of 12 online modules that will provide them with a basic knowledge of public health and an understanding of the ways in which occupational therapy contributes to public health goals. PRE-REQUISITE COURSES OT 560 and OT 561 or Acceptance into the Post-professional MS program.


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COURSE RATIONALE The masters’ level practitioner is expected to influence growth and change in the profession of occupational therapy. As such, a substantial ability is needed to analyze, synthesize, and articulate the theoretical foundations of occupational therapy interventions, including those theories from other disciplines that influence OT practice. RELATIONSHIP TO CURRICULUM DESIGN This graduate course builds on the material covered in OT 381: Occupational Therapy Theory, and builds on the students’ fieldwork experience with a focus on public health to allow for a more in-depth study of theories and models that are complementary to occupation-based theories. Students will explore relationship of these theories and models to occupational therapy practice and research, in particular, the critical analysis of the relationship of human occupation and occupational function, dysfunction, and adaptation as it relates to promotion of health. Students will have the opportunity to analyze and discuss numerous conceptual practice models underlying occupational therapy practice and research. In this way, students will be challenged to expand their view of occupational therapy intervention to understand how OT, which meets the unique needs of individuals, also addresses the needs of populations and the general health and quality of life of the public This experience will help students develop a conceptual framework for master's level project or thesis, and will assist them in promoting physical and mental health in individuals and populations. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Discuss and utilize the various theories that contribute to the development of occupational science, occupational therapy, and occupational therapy practice.

B.3.1 Readings Lecture Discussion


2. Discuss the assumptions and concepts of occupation underlying occupational science and how this impacts occupational therapy practice and research.


Class Discussion Exam Written Assignments

3. Discuss the relationship between theory, models, and the development of new knowledge related to occupational therapy practice.




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4. Discuss theory development in occupational therapy and how historical, sociocultural, and political events influence how occupational therapy is practiced nationally and internationally.

B.3.4 B.3.6

Readings Lecture Discussion


5. Discuss the assumptions, concepts and intervention strategies of theoretical and conceptual models used in occupational therapy in relation to occupational function, dysfunction, and adaptation.



6. Compare and contrast theories, models of practice, and frames of reference that are used in occupational therapy practice, including evaluation and intervention.

B.3.2 B.3.3

Readings Lecture Discussion


7. Develop an understanding of a broad range of theories that are applicable to occupational therapy practice and research.



8. Articulate the relationship between various theories and the Occupational Therapy Practice Framework (OTPF).



9. Describe the relationship between the OTPF and the International Classification of Functioning, Disability, and Health (ICF).



10. Describe how occupational therapy intervention theory and models may be used to impact the health of the community.

B.2.4 B.5.15

Public Health on-line modules

Module text questions

ACOTE STANDARDS

B.2.4. Articulate the importance of balancing areas of occupation with the achievement of health and wellness.

B.3.1 Describe theories that underlie the practice of occupational therapy.


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B.3.2 Compare and contrast models of practice and frames of reference that are used in occupational therapy.

B.3.3 Discuss how theories, models of practice, and frames of reference are used in occupational therapy evaluation and treatment.

B.3.4 Analyze and discuss how history, theory, and the sociopolitical climate influence practice.

B.3.6 Discuss the process of theory development and its importance to occupational therapy.

B.5.15 Develop and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.

REQUIRED READINGS TEXTBOOK Scaffa, M.E., Reitz, S.M., & Pizzi, M.A.(2010). Occupational therapy in the promotion of health

and wellness. Philadelphia: F.A. Davis Company. The text is available at the University Bookstore, Harriman Hall, South Campus. This text will also be used during the Spring 2014 semester for OT 509. ADDITIONAL READINGS Readings will be listed in the Course Schedule and posted on UB Learns. COURSE REQUIREMENTS & ASSIGNMENTS Students are expected to attend all classes and be prepared to actively participate in the class discussions and activities. All required readings are to be completed before the class for which they are assigned. The required readings are listed in the course schedule and, if not in the text, will be posted on UB Learns. Assignment I – Assignment focuses on Theories of Aging Details will be posted in the Assignment section of UB Learns. Assignment II - Assignment focuses on the Kawa Model of Culture Competency. Details will be posted in the Assignment section of UB Learns. All students must complete the Public Health Modules as part of this class in order to successfully complete the course. Additionally, content from the modules may be included on the Exams 1 and 2. Students are also expected to complete the online course evaluations at the end of the semester.


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GRADING Course grades will be based as follows: Due Date Points Attendance and Participation Ongoing 10 Exam 1 October 16 30 Exam 2 – Part 1 December 4 30

(Total for Part 1 and Part 2)

Exam 2 – Part 2 (Take Home) December 11 Assignment I October 2 15

Assignment II November 13 15


Letter Grade


Percentage

A 93-100% C+ 77-79.99% A- 90-92.99% C 70-76.99% B+ 87-89.99% D 63-69.99% B 83-86.99% F < 63% B- 80-82.99%

Please be aware that grades are not rounded-up. CLASS POLICIES Class Attendance and Absences Class attendance and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me and the scheduled lecturer prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance.

Exams and Final Exam Students are expected to be present for all examinations. In the case of exceptional circumstances that prevent a student for taking an exam as scheduled, you must contact me prior to the start of class (either by email or by leaving a telephone message). An alternate exam is at the discretion of the instructor.

Communication (E-mail and UB Learns) Students are expected to read their UB e-mail and check UB Learns regularly for important information and updates. Any e-mail communication must be through your UB e-mail account.


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Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (i.e. severe illness) that preclude the student from completing the course. The student must have satisfactorily completed all course work and successfully passed all exams (B or better) up until the time an incomplete is requested.

Late Assignments All assignments are due at the specified time on the designated date. Students will be penalized 5% of the total points for the assignment for each day the assignment is late if prior approval for late submission is not obtained from the instructor. Technology in the Classroom The instructors encourage the use of technology to enhance the learning environment. Technology that is misused in the classroom will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, tweeting, answering emails, or using the computer/smart phone/I Pad for activities not immediately related to class work. Students will be warned once during the semester about using technology inappropriately and after that they will be asked to leave the classroom for that session. Students are responsible to make up the work they missed if asked to leave class or lab. If a student has a need to be available for a phone call that is considered very important, and cannot be delayed, they may leave the room when the phone call is received if they cleared this with the instructor first. UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations.


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Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:










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COURSE SCHEDULE

OTD 551 – FALL 2013

Date Lecture Topic Instructor Readings

Note: Additional readings will be assigned

August 28 Introduction to the Course Overview: OT and Public Health

Matteliano Text: Chapter 4

September 4 (2:00 – 2:50) (3:00 – 3:50)

OT Conceptual Models for Health Promotion; Health Behavior Frameworks Start Online Public Health Modules

Nochajski Text: Chapters 2 and 3

September 11 Applying Theory to Clinical Practice

Schweitzer Readings to be assigned.

September 18 Theories of Aging

Matteliano/Nochajski Readings to be assigned.

September 25 Social Cognition Theory

Tomita Readings to be assigned.

October 2 No Class – Complete Public Health Modules 1-6

October 9 Health Promotion for People with Disabilities Discussion of Public Health Modules 1-6

Nochajski Text: Chapter 18

October 16 Exam 1

October 23

AT Models Lenker Readings to be assigned.

October 30 Cultural Competency/Kawa Model Matteliano/Nochajski Readings to be assigned.

November 6 Clinical Application of the ICF Bauer Readings to be assigned.

November 13

Transtheoretical Model

Fisher Readings to be assigned.


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November 20 Family Systems Theory

Tona Readings to be assigned.

November 27 No Class – Fall Recess

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December 4 Discussion of Public Health Modules 7-12 Exam 2: Part 1

Nochajski

December 11 Exam 2: Part 2 Submitted through Assignment Submission in UB Learns by 5:00 PM on 12/11/13


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UNIVERSITY AT BUFFALO OTE 514

ADVANCED EVALUATION AND TREATMENT PRINCIPLES I: THE HIGH RISK INFANT AND TODDLER

Semester Spring, 2014 Units 3

Lecture Tuesdays 11:00-12:20 Wednesdays 10:00-11:20

Location Lecture: DFN 203 Lab: DFN 5

Instructor Janice Tona, Ph.D., OTR

Office Kimball 625

Telephone (716)829-6741

Email [email protected]

Office Hours Tues. 10:00-11:00; Also available before and after class by appointment

COURSE DESCRIPTION This course is designed to provide the practitioner and researcher with theoretical, clinical, and evidenced based knowledge as it applies to the neonates, infants, and toddlers with disabilities and their families. Emphasis will be placed on the examination of current information and research relating to this population. Models of assessment and intervention commonly used with this population will be explored and analyzed. Legislative issues as well as efficacy of services to this population will be examined PRE-REOUISITE COURSES OT 314, OT 371, OT 381, OT 343, OT 345, OT 352, OT 440, and OT 561, or permission of instructor. COURSE RATIONALE This course focuses on providing the graduate student with the tools to better understand and critically analyze practice with the early intervention population (birth through three years of age) and their families. Provided this foundation, the graduate level student will be able to compare current practice with “best practice“ in regards to evaluation, treatment, and required documentation. The course objectives are addressed through the provision of information in the areas of assessment and intervention, as well as the skills to study and analyze current research issues with this population. RELATIONSHIP TO CURRICULUM DESIGN


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This course builds on introductory information on early intervention service delivery presented in OT 382 and on theories and intervention techniques from GT 440 - Applied Pediatrics courses, allowing for more in-depth application and analysis early intervention principles. Theoretical constructs will be revisited and expanded upon as students examine the literature and are mentored through clinical experiences designed to facilitate evidence based practice. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


Describe the underlying goal of intervention services, models of early intervention and the legislation mandating early intervention.

B.3.2, 6.1, 6.2, 6.4, 6.5, 7.3

Readings, Class discussion; Albany Day experience and discussion

Discussion Questions

Analyze the influence of contextual factors such as Socioeconomic Status and culture on the development of the child and on the delivery of early intervention services.

B. 6.2

Readings, Class discussion;

Discussion Questions

Select, analyze, administer, and interpret screening and evaluation tools for infants and toddlers, that are consistent with the models and theoretical constructs

B.4.1, 4.2, and 4.3

In-class evaluation of children

Evaluation write up

Demonstrate the ability to critique, analyze, and report on current literature that supports or refutes early intervention occupational therapy treatment techniques, practice models, or other early intervention points.

B.6.6, 8.2, 8.3

Readings, Class discussion

Discussion write up


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ACOTE STANDARDS

B.3.2. Compare and contrast models of practice and frames of reference that are used in occupational therapy.

B.4.1. Use standardized and nonstandardized screening and assessment tools to determine the need for occupational therapy intervention. These include, but are not limited to, specified screening tools; assessments; skilled observations; checklists; histories; consultations with other professionals; and interviews with the client, family, and significant others.

B.4.2. Select appropriate assessment tools based on client needs, contextual factors, and psychometric properties of tests. These must be relevant to a variety of populations across the life span, culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.


B.6.1. Differentiate among the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy.


B.6.4. Articulate the role and responsibility of the practitioner to address changes in service delivery policies to effect changes in the system, and to identify opportunities in emerging practice areas.

B.6.5. Articulate the trends in models of service delivery and their potential effect on the practice of occupational therapy, including, but not limited to, medical, educational, community, and social models.

B.6.6. Use national and international resources in making assessment or intervention choices, and appreciate the influence of international occupational therapy contributions to education, research, and practice.


B.8.2. Effectively locate, understand, and evaluate information, including the quality of research evidence.

B.8.3. Use research literature to make evidence-based decisions.

REQUIRED READINGS

TEXTBOOK Clark, G. & Kingsley, K. (2013). Occupational Therapy Practice Guidelines for Early Childhood: Birth through 5 years. Bethesda, MD: AOTA press. ADDITIONAL READINGS will be posted online from: Chandler, B (Ed). (2010). Early Childhood: Occupational Therapy Services for Children Birth to Five. Bethesda, MD: AOTA Press


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And from the American Occupational Therapy Association. All students are required to be members of AOTA. COURSE REQUIREMENTS & ASSIGNMENTS This course will be run as a mastery-learning course. For all major assignments, students must submit initial work on time to receive credit. The instructor will grade all submissions as “acceptable” or “not acceptable”, and feedback will be given. Work will be considered “acceptable” if a grade of 85 or above can be assigned to the work. Work that is “not acceptable” will be returned and students will have one week to make changes and resubmit. Students may resubmit major assignments up to two times (total of 3 submissions). Final grades will be determined by the number and type of major assignments completed (as noted below), with the student’s attendance and participation grade factored in (as noted below)

To receive a grade of 85% students must master (receive a grade of 85 or better) each of the following: 1. Attend and participate in all classes. 2. Weekly reading, discussion question submission via safeassign and/or other assigned work to accompany readings. 3. Analyze one standardized assessment used in early intervention and present that evaluation to class. 4. Preparation and participation in in-class evaluations of children and other hands—on class activities. 5. Prepare, participate in, and reflect on Early Intervention legislation at Albany Day on February 26, 2014. Students who are not able to attend Albany Day will receive an alternate assignment.

To receive a grade of 88%, students must master each of the above PLUS complete and master (receive a grade of 85 or better) the following major assignment, with the first submission due October 1. Major Assignment: Choose one of the following topics (or request approval for another topic) and identify an electronic video or podcast that is available to the public that can be shared with families of school-aged children. The resource should be of high quality (such as an interview with a well-respected researcher or a video sponsored by a reputable organization). The analysis should follow the format posted on UBlearns. Early Intervention Regulations Parenting the young child High-Quality Day Care Reciprocity between young children and parents Sensory development of young children Feeding/eating of young children Breastfeeding children with disabilities Promoting spousal / partner roles among parents of young children with disabilities Managing young children with behavioral needs 0. A particular diagnosis in children under the age of 3 (ex: managing Prader Willi in a young child)


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OR Attend one live presentation or workshop related to Early Intervention and write a paper describing the presentation.

To receive a grade of 91% students must master each of the above PLUS complete and master (receive a grade of 85 or better) the following: Attend an orientation session at a Neonatal Intensive Care Unit, observe and interact with the occupational therapist, and write a reflective paper on the experience.

To receive a grade of 93% students must master each of the above PLUS complete and master (receive a grade of 85 or better) the following: Interview an occupational therapist working in early intervention (birth to 3) and observe the occupational therapist in one session. Write a paper discussing the benefits and limitations of working as an OT in early intervention. (Interview format Will be posted)

Attendance and Participation Factors: Students will receive up to 3 points for attendance and participation in class and up to 3 points for discussion question submissions and feedback to classmates on their presentations. Final grades will be determined by the number of assignments mastered (as listed above) multiplied by the attendance and participation factor, as noted below. Attendance and Participation Factor 85-100% 1.0 80-85% .95 75-80% .90 70-75% .85 For example: A student who submits the acceptable work to receive a grade of B+ (88), has attended all classes and submitted required discussion questions and feedback With less than a perfect grade and a final grade of 86% on attendance and participation, would receive a final grade of B+ (88). A student Who submits the acceptable work to receive a grade of B+ (88), has attended all classes and submitted required discussion questions and feedback With less than a perfect grade and a final grade of 80% on attendance and, would receive a final grade of B (88 x .95: 836). Note: All group work includes results of peer participation ratings

GRADING See Above STUDENT GRADE DETERMINATION


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See Above Note: A minimum grade of B is required for graduate courses. CLASS POLICIES Class Attendance and Absences Students are required to attend all classes and be on time. Any failure to attend class will result in your having an impact on the entire class because of the discussion component. A phone call the day before to the instructor will be required in the case of illness or a family emergency. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account Incomplete Grades See university policy (below) Late Assignments All written, presentation, and performance components of the assignments, and the research article reviews are due in their entirety on the date listed. Please do not attempt to print out your assignments in the computer lab just before they are due in class, because this can jeopardize your having the assignment ready for submission when due. There is no option for late assignments Lab Requirements All students are expected to arrive at lab approximately 20 minutes prior to their scheduled client visit to set up the lab and ensure that they will not have a conflict with other groups when using equipment. Students are expected to stay after the child leaves to clean up the lab. Students are expected to treat the lab as they would a clinic. This includes dressing and behaving in a professional manner for lab day. It also includes maintaining equipment and reporting any broken, depleted, or missing equipment or supplies to the instructor. UNIVERSITY POLICIES University Policy on Incomplete Grades According to university policy, an interim grade of incomplete (‘I’) may be assigned if the student has not completed all requirements for the course. The ‘I’ will be accompanied by a default grade that will become the permanent course grade of record if the ‘I’ is not changed by formal notice by the instructor upon the student’s completion of the course. Assignment of an interim ‘I’ is at the discretion of the instructor. A grade of ‘I’ is to be assigned only if successful completion of unfulfilled course requirements can result in a grade better than


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the default grade; the student should have a passing average (equivalent to a grade of a least ‘D’) in the requirements already completed. The instructor will provide the student specification, in writing or by electronic mail, of the requirements to be fulfilled. The default grade will become the grade of record if the ‘I’ is not replaced by a permanent grade with twelve (12) months after the close of the semester for which the “I’ is assigned: Fall: the following 31st of December Spring: the following 31st of May Summer: the following 31st of August The instructor may set an earlier deadline for completion of course requirements. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. A student may not re-register for any course in which the student has an interim “I”. When a student graduates, an ‘I’ grade in any course included in the student’s degree program will default to the permanent grade. If a student is continuing in a combined or multi-degree program, e.g. receiving a B.S. in a B.S./M.S. program, any course for which the student has an interim grade of ‘I’ that is not included in the courses constituting the student’s degree program will be excluded from this provision but will remain subject to the maximum time limits. For all undergraduate courses the default grade accompanying an interim grade of ‘I’ will be any one of: ‘B’, ‘C’, ‘D’ or ‘F’. For all graduate courses the default grade accompanying an interim grade of ‘I’ will be ‘U’. Neither ‘A’, ‘P’, nor ‘S’ will be assigned as a default grade. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources 25 Capen Hall, 645-2608, and also the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples:



c) Cheating: Receiving information from another student or unauthorized source or giving information to another student with intention to deceive while completing an


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examination or individual assignment. d) Falsification of academic materials: Fabricating laboratory materials, notes, all forms

of computer data, and reports; forcing an instructor’s name or initials; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.



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COURSE SCHEDULE

Date Topic Assignment/items Due

1/28& 29 Introduction to Course; Chapter 3 – Family – centered practice (online)

2/4&5 Family-Centered Practice Sociocultural factors and EI

Chapter 4: Infant, Toddler and Young Child Development Chapter 6: A day in the life of a young child: Routines and Natural Environments

2/11& 12 Service Delivery in EI; Efficacy of evidence-based EI

Chapter 1 Structure and Interaction of service Provision

2/18& 19 Legislation; Prepare for Albany Day

Chapter 2: Models and Process of Service Provision Due: Appointments, Schedule, etc. for Albany

2/25& 26 Albany Day

3/4& 5 Evaluation- Presentations on TSFI, Bayley Scales of Infant Development, Peabody or other evaluation.

Due: Evaluation critique and presentation

3/11& 12 Evaluate Child in Class

3/18& 19 SPRING BREAK

3/25&26 Neonatology Due: Evaluation write-up on child (all students)

4/1&2 Physical delays in early intervention

Online reading;

4/8&9 Psychosocial delays in early intervention(note: Class meets later on Wednesday)

Online reading Due: write up of webcast/podcast or live presentation if selected

4/15&16 Class does not meet Papi Model - Online

Due: Papi model online tutorial (all students)

4/23 Play! Due: Neonatology visit for mastery learning project if selected

4/29& 30 Assistive Technology Due: Interview with EI therapist if selected

5/6& 7 Discussion of Mastery Learning Assignments

University at Buffalo OTE 515 Fall, 2013

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UNIVERSITY AT BUFFALO OTE 515

ADVANCED EVALUATION AND TREATMENT PRINCIPLES: II THE PRESCHOOL CHILD

Fall 2013 3 Units

Lecture Wednesdays, 10:00-12:50

Location DFN 5

Instructor Janice Tona, Ph.D., OTR Office 625 Kimball Tower Telephone 716-829-6741 Email [email protected] Office Hours Tuesdays 1:00-2:00 or by appointment

COURSE DESCRIPTION This course expands upon the therapist’s theoretical and clinical knowledge of human growth and development, within the context of pediatric OT practice for preschoolers from 3 to 5 years of age. The class incorporates seminar, critical reading, community observation, and faculty/student presentation formats to meet the stated objectives. Models of practice applicable to the various types of preschool environments will be assessed with respect to their applicability to evaluation and treatment procedures. Recent research concerning preschool children who have a disability is also examined in relationship to OT evaluation and treatment. Understanding and analyzing the Committee on Preschool Education Process and the process of formulating an Individualized Education Plan is also a component of this course. Working within various preschool environments and with various types of families is discussed for their unique challenges. PRE-REQUISITE COURSES OT 314, OT 371, OT 381, OT 343, OT 345, OT 352, OT 440, and OT 561. COURSE RATIONALE Pediatric occupational therapists need to be prepared to address the unique needs of the preschool aged child and his or her family. These children and families present with a wide array of strengths and weaknesses, requiring an in depth knowledge of their particular needs. As a result, the therapist must demonstrate competence in assessment and intervention with preschoolers while considering the environment and the associated research. Furthermore, in order to become an integral part of the process, the therapist working with preschool aged


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children and their families must understand the legislation pertinent to this age group, and how this legislation has been implemented according to federal and state laws and within the more immediate community. This course addresses these issues. RELATIONSHIP TO CURRICULUM DESIGN This advanced course is presented in the fifth year of study for BS/MS students and as a graduate course for post-professional masters students as it builds on the solid foundation of human growth and development and pediatric intervention delivered prior to level II fieldwork. The course invites students to explore and apply evidence surrounding preschool intervention and encourages students to become leaders in the field. COURSE OBJECTIVES, INSTRUCTION AND ASSESSMENT

Learning Objectives

ACOTE Standard


Assessment Method


1. Using information from current literature and practice guidelines, describe and analyze specific biophysical, cognitive, sensory, gross motor, fine motor, and psychosocial milestones and processes relating to preschoolers’ occupational roles including play.

8.2, 83, Readings, class discussion

Discussion questions and comments

2. Analyze selected preschool assessments and interpret results.

3.3, 3.5, 4.2, 4.3, 4.6, 4.7,

Readings, class discussion

Assessment critique assignment

3. Plan and implement educationally-relevant tier 1 Response to Intervention plans, in collaboration with the preschool teacher.

2.3, 2.8, 2.11, 3.1, 5.3, 5.7, 5.8, 5.17, 5.24, 5.26,

Readings, class discussion, service learning

Service learning journals, observations, and teacher comments

4. Discuss and analyze the requirements of IDEA as applied to preschoolers including the Committee on Preschool Special Education (CPSE) process and the requirements of the Individualized Education Plan (IEP), and how occupational therapists can impact future development of this legislation.

7.2 Readings, class discussion



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5. Recognize the role of the family in preschool intervention the impact of cultural variations may on intervention, and effectively collaborate with parents.

4.7, 5.7 Readings, class discussion, service learning assignment

Class discussion, Service learning journals, observations, and teacher comments

13. Discuss the role of the COTA in pre school and school-based intervention and collaborative methods to be used when working with an OTA.

4.5, 9.8, Readings, class discussion


ACOTE STANDARDS 2.8 Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the

occupational therapy process as appropriate to the setting and scope of practice.

2.10 Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed.

2.11 Analyze, synthesize, and apply models of occupational performance.

3.1 Apply theories that underlie the practice of occupational therapy.

3.3 Use theories, models of practice, and frames of reference to guide and inform evaluation and intervention.

3.5 Apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments to analyze and effect meaningful occupation outcomes.

4.1 Use standardized and nonstandardized screening and assessment tools to determine the need for occupational therapy intervention. These tools include, but are not limited to, specified screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others, and community.

4.2 Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.

4.3 Use appropriate procedures and protocols (including standardized formats) when administering assessments.

4.5 Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process.

4.6 Interpret criterion-referenced and norm-referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

4.7 Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.

5.3 Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods).

5.7 Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

5.8 Develop and implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.

5.17 Develop and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.


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5.24 Select and teach compensatory strategies, such as use of technology and adaptations to the environment, that support performance, participation, and well-being

5.26 Understand when and how to use the consultative process with groups, programs, organizations, or communities.

7.2 Demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws.

8.2 Effectively locate, understand, critique, and evaluate information, including the quality of evidence.

8.3 Use scholarly literature to make evidence-based decisions.

9.8 Explain and justify the importance of supervisory roles, responsibilities, and collaborative professional relationships between the occupational therapist and the occupational therapy assistant.

REQUIRED READINGS TEXTBOOK Clark, G. & Kingsley, K. (2013). Occupational Therapy Practice Guidelines for Early Childhood: Birth through 5 years. Bethesda, MD: AOTA press. We will also be using several readings from AOTA publications. Therefore, AOTA membership is required. ADDITIONAL READINGS References and readings will be posted weekly on UB learns. The student MUST BRING the readings assigned to class each day – either in paper or electronic format. COURSE REQUIREMENTS & ASSIGNMENTS Attendance and active participation in all classes, including contributions to discussions. Assigned readings as they appear on the Course Outline, and as provided on UB Learns. Each student must bring the articles to class on the day they are being discussed. Reflective written discussion questions or comments on each research article assigned for class. The questions or comments must not be statements such as: “Did anyone ever have a child like this?” They must be directly related to the content of the research article. These comments/questions must be sent to the professor in writing by 10 pm each Tuesday prior to class and shared verbally in class to contribute to discussion of the topic. These contributions will be a part of the student’s grade.

Attendance, professional behaviors, and active participation in all service learning preschool site visits. Reflective journal entries for each service learning visit following journal template (a separate handout will be provided for this). Journal entries will be submitted to the instructor via googledocs.


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Preschool evaluation critique and class presentation, which will be about 15 minutes in length

Development, implementation, and class presentation on one evidence-based project for the preschoolers or the teachers in your service-learning environment. This should include research references and should demonstrate an understanding of the unique characteristics and needs of this preschool environment. You are expected to produce and share a power point presentation with your classmates. OR Attendance, Participation, Journaling, and class presentation from Tourette Syndrome Association annual Camp weekend. GRADING Attendance and active participation 15

Assigned readings and Reflective written discussion questions or comments 15

Attendance, professional behaviors, and active participation in all service learning preschool site visits.

15

Reflective journal entries for each service learning visit following journal template (a separate handout will be provided for this). Journal entries will be submitted to the instructor via googledocs.

30

Preschool evaluation critique and class presentation, which will be be about 15 minutes in length

10

Evidence-Based project or TSA Camp participation 15


Letter Grade Percentage Letter Grade Percentage A 93-100 C+ 77-79.99 A- 90-92.99 C 73-76.99 B+ 87-89.99 C- 70-72.99 B 83-86.99 D 66-69.99 B- 80-82.99 F <66


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CLASS POLICIES Class Attendance and Absences Class attendance is mandatory and promptness is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class (either by email or by leaving a telephone message). Please be aware that an absence from class under these circumstances does not excuse you from any required assignments. Students are responsible for all information covered in class regardless of attendance. Students attending class are expected to participate fully in the lecture and lab experience. Generating questions, seeking clarification, and participation in class discussion benefits all students in the class. Therefore, students are expected to silence all electronic devices, refrain from texting, checking email, or otherwise communicating with individuals outside of class, and refrain from electronically surfing for information not pertinent to the discussion at hand. Students are welcomed and encouraged to use electronic versions of notes for class and labs. Some handouts will need to be printed in paper format and will be so noted on UB learns when posted. Exams and Final Exam There are no exams in this class. Class may meet during final exam week for presentations as scheduled. Communication (E-mail and UB Learns) Students are expected to read their UB e-mail account and check UB Learns regularly and prior to every class for important information and updates. Any e-mail communication must be through your UB e-mail account. All e-mail communication must be written in letter-format, using proper grammar, punctuation, and spelling. No “IM” type emails will be accepted.



Late Assignments All assignments are due at the start of class on the designated date. Failure to complete and submit a paper version of the assignment at the start of class on the designated date will result in a loss of 5% per day that the assignment is late, up to 3 days. Papers will not be accepted if more than 3 days late. Lab Requirements Students are expected to participate in all lab activities. Students will observe individuals in the community. Students are expected to adhere to a professional dress code, as described in the student handbook and on UBLearns. Students are also expected to display professional


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behaviors, including timeliness, appropriate discussions, and maintaining confidentiality of all that is observed.

UNIVERSITY POLICIES Incomplete Grades A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given course. Refer to the university’s undergraduate (http://undergrad-catalog.buffalo.edu/index.shtml) or graduate (http://www.grad.buffalo.edu/policies/index.php) catalog for the complete policy on incomplete grades. Assignment of an interim ‘I’ is at the discretion of the instructor. The instructor may set an earlier deadline for completion of course requirements than outlined in the catalog. If an earlier date for completion is set, the instructor will inform the student thereof in writing or by electronic mail. Note from the OT program: A grade of “I” is not considered a passing grade. Therefore courses for which a student receives a grade of “I” do not fulfill the requirements of a pre-requisite course. Due to the sequential nature of the OT curriculum, failure to rectify a grade of “I” prior to the start of the next semester may result in the student decelerating in the program. Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course please contact the Office of Accessibility Resources, 25 Capen Hall, 645-2608, http://www.ub-disability.buffalo.edu/, and the instructor of this course during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of 0 for an assignment and/or failure in a course. Plagiarism will not be tolerated. Please review the websites listed in the Course Information section of UB Learns and at the end of the Course Syllabus for suggestions related to citing and paraphrasing. Academic Dishonesty: Actions that compromise academic integrity include, but are not limited to the following examples: 1. Previously submitted work. Submitting academically required material that has been

previously submitted—in whole or in substantial part—in another course, without prior and expressed consent of the instructor.

1. Plagiarism. Copying or receiving material from any source and submitting that material as one’s own, without acknowledging and citing the particular debts to the source (quotations, paraphrases, basic ideas), or in any other manner representing the work of another as one’s own.

2. Cheating. Soliciting and/or receiving information from, or providing information to, another student or any other unauthorized source (including electronic sources such as cellular phones and PDAs), with the intent to deceive while completing an examination or individual assignment.


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3. Falsification of academic materials. Fabricating laboratory materials, notes, reports, or any forms of computer data; forging an instructor’s name or initials; resubmitting an examination or assignment for reevaluation which has been altered without the instructor’s authorization; or submitting a report, paper, materials, computer data, or examination (or any considerable part thereof) prepared by any person other than the student responsible for the assignment.

4. Misrepresentation of documents. Forgery, alteration, or misuse of any University or Official document, record, or instrument of identification.

5. Confidential academic materials. Procurement, distribution or acceptance of examinations or laboratory results without prior and expressed consent of the instructor.

6. Selling academic assignments. No person shall sell or offer for sale to any person enrolled at the University at Buffalo any academic assignment, or any inappropriate assistance in the preparation, research, or writing of any assignment, which the seller knows, or has reason to believe, is intended for submission in fulfillment of any course or academic program requirement.

7. Purchasing academic assignments. No person shall purchase an academic assignment intended for submission in fulfillment of any course or academic program requirement.


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COURSE SCHEDULE

Date Topic Assignments

August 29

Discuss of Course Outline and Requirements

Student choices for

Evaluation Presentations Schedule for Service Learning

Introduction to course IDEA Regulations in

preschoolers Caseload to workload http://www.aota.org/Consumers

/Professionals/WhatIsOT/CY/Fact-Sheets/38519.aspx?FT=.pdf

OT in school settings http://otpt13.wikispaces.com/fil

e/view/OT_Services.in.School-Based.Settings_AOTA_ECPTOTE_2011.pdf

September 4 Review of normal sensory,

gross, fine motor and play development of the preschooler. Understanding play

Assigned readings and discussion questions/comments

September 11

How a sensory integration problem affects the Play and learning of the preschooler.

Assigned readings and discussion questions/comments Service Learning and journal entry

September 18

Assessing the preschool child with a disability

Select assessments for critique or presentation


Sept 20-22 TOURETTE CAMP


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Sept 25

CLASS DOES NOT MEET – EXCHANGE FOR TOURETTE CAMP OR WORK ON EVIDENCE-BASED PROJECT

Service Learning and journal entry

Oct. 2

The impact of fine motor and visual motor dysfunction on the play and learning of the preschool child


Oct. 9

How a physical disability problem affects the Play and learning of the preschooler.

Assigned readings and discussion questions/comments Service Learning and journal entry Obtain parental permission for evaluation

Oct. 16

Presentations of Evaluations

Service Learning and journal entry

Oct. 23

Presentation of Evaluations Service Learning and journal entry

Oct. 30

The influence of culture in working with children and families with special needs


Nov. 6

Preschool legislation

Assigned readings Service Learning and journal entry

Nov. 13

Managing preschool workload Working with occupational

therapy assistants


Nov. 20

Presentation of projects or TS camp presentation

Due: Presentation

Nov. 27

Thanksgiving week

Dec. 4

Presentation of projects or TS camp presentation

Due: presentation

Final Exam Week Class may meet for presentations -


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TBA

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RSC 570 Culture and Disability BRIEF DESCRIPTION

This course provides an overview of the relationships among culture-based views of disability, views about appropriate interventions and the roles of rehabilitation professionals, persons with disabilities and family members. The course examines the impact of these variables on health disparities, barriers to rehabilitation services and the effectiveness of such services. The course will review research on these relationships, as well as educational approaches to teaching cultural competence in-service and pre-service.

COURSE OUTLINE A. Definition of Course Objectives

At the completion of this course, the student will be able to: 1. Identify the role of culture in shaping beliefs and behaviours related to health and disability. 2. Describe the culture of the health and rehabilitation systems in the U.S., including their goals and values. 3. Employ culturally appropriate methods to study, diagnose and treat disabling conditions. 4. Identify appropriate strategies and methods for teaching cultural competency in higher education.

B. Methods of Instruction: Lecture, discussion, case studies, student projects and presentations. C. Textbooks

Stone, J. (Ed.) (2005). Culture and disability: providing culturally competent services. Thousand Oaks, CA: SAGE Publications. There will be reading assignments from chapters of other books and journal articles.

D. Required student activities

Prepare for class by completing reading assignments Attend classes and participate in discussions Write a term paper and present an overview of the topic to the class Engage in local fieldwork

E. Basis for grading

Participation in class discussions 10% Written Term Paper/Project 50% Presentation of Term Paper 15%

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Class assignments 15% Fieldwork 10% A letter grade from A-C and F will be assigned. A: 90-100 A- 85-89 B+: 80-84 B: 75-79 B-: 70-74 C+: 65-69 C: 60 – 64 F: Less than 60

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F. Outline of the Content Date Topic Readings January 30, 2014

Overview of the course. Immigration patterns and demographics. Ethnic composition of the rehabilitation professions.

U.S. Census Bureau (2003), (2011) and (2012). Stone (2005). Introduction and Overview. Video: http://www.empirestatephtc.org/videos/vid/culture-disability.cfm

February 6

Health disparities among foreign born and minority groups

Institute of Medicine (2002) National Health Care Disparities Report (2003) Giger, et. al. (2007)

February 13

Special needs of immigrants and refugees with disabilities

Stone (2005) Chap. 1 & 2 Video: http://www.empirestatephtc.org/videos/vid/vid-src/refugees/index.cfm

February 20

Fieldwork: participant observation, conducting interviews, ethnography

February 27

The Culture Brokering model and other models of cultural competence.

Klienman, Eisenberg and Good (1978). Campinha-Bacote (2002). Jezewski and Sotnik (2005), Chap 3.

March 6 Culturally competent services to children and families.

Lynch and Hanson, Chap.1. (Hanson) Kalyanpur and Harry, Chap. 5 (Harry)

March 13 Student presentations March 27 Culturally competent

services in mental health

Arroyo Fazel and Stein (2002)

April 3 Human rights vs culture relativism

Bickenbach (2009) and video (DVD)

April 10 Religion and spirituality

Miles, M. (1999), Miles, M. (2009)

April 17 Teaching cultural competence in the rehabilitation professions

Matteliano & Stone, 2010. CIRRIE Curriculum Guides http://cirrie.buffalo.edu/culture/curriculum/guides/ Griswald, et al. 2007.

April 24 Measuring cultural competence

Lie, Boker & Cleveland (2006)

May 1 Student presentations May 8 Student presentations

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G. Course bibliography Bickenbach, J. (2009). Disability, culture and the UN convention. Disability and

Rehabilitation, 31 (14): 1111-1124.

Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: a model of care. Journal of Transcultural Nursing, 13(3), 181-184.

Fazel, M. and Stein, A. (2002) The mental health of refugee children. Archives of Disabled Children 87 (366-370)

Giger, J., Davidhizar, R.E., Purnell, L., Taylor Harden, J., Phillips, J. & Strickland, O. (2007). American academy of nursing expert panel report: developing cultural competence to eliminate health disparities in ethnic minorities and other vulnerable populations. Journal of Transcultural Nursing, (18), 2: 95-102.

Griswold, K., Zayas, L., Kernan, J.B., & Wagner, C.M. (2007). Cultural awareness through medical student and refugee patient encounters. Journal of Immigrant Health (9): 55-60.

Groce, N. E., & Zola, I. K. (1993). Multiculturalism, chronic illness, and disability Pedicatrics, 91(5), 1048-1055.

Groce, N.E. (2005) Immigrants, disability and rehabilitation. In Stone, J. (Ed.) Culture and disability: providing culturally competent services. Thousand Oaks, CA: SAGE Publications.

Institute of Medicine. (2002). Unequal treatment: what healthcare providers need to know about racial and ethnic disparities in health-care. Washington, D.C.: National Academy Press.

Jezewski, M.A. and Sotnik, P. (2005). Culture and the disability services. In Stone, J.

(Ed.) Culture and disability: providing culturally competent services. Thousand Oaks, CA: SAGE Publications.

Kalyanpur, M. (1999). Special education epistemology as a product of western culture:

implications for non-western families of children with disabilities. International Journal of Rehabilitation Research. 22 (2):111-8.

Kleinman, A., Eisenberg, L., Good, B.. (1978). Culture, illness, and care: clinical lessons from anthropologic and cross-cultural research. Annals of Internal Medicine. 88: 251-258, Feb.

http://content.ebscohost.com.gate.lib.buffalo.edu/pdf18_21/pdf/1978/AIM/01Feb78/7079458.pdf?T=P&P=AN&K=7079458&S=R&D=a9h&EbscoContent=dGJyMMTo50SeprE4yNfsOLCmr0yep7NSr6u4SK%2BWxWXS&ContentCustomer=dGJyMPGusk6vqrVKuePfgeyx44Dt6fIA

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Lattanzi, J.B. (2006). Physical therapy cultural encounters in geriatrics. In J.B. Lattanzi & L.D. Purnell (Eds.) Developing cultural competency in physical therapy practice. Philadelphia: F.A. Davis.

Lie, D., Boker, J. & Cleveland, E. 2006. Using the tool for assessing cultural competence

training (TACCT) to measure faculty and medical student perceptions of cultural competence instruction in the first three years of the curriculum. Academic Medicine, 81, 557-564.

Lynch, E. and Hanson, M. (Eds.) (2011). Developing cross-cultural competence: a guide for working with children and their families. Baltimore: Paul Brooks Publishing.

Matteliano, M. and Stone J. (2010). Cultural competence education in rehabilitation. In Balcazar, et. al. (Eds), Race, culture and disability. Sudbury, MA: Jones and Bartlett.

McElroy, A. & Jezewski, M.A. (2000). Cultural variation in the experience of health and

illness. In G. L. Albrecht, R. Fitzpatrick, and S.C. Scrimshaw (Eds). The Handbook of Social Sciences in Health & Medicine (pp. 191-209). Thousand Oaks: Sage Publications

Miles, M. (1999). Some influences of religions on attitudes towards disabilities and people with disabilities. In R.L. Leavitt (Ed.) Cross-cultural rehabilitation: An international perspective. London: W.B. Saunders.

Miles, M. (2009). Religion and Spirituality. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/1/

Mpofu, E., & Conyers, L. M. (2004). A representational theory perspective of minority status and people with disabilities: implications for rehabilitation science and practice. Rehabilitation Counseling Bulletin, 47(3), 142-151.

National Healthcare Disparities Report, Washington, D.C: Agency for Healthcare Research and Quality (AHRQ). Department of Health and Human Services, 2005. Retrieved on January 8. 2014 http://www.ahrq.gov/qual/nhdr05/nhdr05.htm

National Center for Cultural Competence (2004). Bridging the cultural divide in healthcare settings: the essential role of culture broker programs. Washington, DC.: Georgetown University National Center for Cultural Competence.

Pernell-Arnold, A. (1998). Multiculturalism: myths and miracles. Psychiatric Rehabilitation Journal, 21 (3), 224-230.

Royeen, M. and Crabtree, J. (Eds.) (2006). Culture in rehabilitation: from competency to proficiency. Upper Saddle River, NJ: Pearson/Prentice Hall.

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Sotnik, P. and Jezewski, M.A. (2005). Disability services providers as culture brokers. In Stone, J. (Ed.) Culture and disability: providing culturally competent services. Thousand Oaks, CA: SAGE Publications.

Stone, J. (Ed.) (2001-2003). The rehabilitation service provider’s guide to the cultures of the foreign born (monograph series). Buffalo, NY: CIRRIE

Stone, J. (2005). Introduction and overview. In Stone, J. (Ed.) Culture and disability:

providing culturally competent services. Thousand Oaks, CA: SAGE Publications.

Stone, J. (2005) Understanding immigrants with disabilities. In Stone, J. (Ed.) Culture

and disability: providing culturally competent services. Thousand Oaks, CA: SAGE Publications.

U.S. Census Bureau (2003). The foreign-born population: 2000. Washington, DC: U.S.

Census Bureau. Retrieved March 12, 2005 from http://www.census.gov/prod/2003pubs/c2kbr-34.pdf

U.S. Census Bureau (2011). How do we know? America’s foreign born in the last 50

years. Washington, DC: US Census Bureau. Retrieved January 3, 2014 from http://www.census.gov/how/infographics/foreign_born.html U.S. Census Bureau (2012) The foreign born population in the United States: 2010.

American Community Survey Reports. Washington, DC: U.S. Census Bureau. Retrieved January 3, 2014 from

http://www.census.gov/prod/2012pubs/acs-19.pdf U.S. Department of Health and Human Services (2004). Setting the agenda for research

on cultural competence in healthcare. AHRQ, Washington, D.C. Retrieved March 11, 2007 from http://www.ahrq.gov/research/cultural2.htm

Whiteford, G. E. (2005). Understanding the occupational deprivation of refugees: a case

study. Canadian Journal of Occupational Therapy. 72 (2): 78-88.

Whyte, S.R.& Ingstad, B. (1998). Help for people with disabilities: do cultural differences matter? World Health Forum, 19, 42-46.

Wilson, K., Whittaker, T., and Black, V. (2007) Case management and vocational

rehabilitation counseling. In Leung, P., Flowers, C., Talley, W., and Sanderson, P. (Editors), Multicultural issues in rehabilitation and allied health. Linn Creek, MO: Aspen Professional Services.

University at Buffalo RSC 610 Spring 2014

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RSC 610: Rehabilitation Environments University at Buffalo, Department of Rehabilitation Science Instructor: Laura L. Lien, Ph.D. Contact Information: 504 Kimball, (716) 829-2589, [email protected] (*email is preferred!) Office Hours: Tuesdays 3:30-5pm or by appointment Course Description This course will examine environmental factors that support or inhibit the rehabilitation process and an individual’s ability to maintain his/her functional status and participation in the community. This will be explored in a variety of settings including acute and long-term health care facilities, independent housing, alternative residential environments, educational environments, and public/community spaces.

Aspects of the physical and psychosocial environment of these settings, including accessibility standards, usability, assistive technologies, placemaking, and universal design will be explored. Both barriers in and possible modifications to these settings will be considered. Policy and research issues pertaining to the physical environment will also be discussed. Concepts from architecture, urban and regional planning, environmental psychology, human factors, person-environment fit theories, as well as occupational therapy practice will be used as a theoretical foundation for this course. Prerequisite Courses Graduate standing. Course Rationale Many people have one or more disabilities that may interfere with daily activities and require adaptations to the environment to support function and independence. The importance and impact of physical, social, and psychological factors on performance, as well as the need for environmental modifications, is often overlooked in rehabilitation programs. The concept of full participation in society for persons with mental, developmental, cognitive, and physical disabilities, along with an increase in the aging population, has resulted in a need for more professionals with appropriate training to act as researchers, educators, and consultants in the areas of assistive technology, environmental modifications, and person-environment fit. Relationship to Curriculum Design This course provides in-depth analysis related to content included in several themes of the occupational therapy (OT) program curriculum design, including:

The impact of biological, psychological, and social systems on occupational role performance Occupation-centered philosophical and theoretical basis for OT practice Understanding OT in a broader institutional and societal context Assessment, treatment planning, and therapeutic interventions Research and evidence-based practice


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Learning Objectives

ACOTE Standard


Assessment Method

Discuss the effects of various disabilities on sensory, cognitive, and physical abilities in relationship to daily activities and the environments for those activities

B.5.5 Class Discussion & Activities; Readings

In-class Work; Homework;

Assignments 4-6

Discuss the impact of legislation, regulations, and judicial decisions in relation to the physical environment and persons with disabilities

B.7.3 Lecture; Class Discussion &

Activities; Readings

In-Class Work; Homework;

Assignments 3-6

Discuss concepts and theories from environmental psychology and other professional literature that influence the rehabilitation process and a person’s ability to function

B.3.1 B.3.2 B.3.3

Lecture; Class Discussion &



Assignments 1-6

Discuss concepts from human factors literature that influence the rehabilitation process and a person’s ability to function

B.3.1 B.3.2 B.3.3




Assignments 1-6

Discuss the role of assistive technology in the rehabilitation process and its effect on a person’s functional performance and participation in society

B.5.9 B.5.20




Assignments 1-6

Discuss factors in residential, rehabilitation, and community environments that facilitate or impede the rehabilitation process and a person’s functional performance and community participation

B.5.15 B.7.1




Assignments 1-6

Discuss appropriate methods and tools for assessing various aspects of the physical environment




Assignment 2

Develop solutions to problems encountered by persons with disabilities which provide a person-environment “fit”

B.5.8 B.5.15 B.5.19 B.8.3




Assignments 1-6

Develop an awareness of research issues related to the role of the physical environment in the rehabilitation process and maintenance and/or improvement of a person’s functional performance and community participation




Assignments 1-6

ACOTE Standards B.3.1 Describe theories that underlie the practice of occupational therapy. B.3.2 Compare and contrast models of practice and frames of reference that are used in OT. B.3.3 Discuss how theories, models of practice, and frames of reference are used in OT evaluation and

intervention. B.4.2 Select appropriate assessment tools based on client needs, contextual factors, and psychometric

properties of tests. B.5.5 Provide development, remediation, and compensation for physical, cognitive, perceptual, sensory (e.g.

vision, tactile, auditory, gustatory, olfactory, pain, temperature, pressure, vestibular, proprioception), neuromuscular, and behavioral skills.

B.5.9 Articulate principles of and be able to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g. electronic aids to daily living, seating systems) used to enhance occupational performance.

B.5.8 Modify environments (e.g. home, work, school, community) and adapt processes, including the application of ergonomic principles.

B.5.15 Develop and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.

B.5.19 Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client and the sociocultural context.

B.5.20 Select and teach compensatory strategies, such as the use of technology, adaptions to the


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environment, and involvement of humans and nonhumans in the completion of tasks. B.7.1 Explain how the various practice settings (e.g. medical institutions, community practice, school systems)

affect the delivery of OT services. B.7.3 Describe the systems and structures that create federal and state legislation and regulation and their

implications and effects on practice. B.8.3 Use research literature to make evidence-based decisions. Required Readings & Weekly Discussion Questions There is not a required textbook for this course. However, if you do not already have the APA manual (6th Edition), it is strongly recommended that you obtain a copy of this reference: American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th Ed.). Washington, D.C.: American Psychological Association.

Readings will be assigned from a variety of sources found in the Readings & Activities section on UB Learns. All readings are to be read before the class date to which they are assigned.

Additional readings will be posted as needed. Please check the Announcements section on UB Learns for information as to when and where any additional required readings will be available.

As you complete each reading, make note of at least two related discussion questions. Bring your list of questions from each reading to class every week for group discussion. On occasion, and unannounced, discussion questions will be collected at the start of class for in-class participation/activity points. Questions do not need to be word processed, but need to be legible, organized by reading, and written on a separate piece of paper (in the event they are turned in). Course Requirements Students are required to – be punctual and attend all classes read the assigned weekly readings prior to the start of class prepare and write a minimum of two discussion questions based on each

required weekly reading prior to the start of class actively participate in discussions both in the classroom and on UB Learns complete in-class and out-of-class activities and assignments Course Assignments Details for all out-of-class course assignments are posted under Assignments in UB Learns.

Late Policy: Assignments will lose 10% per day late (starting on the due date at the end of class). Absence from class on the day an in-class graded activity was performed will result in zero points unless approved in advance.

Grading Date Due Points Assignment 1 – Environmental Evaluation Photos & Discussion

February 3rd by 7am 10

Assignment 2 – Environmental Assessment & Measurement Tools Presentation

February 17th by 7am

20

Assignment 3 – Assistive Technology & Home Modifications Information Search

February 24th 10

Assignment 4 – Research Article Discussion & Written Report March 3rd (article sent via email) & as assigned

30

Assignment 5 – Navigating the Built Environment Project

April 21st by 7am 40

Assignment 6 – Space & Place Design Project

May 5th by 7am 65

Discussion Questions, Class Participation, & In-Class Activities

Ongoing 25

TOTAL POINTS

200


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Final Grade Total Points Earned Final Grade Total Points Earned A 94 – 100 C+ 77 – 79.99 A- 90 – 93.99 C 74 – 76.66 B+ 87 – 89.99 C- 70 – 73.99 B 84 – 86.99 D 60 – 69.99 B- 80 – 83.99 F < 60

Class Attendance Since many in-class activities and discussions will be completed throughout the semester (ultimately contributing to your final grade), class attendance is expected. In the case of exceptional circumstances that result in you being late or absent, you must contact me prior to the start of class. Please be aware that an absence from class under exceptional circumstances does not excuse you from any required assignments or deadlines. Exams and Final Exam There are no exams in this class. Communication (E-mail and UB Learns) UB Learns will be used in this course. You can access the online course material and information through MyUB. You will need to have a valid UB account to use this system. All students are required to use UB Learns for access to assignments, readings, and announcements. Students are responsible for printing out handouts, readings, and assignments for classroom use.

Students are expected to check their UB e-mail and UB Learns regularly and prior to every class for important information and updates. E-mail communication must be through your official UB e-mail account. All e-mails must be written professionally, using proper grammar, punctuation, and spelling. I reserve the right to return or deny e-mails that are not respectful and/or professional in nature.

Please plan ahead for questions, comments, or feedback you may need from me. I regularly check e-mail during the work day (Monday – Friday), but rarely past 5pm and only sporadically on weekends. Similarly, I am not always in my office to receive phone calls, so please use e-mail when possible. I will do my best to get back to you promptly, but pressing issues should be planned for in a timely fashion. Incomplete Grades Incomplete grades will be given only if there are extenuating circumstances (e.g., severe illness) that preclude the student from completing the course. Based on Graduate School standards, the student must have satisfactorily completed all coursework (B or better) up until the time an incomplete is requested. Assignments of “I” will follow UB policies on incomplete grades (available upon request). Technology The use of technology to enhance the learning environment is encouraged. Technology that is misused in the classroom will be considered a disruption. Misuse of technology includes: using cell phones, text messaging, Tweeting, Facebooking, surfing the web, answering emails, or using the computer/smart phone/iPad/other electronics for activities not immediately related to classwork. Students may use laptops or other electronic devices to reference readings, etc., but only when permission is granted. Course Evaluations All students are requested to participate in the online course evaluation at the end of the semester. One aspect of professionalism is to offer constructive feedback on a course and make this available to the instructor. Useful student input will assist in improving the course for future classes. Please take the time to participate in the online course evaluation as a professional courtesy.


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Disability Policy If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Accessibility Resources, 25 Capen Hall, (716) 645-2608. You must also inform me of any accommodations during the first week of class. Accessibility Resources will provide you with information and review appropriate arrangements for reasonable accommodations. Academic Integrity Students who are suspected of academic dishonesty will be dealt with severely in accordance with the Occupational Therapy Program and University Policy. This may include a grade of zero for an assignment and/or course failure. Plagiarism will not be tolerated. This includes turning in similar and/or identical work to another student unless group work is explicitly stated in assignment directions or otherwise approved by the instructor. Academic Dishonesty Actions that compromise academic integrity include, but are not limited to, the following examples:

Previously submitted work. Submitting academically required material that has been previously submitted—in whole or

substantial part—in another course, without prior and expressed consent of the instructor.





Confidential academic materials. Procurement, distribution, or acceptance of examinations or laboratory results without prior and expressed consent of the instructor.




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Course Schedule Any course schedule changes will be announced in class and posted in Announcements on UB Learns.

All readings will be posted in UB Learns under Readings & Activities. They are organized by week. Any additional required readings will be assigned and posted at least one week prior to the class for which they are assigned. Please check weekly readings (and announcements) regularly for any new postings. Date Course Topic Homework Due 1/27

Introduction to Course What is the “environment”? Aging & Disability: Legislation, Regulations, & Judicial Decisions

Readings Environmental Evaluation Photo Discussion (Assignment 1)

2/3

Environmental Psychology Human Factors Person-Environment Interaction

Readings

2/10

Accessibility, Usability, & Universal Design

Readings Environment Assessment/Measurement Tools Presentation (Assignment 2)

2/17

Environmental Assessments & Measurement Tools

Readings Assistive Technologies/Home Modification Information Search (Assignment 3)

2/24

Assistive Technology & Home Modifications

Readings Electronic copy of research article (for Assignment 4) emailed to Laura by 9am on 3/3

3/3

Home Environments: Independent (Community Dwelling) Housing

Readings

3/10

Home Environments: Senior-Specific Retirement Communities Naturally Occurring Retirement Communities (NORCs) Smart House Technologies

Enjoy Spring Break! Remember your readings for 3/24… and work on your Space & Place Project if you get bored (?)

3/17

Spring Break: No class!

Readings


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3/24

Healthcare/Alternative Residential Environments: Hospitals & Acute Care Continuing Care Retirement Communities (CCRCs)

Readings

3/31

Community Environments: School Settings Environments for Children Work Settings

Readings

4/7

Community Environments: Leisure & IADLs Visitability

Readings

4/14

Navigating the Built Environment: In-Class Activity

Readings Navigating the Built Environment Project (Assignment 5)

4/21

Community Environments: Health Promotion Disability & Age-Friendly Design

Continue progress on Space & Place Design Project (Assignment 6) Prepare for project meeting with Laura

4/28

Assignment 6 Work & Meetings: No formal class!

Space & Place Design Project (Assignment 6)

5/5

Group Presentations: Space & Place Design Project

Enjoy the summer!!

Occupational Therapy Course Syllabi - CiteSeerX

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Transcript of Occupational Therapy Course Syllabi - CiteSeerX