OTA 123 - Physical Disabilities 1 Lab

1. Explain the need for and use of compensatory strategies when desired life tasks cannot be performed.
2. Identify interventions consistent with models of occupational performance. Describe basic treatment approaches utilized in occupational therapy intervention of the physical disabled.
3. Gather and share data for the purpose of screening and evaluation using methods including, but not limited to, specified screening tools, assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with client, family, and significant others. Demonstrate skill in assessing and applying principles of promoting independence in self-care functioning.
4. Administer selected assessments using appropriate procedures and protocols (including standardized formats) and use occupation for the purpose of assessment. Describe and demonstrate the use of basic assessment techniques and tools to assist in the overall treatment process.
5. Gather and share data for the purpose of evaluating clients(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 occupation performance includes:
   • The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out roles in the 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.
6. Provide therapeutic use of occupation, exercises, and activities (e.g., occupational-based intervention, purposeful activity, preparatory methods).
7. Provide training in techniques to enhance functional mobility, including physical transfers, wheelchair management and mobility devices.
8. 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).
9. Articulate principles and demonstrate strategies with assistive technologies and devices used to enhance occupational performance and foster participation and well-being.
10. Teach compensatory strategies, such as use of technology and adaptations to the environment that support performance, participation, and well-being.

1. Demonstrate mastery of the occupational therapy foundational content requirements.
2. Conduct and document a screening and evaluation process.
3. Intervene and implement occupational therapy processes.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.