OTA 122 - Physical Disabilities 1

1. Given the following conditions, 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 not limited to, anatomy, physiology, and biomechanics:
   • Cerebral Vascular Accident
   • Spinal Cord Lesions
   • Traumatic Brain Injuries
   • Multiple Sclerosis
   • Parkinson’s Disease
   • ALS
   • Huntington’s Disease
     • Define Conditions
     • State the clinical signs and symptoms
     • State the prognosis and etiology
     • Describe usual medical treatment
     • Identify appropriate therapy objectives and treatments
     • Identify appropriate therapy objectives and treatments
     • List appropriate safety precautions and contraindications.
2. Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions.
3. Describe 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.
4. Understand the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.
5. Explain the need for and use of compensatory strategies when desired life tasks cannot be performed.
6. Identify interventions consistent with models of occupational performance. Describe basic treatment approaches utilized in occupational theory intervention of the physically disabled.
7. Describe basic features of models of practice and frames of reference that are used in occupational therapy.
8. Discuss how occupational therapy history and occupational therapy theory, and the socio-political climate influence practice.
9. Gather and share data for the purpose of screening and evaluation using methods including, but not limited to, specific screening tools; assessments; skilled observations; occupational histories; consultations with other professionals; and interviews with the client, family, and significant others. Demonstrate skill in assessing and applying principles of promoting independence in self-care functioning.
10. 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.
11. Gather and share data for the purpose of evaluating 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 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.
12. Articulate the role of the occupational therapy assistant and occupational therapist in the screening and evaluation process along with the importance of the rationale for supervision and collaborative work between the occupational therapy assistance and occupational therapist in the process.
13. Assist with the development of 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:
    • 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.
14. Provide therapeutic use of occupation, exercises, and activities (e.g., occupation-based intervention, purposeful activity, preparatory methods).
15. 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).
16. Articulate principles and demonstrate strategies with assistive technologies and devices used to enhance occupational performance and foster participation and well-being.
17. Teach compensatory strategies, such as use of technology and adaptations to the environment that support performance, participation, and well being.
18. Effectively locate and understand information, including the quality of the source of information.

1. Demonstrate mastery of the occupational therapy foundational content requirements.
2. Discuss the basic tenets of occupational therapy.
3. Conduct and document a screening and evaluation process.
4. Intervene and implement occupational therapy processes.
5. Assist in the management of occupational therapy services.

• 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.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.