OTA 201 - Developmental Disabilities 2 Lab

Credits: 2
Students apply and demonstrate novice competency of material learned in OTA 200 . Focuses on application and hands on experience with task analysis, assistive technology and devices and occupational based approaches. Students demonstrate interventions and collaborate with clients, educators and other health care professionals using a service learning model.

Enrollment Requirement: OTA 120  and OTA 121  with grades of 2.0 or higher; and concurrent enrollment in OTA 200 ; and enrollment in OTA program.

Course Fee: $41.50

Course Outcomes:
Students who successfully complete this class will be able to:

1. Demonstrate task analysis of children with disabilities in transition to work setting focusing on identify the areas of occupation, performance skills, performance patterns, activity demands, context (s) and environments, and client factors to implement the intervention plan.
2. Provide training and assess need for interventions in self-care, self-management, health management and maintenance, home management, and community.
3. Provide therapeutic use of occupation-based intervention including preparatory methods, exercises and purposeful activities.
4. Implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance.
5. Demonstrate the ability to use problem solving and critical thinking to explain the need for the use of compensatory strategies when desired life tasks cannot be completed.
6. Clinical Reasoning: Demonstrate clinical reasoning to address occupation-based interventions, client factors, performance patterns, and performance skills. 
7. Principles of Interprofessional Team Dynamics: Demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable. 
8. Explain to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, and the general public the distinct nature of occupation and the evidence that occupation supports performance, participation, health, and well-being.
9. 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.
10. Under the direction of an occupational therapist, collect, organize, and report on data for evaluation of client outcomes.
11. Demonstrate an understanding of the intervention strategies that remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.
12. Engage in the consultative process with persons, groups, programs, organizations, or communities in collaboration with inter- and intraprofessional colleagues.
13. 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, and communicate the identified needs to the occupational therapist.
14. Demonstrate effective intraprofessional OT/OTA collaboration to explain the role of the occupational therapy assistant and occupational therapist in the screening and evaluation process.
15. Identify and communicate to the occupational therapist the need to refer to specialists both internal and external to the profession, including community agencies.
16. Demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.

17. Demonstrates 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 in transition to work settings in the community.

18. Demonstrates 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 in transition to work settings in the community.

1. Conduct and document a screening and evaluation process.
2. 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.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.