Occupational Therapy (OT)

The course begins with an overview of human anatomy systems as well as biomechanical and kinesiological principles. The musculoskeletal and peripheral nervous systems are then studied in depth, with application of this knowledge to activity analysis. A laboratory class in surface anatomy, osteology, and kinesiology allows application of lecture material and an opportunity to practice clinical screening tests.

This course provides knowledge of neuroscience from a structural, developmental, and functional perspective to provide a foundation for understanding health conditions, occupational performance, and occupational therapy evaluation and treatment. Principles of neuroplasticity are discussed to provide a framework for occupational therapy interventions. Students apply their knowledge of the nervous system to develop an evaluation plan and understand the rationale for intervention.

This foundational course includes a survey of pathological conditions that may affect one’s occupational performance. Students examine common pathological conditions, understand diagnostic methods, and explain medical and psychiatric treatment approaches (including medications) commonly used to treat these disorders. Students begin to identify the effects of disability, disease, or traumatic injury to individuals and their ability to engage in occupations within the context of family and society.

This course introduces students to selected foundational skills used in occupation-centered practice. Students learn about wheelchair use, safety, and monitoring vital signs. They practice skills to assist patients’ functional mobility and use of mobility aids. They learn about occupational performance in infants and toddlers, influences on young children’s development, group dynamics, communication, and interviewing skills. Health Mentors activities that focus on interprofessional teamwork are included.

The development of occupation and occupational performance in children 2-7 years is covered. Opportunities are included to practice frequently used screening and evaluation measures and fabricate orthotic interventions for selected clinical conditions. Students explore areas of occupation-based practice and relate new and innovative ideas to create and implement interventions that support wellness, health promotion and prevention among diverse populations. Health Mentors activities are included in this course.

This course introduces occupation as an organizing force throughout the life span and as a key element in human health. Students gain foundational skills in understanding and describing human behavior and development within the context of occupation. They learn to utilize basic problem solving and analysis skills to assess factors that shape human competence and to identify strategies to facilitate optimal participation. Key tenets of occupational therapy practice and current knowledge in occupational science are discussed. Students use the Occupational Therapy Practice Framework to examine occupation and the dynamic interaction between the person (client factors), ability (motor, process and communication skills), external contextual, and environmental factors.

This course provides an understanding of occupational therapy practice through guided observation and active participation in clinical and/or community settings. Emphasis is placed on developing observation, clinical reasoning, therapeutic use of self, and professional behavior skills while observing and actively participating with individuals in a variety of self-care, work, social participation and leisure/play activities. Active participation in the fieldwork setting promotes application of knowledge gained in concurrent fall semester courses.

This course provides opportunities for students to observe and participate in patient/client evaluation and treatment and to apply their understanding of the evaluation process and the use of occupation in therapeutic intervention. Each student is placed in an environment that offers an opportunity to integrate didactic and clinical knowledge. Students engage in supervised observation, evaluation, and intervention activities with individuals across the lifespan with a variety of conditions. Students also continue to develop their professional communication and behavior skills, therapeutic use of self, and clinical reasoning.

This course prepares students to engage in the occupational therapy evaluation process for individuals across the lifespan. Students are exposed to a variety of assessments and best practices to screen, evaluate, and reevaluate clients in a variety of practice areas. Course emphases include the skilled direction of the evaluation process, assessment selection, assessment procedures, clinical documentation, and data interpretation. Students learn how to translate evaluation results to inform a client-centered intervention plan and recommend additional consultations or referral to appropriate resources. Opportunities to practice evaluation and assessment skills are highlighted in active learning class assignments.

This intervention course focuses on exploring the dynamic interaction between the person, the environment, and participation in occupations. Students analyze this interaction by assessing and analyzing context, client factors, performance skills and patterns, and activity demands that enable participation in meaningful occupations. They problem-solve environmental modifications that support participation in meaningful occupations and promote health from individual, group, and population perspectives.

Environmental Competence in Action: OT 562 provides students with lab activities and field experience to apply concepts learned in previous coursework and in OT 560. Students are assigned an individual client in the community. They analyze the person’s participation in occupations and the natural environment in which these occupations occur. Students collaboratively design, fabricate and implement appropriate environmental adaptations, and develop strategies to incorporate these adaptations into the individual’s daily routine. Through this coursework students develop their interpersonal skills, clinical reasoning and problem-solving abilities as they are guided through this process during regular meetings with a faculty mentor. Finally, students have the opportunity to develop their professional presentation skills through a class presentation of their OT 562 adaptation project, integrating core concepts from OT 562 lab activities and OT 560 course assignments, discussions, and learning activities.

This course facilitates an understanding of the relationship between social, cultural, and political forces in society and the profession of occupational therapy. Students trace the development of occupational therapy paradigms, models, and theories as evidenced in the occupational therapy literature using methods associated with theoretical analysis. The concepts and constructs that form the basis of present practice models and theories are identified, as well as those that may emerge and influence the field's future directions. Students compare the values, knowledge, and skills reflected in these ideas and critique evidence of practice and research-based application. They will also have an opportunity to propose conceptual changes to existing theories and models.

This course introduces research methods and the integration of evidence-based into practice. Students learn about the interrelationship between theory, research, and practice. Emphasis is placed on the research component of evidence-based practice. Knowledge of research designs and methodology, as well as skills for appraisal of research evidence are acquired to address research questions and advance knowledge in occupational therapy.

This course focuses on documentation, goal writing, and clinical reasoning skills as they pertain to clinical intervention experienced during fieldwork. Students refine their skills to write SOAP notes and develop goals using various formats. Students continue to develop problem solving and professional communication skills and practice professional responsibility related to fieldwork. Health Mentors activities are included in this course.

As occupational therapists move out of medical environments and into the community, they rely on skills in program evaluation, consultation, marketing, and the ability to work independently. This course addresses the role of occupational therapy to promote social participation as students develop and implement occupation-based group activities in emerging practice settings in the community. Emphasis is on developing, implementing, and justifying theory-based psychosocial intervention at the group program level.

This course focuses on the processes of clinical reasoning, intervention planning, and intervention implementation applied to occupational performance problems resulting from a variety of client factors. Emphasis is placed on the application of occupation-based activities, purposeful activities, preparatory methods, and educational processes. Students examine how to identify the need for OT services and how to interpret assessment findings as the basis for client-centered and contextually-relevant intervention plans. Additional critical elements of the intervention process, including safety, outcome selection, intervention review and reassessment, service termination, and discharge planning are addressed. Weekly labs provide opportunities to practice and apply intervention techniques. Students apply strategies to promote engagement in areas of occupation (ADL, IADL, Work, Education, Play, Leisure, and Social Participation) and enhance performance skills and performance patterns.

This intervention-based course encourages students to examine and build knowledge and skills in the delivery of psychosocial, behavioral health, preventative, and health and wellness interventions used in occupational therapy practice. Students learn to deliver occupational therapy interventions that support participation across the lifespan and in diverse practice settings. Developing and delivering occupational therapy groups as a therapeutic tool is emphasized in the lab. Students collaborate, design, and implement evidence-informed and occupation-based activity sessions that adhere to a theory base and are developmentally sensitive to social participation needs occurring in groups.

This course explores occupational therapy interventions emphasizing the principles of learning and neuroplasticity. Students will consider the influence of disease processes, client-centered goals, and cognition on intervention planning to support learning and neuroplasticity when possible. The course equips students with the skills and knowledge necessary to develop and implement evidence-based intervention plans that support people with vision, perception, cognitive, and neurologic motor impairments across the lifespan.

This course addresses the knowledge needed to be a professional occupational therapist within complex systems of care. Key focus areas include: structure of healthcare organizations, management and evaluation of programs, supervision methods and guidelines, funding and reimbursement mechanisms for services and the influence of external factors such as policy, law and social trends. Concepts of ethical practice and ethical problem solving are presented and explored. These issues and the roles and responsibilities of the occupational therapist are analyzed within the contexts of current occupational therapy environments of practice in healthcare, education and social service systems.

This course provides a comprehensive exploration of current issues in research and evidence-based practice in occupational therapy. The course begins with the student’s exploration of professional development in the area of research and scholarship, then proceeds to review philosophic traditions, research design and methodology, and strategies for data analysis that will provide a solid framework for understanding the appraisal and implementation process in advanced evidence-based practice. The remainder of the course builds upon this framework and provides a structure from which to build knowledge and skills in survey development, program evaluation, and development of objectives and outcomes for the final doctoral project.

A total of 6 credits are awarded for documented clinical practice experience since graduation. Credit is contingent on completion of appropriate clinical practice forms (See AOTA Professional Development Plan from the AOTA website) and requires that students register for the Advanced Occupational Therapy Practicum course. Students also must be members of AOTA. Students create a professional review that is as much a process as it is a product. It serves not only as a record of past work history, professional accomplishments, and professional and leadership activities but also as documentation of the activities identified to meet current and future professional development needs. Offered all semesters.

Students submit evidence of original and/or advanced professional knowledge and skill in a content area. These might include program development or an educational program.

In this course, students will refine their contemporary information retrieval, scholarly writing, communication of evidence, and technology skills for incorporation into their clinical practice and graduate school academic success. The course is designed around four topics: (1) information literacy, (2) communicating scholarly information in writing and multi-media presentations/trainings (communication), (3) self-directed online learning strategies (Learning to Learn), and (4) technology tools for learning and communicating.

This seminar introduces students to the wide scope of the profession’s domain of concern, participation in daily meaningful occupations, occupational justice, primary care practice, and professional power. Students begin their enculturation to the profession to develop an identity as members of the profession. They are introduced to an evidence-based, systematic method of problem solving, use of critical thinking and analysis skills to propose solutions to issues facing the profession today. They practice formulating and asking provocative questions about an expanded view of occupational therapy practice.

This course introduces contemporary practice models that emphasize the promotion of health and wellness, individual, population and systems-based interventions. Coursework offers students opportunities to identify and address leadership achievements and trajectories, in various contexts, such as local health and education systems and communities, national organizations, and global activities. Students synthesize and apply their knowledge and understanding of the principles, beliefs, and values of professional leadership. They consider ethical and professional behaviors in context of today's healthcare market and their future responsibilities as professional leaders.

In this course, students apply knowledge and further develop skills related to data collection, data management, data analysis, and interpretation. They explore doctoral capstone areas of focus and proposed doctoral capstone sites to develop an awareness of the dynamic roles of OT in various settings. They consider how they can use this knowledge to inform future doctoral capstone projects and their work as an occupational therapy practitioner.

This course enables students to apply evidence-based practice processes during their Level II fieldwork experience. They evaluate their knowledge of available evidence, ask clinical questions, search and then critically appraise the literature. They learn to apply evidence to practice through the Rehabilitation Treatment Specification System (RTSS) intervention planning framework while reflecting on the barriers to integrating evidence to practice. In addition to exploring the research evidence students also evaluate client preferences as part of the evidence-based practice process.

This course enables students to apply evidence-based practice processes during their second Level II fieldwork experience. They evaluate their knowledge of available evidence, ask clinical questions, search and then critically appraise the literature. They continue to apply evidence to practice through the Rehabilitation Treatment Specification System (RTSS) intervention planning framework while reflecting on the barriers to integrating evidence to practice. In addition to exploring the research evidence students also evaluate client preferences as part of the evidence-based practice process.

The role of the occupational therapy practitioner as a program developer and evaluator who responds to group and population needs in current and emerging practice settings/markets is the focus of this course. Students develop knowledge and skill in the systematic processes and techniques of program design and evaluation needed to add to services traditionally provided in a setting, or to plan new programs in response to identified needs. Entrepreneurship is included as students learn to create new and innovative programs that relate to an agency’s/organization’s strategic plan, develop program and business plans. They learn how to create evaluation plans and design methods to report and document program results.

This course provides occupational therapy students with essential knowledge and skills related to developing their professional identity as a future occupational therapist with a doctoral degree. Students assess and reflect on their personal strengths, areas for growth, and career goals. Based on this reflection, students select areas of focus for their doctoral capstone and write individualized capstone objectives. Students also apply knowledge of certification and licensure requirements, professional organizations, and continuing education to strategically develop a plan for their careers.

In this doctoral course, students examine evidence-based practice in relation to their capstone placement site. In doing so, students advance their skills that are needed to conduct literature searches, appraise the research literature for internal and external validity to ultimately translate evidence into practice by integrating “best” evidence in the capstone placement site. Students develop the ability to articulate evidence in support of practice and produce scholarly written work that advances the integration of evidence into practice.

During this “mini-course,” weekly on-campus meetings provide opportunities for students to work with each other and with course instructors to apply readings and complete other preparatory activities that support them as they finalize requirements prior to beginning their capstone experience. Students confer and meet with capstone site stakeholders and mentors as they complete a literature review and appraisal. They synthesize and document this evidence to inform their capstone planning. Students implement needs assessment activities to identify and confirm capstone opportunities. The written Needs Assessment Summary provides a report of findings with supporting rationale. A Program Logic Model and Business Plans are developed to guide capstone programs, services, and projects and plan for sustainability. Previously identified individualized objectives to guide their capstone experience, in-depth study, and project are refined based on new and updated information learned.

This course supports students as they initiate and engage in their individualized doctoral capstone experience that is focused on two areas they have targeted in previous coursework: education, leadership, advocacy, clinical practice skills, research, administration, and program or policy development. Students attend a weekly on-campus class meeting and participate in a capstone experience in a faculty-supported, student-centric program of study. Course content and instructor mentorship during class meetings support students’ collaboration with their capstone mentors as they engage in-depth study in their focused areas.

During this course, students continue to participate in their capstone experience in a collaborative faculty-supported, student-centric program of study. Continued collaboration with capstone mentors is reinforced so students implement and eventually disseminate an individualized capstone project that reflects the synthesis of in-depth knowledge in their focused areas of study. Course content and instructor mentorship during class meetings support students’ preparation for end-of-semester presentation/dissemination of their capstone work.

This core course in the OTD curriculum highlights the significance of a systematic needs assessment to guide new and innovative occupational therapy program development within an existing organization or current population. Coursework guides students to develop skill in program design and evaluation, with opportunities to rely on their own professional expertise, multiple stakeholder perspectives, occupational therapy theory and current research evidence, to propose a program design and evaluation plan that addresses an identified unmet need. Students briefly explore potential funding sources to launch new occupational therapy programs and consider issues to sustain program initiatives beyond their pilot phase.

This course introduces the student to the specialized field of neuroscience. A review of the structure and function of the nervous system will provide the foundation for system neuroscience. Students will cover sensory and motor systems, neuroplasticity and higher-level cognitive functions. Students will participate in learning experiences to integrate knowledge of neuroscience as a foundation for practice.

This course emphasizes neuroscience-based assessment and intervention strategies that guide rehabilitation practice. Contemporary, evidence-based strategies are presented with a focus on the integration and application of these principles to practice. Students articulate treatment interventions and treatment plans that are replicatable and guided by an established rehabilitation framework. Intervention discussions include the proposed mechanisms for rehabilitation/recovery with discussion of application to practice.

This course focuses on assessment and intervention strategies of those on the spectrum across the lifespan. Common assessments for screening, diagnosis and support planning are reviewed including the benefits of self-report, proxy report and standardized observation assessments. A wide selection of evidence-based interventions applicable across domains are explored in a neurodiversity affirming and culturally supportive context.

Knowledge Translation to Promote Best Practice: This course provides clinicians with an introduction to practical knowledge translation theories and methods that are used to promote integration of new research knowledge and best practices in a variety of practice settings and circumstances. A primary focus of the course is to identify a theory and key strategies to encourage application of the student’s learning within previous coursework to their practice setting. Students will identify a research-to-practice gap and develop a knowledge translation plan to address this gap.

Students examine evidence-based practice from conceptual, empirical, practical and personal perspectives. Students develop skills and knowledge to appraise research literature and, translate evidence into practice by integrating “best” evidence, client values and priorities, their own personal experiences and environmental considerations. To prepare for leadership roles as advance-practice and doctoral-level therapists, students develop research literacy for EBP, an understanding of knowledge translation, and skill in producing scholarly work.

The primary purpose of this course is to provide the student with a 12-week supervised fieldwork experience during which they apply knowledge gained through coursework to date. This Level II fieldwork experience provides an in-depth experience in the practice and application of the occupational therapy process with individuals who are experiencing deficits in occupational performance or are at-risk for occupational dysfunction. Clinical placements may include traditional and/or community-based service delivery systems.

The primary purpose of this course is to provide the student with a second 12-week supervised fieldwork experience during which they apply knowledge gained through coursework to date. This Level II B fieldwork experience provides an in-depth experience in the practice and application of the occupational therapy process with individuals who are experiencing deficits in occupational performance or are at-risk for occupational dysfunction. Clinical placements may include traditional and/or community-based service delivery systems.

This course provides students with the knowledge, skills, and practical tools to exercise exemplary leadership in health and human services in cross-sector contexts. Throughout the course, students will explore leadership theory and its application to health and human services, identifying their unique contributions to their profession as a leader. Students develop an understanding of leadership within the context of the wider health systems and social and political press and apply this knowledge to defined leadership roles in professional practice. Course activities highlight different forms of professional communication, written and oral, as a foundational skill of a leader. Course activities include skill development in data management and analysis as a subset of communication skills necessary for leadership.

This course provides rehabilitation therapists with an in-depth understanding of the challenges of evidence-based practice and knowledge translation in current practice environments. Utilizing a collaborative model, students in this course will learn methods that encourage and expand upon the mutual flow of ideas between educator and clinician and have the potential to move practice forward. A primary focus of the course is to identify the key strategies of educator/clinician collaboration and negotiation that can enhance the use of evidence in daily clinical practice.

This 3-credit seminar is part of a series of 4 course series that focuses on teaching for the rehabilitation science professional. The course provides a review of the history, theory, and trends in higher education that will equip learners with the foundational knowledge necessary for teaching roles in academic settings. Students examine the theoretical basis and practical application of specific teaching strategies that can be applied in online, classroom, and clinical settings. The course includes discussion of learner and teacher roles by examining various topic areas related to learner issues/needs, motivation and diversity. Teaching/learning strategies are grounded in the evidence set forth by the disciplines of higher education, rehabilitation professions, and other reputable resources. Principles of course development and delivery of instruction include instruction provided via both traditional strategies and newer technologies for online education such as blogs, wikis, web conferencing, and virtual environments. While the course focuses primarily on academic teaching, the learning theory and application to different kinds of media apply also to patient/client education.

The final course in the series focused on teaching in higher education curricula provides a comprehensive introduction to course development, implementation, and evaluation within the context of applicable standards, theory, college/university mission, and trends in education. Students learn to integrate educational theory, research, and practice to implement course objectives using a full range of delivery strategies including traditional formats as lecture and laboratory in addition to newer formats including simulations, online discussion with asynchronous and synchronous formats, and wikis, blogs, and podcasts.

Practicing cultural humility is an essential component of patient-centered care and shared decision-making. This course provides a critical understanding of cultural humility, preparing students to transform healthcare practices across different settings as a health and human services practitioner. The course develops cultural humility in oneself, colleagues, and the work/study environment with a critical outlook on how healthcare and social systems have unequally shaped the design and delivery of healthcare practices throughout history.

This course introduces students to concepts and skills necessary to the development of their Doctoral Project. In this course students will explore current trends in the profession, entrepreneurship, and approaches to navigating organizational changes while recognizing possibilities for transformative innovative within their current or desired professional setting. An emphasis will be placed on accessing peer-reviewed literature, scholarly writing, mentorship, and feedback with the intent to preparation students for the diverse roles that are expected from an advanced-level professional.

This course is designed for students to systematically explore preliminary ideas for a doctoral project that bridges theory and practice with students' professional trajectories. The course prepares students for developing a potential doctoral project by practicing research development skills, including self-reflecting on their professional trajectory, readiness, and interests for meaningful project development; aligning their professional interests with Boyer's scholarship domains according to the profession's research priorities and the student's competencies; defining and writing a preliminary problem statement, purpose statement, and research question(s); conducting a literature search and review; synthesizing evidence in support of their preliminary doctoral project idea; exploring and selecting a conceptual framework coherent with the potential capstone project idea and type of project; and delivering an oral presentation of their preliminary doctoral project idea. The course uses peer support and feedback and strategic faculty advisor/mentor feedback through the course modules to maximize the benefits of the PPOTD community of learning and practice.

This seminar is designed for practicing clinicians who aim to update and advance their present level of knowledge in clinical research or program development. The course is designed to advance the student’s knowledge and skill in a particular topic area chosen by the student and approved by the instructor. A key component of the seminar is the development of competencies in the area of clinical research and/or program development and evaluation.

The primary aim of the course is the development of a coherent Doctoral Project justification and plan through the two-parts of this courses. To achieve this, students develop their Conceptual Foundations Paper including anticipated Outcomes, Doctoral Project Proposal and Proposal Defense. The Conceptual Foundations Paper, Outcomes, and Doctoral Project Proposal are carefully constructed and reviewed documents that lead to successful completion of the defense prior to the student’s enrolling in the Post Professional Doctoral Capstone course (OT 810).

The Post Professional Doctoral Capstone is a multi-semester culmination course of the post professional OTD experience. In this course, students finalize their doctoral proposal, and implement their approved project. Students will then analyze, interpret, and synthesize the results of their doctoral project in preparation for the dissemination of the project’s results in the form of a manuscript and presentation. The course thus provides the opportunity for students to demonstrate their doctoral level knowledge and apply it in their chosen area, and to evolve into doctoral level scholars who advance the field of occupational therapy through dissemination of their scholarly work.