WEC Pediatric theory syllabus fall 2011

Membership applications are available on-line at www.aota.org Course Description The focus of this course is on the foundations of occupational therapy services for children, youth, an

OSOT 5410: Pediatric Theory and Service Delivery

WEC Fall Trimester 2011

Faculty

Assistant Professor Email: parabaey@stkate.edu

Fontbonne 118A Office hours: by appointment

Class meeting time and place

Fridays of weekend college: 9/9, 9/16, 9/30, 10/14, 10/28, 11/11, 11/18, 12/2

5:00-9:30 pm

Fontbonne Hall 33

Texts and other course materials (*note you will use this same set of text in Pediatric Practice)

• Ayres, A.J (2005) Sensory integration and the child (25th anniversary

edition) Los Angeles: Western Psychological Services

• Case-Smith, J (Ed.) (2010) Occupational therapy for children (6th ed.) St Louis:

Mosby.

• Kramer, P., & Hinojosa, J (2010) Frames of reference for pediatric occupational

therapy (3rd ed.) Baltimore: Lippincott, Williams, & Wilkens

• Miller-Kuhaneck, H., Spitzer, S., & Miller, E (2010) Activity analysis, creativity, and playfulness in pediatric occupational therapy Jones and Bartlett Publishers,

LLC.

• American Psychological Association (2010) Publication manual of the APA (6th ed) Washington D.C.: American Psychological Association

• Blackboard-there is no course pack for this course All assignments, outlines, and

ppt outlines will be posted on BB It is your responsibility to check BB and obtain the appropriate materials for class

• Access to t he internet is necessary to participate in on-line activities High-speed connection is strongly recommended Instructions will be provided in class.

• Student membership in the American Occupational Therapy Association is required in the occupational therapy programs at St Catherine University Membership

applications are available on-line at www.aota.org

Course Description

The focus of this course is on the foundations of occupational therapy services for children, youth, and their families in various settings and models of service delivery You will learn about evidence-based theories, models and frames of reference; development of skills for occupational performance; pediatric OT process and beginning tools for assessment; policies and legislation influencing practice; primary conditions encountered; and the roles of the occupational therapist

in pediatric practice Prerequisites: Successful completion of all prior MAOT program

coursework.

Congruence with University Mission

OSOT 5410 advances the vision and mission of St Catherine University of integrating liberal arts and professional education within the Catholic tradition of intellectual inquiry and social teaching The MAOT framework is developed from the liberal arts goals with emphasis on leadership and collaboration, lifelong learning, ethics and social justice, diversity and global perspectives, effective communication, critical and creative inquiry These curricular themes are clearly visible in each of our proposed core courses and our student learning outcomes

Relationship to the Curriculum Framework Model:

The St Catherine University Occupational Therapy Program’s Commitment to Catholic Identity

The MAOT program at St Catherine University is committed to the traditions of our Catholic heritage

and identity These include: the intellectual tradition, which places value on critical inquiry; the social tradition, which demonstrates commitment to the poor and outcast; and the sacramental tradition, which

emphasizes the integration of the material and spiritual In particular, we place emphasis on the following principles: providing hospitality and a caring community, demonstrating concern for the dear neighbor without distinction, addressing the needs of our time, striving for excellence in all endeavors, and making

a difference in both our local and world community By drawing on these principles, we seek to promote a common search for wisdom and an integration of these traditions into the educational experience In the spirit of hospitality so central to the Sisters of St Joseph in the founding of our university, we refrain from excluding other religious and spiritual traditions in our attempts to discover how our Catholic heritage enhances the work that we do and the people we serve

Statement Regarding Teaching/Learning

All members of the campus community are entitled to live, learn and work in an environment in which the dignity and worth of each individual is acknowledged and appreciated As such, the instructors are committed to maintaining an educational environment that promotes respect for cultural values and racial differences, and will not knowingly discriminate on the basis of race, color, national or ethnic origin, sexual orientation, age, religion, creed, disability, body size, or gender It is expected that students will join in this endeavor

This is a graduate course That means that this course is meant to be rigorous, and challenging It is expected that all on-line discussion and other assignments will show evidence of critical and higher order thinking Higher order thinking does not involve a simple repetition of facts or your knowledge Instead,

it must involve comprehension, application, analysis, synthesis, and/or evaluation

Brief description of primary teaching/learning methods:

This course uses a variety of teaching strategies to assist students in learning the content of the course Instruction is provided through lecture, demonstration, group discussion, reading, and class participation

This is part one in the two-part sequence regarding pediatric occupational therapy practice This provides the foundational information on theory, conditions, and service delivery to prepare you for the associated pediatric practice course This sequence is part of the occupational therapy track in the curriculum model.

Students will demonstrate learning through participation in written assignments, observation, analysis, and discussion

1 Assigned readings

2 Student participation through completion of:

a Pre-class activities and questions

b Learning through group discussion process

c Group presentation project

3 Directed pediatric observations

Course Objectives

1 Compare and contrast occupational therapy service delivery models for children, youth, and families (i.e educational, medical, community)

2 Evaluate typical development of children and adolescents regarding occupational performance in the following areas:

a Physical development/reflexes

b Sensori-motor

c Cognition/learning

d Social emotional development

3 Critique common developmental assessments

4 Describe the roles of various disciplines on the intervention team in pediatric practice

5 Describe effective therapeutic use of self, ethical and interpersonal boundaries, cultural biases, personal values, attitudes and beliefs when working with children and families

6 Differentiate knowledge of the common clinical conditions in pediatrics in terms of the following factors: etiology, incidence and prevalence, risk factors, prognosis, related terminology, medical interventions, pharmacology, precautions and

contraindications, and implications for occupational performance through the lifespan

7 Identify safety concerns in pediatric practice regarding clients and self

8 Compare and contrast models, theories, frames of reference, and the evidence that supports them

9 Describe the influence of social, cultural, temporal, spiritual, and physical contexts on children and families across the health-pathology continuum

10 Identify strategies to develop, maintain, and promote occupational performance and adaptation with children in various settings

11 Explain the occupational therapy process used in pediatric practice

12 Examine policies that influence occupational therapy service delivery in pediatric practice areas

Planned Class Schedule

Reading Guide:

CS-Case-Smith

K & H-Kramer and Hinojosa

Kuhaneck: Making play just right

Sept 9 CS: Ch 1,5, Skim ch 26 to get

an idea of various types of

medical settings for pediatrics

CS: 13 (pg 404-410), 2 (pg

22-33)

K & H: Ch 3(skim)

Article: Connard, C., & Novick,

R (1996) The ecology of the

family: A background

paper.-posted on BB

Pre-class: questions posted on

BB (5 points)

Foundation for pediatric practice Settings for pediatric practice

Family systems theory, attachment, bonding, and resilience

Work on questions for parent panel-in groups

*Introduce Conditions assignment

Read over syllabus Review BB course:

Assignments and Course Documents tabs

Pre-class questions due (5 pts)

Sept 16

CS: 3 (56-64), 16 (pg 474-479)

Article: Humphry, R (2002)

Young children’s occupations:

Explicating the dynamics of

developmental processes

American Journal of

Occupational Therapy, 56 (2),

171-179

K & H: ch 1, 5

CS: Ch 2 (bottom of pg 33-50)

Parent

Panel-complete discussion forum assignment (see BB)

Theory and development of childhood occupations Video clips of Caitlin and Eily-discuss questions in groups Theories, models, and Frame of reference in

pediatric OT (print off table on models of practice on BB)

*Introduce preschool observation/screening

Come with completed questions for Parent panel Assignment due:

Developmental history form-what kind of a baby were you?

(on BB)(20pts)

Bring Models of Practice table to class

Discussion reflection on parent panel due Friday Sept

assignment 23 (midnight), response to 2

peers due Sun Sept 25 (midnight).

Sept 30

K & H: ch 4

Kuhaneck: ch 1, 2, 3

CS: ch 3 (pgs 65-72)-review

to get familiar (or refresh

your memory) with normal

sequence of development

Pre class: view video clips of

Peggy and Sydney (CS ch

18)-answer pre-class questions on

BB (5 pts)

Tools of Pediatric practice

Play

Play assessments-video

Development- motor/reflex/ of 1st

three years-videos

Play activity analysis due (20 pts)

Pre-class video questions from CS ch 18-Peggy and Sydney (5 pts)

QUIZ 1: online week of Oct 3-7 (10 points)

Oct 14

*Prof

Rabaey

gone

CS: ch 23

Article: Christian, L.G (2006)

Understanding families:

Applying family systems theory

to early childhood practice.-on

BB

CS: ch 7

Pre-class: questions on

assessment and EI

Group 1 Conditions assignment due

Settings for birth to 2:

Home-based therapy and IFSP’s

Beginning the evaluation and assessment process Developmental assessments

Group 1 Conditions assignment due

Pre-class questions ON assessment and evaluation (5pts) and Early intervention (5 pts)

Oct 28

CS: ch 24 (pg 713-727), ch 3

(pg 72-80)

K&H: ch 15

Each group present

10 minutes on their Developmental assessment Group conditions presentations-group 2

Settings for 3-5 and transitioning to preschool and an IEP Biomechanical FOR

Group 2 Conditions assignment due

Bring Biomechanical FOR sheet to class

*Preschool observation assignment due

for positioning infants/children for function

Nov 11 K & H: ch 7 (pg 187-211), 12

(pg 390-406)

CS: ch 9 (pgs 245-top of 252)

K & H: ch 6, (pg 99-133)

SI and the child: ch 1, 2 (skim),

3

CS: Ch 11 (pgs 325-334-SKIM)

Pre-class: questions on SI

FOR’s for motor skills: NDT and motor skill acquisition FOR for SI Sensory theory and neurodevelopmental assumptions

supporting SI theory

*Introduce Pediatric sensory observation assignment (practice video in class)

Pre-class questions on sensory integration (5pts) Bring SI FOR sheets to class

QUIZ 2: online week of Nov 14-18 (10 pts)

Nov 18 SI and the Child: ch 4, ch 5 (pg

61-71), ch 7

CS: ch 3 (pgs 78-80), ch 24

(pgs Bottom of 727-741)

Pre-class: educational policies

wkst (on BB) (5pts)

Group Conditions presentations- group 3

Finish SI FOR Elementary years IEPs, section 504, RtI

Group 3 Conditions assignment due

Pre class questions:

Educational policies (5 pts)

Dec 2 CS: ch 4, 27 (and watch video

case of Micah-ch 27)

Pre-class: research reading

requirements typical of a 5th

grader (don’t spend more than

20 min),

Pre-class: Questions on Micah

video

Group Conditions presentations- group 4

Middle childhood occupations-George case

Occupations of adolescents Transition services and settings

Group 4 Conditions assignment due Pre class video questions on Micah (5 pts)

*Pediatric sensory observation assignment due

Finals

week

Dec 5-11

Online exam TBA

Course Assignments: Full descriptions of assignments are posted on BB under the “Assignments” tab

Group Conditions presentation 60 60

Preschool screening assignment 30 30

Pediatric sensory observation 40 40

Parent panel Discussion posting 10 10

Developmental History form 20 20

Play activity analysis 20 20

Pre-class questions ( 7 ) 5 35

Quizzes (2) 10 20 Final exam 40-50 40-50

Class Policies - a full listing of policies can be found in the MAOT Student Handbook and in the St

Catherine University LeGuide

Grading Scale and Policies:

Grading Scale (percent of points)

Late Work Policy

Written exams and assignments are expected to be completed on time All assignments are due

at the start of class time on the date they are due Point deductions are made on any work that is late and unexcused (10% per day will be made on any work that is late and unexcused) The instructor must be contacted before the due date if you believe you have a legitimate reason for late work No late points are deducted for legitimate extensions granted by the instructor.

Incomplete Grades

A grade of incomplete is given only when unusual circumstances deem it appropriate Incompletes are

awarded at the faculty's discretion (see complete policy in LeGuide).

Class Attendance

Attendance is important and necessary for the following reasons:

• each student's contribution to class is essential in the collaborative learning model

adopted by the MAOT program

• attendance is consistent with the professional behaviors required of an occupational

therapist

• entry-level students need classroom learning experiences to prepare for clinical

practice; participation in classroom experiences is a professional responsibility with implications for liability in fieldwork and practice

If absence from a class is necessary, the instructor should be notified in advance if at all possible Students are responsible for work missed because of absence and for any materials distributed in class Grades may be affected by unexcused and/or excused absences

Unexcused absences include missing one class to study for another class, missing class for holidays, vacations, or work, and missing class for personal / professional reasons without consulting the instructor

Students who have missed 15 - 30% of the class sessions (approximately 2-4 weeks in day format, 2 weekends in weekend format) will be asked to submit in writing a plan for completing missed classroom experiences and assignments to the instructor and the MAOT director

Students who have missed 30% or more of the sessions will be asked to withdraw from the course Withdrawal from a course may or may not affect a student's status in the MAOT

program

Professional Attitudes and Behaviors (Full policy in the MAOT Student Handbook)

The Department of Occupational Science and Occupational Therapy at St Catherine University recognizes that the development of professional behavior is an essential aspect of the preparation

of occupational therapy practitioners, sharing equal importance to the development of clinical reasoning and technical skills Important areas noted on the PAB form include dependability, professional presentation, initiative, empathy, cooperation/collaboration, organization, clinical reasoning and communication (verbal and written)

• Class Participation – You are expected to come to class prepared to participate fully This

includes doing required readings, completing any assignments and bringing any relevant resources to class

• Online Participation – You are expected to use common courtesy and standards for

professional behavior whenever emailing, posting, or chatting online Use of foul,

degrading, or disrespectful language will not be tolerated Humor, as long as it is positive and does not demean a class member, is encouraged

o It is your responsibility to check Blackboard for weekly messages, updates, assignment folders, websites, and other support material for this course.

o In the discussion sections, you will have the opportunity to discuss and deliberate controversial issues in education, that is, issues on which experts disagree, and reasonable, strong arguments can be made on both sides Thus, there is no one

"correct" answer for any of these issues, although they are all important and, I hope, interesting

o In your responses to the other students’ postings, please avoid posting brief comments such as “Good idea” or “I agree.” They fill the board without offering meaningful thought They will not receive credit If you agree (or disagree) with a posting, then say why you agree by supporting your statement with concepts from the

readings or by bringing in a related example or experience Build on others responses

to create threads

o You are expected to reference comments from your reading in your posts For full credit it is expected that in your postings each week you will include three or more specific points from the reading The references are to be cited according to APA standards

o Your comments should be substantive accurate, original, relevant, teach us something new and reflect serious thinking on the issues They also must be written well and clearly They should stimulate additional thought about the issue or make a significant contribution to our understanding of the issue being discussed

o It is very important that you use critical thinking skills in formulating your responses

Go beyond simply reciting the facts from reading or other sources Instead use higher order thinking such as comprehension, application, analysis, synthesis, and

evaluation Simple recitation of facts without thought is not appropriate to a graduate level course

• Ethical Behavior – You are expected to abide by the university’s policies on academic

integrity, behavior, and conduct See the policy on academic integrity and Code of Conduct as written in this year’s LeGuide (online)

• Written and Verbal communication

• Online Behavior – You are expected to use common courtesy and standards for

professional behavior whenever emailing, posting, or chatting online [Faculty may add other wording regarding on-line behavior expectations]

• Written work – There are high expectations for writing Students who have

difficulty writing should seek help from the O’Neill Writing Center [faculty may wish to add additional wording regarding expectations and consequences for your course]

Students with Special Needs

If you need course adaptations or accommodations because of a disability, please see the Office

of Resources for Disabilities 651-690-6563 To request academic accommodations due to a disability, please contact the Office of Resources for Disabilities (x6563) as soon as possible If you have a letter from these offices indicating you have a disability which requires academic accommodations, please present the letter to me so I will be able to provide the accommodations that you will need in this class Without this letter, I cannot make any accommodations