WEC Pediatric theory syllabus fall 2011

St Catherine University Department of Occupational Science and Occupational Therapy OSOT 5410: Pediatric Theory and Service Delivery WEC Fall Trimester 2011 Faculty Paula Rabaey MS OTR/L Assistant Professor Fontbonne 118A Phone: 651-690-6026 Email: parabaey@stkate.edu 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 © 2009 St Catherine University – 2-4-10 Page St Catherine University Department of Occupational Science and Occupational Therapy 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: 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 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 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 © 2009 St Catherine University – 2-4-10 Page St Catherine University Department of Occupational Science and Occupational Therapy Students will demonstrate learning through participation in written assignments, observation, analysis, and discussion Assigned readings Student participation through completion of: a Pre-class activities and questions b Learning through group discussion process c Group presentation project Directed pediatric observations Course Objectives Compare and contrast occupational therapy service delivery models for children, youth, and families (i.e educational, medical, community) 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 Critique common developmental assessments Describe the roles of various disciplines on the intervention team in pediatric practice Describe effective therapeutic use of self, ethical and interpersonal boundaries, cultural biases, personal values, attitudes and beliefs when working with children and families 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 Identify safety concerns in pediatric practice regarding clients and self Compare and contrast models, theories, frames of reference, and the evidence that supports them 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 © 2009 St Catherine University – 2-4-10 Page St Catherine University Department of Occupational Science and Occupational Therapy Planned Class Schedule Reading Guide: CS-Case-Smith K & H-Kramer and Hinojosa Kuhaneck: Making play just right Date Sept To prepare for Class CS: Ch 1,5, Skim ch 26 to get an idea of various types of medical settings for pediatrics In Class Foundation for pediatric practice Settings for pediatric practice CS: 13 (pg 404-410), (pg 2233) Family systems theory, attachment, bonding, and resilience Assignments Due Read over syllabus Review BB course: Assignments and Course Documents tabs Pre-class questions due (5 pts) 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) Sept 16 CS: (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, CS: Ch (bottom of pg 33-50) Work on questions for parent panel-in groups *Introduce Conditions assignment Parent Panelcomplete discussion forum assignment (see BB) Theory and development of childhood occupations Come with completed questions for Parent panel Assignment due: Developmental history formwhat kind of a baby were you? (on BB)(20pts) 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 © 2009 St Catherine University – 2-4-10 Page Bring Models of Practice table to class Discussion reflection on parent panel due Friday Sept St Catherine University Department of Occupational Science and Occupational Therapy assignment Sept 30 K & H: ch Tools of Pediatric practice Kuhaneck: ch 1, 2, Play CS: ch (pgs 65-72)-review to get familiar (or refresh your memory) with normal sequence of development Play assessmentsvideo Pre class: view video clips of Peggy and Sydney (CS ch 18)answer pre-class questions on BB (5 pts) Oct 14 CS: ch 23 *Prof Rabaey gone Article: Christian, L.G (2006) Understanding families: Applying family systems theory to early childhood practice.-on BB 23 (midnight), response to peers due Sun Sept 25 (midnight) Play activity analysis due (20 pts) Pre-class video questions from CS ch 18-Peggy and Sydney (5 pts) Developmentmotor/reflex/ of 1st three years-videos QUIZ 1: online week of Oct 3-7 (10 points) Group Conditions assignment due Group Conditions assignment due Settings for birth to 2: Home-based therapy and IFSP’s Pre-class questions ON assessment and evaluation (5pts) and Early intervention (5 pts) CS: ch Pre-class: questions on assessment and EI Beginning the evaluation and assessment process Developmental assessments Oct 28 CS: ch 24 (pg 713-727), ch (pg 72-80) Each group present 10 minutes on their Developmental assessment K&H: ch 15 Group conditions presentations-group Group Conditions assignment due Bring Biomechanical FOR sheet to class Settings for 3-5 and transitioning to preschool and an IEP Biomechanical FOR © 2009 St Catherine University – 2-4-10 Page *Preschool observation assignment due St Catherine University Department of Occupational Science and Occupational Therapy for positioning infants/children for function Nov 11 K & H: ch (pg 187-211), 12 (pg 390-406) FOR’s for motor skills: NDT and motor skill acquisition CS: ch (pgs 245-top of 252) Pre-class questions on sensory integration (5pts) Bring SI FOR sheets to class FOR for SI K & H: ch 6, (pg 99-133) SI and the child: ch 1, (skim), Sensory theory and neurodevelopmental assumptions supporting SI theory QUIZ 2: online week of Nov 14-18 (10 pts) CS: Ch 11 (pgs 325-334-SKIM) Pre-class: questions on SI *Introduce Pediatric sensory observation assignment (practice video in class) Nov 18 Dec SI and the Child: ch 4, ch (pg 61-71), ch Group Conditions presentations- group Group Conditions assignment due CS: ch (pgs 78-80), ch 24 (pgs Bottom of 727-741) Finish SI FOR Pre class questions: Educational policies (5 pts) Pre-class: educational policies wkst (on BB) (5pts) Elementary years IEPs, section 504, RtI CS: ch 4, 27 (and watch video case of Micah-ch 27) Group Conditions presentations- group Pre-class: research reading requirements typical of a 5th grader (don’t spend more than 20 min), Middle childhood occupations-George case Pre-class: Questions on Micah video Occupations of adolescents Transition services and settings © 2009 St Catherine University – 2-4-10 Page Group Conditions assignment due Pre class video questions on Micah (5 pts) *Pediatric sensory observation assignment due St Catherine University Department of Occupational Science and Occupational Therapy Finals week Dec 5-11 Online exam TBA Course Assignments: Full descriptions of assignments are posted on BB under the “Assignments” tab Assignment Group Conditions presentation Preschool screening assignment Pediatric sensory observation Parent panel Discussion posting Developmental History form Play activity analysis Pre-class questions ( ) Quizzes (2) Final exam TOTAL for class Points possible Total course points 60 30 40 10 20 20 10 40-50 60 30 40 10 20 20 35 20 40-50 275-285 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) A 94-100 B+ 90-91 A92-93 B 84-89 B82-83 C+ C C- 80-81 74-79 72-73 D F 67-71