School of Health and

Community Services
OTA Therapeutic Skills III
2014-2015
Program

Year

Semester

OTA/PTA

Course code:

OTPT 4304

Con. Ed. code:

N/A

Course hours:

56

GPA weighting:

Prerequisite:

OTPT 3304

Corequisite:

OTPT4301 OTPT 4304

Prepared by:

Teresa Avvampato

Laptop course: In class

Online

Authorized by (Dean):

Hybrid
Date: June 2014

Professor contact information:

NAME

EMAIL

PHONE

OFFICE LOCATION

905 . x

905 . x

905 . x

905 . x

905 . x

905 . x

Durham College Course Outline Course Code 2013-2014

Page 1 of 9

Course Description:
This course will explain the range of occupational performance issues that can result from various
neurological and mental health conditions. Intervention techniques will be reviewed and practiced at the
level of the person, the environment and the occupation. Principles of activity selection, planning and
application will also be reviewed as they relate to functional disabilities.

Course Learning Outcomes

Course Specific Outcomes

Essential Employability Outcomes

Students receiving a credit for this course will have

demonstrated their ability to:

Students receiving a credit for this course will have

demonstrated their ability to:

1. Apply occupational therapy theory and models

to frame occupational performance issues
related to neurological and mental health
conditions.

7. Communicate clearly, concisely and correctly in

the written, spoken, and visual form that fulfils
the purpose and meets the needs of the
audience.

2. Implement common interventions that address

occupational performance issues related to
neurological and mental health conditions.

8. Respond to written, spoken, or visual

messages in a manner that ensures effective
communication.

3. Instruct others regarding the purpose and use

of adaptive devices and equipment to address
occupational performance issues impacting
individuals with various neurological and
mental health impairments.

9. Apply a systematic approach to solve

problems.

4. Describe the role of the OTA, as part of an

inter-professional health care team working
with individuals with various neurological and
mental health conditions.

11. Analyze, evaluate, and apply relevant

information from a variety of sources.

5. Document the administration of an

occupational therapy intervention plan to
address a neurological and/or mental health
occupational performance issue in a thorough,
objective, accurate and non-judgmental
manner within the role of the therapist
assistant.

10. Use a variety of thinking skills to anticipate and

solve problems.

12. Manage the use of time and other resources to

complete projects.
13. Take responsibility for ones own actions,
decisions, and consequences.

6. Identify safety issues and contraindications that

should be considered and addressed when
working with individuals with neurological
and/or mental health conditions.

Course Learning Outcomes contribute to the achievement of Program Learning Outcomes.

For a complete list of Vocational/Program learning outcomes and Essential Employability Skills
please refer to the current program guide.

Durham College Course Outline Course Code 2013-2014

Page 2 of 9

ence of Instruction

Evidence of Learnin
Intended Learning

nit 1: The OTA role in neurological rehabilitation and mental health:

odels, Framework and Safety.

Resources and
References

Course Outline
Program Guide
Early Ch 3

Est.
Class
Hours
1

ass:

Learning
Outcomes
References
CLO
1, 4, 6
EEO
7, 8, 9, 10,

Explain the course learning outcomes, intended learning

and evaluation methods, dates and weighting
Explain case based, problem based learning methods
Define the role of the OTA in neuro/ mental health
Explain the influence of performance component issues
and environment on occupational performance in this
population

Intended Learning Activities

Evaluation

Icebreaker, Introduction Exercise

Discussion and development of learning
environment
Discussion of Program Learning Outcomes, coand-pre-requisites
Powerpoint/lecture/discussion

b:

Explain the lab formats and overall lab structure

Identify the expectations for the lab learning
environment
Describe safety and contraindications that should be
considered while working with this population and ways
to optimize safety
Differentiate occupation based versus component based
intervention for this population
Identify personal learning goals for this course

nit 2: Deficits and intervention in Sensation, Perception and

ognition

ass:
Describe common sensory, perceptual, cognitive and
psychosocial components, functions and deficits
Describe the interrelationships among sensory, perceptual and
cognitive functions in the performance of everyday activities
(occupational performance)
Explain various compensatory and remedial strategies that
address various sensory/perceptual/cognitive deficits

DC Connect
Video
demonstrations
Early Ch 9, 22, 23
Case Mr. J (pg.
434)
Lab station
handouts

CLO
1, 4, 6
EEO
12, 13

Introduction to lab, lab worksheets and clinical

skills passport
Expectations for lab learning environment
Lab activities
Demonstration/Practice

CLO
1, 4

PowerPoint/lecture/discussion
Active Learning

ass:

DC Connect
Case Study
Lab handouts

CLO
1, 2, 3,
EEO
12,13
CLO
1, 4

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport
PowerPoint/lecture/discussion
Active Learning

Select interventions that target occupational

performance issues or component impairments, which
are common in pediatric conditions.
Explain the role of the OTA when treating clients with
these condition

nit 4: CVA

ass:

Explain common types/sites of CVA

Identify and explain occupational performance issues

Lab worksheet

2%

In-class worksheet/quiz

2%

Lab worksheet

2%

In class worksheet/ quiz

2%

EEO
7, 8, 9, 10, 11

Identify common neurological and mental health

diagnoses affecting pediatric populations
Explain common occupational performance issues
affecting pediatric populations with neurological
conditions
Explain the impact of impairment in common
occupational performance components affecting
pediatric populations with neurological conditions.
Identify the benefits of various play based treatments

b:

2%

EEO
7, 8, 9, 10, 11

Implement interventions that address common deficits in the

sensory/perceptual or cognitive areas
Teach grooming to someone with apraxia
Explain the role of the OTA when treating clients with these
conditions
nit 3: Play: pediatric conditions and treatment principles

In-class worksheet/ quiz

CLO
1, 2, 3,
EEO
12, 13

DC Connect
Video
demonstrations
Early Ch 9, 21,23,
24
Case: Mr. L

CLO
1, 4

DC lab or clinic visit to Grandview

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport
PowerPoint/lecture/discussion
Active Learning

EEO
7, 8, 9, 10, 11

Durham College Course Outline Course Code 2013-2014

Page 3 of 9

ence of Instruction

b:

Evidence of Learnin
Intended Learning

affecting individuals with various types of CVA

Explain common occupational performance components
affecting individuals with various types of CVA
Explain common intervention techniques appropriate for
various types of CVA and related impairment
Explain the role of the therapist assistant in the treatment of
clients who have experienced a CVA

Resources and
References

ass:

Define and differentiate dementia versus delirium and their

clinical presentation

Identify and explain occupational performance issues

affecting individuals with dementia or delirium

Explain common occupational performance components

affecting individuals with dementia or delirium

Explain common intervention techniques targeted for

individuals with dementia or delirium

Explain the role of the therapist assistant in the treatment of

clients who have dementia or delirium

DC Connect
Early Ch 19
Case: Mr. R
(p497)
Lab station
handouts

b:

Implement a variety of compensatory strategies used for the

treatment of dementia or delirium

Implement occupation, person and environment based

intervention techniques appropriate for dementia or delirium

Administer various cognitive screening assessments,

including the MMSE and MOCA

Explain the role of the OTA when treating clients with these
condition
nit 6: Traumatic Brain Injury

ass:

Define traumatic brain injury and its common causes

Identify treatment activities for clients with traumatic brain

injury at various functional levels

Identify and explain common occupational performance

issues and components affecting individuals with TBI

Identify and explain occupation, person and environment

based intervention techniques appropriate for TBI

Explain the role of the therapist assistant in the treatment of

clients with TBI, including their role in behaviour
management

Implement common intervention techniques used for the

treatment of TBI
Administer exercises to address visual tracking, scanning,
form constancy, figure-ground perception and visual memory
Implement occupation, person and environment focused
intervention techniques for clients who experienced a TBI

Learning
Outcomes
References

Intended Learning Activities

Evaluation

(p.487)
Case: Mrs. M
(p.487)
Lab station
handouts

Implement compensatory and remedial strategies used for

the treatment of various CVA related impairments
Execute safe and effective training strategies for functional
transfers and mobility
Identify and demonstrate appropriate set-up and use of
common equipment used with this population
Explain the role of the OTA when treating clients with this
condition

nit 5: Considerations for the OTA working with older adults:

ementia and Delirium

b:

Est.
Class
Hours

Lab worksheet

2%

EEO
12, 13

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

CLO
1, 4

PowerPoint/lecture/discussion
Active Learning

In class worksheet/ quiz

2%

Lab worksheet

2%

EEO
7, 8, 9, 10, 11

DC Connect
Early Ch 25
Case: Mr. R
(p497)
Lab station
handouts

CLO
1, 2, 3,

CLO
1, 2, 3,
EEO
12, 13

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

CLO
1, 2, 3, 4

PowerPoint/lecture/discussion
Active Learning

In-class worksheet/ quiz

2%

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

Lab worksheet

2%

EEO
7, 8, 9, 10,

CLO
1, 2, 3
EEO
12, 13

Durham College Course Outline Course Code 2013-2014

Page 4 of 9

ence of Instruction

Evidence of Learnin
Intended Learning

Resources and
References

nit 7: Spinal Cord Injury

Explain the functional differences between complete and

incomplete spinal cord injury

Identify factors that can limit occupational performance

potential

Explain occupational performance issues and components

affecting individuals with SCI at various levels

Explain occupation, person and environment based

intervention techniques appropriate for SCI at various levels

Explain the role of the therapist assistant in the treatment of

clients with SCI

DC Connect
Early Ch 27
Case: Mr. S(p534)
Lab station
handouts

b:

Teach and implement common intervention strategies used

for the treatment of SCI at various levels
Explain the role of the OTA when treating clients with these
conditions

nit 8: Degenerative diseases, neurogenic and myopathic

sfunction

ass:

Explain common occupational performance issues and

components affecting individuals with degenerative diseases
(MS, Parkinsons, GBS)

Identify and explain occupation, person and environment

based intervention techniques for degenerative diseases

Explain the role of the therapist assistant in the treatment of

clients with degenerative diseases

ass:

Final Exam Review

DC Connect
Early Ch 28
Case: Holly (p561)
Lab station
handouts

CLO
1, 4, 5

Intended Learning Activities

PowerPoint/lecture/discussion
Active Learning

Evaluation

Assignment 1: Case study

with teaching plan

24%

CLO
1, 2, 3,

Lab worksheet

2%

In class worksheet/quiz

2%

Lab worksheet

2%

Final Exam

Final Exam

30%

Video presentations

Assignment #2: Video

intervention and
documentation

20%

EEO
12, 13

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

CLO
1, 4

PowerPoint/lecture/discussion
Active Learning

EEO
7, 8, 9, 10, 11

DC Connect
Case Study
Lab handouts

Learning
Outcomes
References

EEO
7, 8, 9, 10, 11

b:

Implement common person, environment and occupation

focused intervention techniques for degenerative diseases

Explain the role of the OTA when treating clients with these
conditions

Demonstrate appropriate set-up and use of common

equipment used with this population
nit 9: Review

Est.
Class
Hours

CLO
1, 2, 3,
EEO
12, 13

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

CLO
1, 4

PowerPoint/lecture/discussion
Active Learning

EEO
7, 8, 9, 10, 11

b ( Field Trip Whitby home or Ontario Shores):

Implement effective communication techniques

Develop a cooking skills intervention session (to be

videotaped outside of lab time)

Document the therapeutic cooking skills intervention in the

form of a narrative note in an objective, clear and concise
manner
ass: Final Exam
nal Exam

b
ew video projects and peer evaluate with class (10 min each)

CLO
1, 2, 3, 5
EEO
12, 13

CLO
1, 2, 3, 4, 5, 6

Demonstration/Practice at Whitby Home

Case Study
Lab demonstration
Skills practice
Lab worksheets
Clinical skills passport

EEO
7, 8, 9, 10, 12, 13

Course outlines are planning guidelines; actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of content,
learning outcomes or evaluation, prior to changes being implemented. Faculty can find the procedures for
implementing changes in the Course Outline Guide.
Durham College Course Outline Course Code 2013-2014
Page 5 of 9

Professors are responsible for following this outline and facilitating the learning as detailed in this
outline.

Durham College Course Outline Course Code 2013-2014

Page 6 of 9

Evaluation Criteria:
(A full description of the Academic Appeals Process can be found in your Student Handbook.)

Week 7 Assignment 1: Case study with teaching plan

24%

Week 10 Final examination

30%

Week 10 Video Intervention and Professional documentation

20%

Week 2, 3, 4, 5, 6, 7, 8 weekly lab worksheet

(2% each essential practical skill competencies and documentation)
Week 2, 3, 4, 5, 6, 8 class worksheet/ quiz
(2% each quiz based on material presented)
Total

14%
12%
100

Notes:
1. In class/lab activities occur in class/lab and will only be given once. They cannot be made up or
supplemented. Any missed in-class/lab activities will be assigned a mark of "0."
2. Assignments are to be submitted on the due date at the beginning of class, unless otherwise directed
by the professor. Late assignments will be penalized 10% per calendar day, and will be graded a 0
within 3 days, acknowledging a heavy penalty in keeping with the importance placed on deadlines within
the workplace environment.
3. All written assignments must be type written. Specific requirements regarding format and referencing
will be presented in class.
4. Tests will be written at the beginning of that week's scheduled class unless otherwise directed by the
professor.
5. Test dates are tentative and will be confirmed by the professor.
6. The format of tests will be discussed prior to its scheduled dates. Dates will be announced in class as
well as posted on DC Connect.

Required Text(s) and Supplies:

Early, M. (2013). Physical Dysfunction Practice Skills for the Occupational Therapy Assistant (3 rd
Edition). St. Louis, Missouri: Elesvier Mosby. ISBN 978-0-323-05909-1

Recommended Resources:
(purchase optional)

Gillen, G. (2009). Cognitive and Perceptual Rehabilitation: Optimizing Function. St. Louis, Missouri:
Elesvier Mosby. ISBN 978-0-323-04621-3
Durham College Course Outline Course Code 2013-2014
Page 7 of 9

Policies and Expectations for the Learning Environment:

General Policies and Expectations:
General College policies related to

General Program policies related to

Acceptable Computer Use

attendance

Academic Policies

Academic Honesty

absence related to tests or assignment due

dates

Student Code of Conduct

excused absences

Students Rights and Responsibilities

can be found on-line at
http://www.durhamcollege.ca/academicpolicies

writing tests and assignments

classroom management
can be found in the Program Guide. These
guides are available on the main Durham
College website
http://www.durhamcollege.ca/ .

Course Specific Policies and Expectations:

STUDENT CONDUCT: Students are expected to conduct themselves in a professional manner while on
campus and off campus. Students are expected to comply with the programs professional conduct,
appearance, and safety expectations found in the Program Guide and to understand and comply with offsite policies and procedures. It is everyone's responsibility to have respect for their peers.
CELL PHONES/PAGERS: Electronic communication devices will be turned off and not used in the
classroom unless part of the objectives or learning activities of a course or lesson. Students who disrupt a
class to the detriment of the other members of the class will be asked to leave.
MISSED TESTS: The opportunity to write a missed test is discretionary and may be granted based on
meeting the following criteria: notifying the professor prior to the scheduled test time; submitting
appropriate documentation (e.g. note from doctor, dentist etc) to validate the absence to the subject
professor, and meeting with the professor.
PEER INTERACTION AND FEEDBACK: Students are expected to participate with their peers in active
learning activities and demonstrations. These demonstrations provide students with opportunities for
written/verbal feedback from their peers, instructor, and others on the application of learned course
material.

Subject Eligibility for Prior Learning Assessment & Recognition

(PLAR)
Yes

No

Durham College Course Outline Course Code 2013-2014

Page 8 of 9

PLAR acknowledges subject mastery earned through work experience, professional development or nontraditional educational opportunities. A grade is assigned for the credit. The assessment can be written,
oral, portfolio, or observational (or a combination of these four formats). The assessment format is
determined by the subject matter experts. Assessments are aligned with the course learning outcomes.
Applications for PLAR should be completed prior to course commencement and more information about
the application process can be found by contacting the PLAR office and by reading the PLAR Student
Information package at http://www.durhamcollege.ca/wp-content/uploads/plar.pdf Students enrolled in the
course must apply and make payment for PLAR within the first two weeks of course commencement. A
grade of at least 50% is required to be successful in this process.
1. A candidate will not be able to initiate the PLAR process if he/she: a) registered in the said subject
within the last 10 months; or b) audited the subject within the last 10 months; or c) previously failed the
subject (within the last 2 academic years); or d) misrepresented his/her performance in a college subject
for the purpose of obtaining marks or recognition.
2. Applications for PLAR should be completed prior to course commencement. In any case, students
enrolled in the course must apply and make payment for PLAR within the first two weeks of course
commencement.

General Course Outline Notes:

1.

Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.

2.

The college considers the electronic format (i.e. MyCampus or DC Connect) as the primary channel of
communication. Students should check the sources regularly for current course information.

3.

Professors are responsible for following this outline and facilitating the learning as detailed in this outline.

4.

Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)

5.

A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.

6.

Faculty are committed to ensuring accessible learning for all students. Students with permanent
disabilities who require academic accommodations in accordance with the Ontario Human Rights Code
should register with the Centre for Students with Disabilities (CSD) to initiate in-class accommodations.
The CSD is located in room SW116, Oshawa Campus (or room 180, Whitby Campus). Call 905-721-3123.
Outline Template v11.2013

Durham College Course Outline Course Code 2013-2014

Page 9 of 9