OTB 500

THEORY, HISTORY, AND FOUNDATIONS OF OCCUPATIONAL THERAPY

Bridge Program Blended Format Syllabus

Session/Semester/Year: Spring 2019

Professors: Colleen Muse OTR
Meeting Hours and Location Blended Format; On-line content and on-site.
Offices, Emails, Phone cmuse@baypath.edu
Numbers:
On-Site Office Hours Available by appt all on campus weeks
Virtual Office Hours Available by appt as needed throughout the semester,
please email me to set-up time
Prerequisite(s): As set by department
Co-requisite(s): None
Course Credits: 3 lecture

Introductory Comments : This course is a blended course, onsite and online. This means that
you will be responsible for some independent pre-learning prior to each scheduled class time. It
is expected that you are a self directed learner and this is essential to your success in this course.
This will include various lecture and/or other activities to support learning. The instructor will
also engage you in additional smaller group activities throughout the course. This is designed to
be a flexible and fluid teaching and learning experience. You are encouraged to attend the posted
on-site and virtual office hours.

Course Description: The content covered in this course addresses the theory, models, and
frames of reference used throughout occupational therapy practice across the lifespan. Students
will learn to differentiate theory, models, and frames of reference; learn to apply specific theories
in treatment planning and intervention; and integrate theoretical frames to address occupational
performance limitations for people of all ages. In addition, students will be introduced to the
history of occupational therapy and explore daily occupations of individuals across the lifespan.
Using the OT Practice Framework and a variety of OT models of practice, students will explore
components of basic and instrumental activities of daily living, work, play, and leisure. Analysis
and clinical assessment of occupational performance will be explored. The constructs of client
centered practice and the person-occupation-environment interaction will be woven throughout
the course to highlight connections between human occupation in supporting purpose and
meaning through the lifespan.

Curriculum Threads
Client centered practice: Students begin to understand the importance of getting to know an
individual through an occupational profile to ensure treatment is client-centered; students will
understand the human as an occupational being
Occupational performance: Students utilize the Frameworks to begin to understand what skills
are needed for successful occupations.
Function: Course maintains a focus on function as defined by the individuals one treats.
Ethical practice: Students will learn about the Code of Ethics and problem solve ways to
address ethical situations.
Evidence based: Strong focus throughout assignments to back with evidence. Lectures provide
current information on evidence-based practice.
Foundation of awareness: Throughout the course the key components of occupational therapy
practice and the Frameworks of OT will be discussed and educated on to allow for a foundation
of practice.
Building of knowledge: This course is seeks to provide a foundation of the profession utilizing
the OTPF, The Official Documents, and the Code of Ethics.
Acquisition and application of skill: Within the course students get to test their new skills such as
activity analysis and occupational profiles within assignments; students will utilize medical
terminology to accurately report client performance
Scaffolded learning: Assignments and lectures are designed to build off of each other. Topics are
presented and then elaborated on throughout the course.
Collaborative learning: Small group work is incorporated throughout the course within class
lectures and formal assignments.

Student Learning Outcomes:

The student will:

 Use critical thinking, clinical analysis, and problem solving to apply theoretical models of
practice and frames of reference to clinical case scenarios (Standards B.3.2, B.3.3, B.3.5)
 Describe theories and their role in occupational therapy practice (Standard B.2.1, B.3.6)
 Differentiate between theories, models, and frames of reference used in OT practice
(Standard B.2.11, B.3.6)
 Understand the application of theory, models of practice, and frames of reference in
evaluation, treatment planning, and intervention (Standard B.3.3)
 Analyze how theory influences practice (Standard B.2.1, B.3.3, B.3.4)
 Apply theory, models of practice, and frames of reference to evaluation and intervention
across the lifespan (Standard B.3.1, B.3.3, B.3.5)
 Administer assessments such as FIM and COPM according to standardized protocols;
articulate findings in a professional manner (Standards B.4.3, B.4.8, B.5.20)
 Use activity analysis to demonstrate an understanding of the interactions between the
human body, environment, and occupation using OTPF terminology and create treatment
interventions that are graded and adapted appropriately for an individual’s needs
(Standards B.1.1, B.2.2, B.5.23)
 Define the importance of occupation and activity related to an individual’s health,
wellbeing, and stage of life (Standards B.1.2, B.2.4)
 Demonstrate a clear understanding of the OTPF (Standards B.2.1, B.2.2, B.3.1)
 Demonstrate an understanding about the history of OT (B2.1)
 Demonstrate application of the OTPF in activity/task analysis and personal meaning
(B2,2, 2.3, 2.4, 2.5) through a variety of teaching/learning basic theories (B5.19).
 Effectively use medical terminology in documentation (Standards B1.4)
  Understand the Code of Ethics as it applies to all people and successfully apply it to the
student’s academic life (Standards B1.8, 9.1, 9.11). Articulate formal and informal ways
to make ethical decisions.
 Understand the role of OT, OTA, and other healthcare professions
 Understand basic national policies affecting OT (HIPAA, Universal precautions)
(Standard B2.3)
 Act in a professional manner, while successfully protecting personal assets from liability
issues (Standard B9.5)

Program Outcomes:
Client centered practice
 Students will understand and apply client centered practice with clients across the
lifespan and in a variety of practice settings
Occupational performance
 Students will understand the inherent need for participation in meaningful occupations
and the human right to engage in these occupations throughout the lifespan
Function
 Students will understand that client outcomes are based on functional performance and
apply that understanding to evaluation, intervention, and treatment planning
Ethical practice
 Students will demonstrate ethical practice in the academic setting, and understand and
apply those principles to clinical practice situations
Foundation of awareness
 Students will become aware of the basic tenets of the profession of occupational therapy
 Students will become familiar with the OTPF and apply the concepts to practice
Building of knowledge
 Students will understand and be able to articulate the scope and dimensions of the
theoretical basis of occupational therapy
 Students will apply theoretical concepts and frames of reference to practice
 Students will understand and articulate the role of activity on health and wellness
Acquisition and application of skill
 Students will evaluate clients holistically utilizing observation, occupational profile,
interview, and standardized and non-standardized assessment tools
 Students will interpret assessment results and develop client specific goals and treatment
plans
Scaffolded learning
 Students will utilize constructive feedback to develop higher level competence within the
program and during fieldwork affiliations
 Students will develop a foundation of awareness and knowledge for the acquisition and
application of entry level, general practice skill
Collaborative learning
 Students will engage in social learning opportunities to enhance learning and problem
solving

In addition, the Bay Path OT Program is accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE). Students enrolled in the BPU bridge program are
 preparing to be entry-level occupational therapy practitioners as well as sit to take the National
/Board for Certification in Occupational Therapy (NBCOT) examination. The current
accreditation standards can be viewed at http://www.aota.org/-/media/Corporate/Files/Education
Careers/Accredit/Standards/2011-Standards-and-Interpretive-Guide-August-2013.pdf.

ts:

 Steiner, S.; Capps, N. (2011). Quick Medical Terminology : A Self-Teaching Guide.

Retrieved from http://www.eblib.com (Free Access via Hatch Library)
 American Occupational Therapy Association (2014). Occupational therapy practice
framework: Domain and process (3rd ed.). Bethesda, MD: Author. (If you are a member
of AOTA you can download it free from AJOT)
 American Occupational Therapy Association (2018). The reference manual of the
official documents of the American Occupational Therapy Association, Inc. (23rd
ed.). Bethesda, MD: Author. (this can be done by searching AOTA for individual
documents as well-for free)
 Cole, M. B., & Tufano, R. (2008). Applied theories in occupational therapy: A practical
approach. Thorofare, NJ: Slack, Inc.
Recommended Text:

 Sladyk, K. (1997). OT student primer: A guide to college success. Thorofare,

NJ: Slack, Inc.

Curriculum Texts: The following texts are considered curriculum texts and may be used
directly or indirectly in this course:

Curriculum Text (required):

 American Occupational Therapy Association (2014). Occupational therapy practice
framework: Domain and process (3 ed.). Bethesda, MD: Author (most current edition)
rd

 Available through AJOT, Free to AOTA members and through Bay Path
Databases
 American Occupational Therapy Association (2016). The reference manual of the
official documents of the American Occupational Therapy Association, Inc. (23 rd

ed.). Bethesda, MD: Author. (most current edition)

 Available free through AOTA if a member
 American Psychological Association (2009). Publication manual of the American
Psychological Association (6th ed.). Author.
 APA Style Central available through Bay Path but not to replace the text
 https://baypath.idm.oclc.org/login?url=http://apastylecentral.apa.org/
 Asher, I. A. (2014). Asher’s Occupational therapy assessment tools: An annotated index
(4 ed.). Bethesda, MD: AOTA Press.
th

 Jacobs, K., & Jacobs, L. (2015). Quick reference dictionary for occupational therapy (6th
ed.). Thorofare, NJ: Slack, Inc. ISBN: 978-1617116469

Recommended (free electronically through Hatch Library):

  Boyt-Schell, B. A., Gillen, G., Scaffa, M. & Cohn, E. (2013). Willard and Spackman’s
occupational therapy (12 ed.). Lippincott, Williams, and Wilkins.
th

 Access Text Book Free through Bay Path - requires Bay Path Log in
 https://baypath.idm.oclc.org/login?url=http://ot.lwwhealthlibrary.com/book.aspx?
bookid=1109
 Pendleton, H. M., & Schultz-Krohn, W. (2013). Pedretti’s occupational
therapy: Practice skills for physical dysfunction (8 ed.). St. Louis: Mosby.
th

 https://baypath.idm.oclc.org/login?url=https://www.r2library.com/Resource/Title/
0323339271
 Gateley, C., & Borcherding, S. (2017). Documentation manual for occupational therapy:
writing soap notes (4 ed.). Thorofare, NJ: Slack Incorporated.
th

 Full Text available Free through Bay Path

 https://baypath.idm.oclc.org/login?url=https://www.r2library.com/Resource/Title/
163091231X

The majority of these texts can be purchased from the Bay Path bookstore. Order online at
efollett.com (click on the “Find Your Bookstore” link and choose state (MA) and then choose
institution. When you get new page, select the “Find Your Textbooks” link and choose program,
course number, and section number. AOTA books can be purchased at the American
Occupational Therapy Association website at www.aota.org.

Additional Readings: Additional readings will be posted on Canvas throughout the semester.

Methods of Instruction: This class includes a variety of methods to teach and evaluate
performance. Didactic and informal on site and online lectures, student discussions and
experiences, readings, small group activities, and problem based learning activities will be used
throughout the course. Evaluation methods include written assignments, discussions, exams, and
presentations.

Instructor/Course Policies and Procedures:

 As a responsible adult learner, you should actively evaluate your performance throughout
the class and lab experiences and seek help from your instructor when appropriate
 All work is to be typed unless an announcement is made in class allowing handwritten
work
 Students have two weeks from the return of an assignment to challenge a grade. The
student is required to provide his/her argument in writing along with the original
assignment for review by the faculty
 APA format is required for all papers
 On rare occasions, a faculty member will misplace a written assignment. For this reason,
students are required to provide a backup copy within 24 hours of a request from the
instructor. Students should NEVER hand in the only copy of an assignment
 Verbal and/or email changes to assignments and dates may be made during the class
  Students are reminded to review their student manuals concerning cheating policies. All
work must be credited to the appropriate source. Discussing assignments with past
students is strictly prohibited.
 As an institute of higher education, intellectual property is highly respected. Cheating
and/or plagiarism or the support of them is unethical. Violations of the college and
department ethical standards include, but are not limited to the following:
 Downloading papers from free, paid, or other writing websites
 Uploading papers to writing websites for exchange or membership
 Using papers or exams from past or present students, friends, or any other sources
 Falsifying data or information
 Using cheat sheets or other methods of cheating on exams
 Students should be aware that the faculty of Bay Path University routinely check Internet
databases, Internet sources, published documents, and locally accessible stored papers. If
you are unsure about cheating and plagiarism guidelines, you should read the BPU
Student Manual for additional information.

Contesting Points on an Exam or Quiz: There are times when students believe that there is a
better response to an exam/quiz question than the instructor selected. In some cases, the student
may be correct, and in some cases, the student may be incorrect. Rather than spend time in class
discussing an individual’s or a group’s response, students must follow the following procedure to
request reconsideration of a question/response:
 The individual student and/or group (if this was a group exam/quiz ONLY) must email
the instructor within 1 week of the posting of the exam/quiz grade indicating the desire
to challenge a question
 The instructor will set up a Google doc containing the challenged question and the
individual’s/group’s response and share the doc with the student/group
 The individual student and/or group must submit, in writing via the Google doc, a
rebuttal that is at least one and one half pages (double spaced) of content PER
QUESTION outlining why his/her/their response is correct. The submission must also
include citations to support the rebuttal and a separate reference page
 The Google doc submission must be completed (last edits made by the student/group)
within 24 hours of the Google doc being shared with the student/group
 The student/group will be notified within 1 week regarding the status of the rebuttal
 If the instructor deems that a change in grade is appropriate, ONLY the student/group
having submitted that written rebuttal will be awarded any additional points

Late Work Policy: All work is due by the assigned date and time specified in this
syllabus. Work is considered to be late after this time and loses 10 points for each 24-hour
period after that due date. For example, this means that an assignment due at 1:00 on August 1
and turned in at 1:05 on August 1 will receive a 10 point deduction (the highest possible grade is
now 90). By 1:00 on August 2, the assignment will lose an additional 10 points (the highest
possible grade is now 80). Students with extenuating circumstances may request an extension
on an assignment by sending an email to the course instructor at least 24 hours prior to the due
date/time describing the extenuating circumstances and proposing a reasonable timeframe for
completion. Requesting an extension does not guarantee an extension, which is the decision of
the course instructor. Students should follow up with the course instructor as soon as possible to
ensure the request has been received. Please contact your instructor if you have an emergency.
Any late papers must have a date and time placed on it by a BPU faculty/staff member prior to
being put in the instructor’s mailbox. Exams and quizzes may not be made up unless there are
extraordinary circumstances. Assignments should be typed in Times New Roman, 12 point, and
should reflect the student’s BEST/FINAL work. Once an assignment is handed in or posted on
Canvas, the instructor will assume it is the final copy. It is the student’s responsibility to ensure
that all assignments submitted on Canvas have been correctly uploaded and are viewable for
faculty. If the wrong assignment was uploaded or the assignment did not upload, the assignment
will be considered late and deductions taken as described above. Always double check
assignments that you have uploaded to Canvas.

Attendance Policy:

Students in the MOT program are learning to become health care professionals; attendance and
punctuality are required. Students are responsible for all material covered in all classes, labs, and
learning experiences; therefore, are expected to be present unless student illness or emergency
occurs. It is expected that if a student is absent from class they will contact the course instructor
as soon as reasonably possible as is expected in a professional context. This means notifying the
instructor/supervisor PRIOR TO the scheduled session unless emergency deems the student
incapable. Each hour of class a student misses will result in a 1-point deduction from the final
course grade.

No absences are permitted on the day of an exam or in-class assignment without the prior
permission of the instructor. Missing an exam, presentation, quiz, or any other graded in-class
assignment, without prior approval or documented extenuating circumstances (ex: student
hospitalization or death in immediate family), will result in a grade of zero for that learning
experience. The course instructor will be the individual to determine if the circumstances of the
situation qualify as extenuating circumstances

Turnitin.com Policy and Process: Students agree that by taking this course all required papers
may be subject to submission for textual similarity for the detection of plagiarism. All submitted
papers will be included as source documents in the Turnitin.com reference database solely for
the purpose of detecting plagiarism of such papers. Use of Turnitin.com service is subject to the
Terms and Conditions of Use posted on the Turnitin.com site.

The following statement must be submitted with each paper: “I submit that this paper is entirely
my own work and agree that it may be submitted to Turnitin for the purpose of checking for
plagiarism and further that it may be maintained on the Turnitin database in order to check for
future plagiarism.”

Statement on Academic Integrity: Academic integrity is vital to the learning process and
dishonesty will not be tolerated. Any student who commits academic dishonesty will receive a
sanction appropriate to the nature and severity of the violation and in accordance with the Policy
on Academic Integrity, which appears in detail in the course catalog (available under Academics
on Bay Path Connect). If you are unclear as to what types of behaviors constitute academic
dishonesty, talk with the course instructor. The entire policy may be found at
http://tinyurl.com/clwhq5u.

A faculty member who has evidence of a student failing to adhere to the Academic Integrity
Policy has a duty to report the conduct to the Office of Academic Affairs, which will maintain
records of the allegation and the disposition of the matter. When conduct involving academic
dishonesty occurs in the faculty member’s class, she or he may elect to attempt to resolve the
matter informally, in which case the faculty member may assign the student a grade of “F” for
the course and/or for the particular assignment, or grade so much of the assignment that
represents the student’s own work, or require that the student repeat the assignment or a similar
assignment. The faculty member may elect to refer the matter directly to Academic Affairs for
disposition by the Standing Committee through a Hearing Board.

Refer to the Bay Path University Course Catalog for additional information on the academic
integrity and social behavior policies.

Procedures for Students with Disabilities: Bay Path University is committed to providing
equal access to students with disabilities under the guidelines of Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act. Students with disabilities
who wish to request reasonable accommodations to ensure equal access to classes, programs or
services must register with the AccessAbility Services Office at accessability@baypath.edu or to
413-565-1607. Supports for students include reasonable and effective accommodations,
academic adjustments and/or auxiliary aids as determined on a case by case basis.

Federal Credit Hour: Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an
amount of work represented in intended learning outcomes and verified by evidence of student
achievement that is an institutionally established equivalency that reasonably approximates not
less than –
1. One hour of classroom or direct faculty instruction and a minimum of two hours of out of
class student work each week for approximately fifteen weeks for one semester or
trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the
equivalent amount of work over a different amount of time; OR
2. At least an equivalent amount of work as required in paragraph (1) of this definition for
other academic activities as established by the institution including laboratory work,
internships, practica, studio work, and other academic work leading to the award of credit
hours.”

TECHNOLOGY

 Communications from the University: The University provides a free e-mail account to
all of our students. Please be sure to check this e-mail account regularly by logging on to
the My Bay Path portal at my.baypath.edu. Important campus messages are often sent to
this email account. Be sure to check you Conversations Inbox and Announcements in
Canvas on a regular basis (daily is recommended) as all course related communication
will be sent through this module. You can see if you have new messages or
 announcements on your course home page when you first log in. It is also important to
set your “Notifications Preferences” within your Canvas profile. These notifications will
alert you that Canvas Conversations and Announcements are not the same as your Bay
Path email account. Each must be checked separately. For non course-specific
communication, your instructor will contact you via your Bay Path email.

 Technology-Related Issues and Problems: The Bay Path University Technology Support
Center (TSC) is always available to assist you with technology related issues that may
arise during your courses. The best way to contact them is through the “Tech Support”
link on the My Bay Path portal. You can also email your questions or problems to
ITS@baypath.edu or you can call the TSC at 413-565-1487. TSC hours of support
services are posted on the IT Resources page of the My Bay Path portal. Be sure to be as
specific as possible when requesting assistance; this will help you receive assistance more
quickly.

Communication with Faculty/Staff:

 Occupational therapy is a profession, and as such, students and faculty are expected to
behave professionally. This includes all verbal, nonverbal, and written communication.
 Faculty and staff will respond to emails/requests within 2 business (i.e., school, not
weekend) days. Immediate response is not always possible and should not be expected;
however, faculty/staff will make every reasonable attempt to answer questions promptly.
 Students are expected to respond to faculty/staff emails within 2 business days. It is your
responsibility to regularly check your emails. If a faculty/staff member is contacting you,
it is probably very important. Students must also make every reasonable attempt to
respond to faculty/staff questions promptly.
 You are asked to use Bay Path Email NOT canvas messaging for all communications.

Method of Determining Final Grade:

Assignment %
Theory: Model of Practice Paper 5%
FIM packet 5%
Activity Analysis and presentation 5%
Interview: Occupational Profile and COPM 10%
Quizzes 20%
Frames of Reference and Models Worksheets 5%
Discussions 15%
Frame of Reference Screencast-o-matic 5%
Article Summary (EBP) 5%
Professionalism 10%
Final Exam 15%
Total 100%

Evaluation of Student Learning:

At the completion of this course, you will receive a letter grade reflecting your performance in
this course. Letter grades (from A – F) will be computed for each of the above items based on the
percentage earned. Your percentage total is then converted to a letter grade according to the
following scale:

Letter Grade Equivalent: Percentage Earned: Grade Point:

A 95-100 4.00
A- 90-94 3.67
B+ 87-89 3.33
B 83-86 3.00
B- 80-82 2.67
C 70-79 2.00
F Below 70 0.00
I None 0.00
W None 0.00

Classroom Conduct: “In person” attendance is required for all on site and virtual class and lab
sessions. Students are required to be present in full body, mind, and spirit. In practice, this
means:

 Students should be alert at all times with attention directed to the classroom topic
 Attending on site classes virtually (i.e., Skype, Facetime, etc.) is NOT permitted
 Students may utilize electronic devices for the sole purpose of taking notes during on site
class should they choose to use this method rather than pen/paper. This is a privilege and
not necessarily a right
 Under NO circumstances should electronic media be utilized during class time for any
purposes other than classroom tasks (emails, Facebook, searching the Internet,
completing other class assignments, etc. is not permitted)
 Recording, videotaping, and photography are NOT allowed during on site class and lab
sessions. Should a student wish to record lectures, he/she must seek permission from the
instructor conducting the lab/class session. In courses with more than one instructor, this
means the student must speak with each instructor individually. Exceptions may be
allowed for students who have formal classroom accommodations (see “Procedures for
Students with Disabilities”).
 The professor reserves the right to limit use of electronic media in the event that the
above procedures are violated

Adherence to the above procedures not only represents professional behavior expected by
accredited health care professionals, but is also necessary to demonstrate respect for classmates
and faculty, and to contribute positively to the overall learning process. Violations of this policy
shall reflect negatively upon the student’s professionalism grade.

Tutoring Services: Professional tutoring services for writing support are available at Bay Path
University. Questions regarding this tutoring service should be directed
to AcademicSupport@baypath.edu or 413-565-1288.

Online tutoring services are also available through Smarthinking. To access the site, go to the
Bay Path Connect portal and click on the “Online Tutoring” button on the top left of the
page. Live, real-time tutoring is available in many subjects and there is also a writing service
that allows you to submit a paper and receive feedback within 24 hours. Please visit the site and
plan ahead if you wish to utilize this service as real-time tutoring hours vary by subject. Any
technology issues relating to the use of Smarthinking should be sent to ITS at ITS@baypath.edu;
all other questions on tutoring should be directed to AcademicSupport@baypath.edu or 413-565-
1288.

Social Media and Electronic Use: Many students have public profiles on social media sites
(Facebook, Twitter, etc.). Even when you set the privacy settings to private, there are important
things to remember in order to not violate HIPAA privacy laws and to maintain professional
behavior within the classroom. Refer to the OT Student Handbook for specific information
regarding the policy and recommendations on social media and electronics use. General
guidelines include:

1. Avoid posting comments about your peers, classmates, and instructors. We have a natural
tendency to vent about things that happen in class or outside of class, but remember once it is in
writing, it lasts forever. By posting it for others to see, you are at risk for possible institutional
consequences and/or litigation for defamatory comments.

2. Avoid going on social networking sites and texting during classes. You are in a professional
program and you should present yourself as a professional. Going on these sites and texting
during class is disrespectful to your peers, your instructor, and the profession of occupational
therapy.

3. Monitor what others are posting on your Facebook/Twitter or other social media accounts. If
questionable content or language is posted by others, that will reflect poorly on you. Remove
questionable content immediately.

4. University policy states during exams, you will be required to have your cell phone put away
and on silent. You will not be permitted to touch the phone during the exam. In the event of a
university emergency, your instructor will have his/her cell phone available. In the event of a
personal emergency, you can provide your friends/family with the campus main number and the
instructor will be notified via the main switchboard.

5. Always err on the side of caution. If you think information is private or that a post is
inappropriate, delete it or do not post it. It is always better to be safe.

6. Refer to the Bay Path University student catalog for additional information on social
networking, social policies, and use of electronic equipment. If you have any questions, contact
your academic advisor, Coordinator of the Bridge Program, Dr. Cheryl Boucakis, or the Director
of Occupational Therapy, Dr. Beverly St. Pierre.

7. In the event that inappropriate content or social media use is identified, the information will
be forwarded to the Bay Path academic integrity committee. Depending upon the severity of the
offense, additional consequences may include transmission of the information to the American
Occupational Therapy Association, where ramifications may include inability to sit for the
NBCOT exam or professional censure, which could impact your ability to obtain a license.

See the Bay Path University student catalog for the current statement on Information Technology
Ethics and Responsibilities.

Disclaimers: The instructor(s) reserve the right to change topics covered or the order in which
they are covered at his/her/their discretion (after advance notification to the class). It is the
responsibility of the student to stay informed via BPU email and the Canvas classroom. The
students are hereby advised that select copies of their work in this class may be retained by the
professor or Bay Path University for educational or administrative purposes.

Overview of Assignments:
More detailed information and grading rubrics for all assignments will be provided in class and
posted on the Canvas course site

Theory: Model of Practice Paper:

Worth 5%
Due: 03/16/19
Choose one of the OT models discussed in this course. Which one resonates most with you as a
future OT. We need to have a strong grasp of all models and are responsible to pull from any our
client needs, but it is likely one speaks most to you. You will be required to answer the
following:
1. Which of the Occupational models resonates most with you, and why?
2. Do you anticipate barriers to implement a client-centered, model-based approach in
clinical practice?
3. What do all of the OT practice models have in common?

Quizzes:
Worth 20%
 Due: Online quiz as needed, OT history (02/03/19 2-3pm), COPM Worksheet (Due in
canvas Worksheet-2/23/19), medical terminology (02/03/19 2-3pm), Assessments
(03/03/19 2-3pm), Frames of References (04/14/19 2-3pm).

Medical Term quiz: Prior to beginning the course, you should obtain any medical terminology
book or identify resources from RELIABLE Internet sites. You will also want to review the
OTPF for commonly used terms. Learn the common prefixes and suffixes for medical terms.
For example, you know that “cardio” refers to heart, and “ology” is the study of. Therefore, a
cardiologist studies the heart. You will have a 50 question multiple choice/matching quiz of
medical terminology terms. You may be given the word or you may be given the definition.

COPM Worksheet: To be completed after completion of all COPM material. See assignment
tab for worksheet and details.
OT History: Quiz on all presented material for OT history Week one.

Assessments: FIM, COPM, occupational profile

To be added: Pop quizzes and material covered can be added to this section as deemed
appropriate by the professor.

Article Summary:
Worth 5%
Due: 04/06/19

You will find an article using one of the BPU databases. The article must be from a peer
reviewed journal and contain some type of statistical data (i.e., p score/value) and must relate to
some form of OT intervention technique or strategy. This can be a qualitative or quantitative
study but may not be a systematic review. You will summarize the article. The summary must
include: The correct APA citation, an overview of the article, and a summary of what the
information means to a new OT in practice. The summary MUST be only 1 page, double
spaced, no more than 1 inch margins. You must submit the summary with a copy of the article.

Occupational Profile Interview and COPM Assessment( Called: Interview and COPM-in
canvas)
Worth 10%
Due: 03/09/19

You will work individually and will conduct an interview on an individual outside of the
classroom to create an occupational profile. You will complete the Canadian Occupational
Performance Measure (COPM) and hand in the completed COPM with the completed
occupational profile. It works best to do the interview on an individual with a deficit. Other
options may be for an individual to think back to when they had a deficit and interview as if they
still had that deficit (such as a broken bone/surgery). Individuals may also role play a deficit.
Interviewees may not be classmates and all students must participate in the interview and COPM
administration. Upon completion of the interview, you will write an occupational profile of the
person interviewed. Profiles should be typed, 2-3 pages in length, double spaced, and have 12 pt
font. The profile may be bulleted or in paragraph form as long as the information is there.

The interview should include the following:

 History
 Background information: Name, age, sex, ethnicity, current living environment
 Prior medical history (PMH): Medications, diagnoses, hospitalizations
 Social history: Interest, hobbies, support systems
 Educational history: Elementary school, high school, college, post graduate,
training
 Work history: Jobs held, volunteer and paid,
 Current Daily Routines: Typical weekday, Typical weekend day
  Current Life Roles and responsibilities
 Worker, student, caretaker
 Friends, volunteer, amateur, hobbyist, other roles
 Home maintenance
 Religious/organization participation
 Examples of roles: student, mother, daughter, son, father, volunteer
 Competence and satisfaction with roles
 Responsibilities: cook, clean, shop,
 Client Goals & Strengths and Problem areas
 Utilize results of COPM and summarize findings in relationship to goals
 OT recommendations to address problem areas

FIM Packet:
Worth 5%
Due: 02/16/19

The FIM Packet will be available electronically via Canvas. The packet is to be completed in
full and requires you to watch the FIM video located on Canvas Video Module (1 hr). See the
packet for further details and instructions.

Frames of Reference Screencast-o-matic:

Worth 10%
Due: 04/20/19 video post and comments upload to canvas
You will submit your screencast-o-matic to me, after feedback from peers on the discussion
forum. We will complete this forum by way of a program called Screencast-o-
matic. Instructions will be posted on canvas. Here are the prompts I would like you to use, as
talking points for this project:
Choose a frame of reference that resonates most with you. Then clearly articulate why you chose
this frame to represent your OT practice. Answer the following:
1. Why did you choose this frame of reference?
2. What resonates most with you as you envision yourself as a therapist?
3. What are the concepts of this frame?
4. Give a hypothetical example of putting this into practice (which setting, how can this apply?)
5. Which theory applies best to this client case?
Be sure to comment and share with each other. This is a great way to learn about a different
FOR. Be sure to give constructive feedback to each other. You may use a PowerPoint, screen
sharing or video of self for this assignment.
Activity Analysis and Presentation:
Worth 5%
Due: 03/02/19-upload paper to canvas; 03/03/19-presentation to class

In assigned groups of 3-4, you will analyze an assigned activity. The completed activity analysis
assignment includes both a typed document and a live presentation to peers. The typed document
should be 3-4 pages with 12 pt font and double spaced. All students (in their groups) will
conduct a 5-7 minute presentation demonstrating their activity including an overview of their
completed activity analysis. Groups may submit one paper. Individual students will complete
reflection worksheets on peer presentations. The activity analysis paper MUST utilize the OTPF
and include the following:

 A brief description of the activity assigned.

 Areas of Occupation: State what area/areas of occupation your activity covers with a
brief description why it fits that area (i.e., ADL, IADL, Rest and Sleep, Education, Work,
Play, Leisure)
 Activity Demands & Performance Skills
 Object and Properties: list any materials/equipment needed.
 Space demands: what environment/space is required to perform the activity?
 Within of the activity provide the following information:
 Required client factors and performance skills - describe
 List the general range of motion and movement requirements of the
activity and where in the task it is required.
 Mobility required for activity.
 Fine motor coordination required for activity.
 Strength required for the activity.
 Energy requirement to participation/complete activity.
 Utilize terminology from the OTPF
 Processing Skills - describe
 Attention
 Sequencing
 Problem Solving
 Memory
 Communication and environmental interaction skills - describe
 Visual
 Auditory
 Social skills/social demands
 Grade & Adapt the Activity: A deficit will be assigned to your group. Using this
deficit you have to determine how you could adapt and grade the activity to meet the
participant’s abilities. Specify what is adapted and what is graded within your paper
and why it was graded/adapted.

Discussion Postings:
Worth 15%
Due: Throughout the semester
Since this is largely a distance learning platform your participation in the discussion is
crucial for you and I to evaluate your learning and grasp of course material. All
grammar, punctuation, and comments are expected to be graduate level
communications. You are expected to discuss amongst each other weekly with
approximately 100 words per entry. You will be expected to issue and accept
constructive peer feedback in a positive manner. You will be required to post initially by
WEDNESDAY. I expect active engagement throughout the week with multiple checks in
throughout the week. You are responsible to answer all questions asked to your thread
and respond to at least 2 peers. I do expect that you read all posts. You may not
respond with "I agree". It must be a thorough, substantial response that shows your
understanding of the material. Also, remember you are all here because you are
OTA/PTA that is what makes it possible to complete MOT in a flipped model. You need
to grow past your current roles and think like a therapist. I will look to see this, I expect
more than "this is what I do at my current job" as that is not relevant to OTR clinical
practice or entry level board exams. Please see rubric for grading criteria.

Your participation in our 2 MANDATORY ZOOM calls will be calculated in this sections
as well. See rubric for details. DATES ARE: January 24th for section 1, January 25th
for section 2 (8pm EST) as well as February 6th for section 1 and February 7th for
section 2 (8 pm EST)

Frame of Reference and Models Worksheets:

Worth 5%
Due: As requested by a file upload, weeks 8-15.
To be completed on each model/frame covered and will be graded in a complete/incomplete
format. Worksheet link to be found beginning in week 8 module. Any late submissions for this
assignment are considered incomplete.

Final Exam:
Worth 15%
Due: Onsite Exam 9am-11am on 04/28/18 (both sections)

The final exam will encompass information from the entire course, this course covers much
material and will be material you will build upon in future courses, boards, and clinical practice.

Professionalism:
Worth 10%
Due: Throughout the semester

All BPU students begin the semester at 92%, we expect this as the standard and the same is used
for fieldwork, be sure to see rubric for details of each section. You can move up or down based
off your performance over the semester. Concepts in this course build upon each other. For both
on site and virtual classes, attendance is essential to gain the knowledge and skills necessary to
develop competency in entry level practice. In addition, your professionalism is an essential part
of both clinical and academic practice. In this class, and all other classes, you will be graded on
professionalism/ leadership competencies. These competencies are designed to help you develop
the interpersonal and professional skills necessary for successful participation in fieldwork and
as an entry level practitioner. You will be graded on the criteria included on the professionalism
rubric provided on Canvas. In addition, you are expected to participate in class activities,
discussions, and other aspects of the course.

OTB 500
THEORY, HISTORY, AND FOUNDATIONS OF OCCUPATIONAL THERAPY

DATE TOPIC ASSIGNMENT DUE

Week 1: Introduction to course; See weekly canvas for all reading, discussions
1/07/19 – life as a graduate and assignments due each week.
1/13/19 student; official Complete all materials/media/readings as listed in
documents, role of OT Module 1.
Monday- and what makes us
Sunday unique, objectives, Complete Pre-Intevention Surveys then view
importance of Module One Powerpoints
Please occupation, Instructor
complete expectations for
surveys by Jan course, review of APA
9th requirements
history and philosophy
of OT;
roles of occupational
therapy professionals

Module One:
Learning styles, Grad
school success, Stress
Week 2: Vision 2025/Centennial Complete all materials/media/readings as listed in
1/13/19 – Vision Module 2.
1/20/19 OT History Canvas as assigned.
OT distinct Value Video to replace live class material
NO (video and article)
ONSITE
Module 2: Know your
learning style #2
Bay Path Resources
Library Tutorial
Week 3: Ethics
01/20/19 – Occupational Therapy Complete all materials/media/readings as listed in
01/27/19 Practice Module 3
Framework(OTPF)-
come prepared to Medical term book and practice tests available via
discuss in large group Hatch:
State regulations for
MA for OT. http://baypath.eblib.com/patron/FullRecord.aspx?p=697953
Code Of Ethics
Occupational Profiles MANDATORY ZOOM CALL: Be sure to read
Medical Terminology material for the week prior to call. see link in canvas
begins
 Module 3: Section 1: 8pm EST(Wednesday)
Faculty Roles
Zoom Call Section 2: 8pm EST(Thursday)
Week 4: Assessments overview,
01/27/19- Standardized vs Complete all materials/media/readings as listed in
02/03/19 nonstandardized Module 4
assessment
ONSITE Medical Term Cont. Quizzes @2pm on 2/3: Medical terminology and OT
MEETING History
Module 4:
Community Building Study OT history, Medical Term for quiz
Peer Supports
Ways to connect
Week 5: COPM, Barthel, FIM
2/03/19 – Complete all materials/media/readings as listed in
2/10/19 Module 5: Module 5.
Time Management and
Life Balance FIM Video (1hr) FIM Instrument.
ZOOM call
MANDATORY ZOOM CALL 2/6 or 2/7 pending
section 8pm EST

Week 6: Activity Analysis Complete all materials/media/readings as listed in

02/10/19 – Gradation/adaptation Module 6
02/17/19 Start Activity Analysis COPM worksheet-keep working
group meeting-present
Post next onsite FIM PACKET DUE 02/16/19
Intervention Universal Precautions,
Surveys due FIM/Assessments
begin FIM lab onsite
this week by
2/17 Module 6: Post Intervention Surveys due this week by 2/17
Wrap up and Thank
ONSITE you!
MEETING

Week 7: Work on pending Complete all materials/media/readings as listed in

02/17/19 – assignments: Module 7
02/24/19 COPM, Activity Activity Analysis and Presentation due next week
Analysis, grading and COPM worksheet 2/23
adapting
Week 8: OT theory: health and Complete all materials/media/readings as listed in
02/24/19- wellness, vision 2025 Module 8
03/03/19 Activity Analysis Quiz on Assessments (2pm 3/3/19)-COPM, FIM
ONSITE completion AA presentations during On site
WEEKEND Group feedback forms
 Google docs

Week 9: Occupation based Complete all materials/media/readings as listed in

3/03/19- models: occupational Module 9
3/10/19 behavior, Due 03/16/17:Theory Model of Practice paper
MOHO, occupational Starting now filling out weekly worksheet on
adaptation, ecology of Models-See canvas for link and submission details
human performance,
person-env’t- Due 03/09/19: COPM and Occupational Profile
occupation assignment
performance model,
model integration
KAWA Model

Week 10: Evidence based Complete all materials/media/readings as listed in

03/10/19- practice-EBP, need for Module 10
03/17/19 article reviews,
ONSITE ways to access articles Submit Models worksheets by 3/16.
WEEKEND

Week 11: Frames of References Complete all materials/media/readings as listed in

03/17/19 begin: Module 11
-03/24/19 Frames of
Reference(FOR):
Applied Behavioral
frames
Cognitive behavioral
frames
Biomechanical and
rehabilitative FOR
Week 12: Frames of Reference: Complete all materials/media/readings as listed in
03/24/19- Toglias dynamic Module 12
03/31/19 interactional approach, Article review DUE: 4/6/19
Allens cognitive
ONSITE level,Lifespan
development frame
WEEKEND

Week 13: Frames of Complete all materials/media/readings as listed in

03/31/19- Reference:SI and Module 13
04/07/19 processing
Motor control and
motor learning frames
psychodynamic frames
Week 14: Frame of reference: Complete all materials/media/readings as listed in
04/07/19- integration into practice Module 14
04/14/19 Canvas readings as assigned
 Post FOR screencast- In class:
ONSITE o-matic learn the KAHOOT review for Final bring IPAD
WEEKEND technology FOR project due 4/20/19
Quiz: 3/31 Frames of References (2pm)
Week 15: Wrap up and review Canvas as assigned
04/14/19- Stress management KAHOOT-FOR REVIEW
04/21/19 Chat scheduled- Work on and post your Voice Threads
Week 16: Final exam TBD for time and location (will be onsite)
04/21/19-
04/28/19

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