The history and philosophical base of the profession of occupational therapy. Guest speakers highlight the various practice settings where occupational therapists work and the diverse populations they work with, along with current topics of interest within the profession. S/U grade assessment.

Selected topics, not a part of the regular course work taught because of a special need, interest or opportunity.

Establishes an understanding of the history and philosophical domain and of occupational therapy through lecture and participatory activities. Explores professional roles of the occupational therapy practitioner including advocate, administrator, researcher, consultant, entrepreneur, educator, practitioner and policy developer. Discovers current and emerging areas of the practice of occupational therapy through grand rounds where guest faculty and practitioners share their experience and expertise. Examines the scope of and standards of practice, core documents of the profession, and professional organizations that support, guide and govern OT practice. Emphasizes professional development and wellness-oriented practice (self-care for the practitioner). Introduces skills for developing effective therapeutic relationships and basic practitioner and patient safety.

Examines the anatomical structure-function relationship through active learning methods. Clinically correlates the study of concurrent regional anatomy in BISC 7130 toward knowledge of function, dysfunction and the impact on occupational performance.

General biomechanical principles and detailed understanding of human movement. Identifies and examines anatomical structures in the trunk, shoulder girdle and upper extremity and assesses the function of those structures. Studies surface anatomy and the biomechanics of normal and abnormal muscle and joint action. Laboratory sessions focus on practical applications of anatomical principles including muscle origins and insertions contributing to assessment skills in analysis of joint movement, muscle strength, functional mobility and pain.

Explores the pathology and pathophysiology of disorders pertinent to the practice of occupational therapy across the lifespan through lecture and clinical observations. An introduction to oncology and the pathophysiological disorders of the nervous system are examined. Explores medical and psychosocial aspects of chronic illness and disability as a change from normal aging and physiobiological functioning. Pharmacological and other medical interventions are introduced and integrated with material concurrently presented in other courses. The role of the occupational therapist discussed as functional implications of pathological change from an occupational perspective is explored.

Compares orthopedic conditions of the upper and lower extremities. Explores the biomechanic means of injury through the lens of everyday activity. Integrates knowledge of anatomy and concurrent didactic knowledge to examine the effect of such conditions on occupational performance. Applies models and theories of practice, and current evidence in orthopedic rehabilitation in the evaluation and assessment of musculoskeletal injuries, including range of motion and manual muscle testing. Critically analyzes evidence supporting evaluation and treatment methodologies used with individuals with orthopedic impairments. Introduces upper extremity static splinting skills and the use of physical agent modalities in orthopedic rehabilitation.

Examines histology, gross anatomy, organization and function of the central nervous system and peripheral nervous system. Each topic has an applied component in which students investigate the impact of these systems and structures on function and the dynamic relationship with occupation. Lecture/lab consists of clinical application of the course topics to case studies.

An understanding of neurobiological systems as a basis for human functional capacity. Studies the impact of neurological conditions and implications of neurological deficits. Examines sensory, motor, cognitive and auditory systems. Explores higher order topics such as language, motivation, memory and emotion, along with themes of hemispheric lateralization and neuroplasticity as they relate to function.

Explores the complexity of culture and the cultural formation of health and illness. Examines determinants of health with a particular focus on the patient and provider as persons in social and cultural contexts that shape knowledge, behaviors, attitudes and potential effect on access to, receipt of and delivery of care. Demonstrates knowledge of the U.S. health care delivery system and examines health policy framework. Explores potential disparities related to health in the context of bioethics and ethical delivery of care. Draws upon concurrent course content and experience to examine cultural assumptions about the nature of health, well-being and participation on quality of life, and the implications of cultural differences for occupational therapy practice models and methods including the promotion of health and well-being. Analyzes the OT Practice Framework relative to cultural factors and alongside contemporary theories of human occupation and the call for occupation-based and patient-centered practice.

Historical perspectives of disability and the influential nature of sociopolitical expectations on the construction of disability over time. Explores the reciprocal influence of contextual and demographic factors on legislation and regulations, policy-making and the implications for public health, and the practice of occupational therapy for persons, groups and populations. Applies advocacy skills to promote the concept of occupational justice and increase awareness of contributory factors that may hinder full participation in society. Analyzes the concept of disability as a misfit between the person-environment transaction. Critically analyzes policy related to accessibility of various environments for persons with disability with the concurrent OCTH 7306 course.

Explores the concept of authentic leadership as defined in the Ignatian tradition. Discovers the many applications of Ignatian discernment and decision-making in the workplace. Engages in critical review and discussion of occupational therapy practice through the analysis of bioethical issues and case studies. Explores scope of practice, standards of practice and professional responsibilities through the lens of Ignatian tradition. Identifies, analyzes and advocates for existing and future service delivery models and policies and opportunities to address societal needs. Discusses the potential effect of such advocacy on the practice of OT.

Demonstrates an understanding of assistive technology (AT) and adaptive equipment as an environmental intervention to preserve, augment or improve social, emotional, physical and academic well-being for persons in the early stages of the lifespan. Explores the use of equipment, assistive devices and therapeutic technology as a means to augment and/or adapt the environment to support occupational performance. Explores strategies that maximize participation in daily activities for young persons with varying limitations and disabilities and in multiple settings. Examines aspects of environment and person-environment interface in the selection, assessment and design/intervention to support occupational performance and participation in the early years of life.

Introduction to the use of assistive technology (AT) and adaptive equipment as an intervention to preserve, augment or improve well-being for persons in early to middle adulthood. Explores the use of equipment, assistive devices and therapeutic technology as a means to augment and/or adapt the environment to support occupational performance. Examines intervention strategies that maximize participation in daily activities for adults with varying limitations and disabilities in home, school, work and community environments. Assessment and intervention strategies developed in the context of home, school, work and community settings using technology to enhance occupational performance.

Establishes a foundational knowledge for assessment of persons with mental health and psychosocial challenges in various contexts including the use of subjective and objective measures. A comprehensive introduction to occupational therapy practice in mental health, including selected theoretical perspectives and conceptual models of practice as applied across the lifespan to individual, groups and populations. Lectures are integrated with lab experiences, to promote understanding of client psychosocial issues manifesting in acute episodes, rehabilitation, recovery and prevention. Explores therapeutic approaches and communication with application of therapeutic use of self, professional reasoning, emotional intelligence, empathy and a client-centered, collaborative approach.

Establishes a foundational knowledge for assessment of children and youth in various contexts including the use of subjective and objective measures. Relates etiology and development to conceptual models of practice utilized by an occupational therapy practitioner when working with children and youth. Addresses cognitive, motor and social-emotional developmental milestones of infants, early childhood, middle childhood and adolescents. Discusses occupations typical of children and adolescents and the impact of disruption on child and family occupational performance and participation within various contexts. Lab experiences focus on theoretical foundations and developmental principles used to guide assessment and intervention, such as play, sensory processing, cognitive approaches, hand function, social skills, executive functioning and feeding. Presents current policies affecting practice with children and youth.

Establishes a foundational knowledge for assessment of adults in various contexts including the use of subjective and objective measures. Applies an understanding of the occupations of individuals in early to middle adulthood and explores conceptual models of practice, theories and evidence-based therapeutic techniques as a foundation for the OT process for adults with physical dysfunction across the continuum of care. Develops skills through in-depth application of physical agent modalities, durable medical and adaptive equipment selection, design and instruction, and orthotic fabrication and fitting. Also develops skills to integrate principles of ergonomics in lab sessions. Biopsychosocial consideration guides professional reasoning.

Establishes a foundational knowledge for assessment of aging adults in various contexts including the use of subjective and objective measures. Applies an understanding of the occupations of older adults and explores conceptual models of practice, theories of aging and adaptation and evidence-based therapeutic techniques as a foundation for practice. Examines contemporary practice issues related to productive aging, including interprofessional practice. Compares service delivery models and resources to support older adults and their caregivers across the continuum of care. Develops professional reasoning skills for assessment through the comparison of the concepts of the normal aging process, with biological, physiological, psychosocial and neurological changes associated with aging and end-of-life care. Explores issues that may influence geriatric practice including policy, reimbursement models and ethics.

Emphasizes the utilization of assessment results to implement evidence-based, theory-driven interventions that support participation and occupational engagement for individuals and groups across the lifespan. Applies knowledge of the impact of psychological and mental health dysfunction on occupational performance and participation. Develops clinical reasoning and skills through experiential, self-directed and case-based learning. Designs and facilitates individual and group interventions. Experiential learning may also occur through group design, participation, observation and critique of therapeutic group sessions.

Examines and implements the occupational therapy process with children and youth in medically-based pediatric settings. Incorporating evidence-based practice principles with clinical reasoning, students participate in case-based and experiential learning to develop and implement occupational therapy interventions with specific emphasis on activity analysis. Intervention techniques in neuromotor, feeding, sensory processing, social participation, hand therapy and rehabilitation are explored for infants through adolescents. Context of cases integrated with material covered in concurrent courses.

Integrates foundational knowledge of pediatric conditions commonly seen in community-based settings, including developmental disabilities, mental health disorders and behavioral disorders to explore clinically relevant and evidence-based best practices. Emphasizes the utilization of assessment results to implement evidence-based, theory-driven interventions that support participation and occupational engagement for children and youth in early intervention services and schools. Students plan and execute effective interventions in the areas of sensory processing, self-regulation, executive functioning, handwriting and social participation. Explains how to utilize effective collaborative techniques and implement community education programs for infants through adolescents and their families. Context of cases is integrated with material covered in concurrent courses.

Emphasizes the utilization of evaluation and assessment results to implement evidence-based, theory-driven interventions that support participation and occupational engagement for individuals in early and middle adulthood. Applies knowledge of the impact of physical disability on participation in everyday life. Develops clinical reasoning and skills through experiential, self-directed and case-based learning. Context of cases is integrated with material covered in concurrent courses.

Emphasizes the utilization of assessment results to implement evidence-based, theory-driven interventions that support participation and occupational engagement for individuals in late adulthood. Applies knowledge of the impact of aging and of age-related changes on participation in everyday life to design interventions that promote safe occupational engagement in the home and community. Develops clinical reasoning and skills through experiential, self-directed and case-based learning. Context of cases is integrated with material covered in concurrent courses.

Establishes an understanding of occupation and, as the foundation for occupational therapy theory and practice through the examination of occupation, activity and participation. Explains the centrality of occupation in health and wellness throughout the lifespan using conceptual models and frames of reference in historical and contemporary occupational therapy practice, as well as outside the discipline of OT. Students engage in community service projects and articulate to clients and the general public the distinct value of occupation to support performance, participation, health and well-being. Employs logical thinking, critical analysis, problem solving and creativity to evaluate the dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and client factors. Examines the construct of occupational justice and related concepts.

Establishes an understanding of the transactional relationship between the person, environment and occupation through the continued examination of health and balanced occupational participation. Explores determinants of health and the potential contributions of these determinants to health for persons, groups and populations across the lifespan. Analyzes epidemiological factors that impact the public health and welfare of populations and evaluates the role of occupational therapy in improving the health of populations. Articulates the impact of disability and chronic disease on quality of life and well-being. Analyzes health promotion and preventive practice models of service delivery for community-dwelling people of all ages. Explores theory-driven, evidence-based community health educational solutions and develop strategies to address occupational participation for persons with chronic conditions. Generates therapeutic interventions to empower people to self-manage health conditions. Compares educational strategies for teaching-learning for persons across the lifespan with a range of health literacy needs. Applies teaching strategies to communicate health and wellness initiatives.

Applies, analyzes and evaluates scientific evidence to explain the importance of balancing areas of occupation and the role of occupation in the promotion of health, prevention of disease, illness and dysfunction, and utilizes practice models of health promotion and education for persons, groups and populations in various community-based settings. Expands community practice and program development skills, including needs assessment, negotiating community partnerships, program planning and program evaluation. Designs an evidence-driven, theory-based community or primary care program that is capacity building for a community partner.

Demonstrates understanding of lifespan approach to evaluation and treatment of neurological conditions. Establishes an understanding of the theoretical assumptions of neurophysiological approaches to neurorehabilitation including framework and approach to assessment and intervention. Explores neuromotor and sensorimotor recovery strategies using the occupational therapy process and applies neurophysiological principles in approach to assessment and intervention for motor control dysfunction. Demonstrates understanding of developmental and motor learning theories and approaches in evaluation and treatment for neurological conditions across the lifespan.

Applies theoretical neurological approaches to neurorehabilitation in assessment and intervention of individuals of all ages with neurological dysfunction. Focuses on principles of rehabilitation to maximize participation in activities of daily living including adaptations and modifications to support participation. Explores psychological and neurobehavioral aspects of neurological deficit. Examines specific problem areas after neurological injury including, but not limited to, cognitive and perceptual issues, visual and visuospatial impairments, and speech and language deficits. Demonstrates an understanding of the role of caregiving and the support needs of the caregiver at different phases of neurological recovery.

Summarizes the concept of professional reasoning and critical inquiry as the basis for professional decision-making. Establishes an understanding of the development of scientific theory and inquiry. Demonstrates introductory research skills in accessing virtual knowledge, professional writing, critical reading and information literacy. Articulates the importance of quantification and measurement to organize, analyze and relate information both in practice and in research. Explores the framework of the International Classification of Functioning (ICF) Model as a means to evaluate and organize research. An overview of quantitative and qualitative research models is introduced, leading to the creation of a focused question on an area of interest and completion of an annotated bibliography and research report of a case study.

Integrates evidence with knowledge and experience to date, patient preference and values to make an informed decision. Engages in self-directed and group learning and applies knowledge to case scenarios. Explores the application of evaluation and intervention approaches for case-based persons of all ages and abilities.

Establishes a foundational understanding of the research process. Compares and contrasts types of research including qualitative and quantitative models. Examines the concept of statistical analyses in the health sciences. Group learning demonstration of understanding of research methods in critique and appraisal of evidence and completion of a Critically Appraised Topic (CAT) on policy and disability theory related to OT practice in concurrent content area of mental health.

Uses skills and knowledge from prior research courses to engage in a group research project. Collaborate with peers in the design, execution and presentation of a mini-research project on a topic related to children and youth. Students establish an understanding of feasibility of timelines in research and the importance of considering time when planning the design of a study/project. Groups submit a “proposal” of work and present the research project at the end of the term.

Begins initial preparations for the OTD clinical doctoral capstone project. Explores potential area of scholarship to align interest with a community or clinical partner. Identifies and justifies a feasible scholarship/research topic guided by a faculty mentor. Formulates and clarifies question relevant to research topic. Develops draft proposal and plan for implementation including IRB approval and initial data collection. Explores funding options including grant writing methods.

Explores and evaluates business strategies to advocate for, promote, develop, manage, market and expand services related to occupational therapy practice and the delivery of occupational therapy services that includes case management, care coordination, consultation and transition of services. Applies budget development and financial management, strategic planning, marketing and funding procurement through grant writing through the process of program development and evaluation of outcomes. Describes and discusses major leadership philosophies, theories and strategies for conflict resolution, negotiation, and personnel supervision and management. Explores the business complexities of a dynamic health care environment including regulations and compliance issues, reimbursement systems, funding mechanisms, coding and documentation requirements and quality improvement.

Innovative teaching methods and learning theories underlying occupational therapy practice, teaching tools, resources and strategies to be recognized as engaged, contemporary professionals. Establishes the foundation required to create and prepare educational tools for classroom instruction, clinical and community-based in-services and professional presentations. Activities include demonstration of instructional design principles, shared reflection on skill development in self and peers, critical reading, writing and peer support. Improves interview skills; discusses contract negotiations. Explores and compares the roles of practitioner-educator in various contexts including clinical practice and academia.

Lectures and discussions in an area which, because of its topicality, is not the subject of a regular course. The special topics are designated in the Schedule of Classes.

Advanced clinical exploration in specific areas of occupational therapy practice. Students may choose to pursue either pediatrics or adult practice beyond what is covered in the general curriculum.

Readings, discussion and participation in research under the direction of an occupational therapy faculty adviser. S/U grade assessment.

Students continue work on professional development plan, complete a competency exam prior to clinical rotations and use exam results to develop individual learning goals at the initiation of Level II fieldwork. Round-table discussions and group activities, demonstrating professionalism, in preparation for Level II fieldwork.

Integration of occupational therapy knowledge, concepts and skills in preparation for participation in the Doctoral Experiential Component, completion of the NBCOT licensure exam and autonomous clinical practice. Comprehensive case scenarios that serve as the foundation for review of content areas and focused discussions. Students complete the comprehensive examination designed to capture competency in all content areas and detect safe clinical decision-making skills to identify readiness to proceed as an independent practitioner. Comprehensive examination must be passed to proceed with the final Doctoral Experiential Component. Designed to transition the student to the professional level of accountability.

Concurrent with Level II fieldwork practicum. Students participate in an integrated forum intended to guide the application of didactic knowledge to current fieldwork practice. Engages in critical analysis and discussion of elements of the paradigm of the profession. Content and course section relative to lifespan and/or practice setting of concurrent Level II fieldwork practicum.

Students engage in service within the community as an integrated learning method. Students also gain deeper understanding of the needs of individuals, groups and local populations and a broader appreciation of the occupational nature of human beings through participation in active, collaborative and inquiry-based learning that meets identified community needs. Examines psychosocial factors and the potential affect on engagement in occupation within communities. Reviews goals, guidelines, policies and procedures for participating in the academic program's Level I (LIFW) and Level II (LIIFW) fieldwork programs. Provides training in confidentiality/privacy laws to support students in abiding by professional ethics and behaviors. Experiential learning varies from site to site. First course of three in the series of Level I fieldwork experiences.

Students engage in service within the community focused on meeting the needs of children and youth. Students also gain deeper understanding of the needs of individuals, groups and local populations and a broader appreciation of the occupational nature of human beings through participation in active, collaborative and inquiry-based learning that meets identified community needs. Experiential learning varies from site to site. Second course of three in the series of Level I fieldwork experiences.

Students engage in service within the community focused on meeting the needs of persons in early through middle adulthood. Students also gain deeper understanding of the needs of individuals, groups and local populations and a broader appreciation of the occupational nature of human beings through participation in active, collaborative and inquiry-based learning that meets identified community needs. Experiential learning varies from site to site. Final course in the series of Level I fieldwork experiences.

Full-time, clinical fieldwork experiential learning under the supervision of a licensed occupational therapist. Develops entry-level competence through the delivery of occupational therapy services to clients including evaluation, planning, treatment and intervention. Entry-level exposure to occupational therapy practice in a variety of clinical or community-based settings. During the fieldwork process, students are expected to assume increasing responsibilities related to patient or client care. Duration is 12 weeks.

Full-time, clinical fieldwork experiential learning under the supervision of a licensed occupational therapist. Develops entry-level competence through the delivery of occupational therapy services to clients including evaluation, planning, treatment and intervention. Entry-level exposure to occupational therapy practice in a variety of clinical or community-based settings. During the fieldwork process, students are expected to assume increasing responsibilities related to patient or client care.

A customized, 14-week (560 hours minimum) doctoral experiential component to build upon entry-level competence as a generalist practitioner. Advanced skills are achieved in one or more of the following: clinical practice, research, administration, leadership, program and policy development, advocacy, education or theory development. Students collaborate to generate specific learning objectives for a mentored practice setting. Evidence of learning is integrated with concurrent Doctoral Capstone course culminating with dissemination.

Taken during the final two terms of the OTD program culminating in the dissemination of the doctoral capstone project. The first term involves capstone project development and planning in conjunction with concurrent course, Health Through Occupation 3. Requires collaboration with faculty mentor and peers for review of research/scholarship during the capstone process. In the second term, the focus is on the completion of the doctoral project, including data collection and analysis of data. Culminates in the dissemination of findings from research/scholarly work in a forum of peers, faculty and stakeholders. Preparatory components of the capstone project, as defined by ACOTE, must be completed prior to progressing to the second offering of the course and Doctoral Capstone Experience in the final term of the program. Takes place over two terms and culminates in dissemination of doctoral capstone project.