OTA 1150 Phys Dysfunction Lab

Course Description

Students learn practical applications and apply active learning in lecture content. Designated as a Community-Engaged Learning class.

Course Student Learning Outcomes

• Identify the component activities related to the OT (occupational therapy) Practice Framework.

• Identify and describe how to use data resources for screening and evaluations.

• Identify how to use an occupational therapy model of practice or frame of reference to evaluate and contribute to the treatment planning of an individual with physical dysfunction.

• Discuss and demonstrate proficiency in treatment techniques and strategies for various diagnoses including the ability to provide training in self-care, self-management, health management, and maintenance, home management, and/or community and work integration as necessary.

• Demonstrate competency in development, remediation, and compensation for varying body functions outlined in the OT Practice Framework.

• Describe how to obtain evidence related to the cognitive and physical functioning levels of patients in order for evidence-based best practice.

• Articulate the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.

• Demonstrate familiarity with various commonly utilized OT assessment tools through oral presentation.

• Demonstrate aspects of effective documentation necessary to therapy records, and reimbursement.

• Record treatment session content accurately.

• Identify standardized evaluation instruments and methods used in occupational therapy.

• Identify standardized and non-standardized assessment tools appropriate to the role of the Certified Occupational Therapy Assistant (COTA) under the direction of an Occupational Therapist, Registered (OTR).

• Utilize measures and quantitative standards such as number of repetitions, variation of size, and time measurements accurately and appropriately in communication.

• Analyze activity into logical components that will adjust to the therapeutic needs of patients.

• Demonstrate how assessment results would contribute to an occupational therapy treatment plan and how reassessment occurs during treatment sessions.

• Develop a thorough treatment plan based upon an accurate analysis of a patient’s history, current level of function, and goals.

• Promote the use of appropriate home and community programming to support performance in the client's natural environment and participation in all contexts relevant to the client by creating a home exercise program (HEP).

• Monitor and reassess, in collaboration with the client, caregiver, family, and/or significant others, the effect of occupational therapy intervention and the need for continued or modified intervention, and communicate the identified needs to the occupational therapist verbally and in written format in the OTA clinic.

• Develop an awareness of available services for people who have disabilities that reside within our community.

• Identify and distinguish between a variety of systems and service models, including, but not limited to, health care, education, community, and social models, and how these models may effect service provision.

• Describe and discuss an environment that assures personal safety, comfort and dignity of the patient during the screening, evaluation and treatment process.

• Demonstrate appropriate interpersonal skills during coursework and lab practicums.

• Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, and family and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety.

• Utilize word processing skills to complete written communication in a brief, accurate and effective manner.

Service Learning Reflection – Adult Onsite and Telehealth Clinics

In the three adult onsite clinics I attended, I saw Client #1 twice and Client #2 once. It was interesting to see how different each client was in what they needed. Observing these OT sessions confirmed, once again, that we look at clients/patients holistically and not just one aspect of who they are. Client #1 needed education on stress management techniques due to high stress and assistance in knowing what that would look like in her environment and not just in the treatment session. The OTAS helped with that by doing a guided meditation with the client and showed her that she could do the same activity at home (generalization).

With Client #2, the goals were completely different. Her goals were to manage her ADHD, caregiver burnout, strengthening her back with increased activities, her role as a grandmother and mother, and the stress that comes with being a parent. The OTAS planned a mother/son cooking session for the client and her son. The goal was for the mother and son to bond more as they prepared the meal together. The client’s son helped to cook the meal, and she provided verbal cueing. By having her son help with meal preparation, the client could see that he could help at home with tasks to take some stress and pressure off her as a parent. This intervention considered what the client needed most and what would be most helpful to her in accomplishing her goals for therapy.  

I attended one adult telehealth clinic, as my first one was canceled. In this clinic, the OTAS designed an intervention to help the client develop executive function skills to support his engagement in the IADL of cooking. Although it took the client 45 minutes to follow and execute a 10-minute recipe, the intervention was focused on what was meaningful to him. After the session, the OTAS stated that the client would benefit from continued OT services focusing on sequencing, scanning techniques, and organizational skills to help with his executive functioning deficits. This demonstrated that even when a client has deficits, we want them to be as independent as possible with the occupations that are most meaningful to them so they can live their best lives and feel satisfaction with their progress.  

My last clinic was pediatric telehealth. I had so much fun watching the OTAS interact with the client over Zoom. The OTAS demonstrated excellent therapeutic use of self and connected well with the client by doing the actions she wanted him to do, like laying on his tummy, coloring a dinosaur picture, and blowing on a kazoo. These are all sensory issues and muscle development deficits she was trying to help the client develop through the carefully thought-out intervention. At first, the client was hesitant to color the picture but only wanted to color the back of the page. His mother said it was because he has perfectionism tendencies and didn’t want to mess up the picture. However, once the OTAS scribbled on her picture and showed it to him, he realized it didn’t have to be perfect, and then he started coloring his picture. He also lay on his tummy while coloring because he saw the OTAS model the action. This was an important part of the intervention due to the client’s lack of muscle strength in his upper body. I was amazed at how well the client and OTAS connected over Zoom and the good rapport they demonstrated.

Sitting in on the clinic sessions has been a very educational experience that has begun to shape my future as an OTA. The interventions have been targeted at the clients’ goals and were, therefore, client-centered. This means that the level II OTA students design a treatment plan that prioritizes the individual needs, strengths, weaknesses, and stated goals of each client, actively involving them in the decision-making process regarding their therapy and respecting their values and perspectives throughout the intervention. Seeing this has helped me to know how to interact with clients and involve them in decisions regarding their own therapy and to give them autonomy with their occupations. Being in the clinics also helped me understand the importance of balancing areas of occupation with the achievement of health and wellbeing for the clients.

By attending clinics, I feel that I am beginning to develop clinical observation and client interview skills. Watching the OTA students build rapport with the clients has shown me how important this is and how it should be done. I also like that I’ve had access to the level II students’ SOAP notes so I can learn how to write one correctly and use professional language, including medical terminology. Being exposed to practical application of what I am learning in theory in my classes will aid me in becoming a well-educated OTA who can practically apply my knowledge to the clients I will work with in my professional career after graduation. I am so grateful for how the OTA program is structured to give me the perfect balance of knowledge and application skills needed for my future as an OTA.