8034. Interdisciplinary Seminar: Children Birth through Six (3 s.h.)
This interdisciplinary course prepares therapists to work with children from birth through six years of age. Students will learn the laws, policies and procedures required in service delivery to this population. Experiential opportunities will highlight the development of interdisciplinary teams, including the role of the family, its culture and values, as team members. Potential ethical dilemmas will be explored which can emerge as systems and agencies struggle to work together to provide a seamless system of service delivery. Disciplines include but are not limited to: education, speech pathology, occupational therapy, physical therapy, social work, school psychology and nursing.
8101. Advanced Theory and Practice in Occupational Therapy (3 s.h.)
Introductory course in the structure and function of theory and its importance for the advanced practitioner. Particular emphasis is placed on the process of critical structural and functional analysis of theories, specifically those theories currently popular in occupational therapy practice and those applicable to the students` areas of clinical specialty.
8121. Environmental Adaptations (Ergonomic Assessment, Environmental Control Units for Accessibility and Injury Prevention, and Computer Access and Software) (3 s.h.)
This course has two modules: 1)Ergonomics: the student will learn the principles of ergonomics from both pre-and post-injury perspectives and will apply these principles in assessment and recommendations for people with and without disabilities. 2) Computer access and learning software will address a range of computer access adaptations and software for the differently-abled client in the home, educational setting, and work environment.
8122. Studies in Assistive Technology (Overview of AT, Funding, Seating and Positioning, and Switches for Mobility (3 s.h.)
The course has three modules: 1) Introduction to the range and scope of assistive technology for work, school and play. Using a cross disability perspective, students learn about high and low tech devices and solutions for functional challenges across settings. 2) Principles and technologies for postural control, deformity and pressure management as well as seating comfort. Types of switches and switch activation for mobility will be explored. 3) Addresses major public funding sources for financing technology including medical assistance, special education and vocational rehabilitation as well as the process for obtaining and implementing assistive technology.
8131. Assessment Tools for Pediatric Occupational Therapy Practice (3 s.h.)
Hands-on comparison and analysis of selected assessment tools common in pediatric practice are expanded to goal setting and treatment planning.
8132. Occupational Therapy Intervention in Pediatrics (3 s.h.)
Concepts in occupational therapy intervention in pediatrics will be explored and related to treatment planning and intervention procedures in the varying contexts in which pediatric occupational therapists are employed.
8133. Family Centered Care (3 s.h.)
Students will have the opportunity to explore family systems, parent/caregiver professional partnerships, family centered services, family centered teams, and interagency collaboration. They will explore models of self help, empowerment and service delivery as well as techniques for eliciting and developing family service plans and interagency networking.
8134. Developmental Issues in the Early Years: An Occupational Therapy Perspective (3 s.h.)
Current social, cultural, legal and economic trends affecting developmental dysfunction and occupational therapy intervention in physical, sensory, perceptual, cognitive and psychosocial areas, from neonatal to adolescence will be explored.
8141. Concepts of Gerontological Rehabilitation I. (3 s.h.)
An introduction to the fields of geriatrics and gerontology with special emphasis given to the review of theoretical perspectives and research in gerontological rehabilitation, as well as biological, social, medical, psychological/psychiatric, and environmental factors that influence the aging process.
8153. Scientific Analysis (3 s.h.)
Research in health care practice and education. Includes critical review of manuscripts, research design, and review of statistical procedures. Each student will develop a research proposal.
8161. Supervisory Processes (3 s.h.)
Supervisory techniques and processes as they relate to health care personnel management; the recruitment, selection, staffing, and direction of personnel, focusing on facilitative techniques to foster continued professional growth, development, participation, and retention.
8162. Advanced Management in Health Related Service Delivery (3 s.h.)
An examination of management, administrative, economic, legal, and social issues as they impact upon the provision of occupational therapy services and other health related professions. This course illuminates the unique facet health care occupies within the free market and how occupational therapy and other health related services fit within that definition. Particular emphasis will be placed upon economics and the application of these concepts in optimizing service delivery.
8172. Neurobiological Foundations of Sensory Integration (3 s.h.)
The development of the theory of sensory integration will be presented. The neurobiological foundations of the theory will be examined in light of current research. The application of this information to the therapeutic intervention will be addressed and demonstrated through videotapes and practice sessions.
8173. Sensory Integration and Praxis Test (SIPT) Administration and Interpretation (3 s.h.)
The standardization methods, reliability and validity of the 17 tests of the SIPT battery will be analyzed. The mechanics of each test will be presented and will be practiced in a supervised setting. Students will be individually observed in test administration. The testing of sensory processing as one aspect of sensory integration will be included. The interpretation of findings, report writing and establishment of treatment goals will be practiced. Gathering evidence of sensory integration and sensory processing problems based on a variety of measurement instruments will also be addressed. Students are eligible for Sensory Integration International certification on completion of 8172 and 8173 and successful completion of the SIPT certification examination.
8174. Sensory Integration Practice Applications (3 s.h.)
Prerequisite: 8172, 8173.
The application of sensory integration and sensory processing principles to occupational therapy intervention will be presented. Techniques used in various settings and with various conditions will be addressed and demonstrated through videotapes, clinic visits, practice sessions and case presentations.
Health professionals, both clinical and academic, have the responsibility to exercise leadership in the advocacy for safe, effective and quality health services. The accountability for this leadership is shared by all health professionals at all organizational levels. The competitive health care market presents professionals with a variety of leadership challenges. Artful and evidence-based leadership is a critical element for all those who aspire to be thought leaders/entrepreneurs in health professions education, health related research, health policy and practices and the delivery of health care. This on-line course is designed to introduce students to the process of leadership: a process by which influence is exercised. A variety of active learning techniques and case study analyses will be used to explore theoretical concepts of leadership and the practical application of these concepts into daily life. An important outcome of the course will be the development of a leadership portfolio that will contain items such as case studies, class presentations, and a personal leadership plan.
This course will allow occupational therapists who have been, or who would like to be involved with clinical education, to acquire foundational knowledge within the triad of domains comprising clinical fieldwork education: Teaching and learning, the mentoring/supervisory relationship and administration. Students will evaluate selected learning theories, learning style assessments, be introduced to models of supervision, and have an opportunity to apply them as part of a final course project. An administrative component will provide opportunities to design site-specific goals and to explore available resources for establishing and improving clinicians’ respective fieldwork programs.
This course will explore outcome measurement theories and practices, and the development of competence in the application of these concepts to evidence-based clinical practice and program management. Analysis of outcome measures is the primary focus in the second half of the course including applied statistical procedures. Outcome measurement, analysis, and program evaluation is core to the practice of Occupational Therapy. Evaluation of the results of clinical interventions and overall client reaction has long been held as a core value of Occupational Therapy practice. Current international health care trends reflect the concepts of participation in meaningful life experiences within the environmental and socio-cultural context.
Students will explore the most appropriate research designs and methodologies for clinical research and apply these in their clinical practice area. They will implement the four main steps of evidence-based practice including developing a clear clinical question related to client problems, completing a search of the literature, critiquing the evidence, and applying findings to clinical practice. The implications for evidence-based practice in the profession of Occupational Therapy will be explored.
The seminar will trace the historical foundations of occupation as the central paradigm of the profession. It will explore literature across professions which explicate the underlying principles including foundations laid by the Occupational Behavior paradigm and the Model of Human Occupation, the Models of Occupational Adaptation, Ecology of Human Performance, Person – Environment – Occupation Model in their usefulness in addressing the issues in the disabled and well populations. Principles of Occupational Science will be explored and applied as a foundation for these approaches. The concept of participation is discussed as a key component of health according to the International Classification of Functioning (ICF) (World Health Organization) and a major outcome of the Occupational Therapy Practice Framework. It includes the importance, performance and satisfaction with the involvement in life roles. The student will examine environmental factors that facilitate physical access, improve psychological awareness and empowerment, and utilize advocacy for positive social change across the life span.
Each student will complete a capstone project while enrolled in the course. The capstone project will reflect the goals of the program as well as the goals of the student as structured by the student’s learning objectives as directed and informed by the development of a professional portfolio. The advisor will recommend resources and provide guidance within a class forum. The project must be founded in evidence-based practice and either be supported by evidence in peer-reviewed literature or provide outcomes identifying the effectiveness of the project. Students start exploring the literature for their projects in the Evidence-based Practice and Clinical Research course and explore possible outcome measures for the project if appropriate in the Outcome Measures and Program Evaluation core course. The Field Study may provide opportunities for implementation of their project or clinical experiences in areas related to the project. The results of the capstone project will be disseminated to the appropriate audiences through presentations, demonstrations, publications and/or incorporation into a program.
A mentored field study experience. The Field Study requires the student to complete 4 weeks or 160 hours of mentored experience with experts in the area of exploration or development. The Field Study will be directed and informed by the student’s leadership objectives and will be reflected in a portfolio required for degree completion. Master’s clinicians, researchers, or educators will be identified by the student and the faculty advisor for the field study. The mentor does not have to be an occupational therapist although must specialize in an area related to the profession. The student along with the mentor or mentors and the faculty advisor will identify specific goals for the field study related to the student’s specialty practice area. The field study may focus on expanding specialty clinical skills, collecting data for the capstone project, or expanding skills related to clinical education. As part of this course, students participate in a professional portfolio seminar with a Temple faculty member where they learn the uses, types, and content of professional portfolios in order to best develop their own portfolio reflecting learning experiences within the doctoral program. Students learn to evaluate and organize the evidence of learning related to their experiences with the field study, course work, and the capstone project. The end product of the course is the completion of at least 4 weeks or 160 hours of mentored experience, along with an extensive portfolio and e-portfolio reflecting a professional development plan.
9087. Clinical Specialty Practicum (1-3 s.h.)
Opportunity for students to demonstrate their ability to translate theoretical knowledge into a selected area of clinical specialty practice. Practicum experience must fulfill the students` pre-determined goals for increased expertise.
9990. Action Research Seminar (3 s.h.)
Scholarship, theory building, application of frames of reference to clinical practice, and validation of the activity approach to encourage the integration of theoretical knowledge and practice. Students will identify an individual problem, and develop strategies for its solutions through the development of a thesis proposal.