5001. Applied Development Across the Life Span (4 s.h.)
This course focuses on individual development from the pre-natal period through older adulthood. Interaction of physical, psychological, cultural and social systems on the individual’s adaptation will be explored. Changes in occupational engagement and impact of lifestyle choice, disability and chronic illness over the life span will be examined.
5002. Occupation in the Promotion of Health (3 s.h.)
This laboratory course examines the centrality of human occupation in promoting, maintaining and remediating health throughout the life span. Community learning experiences will be provided with children and older adults to facilitate students’ discovery of the performance areas, performance components and contexts of individuals in the community. Activity analysis will be incorporated to facilitate students’ understanding of task, activity and occupation. Understanding of therapeutic use of activities and their developmental appropriateness will be reinforced via hands-on projects and reflective exercises.
5003. Applied Group Dynamics (2 s.h.)
Teams, social systems, interdepartmental and intradepartmental relationships are part of the health care delivery process. A combination lecture/discussion and laboratory experience will be used to explore concepts and theories of group formation, development, and structure and their application within the context of occupational therapy.
5004. Professional Concepts I (2 s.h.)
This course focuses on the occupation-centered paradigm of occupational therapy in the context of present and future domains of practice. An overview of the history, philosophy, ethics, and core values of the profession will be presented as orientation to professional identity. Introduction to concepts of theory, models, and frames of reference will be presented, and the impact of culture, learning style, and self-awareness explored.
5005. Neuroanatomy (3 s.h.)
Anatomy of the nervous system; the brain and spinal cord. Functional aspects of the central nervous system and the cause-effect relationships between lesions and their symptoms.
5006. Human Physiology (3 s.h.)
Physical principles underlying cellular activity applied to functional description of basic mammalian organ systems. Functional significance, intricate adaptations, and adjustment to internal and external environments with interrelationships between the basic systems in health and disease.
5007. Human Anatomy (4 s.h.)
A regional study of the gross structure of the human body covering the back, upper and lower limbs, head, neck, thorax, abdomen, and pelvis. Emphasis is on structure, function and basic development of the skeletal, muscular, cardiovascular, respiratory, and peripheral nervous systems. Material is presented and discussed in a classroom setting (lecture) and cadaver dissection and anatomical identification is performed during laboratory.
5008. Applied Kinesiology (3 s.h.)
The application of gross anatomy, neuroanatomy, and physiology to the study of body movements with emphasis on interrelated kinetics of normal and abnormal motions of the musculo-skeletal system as they influence functional activities.
5011. Clinical Conditions I (2 s.h.)
The study of selected systemic diseases, their medical management, and principles in children and young adults as related to occupational therapy practice.
5012. Clinical Conditions II (4 s.h.)
Study of selected diseases in the adult and older adult. Areas of focus include the fundamental facts and medical and surgical interventions in developmental, psychiatric, orthopedic, neurological, and metabolic disorders. The impact of the disorder and/or the medical and surgical interventions is also discussed as they relate to the practice of occupational therapy.
5019. Professional Concepts II (2 s.h.)
Through the use of a seminar format, this course will facilitate the development of an understanding of the contexts in which occupational therapy services are delivered, the influence of models and systems on the practice of occupational therapy and an understanding of the ethics and values of the profession of occupational therapy. Aspects of communication from a personal and professional perspective will be explored. The practice environment, the roles of health care professionals and a variety of influences on occupational performance will be examined and discussed. An emphasis will be placed on the impact of long term care issues for consumers in medical, non-medical and community settings.
5101. Occupational Therapy Theoretical Perspectives on Children (4 s.h.)
This course presents an exploration and study of selected theories and frames of reference as applied to the practice of occupational therapy with children and adolescents. Emphasis is given to theoretical constructs and their application to occupation based practice. This course is given in conjunction with and is closely coordinated with OT 5111: OT Assessment and Intervention with Children.
5102. Occupational Therapy Theoretical Perspectives on Adults (4 s.h.)
This course will provide a continuation of the exploration and study of selected theories and frames of reference as applied to adults. Emphasis will be given to theoretical constructs as applied through occupation based practice in adults. This course is closely coordinated with OT 5112: Occupational Therapy Assessment and Intervention with Adults.
5103. Occupational Therapy Theoretical Perspectives on Older Adults (4 s.h.)
This course will provide a continuation of the exploration and study of selected theories and frames of reference as applied to older adults. Emphasis will be given to theoretical constructs as applied through occupation based practice in older adults. This course is closely coordinated with OT 5113: Occupational Therapy Assessment and Intervention with Older Adults.
5111. Occupational Therapy Assessment and Intervention with Children (2 s.h.)
This course presents an overview of the planning and implementation of occupational therapy for children and adolescents. Students will gain introductory experiences in the practice of integrating activity analysis, the theories of development and human occupation and the process of clinical reasoning with the observation, evaluation, delivery and documentation of occupational therapy services. This course is closely coordinated with OT 5101: Occupational Therapy Theoretical Perspectives on Children.
5112. Occupational Therapy Assessment and Intervention with Adults (2 s.h.)
This course presents an overview of the planning and implementation of occupational therapy services for adults. This is the second in a series of courses focusing on occupational therapy assessment and intervention. Students will gain experience in the practice of integrating occupational therapy frames of reference, activity analysis, theories of human development and human occupation and the process of clinical reasoning with the observation, evaluation, delivery and documentation of occupational therapy services. This course is closely coordinated with OT 5102: Occupational Therapy Theoretical Perspectives on Adults.
5113. Occupational Therapy Assessment and Intervention with Older Adults (2 s.h.)
This course presents an overview of the planning and implementation of occupational therapy services for older adults. This is the third in a series of courses focusing on occupational therapy assessment and intervention. Students will gain experience in the practice of integrating occupational therapy frames of reference, activity analysis, theories of human development and human occupation and the process of clinical reasoning with the observation, evaluation, delivery and documentation of occupational therapy services. This course is closely coordinated with OT 5103: Occupational Therapy Theoretical Perspectives on Older Adults.
5121. Specialty Rehabilitation Skills I (Splinting) (1 s.h.)
This course will provide basic knowledge and skills in assessment and intervention techniques as they apply to orthotics. The student will have the opportunity to develop hands on skills in an interactive laboratory with learning based in case study experiences.
5122. Specialty Rehabilitation Skills II (AT) (1 s.h.)
This course will provide basic knowledge and skills in assessment and intervention techniques as they apply to assistive technology, mobility and positioning issues. The student will have the opportunity to develop hands on skills in an interactive laboratory with learning based in case study experiences.
5151. Research Design and Methodology (3 s.h.)
Introduction to basic components of research in occupational therapy including methodology, elementary statistical analysis and interpretation of data. Introduction to evaluating current research in occupational therapy as well as designing future research.
5161. Service Management and Marketing (3 s.h.)
The principles of management in the provision of occupational therapy service will be considered in depth, including the principles of organizing, planning, directing, controlling, budgeting and communicating. A variety of systems and models will be examined in relation to the marketing and delivery of occupational therapy services, including medical, community, education and social models.
5191. Applied Research (1 s.h.)
The purpose of the course is twofold: 1) to refine research consuming skills in a particular area of study, and 2) to develop beginning level research skills through participation in a mentored research team experience. This practicum may include participation in developing a research question, designing research, preparing human subjects applications, data collection and/or data analysis, within a faculty’s research specialty. By participating in faculty-student research teams, the importance of occupational therapy research and collaboration will be highlighted.
5987. Fieldwork Practicum I (Level II Fieldwork) (4 s.h.)
This course entails three months of full time supervised clinical experience with the opportunity to treat individuals with a variety of diagnoses across the life span. Students are assigned to approved clinical education centers in accordance with the Standards for an Accredited Educational Program for the Occupational Therapist, of the Accreditation Council for Occupational Therapy Education. All professional courses and Fieldwork Level I must be successfully completed before students are permitted to enter Fieldwork Level II.
5988. Fieldwork Practicum II (Level II Fieldwork) (4 s.h.)
This course entails three months full time supervised clinical experience with the opportunity to treat individuals with a variety of diagnoses across the life span. Students are assigned to approved clinical education centers in accordance with the Standards for an Accredited Educational Program for the Occupational Therapist, of the Accreditation Council for Occupational Therapy Education. All professional courses and Fieldwork Level I must be successfully completed before students are permitted to enter Fieldwork Level II.
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.
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.
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.
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.