Occupational Therapy Assisting

Upon completion of this course, the student will be able to:

• identify elements of the OT Practice Framework including features of the areas of occupation, performance skills and patterns, activity demands, contexts and environments, client factors, and the interaction of occupation and activity.
• distinguish between occupation and activity, the unique nature of occupation, and how these interact in human performance.
• describe the historical foundations and philosophical base of OT, and current sociopolitical that impact current and emerging practice areas.
• describe the role of occupation in the promotion of health and in prevention of disease, illness, and dysfunction.
• explain the purpose and process of activity analysis as related to safety and functional performance.
• define grading, adapting, and modifying tasks and environments to maximize occupational performance.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• describe how policy and political factors affect the practice of OT.
• describe advocacy as related to effect change in policies, practice, and the role of the OTA.
• list ways in which federal/state legislation and regulations can influence the practice of OT.
• identify the responsible administrative bodies and process for securing certification and licensure as an OTA.
• describe legal and ethical factors in supervision of the OTA and OT aides.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• explain and give examples of how the role of the OT practitioner is enhanced by involvement in professional organizations.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.

Upon completion of this course, the student will be able to:

• articulate knowledge of the structure and function of the human body to include biological factors, kinesiology, and biomechanics.
• apply theory and evidence to OT intervention planning for orthopedic and neurological populations in a variety of contexts and settings.
• identify the effects of disease processes and their impact on biomechanical occupational performance.
• apply principles of activity analysis in order to grade, adapt, and modify activity demands and environments to optimize intervention plans and maximize occupational performance.
• discuss client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• explain the need for orthotics to enhance occupational performance.
• identify methods to enhance functional and community mobility for those with biomechanical performance deficits.
• define superficial and deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory intervention method.
• define principles of ergonomics based on client needs and contexts, and with consideration for technological advances.

Upon completion of this course, the student will be able to:

• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• provide interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• explain strategies for use of assistive technologies to enhance occupational performance.
• provide training in basic functional mobility, including transfers, wheelchair management, and mobility devices.
• demonstrate principles of teaching and learning as a part of OT process, using educational and health literacy approaches.
• demonstrate effective and role-appropriate OT/OTA collaboration in the screening and evaluation process.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.

Upon completion of this course, the student will be able to:

• define the process of OT theory development and its importance to occupational therapy.
• explain the importance of using psychometrically sound assessment tools when considering client needs, and cultural and contextual factors to deliver evidence-based intervention plans and strategies.
• describe the inter- and intraprofessional consultative process.
• demonstrate knowledge of technology in OT practice, to include electronic documentation systems and telehealth methods.
• identify legislation and regulations for treatment of dysphagia and feeding disorders within California and in the role of the OTA.
• identify legislation and regulations for the use of superficial and deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory methods within California and in the role of the OTA.
• describe care coordination, case management, and transition services in traditional practice environments.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• describe the process of collaboration with the OT when referral to other professions and/or community agencies is indicated.
• describe the process of collaboration with the OT when there is a need to design primary care-based programming to support occupational performance.
• describe various reimbursement and coding systems, and documentation requirements that include justification for OT services.
• identify and explain contextual, current policy issues, socioeconomic, political, geographic, and demographic factors affecting the practice of OT.
• explain the role and responsibility of the practitioner to advocate for changes in service delivery policies, effecting systems changes, recognizing opportunities in emerging practice, and expanding the role of the OTA.
• explain basic business practices, including financial management, billing, and coding.
• describe ways in which federal/state legislation and regulations and their implications affect current practice in OT.
• demonstrate knowledge of state and national administrative bodies legislating and regulating licensure and credentialing for OT practitioners.
• identify the need for and demonstrate the ability to participate in development, marketing, and management of service delivery options as related to current practice areas in OT.
• describe and participate in processes for quality management and improvement, implementing program changes as needed.
• define strategies for legal and ethical factors in supervision of the OTA and OT aides.
• understand principles of teaching and learning in the role of the OTA, as applied to patient education and academic settings.
• explain how scholarly activities and literature contribute to the development of the profession.
• understand the difference between quantitative and qualitative research studies.
• demonstrate knowledge of liability issues in current models of service provision and the role of the OTA providing services on a contractual basis.
• define how the role of the professional is enhanced by participating in local, national, and international leadership positions in organizations.

Upon completion of this course, the student will be able to:

• apply knowledge of how OT history, philosophical base, theory, and sociopolitical climate influence society’s occupational needs and OT practice.
• apply evidence-based aspects of the benefits of balancing areas of occupation and the role of occupation in health promotion and illness prevention in community-based and non-traditional practice areas.
• engage the inter- and intraprofessional consultative process.
• describe care coordination, case management, and transition services in emerging practice environments.
• describe the process of collaboration with the OT when referral to other professions and/or community agencies is indicated.
• describe the process of collaboration with the OT when there is a need to design community-based programming to support occupational performance.
• identify and explain contextual, current policy issues, socioeconomic, political, geographic, and demographic factors affecting the practice of OT.
• explain the role and responsibility of the practitioner to advocate for changes in service delivery policies, effecting systems changes, recognizing opportunities in emerging practice, and expanding the role of the OTA.
• describe ways in which federal/state legislation and regulations and their implications affect emerging and/or underserved practice areas in OT.
• identify the need for and demonstrate the ability to participate in development, marketing, and management of service delivery options as related to emerging and/or underserved practice areas in OT.
• describe and participate in processes for quality management and improvement, implementing program changes as needed.
• demonstrate knowledge of liability issues in emerging models of service provision and the role of the OTA providing services on a contractual basis.
• promote OT by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.

Upon completion of this course, the student will be able to:

• promote OT and define the distinct nature of occupation through outreach activities by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• document client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.

Upon completion of this course, the student will be able to:

• define elements of the OT Practice Framework including features of the areas of occupation, performance skills and patterns, activity demands, contexts and environments, client factors, and the interaction of occupation and activity.
• report evaluation and outcome data under the supervision of an occupational therapist.
• demonstrate knowledge of technology in OT practice, to include electronic documentation systems.
• identify common reimbursement and coding systems, and documentation requirements that include justification for OT services.
• apply common medical terminology and abbreviations as components of effective clinical documentation.
• identify methods for documenting perspectives of the patient and caregiver, clinical data gathered as part of the OT process, clinical opinions, and intervention plans.
• create sample documentation notes, applying different formats used in practice.
• list legal factors in clinical documentation.

Upon completion of this course, the student will be able to:

• report evaluation and outcome data under the supervision of an occupational therapist.
• demonstrate knowledge of technology in OT practice, to include electronic documentation systems.
• identify and describe factors related to common reimbursement and coding systems, and explain documentation requirements that include justification for OT services.
• demonstrate basic skills in accessing various features of electronic documentation as related to occupational therapy service provision by the occupational therapy assistant.
• demonstrate how to enter specific data into the electronic medical record, including minutes and type(s) of service provided and billing codes.
• demonstrate how to enter relevant narrative information into the electronic medical record, including patient feedback and clinical assessment.

Upon completion of this course, the student will be able to:

• demonstrate knowledge of concepts of human development, psychology, and behavior in adult populations, inclusive of factors in behavioral, social, and occupational science.
• explain how sociocultural, socioeconomic, diversity, and lifestyle factors affect the needs of individuals and groups.
• define social determinants of health, identifying risk, epidemiological, and public health factors for cognitive-behavioral populations.
• apply theory and evidence to OT intervention planning for cognitive-behavioral populations in a variety of contexts and settings.
• define the process of theory development and its importance to occupational therapy.
• apply knowledge of how OT history, philosophical base, theory, and sociopolitical climate influence society’s occupational needs and OT practice.
• incorporate elements of the OT Practice Framework and the interaction of occupation and activity into clinical reasoning for cognitive-behavioral populations.
• identify evidence-based aspects of the benefits of balancing areas of occupation and the role of occupation in health promotion and illness prevention.
• identify the effects of disease processes and their impact on occupational performance in cognitive-behavioral populations.
• apply principles of activity analysis in order to grade, adapt, and modify activity demands and environments to optimize intervention plans and maximize occupational performance.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• select intervention strategies that remediate and/or compensate for functional cognitive, visual, and psychosocial/behavioral deficits that affect occupational performance.
• provide interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• demonstrate principles of teaching and learning as a part of OT process, using educational and health literacy approaches.
• monitor and communicate aspects of intervention outcomes and the justification to continue or modify treatment, in collaboration with the OT.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• demonstrate effective and role-appropriate OT/OTA collaboration in the screening and evaluation process.
• describe the role of the OTA in implementing discharge plan designed by the OT and the interprofessional team that includes resources and considers the discharge environment.
• understand principles of teaching and learning in the role of the OTA, as applied to patient education and academic settings.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.

Upon completion of this course, the student will be able to:

• promote OT and define the distinct nature of occupation through outreach activities by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• document client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.

Upon completion of this course, the student will be able to:

• articulate knowledge of the structure and function of the human body to include biological factors, neuroscience, kinesiology, and biomechanics.
• define social determinants of health, identifying risk, epidemiological, and public health factors for physical disability populations.
• apply theory and evidence to OT intervention planning for physical disability populations in a variety of contexts and settings.
• identify the effects of disease processes and their impact on occupational performance in physical disabilities populations.
• apply principles of activity analysis in order to grade, adapt, and modify activity demands and environments to optimize intervention plans and maximize occupational performance.
• describe indications, contraindications, and precautions for the use of superficial and deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory intervention method.
• locate and demonstrate understanding of professional literature, including the quality of information sources, in order to contribute to evidence-based practice decisions.
• explain how scholarly activities and literature contribute to the development of the profession.
• demonstrate the skills to understand a scholarly report.

Upon completion of this course, the student will be able to:

• incorporate elements of the OT Practice Framework and the interaction of occupation and activity into clinical reasoning for physical disabilities populations.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• select intervention strategies that remediate and/or compensate for functional visual deficits that affect occupational performance.
• provide interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• explain and demonstrate strategies for use of assistive technologies to enhance occupational performance.
• explain the need for, and design, fabricate, apply, fit, and train others in orthotics to enhance occupational performance.
• provide training in basic and advanced functional mobility, including transfers, wheelchair management, and mobility devices.
• provide training to enhance community mobility, including driver rehabilitation and community access.
• demonstrate knowledge of technology in OT practice, to include virtual environments.
• demonstrate interventions for dysphagia and feeding disorders, including precautions and techniques, for adult populations.
• apply principles of ergonomics based on client needs and contexts, and with consideration for technological advances.
• demonstrate principles of teaching and learning as a part of OT process, using educational and health literacy approaches.
• monitor and communicate aspects of intervention outcomes and the justification to continue or modify treatment, in collaboration with the OT.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• demonstrate effective and role-appropriate OT/OTA collaboration in the screening and evaluation process.
• describe the role of the OTA in implementing discharge plan designed by the OT and the interprofessional team that includes resources and considers the discharge environment.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.

Upon completion of this course, the student will be able to:

• promote OT and define the distinct nature of occupation through outreach activities by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• document client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.

Upon completion of this course, the student will be able to:

• demonstrate knowledge of concepts of human development, psychology, and behavior in pediatric and adolescent populations, inclusive of factors in behavioral, social, and occupational science.
• define social determinants of health, identifying risk, epidemiological, and public health factors for pediatric and adolescent populations.
• apply theory and evidence to OT intervention planning for pediatric and adolescent populations in a variety of contexts and settings.
• incorporate elements of the OT Practice Framework and the interaction of occupation and activity into clinical reasoning for pediatric and adolescent populations.
• identify the effects of disease processes and their impact on occupational performance in pediatric and adolescent populations.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• select intervention strategies that remediate and/or compensate for functional cognitive, visual, and psychosocial or behavioral deficits that affect occupational performance.
• provide interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• explain and demonstrate strategies for use of assistive technologies to enhance occupational performance.
• explain the need for orthotics in pediatric populations to enhance occupational performance.
• explain variables of dysphagia and feeding disorders, including precautions and techniques, for pediatric populations.
• demonstrate effective and role-appropriate OT/OTA collaboration in the screening and evaluation process.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.

Upon completion of this course, the student will be able to:

• promote OT and define the distinct nature of occupation through outreach activities by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• document client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• describe various roles, dynamics, and desired attributes within the interprofessional team.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.

Upon completion of this course, the student will be able to:

• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• implement a discharge plan designed by the OT and the interprofessional team that includes resources and considers the discharge environment.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.
• demonstrate the ability to accept professional feedback and modify behavior and actions based on feedback.

Upon completion of this course, the student will be able to:

• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• demonstrate consistent application of therapeutic use of self and clinical reasoning as part of the therapeutic process.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• facilitate client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• identify occupational needs through effective communication with patients, their families and significant others, and the interprofessional team in a responsive and responsible manner.
• implement a discharge plan designed by the OT and the interprofessional team that includes resources and considers the discharge environment.
• demonstrate a knowledge and understanding of essential core documents from the American Occupational Therapy Association (AOTA) and how these guide ethical practice and decision-making in OT practice.
• demonstrate written and verbal reporting skills.
• demonstrate work behaviors that reflect the professional nature of OT practice.
• demonstrate the ability to accept professional feedback and modify behavior and actions based on feedback.

Upon completion of this course, the student will be able to:

• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• identify client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• select intervention strategies that remediate and/or compensate for functional cognitive, visual, and psychosocial/behavioral deficits that affect occupational performance.
• prepare interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• describe care coordination, case management, and transition services in traditional practice environments.
• describe variables that justify to continuation or modification of selected interventions, in collaboration with the OT.
• state the requirements and procedures for securing certification and licensure as an OTA.
• define strategies for legal and ethical factors in supervision of the OTA and OT aides.
• understand principles of teaching and learning in the role of the OTA, as applied to patient education and academic settings.
• define how the role of the professional is enhanced by participating in local, national, and international leadership positions in organizations.
• identify and develop strategies for ongoing professional development to maintain current knowledge of OT practice and comply with licensing requirements.

Upon completion of this course, the student will be able to:

• demonstrate sound judgment in regard to safety of self and others, adhering to safety regulations, in all academic and practice settings.
• identify client-centered and culturally relevant occupation-based interventions that enhance occupational performance and also address promotion, compensation, adaptation, and prevention when indicated, based on current evidence.
• demonstrate skills in contributing to the evaluation process by completion of the occupational profile, as well as standardized and non-standardized assessments for collaboration in the intervention planning process.
• collect, organize, and report evaluation and outcome data under the supervision of an occupational therapist.
• select intervention strategies that remediate and/or compensate for functional cognitive, visual, and psychosocial/behavioral deficits that affect occupational performance.
• prepare interventions to enhance safety, health and wellness, and performance in occupations, including occupation-based tasks, preparatory methods and tasks, education, and advocacy.
• describe care coordination, case management, and transition services in traditional practice environments.
• describe variables that justify to continuation or modification of selected interventions, in collaboration with the OT.
• state the requirements and procedures for securing certification and licensure as an OTA.
• define strategies for legal and ethical factors in supervision of the OTA and OT aides.
• understand principles of teaching and learning in the role of the OTA, as applied to patient education and academic settings.
• define how the role of the professional is enhanced by participating in local, national, and international leadership positions in organizations.
• identify and develop strategies for ongoing professional development to maintain current knowledge of OT practice and comply with licensing requirements.

Upon completion of this course, the student will be able to:

• produce work independently on occupational therapy related topics.