Theoretical Foundations for Intervention – 3 Credits
This course focuses on introducing the structure and content of scholarly inquiry and applied research; it provides information as the basis for developing the knowledge and skills required for advanced study in occupational therapy. Students examine information related to theoretical information and its use in scholarly inquiry and applied research in occupational therapy by reviewing literature and class discussions.
Developing a Guideline for Intervention – 3 Credits
This course aims to teach students how to use theoretical information to develop a set of guidelines for intervention for a specific clinical problem in which they are interested. Students begin by identifying the problem and then finding appropriate theoretical information to write a guideline. Students also examine other perspectives that guide practice.
Ethics and Analytical Reasoning – 3 Credits
This course focuses on the analysis of philosophical issues in therapy with an emphasis on considering ethical dilemmas and sound arguments. Characteristics of analytic philosophy and techniques are explored.
Students will evaluate clinical literature and determine the evidence level of a clinical study, appraise the feasibility or application in everyday practice, and design a program evaluation of their own practice using evidence-based approaches. The course emphasizes the need for evidence-based occupational therapy practice.
Advanced Assessment for the Practicing Therapist – 3 credits
This course focuses on the selection and use of an evidence-based evaluation system to measure practice outcomes and interpret clinical change. This process requires selecting the tools for assessment of function based on achieved validity and to accurately interpret observations and measurements.
Shifting to a Strength-Based Paradigm: A Focus on Autism – 3 credits
This course examines occupational therapy literature and research findings for evidence that supports treatment of children with sensory regulatory difficulties in a variety of settings. Students’ clinical experiences are used as a basis to examine the efficacy and effectiveness of intervention.
Successful Intervention in Early Intervention and in Schools – 3 credits
This course examines therapists’ perceptions that have an impact on therapy in the classroom. Students will learn to identify strategies and methods that will assist in designing intervention plans that can be implemented in a classroom. Students will research effective strategies for ensuring best practice in a wide variety of educational systems.
Promoting Family Resilience and Family-Centered Services – 3 credits
This course examines family-centered care for families with special needs, reviews theoretical approaches and explores the views and experiences of parents and other care providers, and evaluates the importance of the environment to clinical decision making and service delivery.
Anatomy and Biomechanics of the Upper Quadrant – 3 credits
This course is an in-depth study of human anatomy dissection of the upper quadrant, including cervical and thoracic spine, scapula, shoulder, elbow, wrist, and hand. Principles of biomechanics, joint structure, and muscle function are the focus. There is an emphasis on the analysis of movement of the upper quadrant. The relationship of anatomical structure and function to injury or illness of the upper quadrant is addressed.
Clinical Management of the Upper Extremity I – 3 credits + lab
This course uses seminar and laboratory teaching models to explore the intervention processes for hand and upper limb bone and joint disorders. This course addresses the psychological and physical ramifications of hand and upper limb impairments.
Application of Assistive Technologies Used by People with Disabilities – 3 credits + lab
This course provides students opportunities to learn about assistive technology used by people with disabilities through didactic, hands-on, and case-based projects. Technologies covered include seating and wheeled mobility, environmental control, augmentative communication, computer access, and assistive technology for learning. Client-centered, multidisciplinary service provision is stressed.
Professional Portfolio: Advanced Practice – 3 credits
Students develop, assess, and refine their ePortfolios. ePortfolios include evidence of advanced knowledge in the student’s area of concentration and may include performance observations, case studies, peer ratings, specialty certification documentation of professional activities, publications, and presentation summaries. The ePortfolio is used to build evidence of the student’s clinical expertise area and to show how students integrate knowledge and skills learned in the curriculum into their specialty practice area. The ePortfolio is used during the doctoral defense.