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ASOT OTD Capstone Project Student Handbook

This manual will provide students, facutly, administration, and partnering agencies with a description of the process and procedures of the ASOT OTD Capstone Project.

OT 760 Evaluation, Intervention, & Outcomes: Mental Health Practice

Course Description

Emphasizes occupational therapy psychosocial assessment, intervention, and community-based recovery programming for individuals, groups, organizations and populations.  Roles of the occupational therapist in a variety of community and inpatient mental health settings are examined.  Analysis of the impact of health and wellness within natural contexts, consumer access to services, health literacy, and interventions designed for improving the welfare of the community are explored. This course has a lab component to provide the opportunity to apply knowledge and develop reasoning skills for entry-level practice.  Learning outcomes include designing, developing, facilitating and implementing group interventions for varied populations. 

  • Clinical practice skills: Students demonstrate clinical practice skills by completing a COPM assessment assignment using MI skills and a Community Mobility Assignment (1, 2, 3, b, f, h)
  • Research skills: Critically Appraised Topic (1, 6, a, d, g, h)
  • Administration: Suicide Prevention Regulations for OT (3, g, h), Mental Health Parity Act of 1996 (3, g, h)
  • Leadership & Advocacy: Health Literacy, NAMI (3, 6, g, h)
  • Education: Community Agency Intervention (1, 6, a, h)

OT 770 Evaluation, Intervention, & Outcomes: Children and Youth

Course Description

Examines evaluation and intervention for infants, children, and youth through age twenty-one focusing on typical and atypical development. Planning and applying interventions for addressing physical, cognitive, psychosocial, sensory, and motor performance of children in a variety of contexts are explored. Emphasis is placed on working with the family, in school settings and with diverse populations. This course has a lab component to provide the opportunity to apply knowledge and develop reasoning skills for entry-level practice. Students participate in lecture, discussion, demonstrations, and group work. Interprofessional work and communication for executing components of an intervention plan for pediatric populations is emphasized.

This course aligns with knowledge, skills, and understanding of developing the competency for completing OT 900: Occupational Therapy Capstone through the exploration of various service delivery settings, as they relate to children and youth. Students develop a community analysis and strengthen clinical observation and assessment skills necessary to determine appropriate outcomes for clients. Students develop proficiency in the developmental process as it relates to the engagement in occupation through adolescence, as well as evidence-based clinical reasoning to create appropriate treatment plans for children and families.

  • Clinical practice skills: Application of evidence to support assessment and intervention techniques for Pediatric OT Process/Case Study paper (6, f, g, h); Group Assessment Presentation/Paper (6, 7, b, g, h); and Experiential lab (i.e., feeding, handwriting, sensory integration, AT, fine motor, visual motor, etc) (1, b, h, g, i). 
  • Research skills: Pediatric OT Process Paper/Case Study (6, f, g, h); Group Assessment Presentation/Paper (6, 7, b, g, h). Students will develop a critically appraised paper (CAP) related to an intervention and service delivery setting related commonly found in the treatment of children and youth (1, 5, a, e, f).
  • Advocacy: Daycare Analysis discussing the needs of child development and activities to enhance occupational performance for each stage of childhood (1, 3, b, d).
  • Education: In collaboration with Level I fieldwork for children and youth, students will design a program to be carried out with a child in their setting. The students will discuss the appropriate theoretical framework, activities to be utilized and ways to grade the activities according to the child’s abilities. The students will present this activity to their Level I site, but also to the faculty (5, 6, 7, a, b, f, h).
  • Theory development: Objective exams (3), OT process/case study paper (6, f, g, h), lab activities (i.e. SI/SP) (2, 7, g, h), group assessment paper (6, 7, b, g, h).