Search | Directories | Reference Tools
UW Home > Discover UW > Student Guide > Course Catalog 

Instructor Class Description

Time Schedule:

Brian J Dudgeon
REHAB 574
Seattle Campus

Occupational Therapy Theory and Practice in Physical Disabilities I

Provides theoretical bases and clinical practice skills used in evaluation and intervention of occupational performance (life activities). Focus is on individuals with sensorimotor (physical) and/or cognitive impairments. Practical applications of theory occur through lecture, laboratory, and problem-based learning approaches.

Class description

This course is the first of a two-quarter course series that provides students with an understanding of the theoretical bases and clinical practice skills used in occupational therapy evaluation and intervention. Essential focus is placed on individuals who experience sensorimotor (physical) and cognitive impairments, coupled with normal developmental demands and the aging process. Practical applications of theory, evidence-based practice and other traditional treatment approaches and specific interventions occur through lecture, laboratory and problem-based learning approaches. Fieldwork I experience in clinical settings is included. COURSE OBJECTIVES Upon completion of this course series, the student will be able to: Cognitive Domain 1. Integrate the theoretical and research bases for treatment approaches used by occupational therapists treating individuals with body system disorders, limitations or restrictions to activity and participation that are commonly encountered in rehabilitation practices. 2. Describe medical management, signs, symptoms, prognosis, precautions, and resources associated with specific diagnoses for people throughout the age span, including aging with a disability. 3. Prepare and present, through oral/written reporting and demonstration, a treatment planning process and treatment plans for individuals with physical disability that reflect an integration of basic sciences knowledge, occupational therapy theory, models for practice, and frames of reference that guide problem analysis, goal setting, and selection of treatment techniques. 4. Address understanding of contemporary society and issues of diversity by specifically organizing an approach to assessment and intervention that addresses the individual, their personal network and the community in which they reside. 5. Formulate assessment and discharge plans and write clinical notes, discharge summaries and home programs in simulated client cases that address standards of care, clinical outcomes, and reimbursement guidelines. 6. Discuss appropriate screening and assessment tools or techniques (standardized or non-standardized as well as criterion or norm-referenced) and relevant interpretations that might be used to evaluate specific impairments or disabilities with clients from diverse backgrounds. 7. Apply standardized assessments or tests and utilize statistical measurements as well as clinical and psychosocial implications in reporting of findings and treatment planning. 8. Describe initial evaluation plans and write clinical notes, discharge summaries, home programs, and referral plans in simulated case-stories drawn from diverse case examples from various treatment contexts. 9. Identify and use information resources related to occupational therapy scope of practice, explain the rationale for use of specific treatment tasks, activities and methods, or occupational performance engagements, and cite evidence-based decision making support for approaches being suggested across a continuum of care. 10. Plan and demonstrate interventions and alterations/modifications in response to change that are occupation-based, valued by the client, and sensitive to health promotion/disability prevention, that capitalize on or nurture specific performance area skills, component performance function, and usual performance contexts. 11. Plan for and describe in oral and written forms, the scope of care and discharge or termination of occupational therapy services within traditional and non-traditional practice settings.

Psychomotor Domain 12. Participate in group study, classroom demonstrations, and FW I experience as structured by class assignments and/or clinical supervisor. 13. Demonstrate safety and beginning competencies in evaluation protocols and interventions as practiced in class and Fieldwork I. 14. Demonstrate competencies in various techniques of physical examination and assistance techniques for functional movement and adaptive mobility and manipulation skills. 15. Appropriately propose and demonstrate use of selected physical examinations and standardized tests common to physical disabilities practice. 16. Study and apply through demonstration, principles of activity modification and gradation, related to therapeutic activity and exercise, and performance of ADL or IADL occupations. 17. Plan and demonstrate appropriate client instruction in adaptive techniques or compensatory strategies for ADL/IADL performance, including alterations in instruction based on client response. 18. Demonstrate ability to provide appropriate treatment activities in role-play situations, including use of self, teaching methods and justification of approaches based on evidence based decision making. 19. Fabricate various orthotics and assistive devices. 20. Verbally present a client status report after FW 1 experiences.

Affective Domain 21. Demonstrate an awareness/empathy of the problems facing individuals and families who are dealing with motor, sensory, and/or cognitive disablement by applying ethical principles as part of planning and problem-solving related to community integration. 22. Show your understanding of diversity among individuals and their families by incorporating relevant activities or occupations as well as meaningful persons and environments within treatment and discharge planning. 23. Through oral reporting and writing, demonstrate logical analysis, clinical reasoning, problem-solving, and creativity in addressing case-based planning and demonstrations. 24. Indicate appreciation for course content by participating in class discussion and laboratory sessions, asking pertinent questions, and offering relevant personal or clinical examples. 25. Show respect and appreciation for classmates by participating in role-play situations as well as in offering and receiving constructive feedback.

Special Attention: To request academic accommodations due to a disability, please contact Disabled Student Services (DSS), 448 Schmitz, (206) 543-8924 (V/TTY). If you have a letter from DSS indicating that you have a disability that requires academic accommodations, please present the letter to me so we can discuss the accommodations you need in this course.

Student learning goals

General method of instruction

Lecture, labratory, clinical fieldwork and problem based learning.

Recommended preparation

Active participation and problem solving.

Class assignments and grading

Attendance of all class and laboratory sessions is expected. 2 hour classroom instruction, 2x/week 2 hour laboratory instruction and practice, 1/week Please notify instructor of any unexpected or planned absences. Successful completion of Fieldwork 1 is required to pass the course.

Books/Text Use: Required: T&R: Trombly, C. A. & Radomsky, M., (Ed.) (2002). Occupational Therapy for Physical Dysfunction (5th ed.). Baltimore MD:Williams & Wilkins. (PENDING)

Borrowing: A variety of books, including those listed above, are available to look at regarding physical examination and additional treatment planning concerns. A two day limit will be imposed on books loaned from Instructor’s office (CC902N).

Description of Assignments

Book Review: Due October 22nd Select an (auto)biographic novel written about an individual who has experienced a disabling condition caused by sensory, motor, or cognitive impairment. Read and then write a commentary about the book/story. Describe the reactions to disability expressed by the author(s) and contrast these with your own expectations. What adjustments to disability were the most noteworthy? What new insights about disablement were provided to you in this example? [Please type, double-spaced, 1" margins, 12 pt type, no longer than 4 pages.]

Fieldwork 1: Week of October 28th through November 1st Assignments to FW1 sites have been proposed and are listed on a bulletin board outside Beth’s Office (CC902M). Successful completion is based on feedback from your clinical supervisor. Feedback forms are provided to supervisors, and includes a form to be completed by you to provide feedback to supervisors and course instructors about your experiences. Please ask about FW I evaluation with supervisors. You must successfully pass FW I to pass the class and to remain in good standing in the program. If a level I Fieldwork placement is not completed satisfactorily, it must be repeated at the first possible opportunity. You may repeat each level I Fieldwork placement only once.

Oral Case Report/Written Note: When you return from FW 1, Week of November 4th and later, you will be asked to select a time and schedule a 30-minute meeting with the course instructor. At that time you will 1) verbally report on a client you observed or worked with. Instructor will provide feedback regarding clarity and professional interpretation, and 2) then write a clinical note in a SOAP format.

Mid-term Examination: November 7th True/False, multiple choice, short-answer, and essay-type questions will be included. An entire class session will be used for the test. Questions are derived from lectures, laboratory notes, and reading materials.

Case Study and Treatment Plan: These reports will be completed based on a case observed during Fieldwork 1. See attached outlines. Due November 12th (case study) and December 3rd (treatment plan). Also, in class on November 26th, I will assign you to a small group in which you will present your case and treatment planning ideas and receive/provide peer-feedback.

Evidence-Based Decision-Making: Research Application In class, the practice of “evidence-based decision making” will be reviewed and discussed. Choose a topic area related to an intervention approach used in your clinical case-study and treatment plans. Specify a specific intervention even if only a minor part of the overall treatment plan. Following a Patient Intervention Comparison Outcome (PICO) strategy, describe this process and outcome from your search. Select up to 5 research articles or review articles from occupational therapy or other rehabilitation medicine literature published during the last 10-years. In your paper, describe the research carried out and what “evidence” exists to support the intervention, suggesting how “evidence” influences use or non-use of the intervention. Provide the references and abstract of articles. along with your commentary about level of “evidence.” More direction will be given as part of class lecture/lab on November 4th . [Please type, double-space, 1" margins, 12 pt type, no greater than 5 pages. Use APA format] Due December 10th.

Splint Critique: Due December 5th As part of the splinting lab experiences you will fabricate up to 5 splints. Criteria for splint features and fit will be provided as a handout. For this assignment describe the following for splints you fabricated (choose 2 splints): • type of splint • purpose of splint/Evidence supporting use of intervention • materials used/made on (classmate's name) • aspects you're proud of • poor fit - where/why • necessary (planned) modifications Provide paper and splints to course instructor.

Physical Examination Testing: Scheduled week of December 2nd A 30-minute laboratory examination exercise will be scheduled with each student in order for you to demonstrate skills in physical examination of selected disorders. Interview and physical examination techniques and skills will be critiqued.

Final Examination (Tentative): December 17th (10:30 to 12:20 p.m.) Will include T/F, multiple choice, short-answer, essay-type questions, and physical performance components will be included. Questions are derived from lectures, laboratory notes, and reading materials since the mid-term examination.

Grading Points: Class Participation 10% • Oral Case Report (CR/NC) • Lab Demonstrations/Participation Book Review 5% Mid-Quarter Examination 15% Fieldwork (Case Study) 10% Fieldwork (Treatment Plan) 15% Physical Examination Testing 15% Splint Critique 5% Evidence-Based Practice Exercise 10% Final Exam 15% Fieldwork 1 (CR/NC) 100%


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Brian J Dudgeon
Date: 09/05/2006