OTB 502

OCCUPATIONAL BEHAVIORS – PEDIATRIC/ADOLESCENT DEVELOPMENT

Bridge Program Blended Format Syllabus

Session/Semester/Year: Spring 2019

Professors:
Meeting Hours and Location
Offices, Emails, Phone Numbers:
Professor Sarah Selvaggi-Hernandez, MOT, OTR/L
Assistant Professor of Occupational Therapy
Room 233
Philip H. Ryan Health Science Center
1/19; 2/2; 2/16; 3/2; 3/16; 3/30; 4/13; 4/27
Section 1: 8:30-10:30AM
Section 2: 10:45-12:45PM
Office 207
Philip H. Ryan Health Science Center
Longmeadow, MA

shernandez@baypath.edu

Office Number: 1-413-656-1401

On-Site Office Hours Monday, Wednesday: 2:00-3:30 PM
Sunday: 9-11 AM
Virtual Office Hours Virtual (Google Hangout) by appointment; please give
at least 48 hour notice of requested date/time
Prerequisite(s): EXT099
Co-requisite(s): None
Course Credits: 3 lecture/lab

Introductory Comments: This course is designed to be a “flipped style,” blended course. This
means that you will be responsible for some independent pre-learning prior to each scheduled
class time. This is essential to your success in this course. The pre-learning activities may
include recorded lectures or other learning experiences. This will include various lecture and/or
other activities to support the pre-learning. The instructor will also engage you in additional
smaller group activities throughout the course. This is designed to be a flexible and fluid
teaching and learning experience. Know that the instructor(s) will be working very closely
together to provide a coordinated and consistent experience. You are encouraged to attend the
posted on-site and virtual office hours.

Course Description: The content covered in this course addresses the practice of occupational
therapy related to infants, children, and youth. The course covers the developmental sequence
from birth through adolescence and addresses the typical occupations at each stage. In this
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course, instruction is designed to establish a knowledge base to effectively address typical and
atypical development throughout childhood and adolescence. Students will gain an
understanding of the roles of OT practitioners when working with families, within medical
settings, and in the community (schools, day care centers, neighborhoods, etc.) to address the
functional needs of children and families. Creating a foundation for assessment and data
collection for the second course, OTB 514, students will learn about basic screening tools and
methods that are appropriate for this population. Content also includes methods to identify
meaningful activities for children and families and planning intervention to meet these needs.

Curriculum Threads
Client centered practice: Content in this course focuses on providing client centered evaluation
and treatment for children and families.
Occupational performance: The toy analysis and intervention plan assignments must include
developmentally appropriate and meaningful occupations for a child/adolescent.
Function: Function as an outcome and functional goal writing are incorporated throughout the
course.
Ethics: Students will demonstrate ethical practice in interactions with peers and faculty/staff,
and will apply ethical principles in evaluation and treatment planning for a child/adolescent (i.e.,
do no harm, appropriate treatment for the limitations/challenges, etc.).
Building of knowledge: This course focuses on the building of knowledge in the areas of typical
and atypical development, methods of evaluation, service delivery, and development in fine
motor, visual perception, play, and other skills.
Scaffolded learning: This course is the foundational course for higher level skill development in
MOT 514. The screening assignment provides feedback and prerequisite skills for the evaluation
and case study assignments in MOT 514. Guided goal and objective writing, task analysis, and
task grading are introduced in this course for higher level application in MOT 514.
Collaborative learning: Small group activities are incorporated throughout the course with
opportunities for peer feedback.

Student Learning Outcomes:

Course Outcomes: The student will:

● Understand the dynamics of occupation and activity relative to pediatric practice
(Standard B.2.2)
● Demonstrate the ability to analyze tasks in areas of occupation, performance skills,
performance patterns, activity demands, and client factors to formulate an intervention
plan (Standard B.2.7)
● Apply the sensory integration frame of reference to enhance occupational performance
(Standards B.2.11; B.3.1; B.3.3)

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 ● Use standardized and/or non-standardized assessment tools to complete a screening;
score and interpret the results; and write up a screening report using appropriate
procedures and protocols (Standards B.4.1; B.4.3; B.4.6; B.4.10; B.5.20; B.5.30)
● Locate, understand, critique, and evaluate information related to a specific pediatric
diagnosis; use the evidence to make evidence based decisions (Standards B.8.2; B.8.3)
● Develop a client specific intervention plan, grade activities, provide a rationale for the
activities to address client specific needs, and develop client goals (Standards B.5.1;
B.5.3; B.5.6; B.5.23)
● Identify specific developmental milestones and differentiate between typical and atypical
development (Standard B.1.2)
● Become familiar with the IFSP and IEP processes, as well as current legislation and
health care trends related to pediatric practice (Standards B.6.2; B.7.2)
● Understand the role delineation of the OT and OTA and the role of the OTA in
contributing to the screening, evaluation, and treatment planning processes (Standard
B.4.5)

Program Outcomes (based on OT Curriculum Threads):

Client centered practice
● Students will understand and apply client centered practice with clients across the
lifespan and in a variety of practice settings
Occupational performance
● Students will understand the inherent need for participation in meaningful occupations
and the human right to engage in these occupations throughout the lifespan
● Students will understand that occupational performance is unique to each individual and
can be affected by personal, contextual, and occupational factors
Function
● Students will understand that client outcomes are based on functional performance and
apply that understanding to evaluation, intervention, and treatment planning
Ethical practice
● Students will demonstrate ethical practice in the academic setting, and understand and
apply those principles to clinical practice situations
Culturally relevant
● Students will understand the role that sociocultural factors can play in the delivery of
health care services and be aware of the link between sociocultural competence and client
centered practice
● Students will understand the role OT can play in addressing health disparities and other
factors related to sociocultural differences
Evidence-based practice
● Students will understand the need for research in occupational therapy
● Students will understand the need to use evidence in the provision of all aspects of
occupational therapy practice

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 ● Students will demonstrate entry level research skills
Foundation of awareness
● Students will become aware of the basic tenets of the profession of occupational therapy
● Students will become familiar with the OTPF and apply the concepts to practice
● Students will become aware of typical and atypical development and how both can affect
occupational performance
Building of knowledge
● Students will understand and be able to articulate the scope and dimensions of the
theoretical basis of occupational therapy
● Students will apply theoretical concepts and frames of reference to practice
● Students will understand disease, illness, or injuries and the role of pathology on function
● Students will understand and articulate the role of activity on health and wellness
● Students will understand precautions, contraindications, and safety factors and will
employ strategies to ensure these factors are met in academic and clinical situations
Acquisition and application of skill
● Students will be able to document the OT process of referral, evaluation, treatment
planning, treatment implementation, and discharge
● Students will evaluate clients holistically utilizing observation, occupational profile,
interview, and standardized and non-standardized assessment tools
● Students will interpret assessment results and develop client specific goals and treatment
plans
● Students will demonstrate the ability to establish a rapport and maintain a therapeutic
relationship with clients across the lifespan, from diverse backgrounds, and with a
spectrum of abilities/disabilities
● Students will demonstrate respect for the rights and dignities of self and others
● Students will demonstrate problem solving, critical analysis, reflection, and active
experimentation in academic and clinical situations
Scaffolded learning
● Students will utilize constructive feedback to develop higher level competence within the
program and during fieldwork affiliations
● Students will develop a foundation of awareness and knowledge for the acquisition and
application of entry level, general practice skill
Collaborative learning
● Students will engage in social learning opportunities to enhance learning and problem
solving
● Students will give and receive constructive peer feedback

In addition, the Bay Path OT Program is accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE). Students enrolled in the BPU MOT program are
preparing to be entry-level occupational therapy practitioners as well as sit to take the National

OTB 502 Page 4

/Board for Certification in Occupational Therapy (NBCOT) examination. The current
accreditation standards can be viewed at http://www.aota.org/-/media/Corporate/Files/Education
Careers/Accredit/Standards/2011-Standards-and-Interpretive-Guide-August-2013.pdf.

Required Texts:

Bridgewater, M. (2016). Fine motor olympics manual & card set. Framingham, MA: Therapro.

Case-Smith, J., & O’Brien, J. C. (2015). Occupational therapy for children and adolescents (7th
ed.). St. Louis: Mosby. ISBN: 978-0-323-16925-7.

Curriculum Texts: The following texts are considered curriculum texts and may be used
directly or indirectly in this course:

The following texts are considered curriculum texts and may be used directly or indirectly in
courses:
 American Occupational Therapy Association (2014). Occupational therapy practice
framework: Domain and process (3rd ed.). Bethesda, MD: Author
 Available through AJOT, Free to AOTA members and through Bay Path
 https://baypath.idm.oclc.org/login?url=https://ajot.aota.org/article.aspx?articleid=
1860439
American Occupational Therapy Association (2016). The reference manual of the official
documents of the American Occupational Therapy Association, Inc. (21st ed.). Bethesda, MD:
Author.
 Available free through AOTA if a member
American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.). Author.
 APA Style Central available through Bay Path but not to replace the text
 https://baypath.idm.oclc.org/login?url=http://apastylecentral.apa.org/
Asher, I. A. (2014). Asher’s Occupational therapy assessment tools: An annotated index (4th
ed.). Bethesda, MD: AOTA Press.
Boyt-Schell, B. A., Gillen, G., Scaffa, M. & Cohn, E. (2013). Willard and Spackman’s
occupational therapy (12th ed.). Lippincott, Williams, and Wilkins.
 Access Text Book Free through Bay Path - requires Bay Path Log in
 https://baypath.idm.oclc.org/login?url=http://ot.lwwhealthlibrary.com/book.aspx?
bookid=1109
Pendleton, H. M., & Schultz-Krohn, W. (2013). Pedretti’s occupational therapy: Practice skills
for physical dysfunction (7th ed.). St. Louis: Mosby.
 8th edition available through Bay Path
 https://baypath.idm.oclc.org/login?url=https://www.r2library.com/Resource/Title/
0323339271

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Gateley, C., &Borcherding, S. (2017) Documentation manual for occupational therapy: writing
soap notes. SLACK Incorporated: Thorofare NJ (4th ed)
 Full Text available Free through Bay Path
 https://baypath.idm.oclc.org/login?url=https://www.r2library.com/Resource/Title/
163091231X

The majority of these texts can be purchased from the Bay Path bookstore. Order online at
efollett.com (click on the “Find Your Bookstore” link and choose state (MA) and then choose
institution. When you get new page, select the “Find Your Textbooks” link and choose program,
course number, and section number. AOTA books can be purchased at the American
Occupational Therapy Association website at www.aota.org.

Additional Readings: Additional readings will be posted on Canvas throughout the semester.

Methods of Instruction: This class includes a variety of methods to teach and evaluate
performance. Didactic and informal on site and online lectures, student discussions, interactive
lecture and lab experiences, instructor feedback, and reading are used for instruction. Evaluation
methods include formal and informal discussion and problems solving, screening reports and
documentation, intervention planning, written assignments, and midterm and final examinations.

Instructor/Course Policies and Procedures:

● As a responsible adult learner, you should actively evaluate your performance throughout
the class and lab experiences and seek help from your instructor when appropriate
● All work is to be typed unless an announcement is made in class allowing hand written
work
● Students have two weeksfrom the return of an assignment to challenge a grade. The
student is required to provide his/her argument in writing along with the original
assignment for review by the faculty
● APA formatis required for all papers
● On rare occasions, a faculty member will misplace a written assignment. For this reason,
students are required to provide a backup copy within 24 hoursof a request from the
instructor. Students should NEVER hand in the only copy of an assignment
● Verbal and/or email changes to assignments and dates may be made during the class
● Students are reminded to review their student manuals concerning cheating policies. All
work must be credited to the appropriate source. Discussing assignments with past
students is strictly prohibited. Students should not be sharing grades with each other.
● As an institute of higher education, intellectual property is highly respected. Cheating
and/or plagiarism or the support of them is unethical. Violations of the college and
department ethical standards include, but are not limited to the following:
o Downloading papers from free, paid, or other writing websites

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 o Uploading papers to writing websites for exchange or membership
o Using papers or exams from past or present students, friends, or any other sources
o Falsifying data or information
o Using cheat sheets or other methods of cheating on exams
● Students should be aware that the faculty of Bay Path University routinely check Internet
databases, Internet sources, published documents, and locally accessible stored papers. If
you are unsure about cheating and plagiarism guidelines, you should read the BPU
Student Manual for additional information.

Contesting Points on an Exam or Quiz: There are times when students believe that there is a
better response to an exam/quiz question than the instructor selected. In some cases, the student
may be correct, and in some cases, the student may be incorrect. Rather than spend time in class
discussing an individual’s or a group’s response, students must follow the following procedure to
request reconsideration of a question/response:
● The individual student and/or group (if this was a group exam/quiz ONLY) must email
the instructor within 1 week of the posting of the exam/quiz grade indicating the desire
to challenge a question
● The instructor will set up a Google doc containing the challenged question and the
individual’s/group’s response and share the doc with the student/group
● The individual student and/or group must submit, in writing via the Google doc, a
rebuttal that is at least one and one half pages (double spaced) of content PER
QUESTION outlining why his/her/their response is correct. The submission must also
include citations to support the rebuttal and a separate reference page
● The Google doc submission must be completed (last edits made by the student/group)
within 24 hours of the Google doc being shared with the student/group
● The student/group will be notified within 1 week regarding the status of the rebuttal
● If the instructor deems that a change in grade is appropriate, ONLY the student/group
having submitted that written rebuttal will be awarded any additional points

Writing Guidelines:
● AllwrittenassignmentsMUSTincludethestudent’sfullname. Any
assignmentmissing aname will be anautomatic0.
● Allwrittenassignmentsshouldbesubmittedthe assigned date and time. If submitted
onsite anda hardcopy is required i t
s houldbetypedinTimesNewRomanorsimilarfont,12point,and stapled. Students
arerequired to keep theirown back-up electronic&/or hard copy.
● All written assignmentsmustfollow APA format.
● Theuse of propergrammar and spellingis expected.
● Failure t o f o l l o w t h e s e guidelineswill result in either points deducted from the
assignmentgrade,and/or arequestthatthestudentre-submittheassignmentwith
correctionspriortofinalgrading(intheeventofthelater,theassignmentbegradedwith an
OTB 502 Page 7
 automaticten point deduction).

Assignment andGrading Policies:

● Verbal and/or email changes to assignments and dates maybemadeduring the
courseof the semester ifdeemed necessarybythe instructor(s). Ample timewillbe
allocated to students to complete assignments per instruction.
● On rareoccasions, a facultymember will misplaceawritten assignment. Forthis
reason, students arerequired to provideabackup copywithin 24 hours ofa requestfrom
the instructor. Students should NEVER hand in theonlycopyof an assignment
● Students should also KEEP ALL graded work after handed backto them until
after final coursegrades areposted. Should therebeadiscrepancybetweengrades a
student receives andpostings onthe BPU portal and/orclassroom management system,
the student will need to providethe originalgraded assignment.

Late Work Policy: All work is due by the assigned date and time specified in this syllabus.
Work is considered to be late after this time and loses 10 points for each 24-hour period after
that due date. For example, this means that an assignment due at 1:00 on August 1 and turned in
at 1:05 on August 1 will receive a 10 point deduction (the highest possible grade is now 90). By
1:00 on August 2, the assignment will lose an additional 10 points (the highest possible grade is
now 80). Students with extenuating circumstances may request an extension on an assignment
by sending an email to the course instructor at least 24 hours prior to the due date/time
describing the extenuating circumstances and proposing a reasonable timeframe for completion.
Requesting an extension does not guarantee an extension, which is the decision of the course
instructor. Students should follow up with the course instructor as soon as possible to ensure the
request has been received. Please contact your instructor if you have an emergency. Any late
papers must have a date and time placed on it by a BPU faculty/staff member prior to being put
in the instructor’s mailbox. Exams and quizzes may not be made up unless there are
extraordinary circumstances. Assignments should be typed in Times New Roman or similar
font, 12 point, and stapled and should reflect the student’s BEST/FINAL work. Once an
assignment is handed in or posted on Canvas, the instructor will assume it is the final copy. It is
the student’s responsibility to ensure that all assignments submitted on Canvas have been
correctly uploaded. If the wrong assignment was uploaded or the assignment did not upload, the
assignment will be considered late and deductions taken as described above. Always double
check assignments that you have uploaded to Canvas.

Attendance/Participation Policy:For each onsite meeting of a class that is missed, two points
are subtracted from the final grade. It is your responsibility to legibly sign the attendance list
each class provided by your professor. In case of bad weather, please check E2Campus Alert
Notification and Canvas for instructions from your professor.

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Students are responsible for all material covered in class. Therefore, students are expected to
attend onsite and virtual class times unless illness or an emergency occurs. A permanent record
will be kept of each student's attendance. Because class participation counts as a certain
percentage toward the final grade, attendance is necessarily a factor in determining the grade.
No absences are permitted on the day of an exam/quiz without the prior permission of the
instructor. Permission will be granted only in case of an emergency or illness; the student must
make arrangements to take the exam/quiz before it is graded and returned to the class. Oral
make-up exams may be given.

Turnitin.com Policy and Process: Students agree that by taking this course all required papers
may be subject to submission for textual similarity for the detection of plagiarism. All submitted
papers will be included as source documents in the Turnitin.com reference database solely for
the purpose of detecting plagiarism of such papers. Use of Turnitin.com service is subject to the
Terms and Conditions of Use posted on the Turnitin.com site.

The following statement must be submitted with each paper: “I submit that this paper is entirely
my own work and agree that it may be submitted to Turnitin for the purpose of checking for
plagiarism and further that it may be maintained on the Turnitin database in order to check for
future plagiarism.”

Statement on Academic Integrity: Academic integrity is vital to the learning process and
dishonesty will not be tolerated. Any student who commits academic dishonesty will receive a
sanction appropriate to the nature and severity of the violation and in accordance with the Policy
on Academic Integrity, which appears in detail in the course catalog (available under Academics
on Bay Path Connect). If you are unclear as to what types of behaviors constitute academic
dishonesty, talk with the course instructor. The entire policy may be found at
http://tinyurl.com/clwhq5u.

A faculty member who has evidence of a student failing to adhere to the Academic Integrity
Policy has a duty to report the conduct to the Office of Academic Affairs, which will maintain
records of the allegation and the disposition of the matter. When conduct involving academic
dishonesty occurs in the faculty member’s class, she or he may elect to attempt to resolve the
matter informally, in which case the faculty member may assign the student a grade of “F” for
the course and/or for the particular assignment, or grade so much of the assignment that
represents the student’s own work, or require that the student repeat the assignment or a similar
assignment. The faculty member may elect to refer the matter directly to Academic Affairs for
disposition by the Standing Committee through a Hearing Board.

Refer to the Bay Path University Course Catalog for additional information on the academic
integrity and social behavior policies.

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Procedures for Students with Disabilities: If you have an identified disability that may affect
your performance in this class and you choose to request reasonable accommodations, please
schedule an appointment with the Interim Coordinator of Disability Support Services, Surbhi
Patel at spatel@baypath.edu 413-565-1602 , as soon as possible so that provisions can be made
to assure you have an equal opportunity to meet all requirements of this course.

Federal Credit Hour: Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an
amount of work represented in intended learning outcomes and verified by evidence of student
achievement that is an institutionally established equivalency that reasonably approximates not
less than –
(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of
class student work each week for approximately fifteen weeks for one semester or
trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the
equivalent amount of work over a different amount of time; OR
(2) At least an equivalent amount of work as required in paragraph (1) of this definition for
other academic activities as established by the institution including laboratory work,
internships, practica, studio work, and other academic work leading to the award of credit
hours.”

TECHNOLOGY

● Communications from the University: The University provides a free e-mail account to
all of our students. Please be sure to check this e-mail account regularly by logging on to
the My Bay Path portal at my.baypath.edu. Important campus messages are often sent to
this email account. Be sure to check you Conversations Inbox and Announcements in
Canvas on a regular basis (daily is recommended) as all course related communication
will be sent through this module. You can see if you have new messages or
announcements on your course home page when you first log in. It is also important to
set your “Notifications Preferences” within your Canvas profile. These notifications will
alert you that Canvas Conversations and Announcements are not the same as your Bay
Path email account. Each must be checked separately. For non course-specific
communication, your instructor will contact you via your Bay Path email.

● Technology-Related Issues and Problems: The Bay Path University Technology Support
Center (TSC) is always available to assist you with technology related issues that may
arise during your courses. The best way to contact them is through the “Tech Support”
link on the My Bay Path portal. You can also email your questions or problems to
ITS@baypath.edu or you can call the TSC at 413-565-1487. TSC hours of support
services are posted on the IT Resources page of the My Bay Path portal. Be sure to be as
specific as possible when requesting assistance; this will help you receive assistance more
quickly.

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Communication with Faculty/Staff:
● Occupational therapy is a profession, and as such, students and faculty are expected to
behave professionally. This includes all verbal, nonverbal, and written communication.
● Faculty and staff will respond to emails/requests within 2 business (i.e., school, not
weekend) days. Immediate response is not always possible and should not be expected;
however, faculty/staff will make every reasonable attempt to answer questions promptly.
● Students are expected to respond to faculty/staff emails within 2 business days. It is your
responsibility to regularly check your emails. If a faculty/staff member is contacting you,
it is probably very important. Students must also make every reasonable attempt to
respond to faculty/staff questions promptly.

Method of Determining Final Grade

Assignment Value
Test #1 10%
Test #2 10%
Final 15%
Self-Assessment and Interpretation 10%
Intervention Plan 15%
Diagnosis Presentation 10%
Fine Motor Kit 10%
Online Discussions 10%
Professionalism 10%
Total 100%

Evaluation of Student Learning:

At the completion of this course, you will receive a letter grade reflecting your performance in
this course. Letter grades (from A – F) will be computed for each of the above items based on the
percentage earned. Your percentage total is then converted to a letter grade according to the
following scale:

Letter Grade Equivalent: Percentage Earned: Grade Point:

A 95-100 4.00
A- 90-94 3.67
B+ 87-89 3.33
B 83-86 3.00
B- 80-82 2.67
C 70-79 2.00
OTB 502 Page 11
F Below 70 0.00
I None 0.00
W None 0.00

Classroom Conduct: “In person” attendance is required for all on site and virtual class and lab
sessions. Students are required to be present in full body, mind, and spirit. In practice, this
means:

● Students should be alert at all times with attention directed to the classroom topic
● Attending on site classes virtually (i.e., Skype, Facetime, etc.) is NOT permitted
● Students may utilize electronic devices for the sole purpose of taking notes during on site
class should they choose to use this method rather than pen/paper. This is a privilege and
not necessarily a right
● Under NO circumstances should electronic media be utilized during class time for any
purposes other than classroom tasks (emails, Facebook, searching the Internet,
completing other class assignments, etc. is not permitted)
● Recording, videotaping, and photography are NOT allowed during on site class and lab
sessions. Should a student wish to record lectures, he/she must seek permission from the
instructor conducting the lab/class session. In courses with more than one instructor, this
means the student must speak with each instructor individually. Exceptions may be
allowed for students who have formal classroom accommodations (see “Procedures for
Students with Disabilities”).
● The professor reserves the right to limit use of electronic media in the event that the
above procedures are violated

Adherence to the above procedures not only represents professional behavior expected by
accredited health care professionals, but is also necessary to demonstrate respect for classmates
and faculty, and to contribute positively to the overall learning process. Violations of this policy
shall reflect negatively upon the student’s professionalism grade.

Tutoring Services: Content tutors are available through the Bay Path Tutoring Center. You
must schedule an appointment with the content tutor through the Bay Path portal. The tutoring
hours will be provided to you at the beginning of the semester. Tutors will have both on site and
virtual hours. Professional tutoring services for writing support are available at Bay Path
University. Questions regarding this tutoring service should be directed to Director of Student
Academic Support Services,Surbhi Patel at spatel@baypath.edu 413-565-1602. Other online
tutoring services are also available through Smarthinking. To access the site, go to the Bay Path
Connect portal and click on the “Online Tutoring” button on the top left of the page. Live, real-
time tutoring is available in many subjects and there is also a writing service that allows you to
submit a paper and receive feedback within 24 hours. Please visit the site and plan ahead if you

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wish to utilize this service as real-time tutoring hours vary by subject. Any technology issues
relating to the use of Smarthinking should be sent to ITS at ITS@baypath.edu.

Social Media and Electronic Use: Many students have public profiles on social media sites
(Facebook, Twitter, etc.). Even when you set the privacy settings to private, there are important
things to remember in order to not violate HIPAA privacy laws and to maintain professional
behavior within the classroom. Refer to the OT Student Handbook for specific information
regarding the policy and recommendations on social media and electronics use. General
guidelines include:

1. Avoid posting comments about your peers, classmates, and instructors. We have a natural
tendency to vent about things that happen in class or outside of class, but remember once it is in
writing, it lasts forever. By posting it for others to see, you are at risk for possible institutional
consequences and/or litigation for defamatory comments.

2. Avoid going on social networking sites and texting during classes. You are in a professional
program and you should present yourself as a professional. Going on these sites and texting
during class is disrespectful to your peers, your instructor, and the professional of
occupational therapy.

3. Monitor what others are posting on your Facebook/Twitter or other social media accounts. If
questionable content or language is posted by others, that will reflect poorly on you. Remove
questionable content immediately.

4. University policy states during exams, you will be required to have your cell phone put away
and on silent. You will not be permitted to touch the phone during the exam. In the event of a
university emergency, your instructor will have his/her cell phone available. In the event of a
personal emergency, you can provide your friends/family with the campus main number and the
instructor will be notified via the main switchboard.

5. Always err on the side of caution. If you think information is private or that a post is
inappropriate, delete it or do not post it. It is always better to be safe.

6. Refer to the Bay Path University student catalog for additional information on social
networking, social policies, and use of electronic equipment. If you have any questions, contact
your academic advisor, the Coordinator of the Bridge program, Dr. Cheryl Boucakis, or the
Chair of the OT program, Dr. Beverly St. Pierre.

7. In the event that inappropriate content or social media use is identified, the information will
be forwarded to the Bay Path academic integrity committee. Depending upon the severity of the
offense, additional consequences may include transmission of the information to the American

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Occupational Therapy Association, where ramifications may include inability to sit for the
NBCOT exam or professional censure, which could impact your ability to obtain a license.

See the Bay Path University student catalog for the current statement on Information Technology
Ethics and Responsibilities.

Disclaimers: The instructor(s) reserve the right to change topics covered or the order in which
they are covered at his/her/their discretion (after advance notification to the class). It is the
responsibility of the student to stay informed via BPU email and the Canvas classroom. The
students are hereby advised that select copies of their work in this class may be retained by the
professor or Bay Path University for educational or administrative purposes.

Overview of Assignments:
Detailed information and grading rubrics for all assignments will be provided in class and posted
on the Canvas course site.

Test #1 and #2
Worth: 10%
Due: 2/16
Due: 3/16

Final
Worth: 15%
Due: 4/27

Online Discussions
Worth: 10%
Due: Throughout the semester. See Canvas for due dates/times.

As we move through the semester, you will reply to a discussion post covering current events
affecting the area of pediatrics. You are responsible to post both an original reply and a response
to a peer. See rubric for specific prompts.

Diagnosis Presentation
Worth:10%
Due: Throughout the semester. See Canvas Module for diagnosis assignment and due date/time.

At the beginning of the semester, you will join a group of no more than 4 people to do a brief
presentation on a pediatric diagnosis. An announcement will give you directions on sign-ups.
Based on your selection, your group will create a presentation covering the following areas:

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 ❖ What is it?
❖ What are potential early indicators of the diagnosis?
❖ How is it diagnosed?
❖ Etiology (viral, congenital, etc.)
❖ What population does it affect?
❖ Are their common comorbidities with the diagnosis?
❖ How is it treated – medically, therapeutically, etc.?
❖ What is the long-term prognosis?
❖ Using the Practice Framework (2014), describe a minimum total of ten areas of
occupation and/or client factors that may be impacted by the diagnosis.
❖ In relation to OT: what type of interventions would be necessary/recommended (such as
splinting, modifications to the environment, parent education, etc.)? Your intervention
recommendations must be supported by peer-reviewed evidence created within the last
ten years.
❖ Additional relevant information, including: organizations, common resources, and
“famous” people with diagnosis (blog, YouTube, etc.)

Your presentation should be evidence-based; all sources must be reputable sources (peer-
reviewed journals, textbooks, or .gov/.edu websites). Your presentation must be between 10-15
minutes in length.

In addition to your presentation, you must create a quiz based on the materials presented for your
assigned diagnosis. The quiz will be a minimum of six total multiple-choice or true/false
questions. Only two questions may be in the true/false format.You must also have an answer
key. Your answer key must include the rationale for the correct answer. The answer key will be
passed out after your peers have completed their quiz.

(Standards B.8.2; B.8.3; B.8.8).

Self-Assessment:
Worth: 10%
Due: 3/17/18

To understand others, we must first understand ourselves. For this assignment, you will be
completing the Sensory Profile on yourself. Once completed, you will score and interpret the
results in an assessment report. Sections in the report must include:

● Background information

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 ● Results. This MUST include your interpretation of the results; you cannot simply report
the scores of the testing, but must use your clinical judgment to interpret the functional
implication of the scores.
● Recommendations for home, school, work, and the community, specifically suggesting
sensory supports to promote regulation strategies throughout the day.

Intervention Plan:
Worth: 15%
Due: 4/7/18

Based on the results of your Sensory Profile (SP), you will be developing an intervention plan to
support two areas of occupation. You will use the sensory integration framework to design your
intervention plan.Your intervention plan will include the following:

1) Background and SP information (from previous Self-Assessment assignment)

2) A minimum of 2 identified areas of occupational performance to support through

intervention

3) 1 benchmark (LTG) and 2 short term goals (STG) for each of the areas

4) 2 intervention sessions for each benchmark and STG (an intervention session should be at
least 30-45 minutes, and will contain multiple activities)

5) Rationale for each activity in the intervention session. Remember: you will have
multiple activities in an intervention session.

6) Grade each activity to make simpler/more challenging

7) Grade the sensory stimuli in each activity

More information will be provided in class. (Standards B.2.11; B.3.1; B.3.3; B.3.5; B.5.1; B.5.3;
B.5.6; B.5.23, B.4.1; B.4.3; B.4.6; B.4.9; B.4.10; B.5.20; B.5.30).

Fine Motor Kit:

Worth: 10%
Due: 2/16

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You will develop a fine motor kit to address prewriting, handwriting, and fine motor
development. You can “house” the kit in any type of container, but it should be similar in size to
a typical shoe box, portable, and durable enough for transport. Think of this as something easily
transportable, as pediatric therapists are often traveling from building to building.

This kit should include specific items to address fine motor skills. For each item, there should be
at least two activity cards with games and/or activities that could be easily implemented by a
parent, teacher, paraprofessional, or other individual who might work with a child. For example,
I might include pennies in my kit. Activities that I might include on my card include a race game
to see who can flip the coins over faster, a game that involves holding pennies in the palm and
dropping them one at a time into a container, stacking the pennies, pushing pennies through a
slot, etc. The card should thoroughly explain the activity so it can be easily completed by
anyone reading the card. Do not assume a person will know how to do an activity.

On the back of each card, you should note what fine motor skills you are addressing through the
activity (such as in-hand manipulation, isolated finger movement, translation, etc.).

There should be a MINIMUM of 5 different items included in the kit, each with at least one card
containing at least 2 games and/or activities. You will be graded on the creativity of the items
and activities, comprehensiveness of skills addressed, appropriate skills named, etc. You may
NOT use the activities from Fine Motor Olympics. (Standards B.2.7; B.5.6; B.5.23).

Professionalism
Worth: 10%
Due: throughout the semester. See Rubric in Canvas.

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 OTB 502
OCCUPATIONAL BEHAVIORS – PEDIATRIC/ADOLESCENT DEVELOPMENT

WEEK Module Reading WEEKLY Major Assignment

ASSIGNMENT DUE Due
1 1/7: Semester begins! *Online discussions
1 Overview of Occupational Therapy for Chapter 1, Case-Smith & will be scheduled
Children O’Brien weekly throughout the
2 Typical Development semester. Please see
Website: Canvas for topics and
https://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf due dates. Plan to have
a discussion post (with
Reflexes reply, when noted).
Video: https://baypath.kanopystreaming.com/video/physical- Some discussions will
development-0-12-months answer questions
3 Goal Writing Online Content directly from the text, Presentation #1
while others will
Concept Check: Goals Worksheet explore current issues in
4 Hand Skills Pgs. 1-47, Bridgeman pediatric occupational
therapy.
Concept Check: Hand Skills
Identification Case Study
5 Foundations and Practice Models for Chapter 2, Case-Smith &
Occupational Therapy with Children O’Brien

Practice Models in the Field See supplementary articles

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6 Development of Childhood Occupations Chapter 3, Case-Smith &
O’Brien
Childhood Occupations
See supplementary articles
Test #1!
9 Adolescent Development: Transitioning Chapter 4, Case-Smith & Presentation #2
from Childhood to Adult O’Brien 2/16: Test #1

Introduction: Transition Planning TPI Video

Inventory

Case Study: Adolescent Transition Case Study Discussion

10 Working with Families Chapter 5, Case-Smith &
O’Brien

Supporting Families in Your Community See Google Doc

11 Neonatal Intensive Care Unit Chapter 21, Case-Smith &
O’Brien
Concept Check: NICU equipment Canvas Quiz

Concept Check: Demonstrate Swaddle Upload to Canvas

11 Early Intervention Chapter 22, Case-Smith & Presentation #3
O’Brien 2/24: Fine Motor
Early Intervention Goal Writing Discussion Kit (bring to class)
12 School-Based Occupational Therapy Chapter 23, Case-Smith &
O’Brien
Test #2!
12 Hospital and Pediatric Rehabilitation Chapter 24, Case-Smith & 3/16 – Test #2
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 Services O’Brien 3/29 @11:159 –
Self-Assessment
Due – Canvas
Upload
13 Transition to Adulthood Chapter 25, Case-Smith &
O’Brien
Concept Check: Student Leadership
13 Intervention for Children who are Blind Chapter 26, Case-Smith & Presentation #4
or who have Visual Impairment O’Brien

Discussion: Evidence-Based
Interventions
14 Autism Spectrum Disorder Chapter 27, Case-Smith &
O’Brien

Discussion: Autistic Culture

14 Neuromotor: Cerebral Palsy Chapter 28, Case-Smith & Presentation #5
O’Brien
Student Leadership: Discussion 4/13@ 11:59 –
Intervention Plan
Due – Canvas
Upload
15 Pediatric Hand Therapy Chapter 29, Case-Smith &
O’Brien
15 Trauma-Induced Conditions Chapter 30, Case-Smith &
O’Brien
Final!

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 Do you feel that EXT099 thus far has prepared you for taking an online or hybrid course?
 Are you worried about participating in an online component of course work?

Yes, after finishing several modules from this course, I feel more prepared to take online courses because this webinar trained me very well in how to
navigate the websites, send assignments, and communicate with classmates and instructors.
Yes, I am a little nervous of the online courses because I feel it will be too much load of work, but with good time management I will be able to get
things done on time.

Hi ,
I am also not familiar using the digital tools such as audio recording, movie making, and presentations. I primarily use Windows devices for work
and personal use. For me, I feel that Mac is hard to navigate, but I very familiar with the ipad and the iphone. I can easily use some of the digital tools
on both devices to complete my school work. I feel more confident using Windows to get things done.

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