Course:Â OTA 104/105: Activity Analysis
UNIT SEVEN: Analyzing Human Motion in Daily Activity
Upon successful completion of this unit on written and practical examination, the student will:
Analyze various case examples by:
a. Identifying physical performance impairments during an occupation.
b. Selecting appropriate tests to assess the indentified physical performance deficits.
c. Determining and justifying in written form which model of practice/frame of reference would best guide the treatment of the identified impairments.
d. Implementing the selected frame of reference/model of practice in correcting, or compensating, for the identified impairments.
e. Role-playing a treatment session based on student analysis
Curriculum thread(s) addressed:
Â·Â Occupation Centered Practice
Â·Â Role Acquisition
Â· The student will identify and demonstrate (as applicable) role and participation in the Occupational Therapy process (referral, screening, evaluation, treatment planning, intervention, reevaluation and discharge planning)
Â· The student will determine and select the model of practice/frame of reference that would best guide the treatment of the identified impairments.
Â· The student will demonstrate proficiency in applying OT treatment techniques and practices to a case study that will be assigned to them.
Â· The student will create a problem list, list of strengths, long-term goals, and short-term goals.
Â· The student will demonstrate treatment session which will be described in an intervention note.
Â· After the treatment session, the student will identify opportunities to recommend to the occupational therapist the need for referring client for reevaluation, discharge planning and additional evaluation for other services and/or professional(s).
Â· The student will be assigned a case study with an array of physical dysfunctions.
Â· Student will complete an analysis based on a structure and guideline that requires information in regards to: Problems, strengths of the client, long-term and short-term goals for treatment.
Â· Student will develop two treatment sessions applying techniques, strategies and practices
Â· Student will demonstrate by role play, one treatment session.
Â· Student will write an intervention/treatment note accordingly.
|Written assignment:||Poor (1)||Fair (2Â )||Good (3)||Excellent (4)||Score|
|Determine and select model of practice/frame of reference to best guide the treatment of the identified impairments.
|Unable to determine appropriate Application of model of practice/frame of reference||Additional questions arise. Difficult to follow, yet selected practice/frame of reference is present.
|Application of model of practice/frame of reference requires additional clarification||Application of model of practice/frame of reference is best suited|
|Use of proper OTPF terminology and grammar||Use of inaccurate terminology or grammar on more than 8 occasions.||Use of inaccurate terminology or grammar on no more than 6 occasions.||Correct use; with use of inaccurate terminology or grammar on no more than 4 occasions.||Correct use; with use of inaccurate terminology or grammar on no more than 2 occasions.|
|Summary of primary and secondary medical diagnoses: signs, symptoms, prognosis, prevalence||Did not identify. Clarification needed||Missing 50% of data||Missing 25% of data||All relevant information provided|
|Developed a prioritized OT Problem list.
Explained justification of prioritization using the OTPF.
|Not addressed or information not relevant.||Only two problems are OT relevant and student requires additional clarification about how practice framework is utilized to prioritize problem list.||Most problems are OT related and can be addressed by therapist. Most problems prioritized and justified with fair use of practice framework.||Problem list is accurate and prioritized considering patient specific diagnosis, needs, and wants. Utilized and explained clearly application of practice framework to problem list.||
|Identified all problems of the patient accurately||Did not identify problems accurately on 5-6 occasions||Did not identify problems accurately on 3-4 occasions||Identified all problems, but did not identify problems accurately on 1-2 occasions||Identified all problems accurately
|Identified accurately and correctly all strengths and opportunities of the patient in the case study||Did not identify accurately and correctly all strengths and opportunities of the patient in the case study on 5-6 occasions||Did not identify accurately and correctly all strengths and opportunities of the patient in the case study on 3-4 occasions||Identified accurately and correctly mostly, but failed to identify accurately and correctly on 1-2 occasions||Identified accurately and correctly all strengths and opportunities of the patient in the case study|
|Completed all long term goals accurately and correctly meeting all the criteria utilizing FEAST or other documented method||Did not complete long term goals accurately and correctly meeting all criteria on 5-6 occasions||Did not complete long term goals accurately and correctly meeting all criteria on 3-4 occasions||Completed long term goals accurately and correctly meeting most criteria, but missing on 1-2 occasions||Completed all long term goals accurately and correctly meeting all the criteria|
|Completed all short term goals as applicable||Did not complete 5-6 short term goals||Did not complete 3-4 short term goals||Good, but missed the completion of 1-2 short term goals||Completed all short term goals as applicable
Listed methods used to treat patient in a comprehensive list to be used as treatment plan guide. Indicate FOR (s) for treatment session.
|Information provided is vague.||Methodology is not comprehensive and lacking information.||Good, but additional clarification needed.||Comprehensive list of methods that will be used in intervention. Sound, research based methodology is evident FOR (s) is indicated.|
Describes the rationale behind above methods and gives reason why this will work (justification)
|Unacceptableperformance and clinical reasoning||Rationale is missing or not sound on several methods||Good, but rationale is incomplete or not sound on some methods||Sound rationale given for each method. Comprehensive.|
|Created and developed two treatment sessions utilizing time management skills and progression in the treatment continuum||Did not create and develop treatment sessions accurately and correctly||Creation and development treatment of sessions require additional work. Uses clinical reasoning skills for 50% of session||Good overall. Additional clarification required. Most ideas are good and uses clinical reasoning skills for 75% of session||Created and developed two treatment sessions accurately and correctly, meeting the criteria
|Description of main medical diagnosis, and any precautions.
Brief description of patientâ€™s status and goals.
|Too long or too short of expected length of time
|Part of the treatment session is appropriate and addresses goals.
|Most of treatment session is appropriate & addresses goals.
|Medical and diagnoses information covered. Important precautions mentioned. Brief discussion of patientâ€™s status and goals-
Uses and prepares equipment in the lab.
|Last minute preparation with materials.||Creativity shown.
|Creativity, flexibility. Demonstrates how activity can be graded.||Overview of treatments selected and why they are appropriate for this patient is indicated.
|Address Q & A.
|Unable to answer questions from instructor/ students related to rational or activity analysis or interventions.||Nervous, but attempts to answer questions at the end of treatment session.||
Answers questions easily and somewhat accuratelÂ yÂ at the end of treatment sessionÂ .
|Student is able to explain and answer all questions at the end of treatment session. Shows how activities can be graded up or down. Rational is complete
Shows creativity. At the end of the treatment session, identifies opportunity to recommend to the occupational therapist the need for referring client for reevaluation, discharge planning and additional evaluation for other services and/or professional (s).
|Written activity analysis for each activity.||Vague, not well elaborated, does not address value or meaning of activity. Explanation will not contribute to analysis.||Many questions arise. Data provided is acceptable, but more effort is required.||Data provided that may assist in identifying value of activity for use in treatment requires minimal additional clarification.||Well discussed, provides meaningful relevant data that may assist in identifying value of activity for use in treatment|
|Shows progression from adjunctive to purposeful as appropriate.
Rationale and explanation of interventions.
|Unacceptable. More creativity and justification required.||Many questions arise. Rationale and explanation of interventions requires additional focus and concentration||Progression from adjunctive to purposeful requires additional thought process.
Rationale and explanation of interventions require additional work but can be followed. Some questions arise.
|Progression from adjunctive to purposeful as appropriate.
Rationale and explanation of interventions is clearly identified.
|Shows priority as related to discharge plans as appropriate.
|Vague and not well elaborated.||Priority as related to discharge plans is not as evident. Many questions arise
|Priority as related to discharge plans requires additional clarification
|Priority as related to discharge plans as appropriate.
|After treatment session, identification of
recommend to the occupational therapist the need for referring client for reevaluation and additional evaluation for other services and/or professional (s).
|Unacceptable. Evidence of knowledge and understanding is not apparent||Identification of
recommend to the occupational therapist the need for referring client for reevaluation and additional evaluation for other services and/or professional (s) is articulated, however, many questions arise
recommend to the occupational therapist the need for referring client for reevaluation and additional evaluation for other services and/or professional (s) is articulated., however, knowledge and understanding is not as apparent. Minimal clarification to increase knowledge and understanding required.
recommend to the occupational therapist the need for referring client for reevaluation and additional evaluation for other services and/or professional (s) clearly articulated. Knowledge and understanding is evident.
|Evidence based treatment: AJOT or other researched based articles are used to support one intervention.
Copies of article included with paper.
|No evidence of article or
more than 25% of the information is not accurately transcribed.
|Selection of articles are not highly relevant to case study/or is/are insufficient.
Another article is recommended
|Selected article supports specified intervention, but rationale requires additional clarification||Selected article addresses specified intervention with supporting rationale provided
|Completed all sections of the intervention/treatment note utilizing all the necessary criteria||Unacceptable contribution. Requires remediation in note writing.||Additional clarification is required. Moderate corrections required||Minimal corrections required, however, able to follow||Completed all sections of the intervention/treatment note|
Paper:Â Your score was _____________
Treatment session: Your score was _____________
Treatment note: Your score was _____________
The total score to accumulate is â€œ56â€. Your score was _____________ with a
percentage of _______________
ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:
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