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This book of exercises and case studies focuses on the basic skills required in all areas of Occupational Therapy practice. Its objective is to help users achieve competency at maintaining or improving function in activities of daily living, in preventing human performance deficits, and in understanding the underlying components affecting sensorimotor, cognitive, and psychosocial functions across the life span. Chapter topics encompass physical disabilities, pediatrics, psychiatric dysfunction, and geriatrics. For individuals enrolled in an Occupational Therapy program—demonstrating the abilities of screening and assessment, treatment planning, implementation, reassessment, outcomes, documentation, and direction of activity programs.

Amazon Sales Rank: #1504487 in Books Published on: 2000-07-09 Original language: English Number of items: 1 Dimensions: 1.01" h x 8.27" w x 10.87" l, 2.90 pounds Binding: Paperback 668 pages

Review CINDY A. KIEF, COTA/L,AP Cindy has been working in the field of occupational therapy for 25 years in a variety of practice areas. Her experience includes work in acute care, rehabilitation, skilled nursing, home health, pediatric outpatient, school system, long-term psychosocial, and education. She has been teaching in an accredited Occupational Therapy Assistant program for 10 years and is currently full-time faculty at Cincinnati State Technical and Community College, Cincinnati, Ohio. Her duties include teaching courses in all areas of practice as well as serving as advisor to the American Student Occupational Therapy Association student club. Cindy is on the executive committee of the American Association of University Professors and serves on the advisory board for the occupational therapy assistant program and the geriatric activities coordinator program. She was one of the first COTAs to receive the Advanced Practice (AP) credentials from the American Occupational Therapy Association in the area of education. The Accreditation Council for Occupational Therapy Education has recently appointed her to the Roster of Accreditation Evaluators.CAROL R. SCHEERER, Med, OTR/L Carol practiced as an occupational therapist in the school system for 18 years. She is certified in the Test Administration and Interpretation of the Sensory Integration and Praxis Tests and serves as a Sensory Integration Praxis Test Administration Observer for Sensory Integration International. Carol is currently an assistant professor at Xavier University, Cincinnati, Ohio, teaching full time in the Occupational Therapy Department. She also serves on the Advisory Board for Xavier University's Occupational Therapy Department. During the summer, Carol teaches in the Clinical Study Program of Sensory Integration at the Cincinnati Occupational Therapy Institute. Carol is the author of "Perspectives on an Oral Motor Activity: The Use of Rubber Tubing as a "Chewy"," published in the American Journal of Occupational Therapy in 1992. She is also the author of a book entitled, Sensorimotor Groups: Activities for School and Home, published by Therapy Skill Builders. Carol earned a Bachelor of Science degree in occupational therapy at Indiana University in 1979 and a Master of Education degree at the University of Cincinnati in 1991. She is currently in the process of obtaining her doctoral degree from the University of Cincinnati in the Department of Education with a focus on curriculum and instruction. From the Back Cover This book of exercises and case studies focuses on the basic skills required in all areas of Occupational Therapy practice. Its objective is to help users achieve competency at maintaining or improving function in activities of daily living, in preventing human performance deficits, and in understanding the underlying components affecting sensorimotor, cognitive, and psychosocial functions across the life span. Chapter topics encompass physical disabilities, pediatrics, psychiatric dysfunction, and geriatrics. For individuals enrolled in an Occupational Therapy program—demonstrating the abilities of screening and assessment, treatment planning, implementation, reassessment, outcomes, documentation, and direction of activity programs. Excerpt. © Reprinted by permission. All rights reserved. Preface This manual is intended as an interactive manual for use by future occupational therapy (OT) practitioners. It is appropriate for use within an instructional setting, either as an alternative to lecturing or in a lab-type class, within an educational program that is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association. Each student in a class should have a manual for his or her own use. Fieldwork educators might also use this manual as they supervise students in a practice setting. Specific sections may be selected to supplement and augment the students' experiences. Additionally, this manual may serve as a learning tool for the OT practitioner who is returning to practice as well as the practitioner who is changing practice settings, as it reflects current content of the OT profession. In such a case it would be appropriate to use it as an independent study tool or in conjunction with the assistance of a mentor. As OT practitioners we are charged with obtaining and maintaining competency. "Ensuring competency is key to both individual success and the continued success of the occupational therapy profession as a whole" (AOTA, 1998, p. 693). Currently there is no one suggested measure of competence but rather, as suggested by Salvatori (1996), a variety of methods are needed to do so. This manual presents such a variety of methods and represents the "can" level of Salvatori's (1996) "know-can-do" model. It teaches the basic knowledge, skills, and attributes that practitioners need to deliver effective services to clients. The professional behavior and judgments that an occupational therapy practitioner needs are many and varied. Herein is provided a solid foundation of the necessary beginning competencies needed by an OT practitioner. Clinical reasoning and consideration of the context of practice are essential for occupational therapy, as you will see throughout this manual. You will be introduced to clinical reasoning attributes, especially the tacit knowledge to which Mattingly and Fleming (1994) refer. The information that is often taken for granted in the field of occupational therapy is enunciated clearly with the necessary components presented. However, advanced clinical reasoning is beyond the teaching scope of this book. Advanced clinical reasoning will become part of a practitioner's expertise with advanced practice and education. A thorough review of the issues related to competency can be found in Developing, Maintaining, and Updating Competency in Occupational Therapy: A Guide to Self-Appraisal written by the Competency Task Force of the AOTA (1995). Additionally, the reader is directed to the American Journal of Occupational Therapy's special issue on professional competency (October 1998), in which experts from across the field detail the critical importance of competency as it relates to the viability of the individual practitioner and the profession. The emphasis on achieving, maintaining, and updating competency is evident throughout this significant journal issue. Content Development The content of this manual was developed by the first author's experience as an educator. Course content from many years of experience teaching occupational therapy assistant classes in an ACOTE-accredited program has been included. Visiting local facilities during a recent teaching sabbatical to include current ideas, theories and techniques used, solidified the content. It was then modified accordingly and aligned with the "Standard for an Accredited Education Program for the Occupational Therapy Assistant" (ACOTE of AOTA, 1998a) and the "Standards for an Accredited Education Program for the Occupational Therapist" (ACOTE of AOTA, 1998b). As such, this manual represents current clinical practice in the field. Throughout this manual the words occupation and activity are often used interchangeably. At times, the field of occupational therapy differentiates between these two words, and here it is assumed that activity is purposeful and meaningful, while occupation represents the essence and the most powerful tool of the profession. The words assessment and evaluation are used as defined in the Standards of Practice for Occupational Therapists (AOTA, 1998). Assessment refers to the specific tool used and evaluation is the entire process of collecting data. The words intervention and treatment are also used interchangeably; this is the authors' preference rather than a recommended or recognized delineation. In the field of occupational therapy the occupational therapy assistant (OTA) and the occupational therapist (OT) work together. The OT considers the OTA an important and vital team member. The OTA depends on the supervision of an OT. The relationship between the two professionals needs to be collaborative, mutually respectful, and interactive (Neidstadt and Creapeau, 1998). This manual exemplifies that relationship. Purpose The purpose of this manual is to give the future occupational therapy practitioner, including both the OTA and the OT, a hands-on method of learning. The OTA's role in the field of occupational therapy is primarily that of intervention and "doing," so this manual meets the learning needs of the OTA. The content is commensurate with his or her main function. For the OT this manual puts the practical aspects of practice in the forefront. At times OT students are inundated with theory during their course of study. This manual provides a welcome breath of fresh air and an enjoyable way of integrating aspects of the curriculum content that are germane to occupational therapy. Therefore, this manual meets the needs of both the OTA and the OT as they learn how to use occupation in therapy. It is the goal of this manual to provide the occupational therapy practitioner with the following: A comprehensible and enjoyable way of obtaining knowledge, skills, and attributes in preparation for the role of an OT practitioner. A user-friendly way for students to learn the occupational therapy curriculum content found in accredited OTA and OT programs. A format for the OT practitioner who is returning to practice or changing practice areas to learn the necessary basic and essential competencies of the profession. Description This manual has six chapters. The first two chapters deal with the fundamentals of OT. The remaining four are divided into main practice areas of OT: pediatrics, physical disabilities, mental health, and geriatrics. The content has been arranged in a developmental hierarchy, introducing basic OT concepts in the beginning and building on those concepts with differing degrees of difficulty throughout. Each of the six chapters contain exercises that focus on the basic competencies of OT. There is a quote at the beginning of each exercise. These quotes have been collected from a variety of sources and are intended as food for thought. The quotes can be examined and dissected. Their meaning can be incorporated as part of the exercise. Objectives of each exercise follow the quotes and are listed before the introduction of each exercise. A description and explanation of the exercise follow. Preparation for the activity of the exercise is to be accomplished by completing the readings listed and the study questions posed. The study questions take on a variety of formats, and most can be answered when the suggested readings are completed. The suggested readings are not intended to be all-inclusive but rather reflect an academic setting in which students may have access to some of the more recognized and commonly available textbooks. Specific pages where the answers to the study questions can be found have not been included. Rather, it is felt that if the student determines where in a source the content of the study questions is found, critical thinking skills are used and improved in doing so. At least one and frequently several activities follow the study questions to put into practice the information contained in that exercise. The materials needed to complete each activity are listed, as well as instructions for doing so. A follow-up section directing the student to further evaluative and introspective activities is found at the end of each exercise. Following the exercises, at the end of each chapter is an Application of Competencies section. Students are directed to turn to this section after doing each exercise to record the learning of at least one important application concept related to client intervention. Following the Application of Competencies section is the Performance Skill section. The performance skills suggested in this section are specifically designed to provide further experience, reinforcement, and evaluation of the competencies the student has acquired. These activities pull together and synthesize the content just learned. These forms can be used to help provide feedback about one's professional behavior and skill performance. In determining final grades for all or parts of an instruction course, instructors may use the varied performance skills. Students are directed to compile a portfolio, an ongoing display of their work. A portfolio can be used as an evaluative measure for grading purposes or as a way of documenting skills for a prospective employer. Content from the Application of Competencies and Performance Skills can be used for inclusion in such a portfolio. At the very end of each chapter is a selection of case studies. The case studies have been taken from actual client charts. The case studies represent real-life scenarios, although the identity of the individuals has been changed. The diagnosis and abbreviations have purposefully been left in to further challenge the student's learning. The culture/religion and insurance information has been left unspecified so that variations can be added a...