OT 630:
The course focuses on evidence-based practice information for the selection of assessments and interventions offered for the adult population that promote optimal occupational performance and participation. Students will explore assessments, goals, intervention plans, and the discharge planning processes. Emphasis is placed on the exploration of various practice settings, the occupational therapy process, and understanding the roles of all team members, including the client, family members, and other service providers. Students will be engaged in activities that support the development of professional competencies in assessments and intervention.
Meeting Times, Location, & Course Delivery Details
Contact Information
Upon Successful completion of this course...
OT 630 Practice with Adult Populations
B.2.6 Analyze occupational performance aspects that are affected by diagnoses including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury.
B.3.2 Demonstrate professional reasoning to evaluate, analyze, diagnose, and provide occupation-based interventions that: • Address client factors, performance patterns, and performance skills. • Focus on creation, promotion, establishment, restoration maintenance, modification, and prevention.
B.3.3 Evaluate client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. Identify and appropriately delegate components of the evaluation to an occupational therapy assistant. Demonstrate intraprofessional collaboration to establish and document an occupational therapy assistant’s competence regarding screening and assessment tools.
B.3.4 Interpret evaluation findings including: • Occupational performance and participation deficits. • Results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context). • Criterion-referenced and norm referenced standardized test scores on an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.
B.3.9 Select, design, and implement occupation-based interventions using the strategies of establish, restore, and modify approaches to address deficits in performance skills.
B.3.10 Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the intraprofessional and interprofessional teams by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.
Textbook Pedretti's Occupational Therapy: Practice Skills for Physical Dysfunction (9th ed.).Elsevier Health Sciences (US).
Occupational Therapy Program Mission:
The mission of the Occupational Therapy program at Wilmington College is to prepare exceptional occupational therapy professionals that recognize and respond to the unique needs of rural communities with a fous on evidence and occupational-based practices that are client-centered.
1. Use critical reasoning to recognize health care needs, especially those in rural contexts, and provide evidence-based occupational therapy services to a variety of populations employing a variety of service delivery models, in different health care
settings, and within community-based systems.
2. Provide services within a client-centered, occupational-based theoretical
foundation with consideration of the underlying factors including, but not limited to,the culture and contexts that influence the individual’s ability to engage in
meaningful occupational tasks and roles.
3. Clearly articulate, document, and apply professional principles and ethics, in
advocacy of the client’s and family’s needs, as well as the needs of the OT
profession.
4. Provide direct and indirect services to promote and sustain health, facilitate
typical growth and development, prevent deficits, and maintain, restore, or enhance
function through compensation, adaptation, and participation in appropriate
therapeutic methods, environmental modifications, use of adaptive equipment, and
assistive technologies to enhance meaningful occupational engagement.
5. Demonstrate the ability to manage and evaluate the efficacy of occupational
therapy services including client care outcomes, departmental operations,
documentation and reimbursement, and the supervision of appropriate personnel,
including fieldwork students, within the guidelines of professional practice.
6. Initiate and participate in collaborative and cooperative interactions with intradisciplinary
and interdisciplinary professionals, clients, families, significant others,
and caregivers to achieve the desired occupational therapy outcomes.
Relationship to Curriculum Design and Themes
The Wilmington College Occupational Therapy Program has a rural focus with three themes woven throughout the curriculum. The three themes reflect aspects of current occupational therapy practice and care and are as follows:
- Evidence-Based Practice
- Occupation-Based Practice
- Client-Centered Care
Tentative Schedule
Fall 2025
OT 630 – OT Practice with Adult Populations
| Week 1 | Topics | Assignments | |||
| August 18 | Overview of Adult Rehabilitation Practice & OT Process | Readings: Ch 1-3
SIMUCASE Electronic Documentation - Acute Care Part-Task Trainer Assign August 26th by 11:59pm | |||
| Week 2 | Topics | Assignments | |||
| August 25 | Client-Centered Evaluation & Occupational Profile | Readings: Ch 4, 5, 6 Assignments: SIMUCASE Electronic Documentation - Acute Care Part-Task Trainer DUE August 26th by 11:59pm Occupational Profile/Evaluation: Assign DUE October 7, 2025 at 11:59 pm | |||
| Week 3 | Topics | Assignments | |||
| September 1 | Diagnosis Review Levels of Assistance/ADL | Readings: Ch 38-40 Assignments: SIMUCASE Simucase #1 ED Assign DUE September 15, 2025 11:59 PM | |||
| Week 4 | Topics | Assignments | |||
| September 8 | Treatment Planning, Goal Writing, and Documentation ADL | Readings: Ch 7, 8 , 10 Assignments: | |||
| Week 5 | Topics | Assignments | |||
| September 15 | Motor Performance Skills (ROM, Strength, Balance, Coordination) | Readings: 19, 21, 22 Assignments:
Simucase #1 ED DUE September 15, 11:59 PM | |||
| Week 6 | Topics | Assignments | |||
| September 22 | Sensory Perceptual Skills | Readings: 23, 24, 25 Assignments: | |||
| Week 7 | Topics | Assignments | |||
| September 29 | Cognition, Executive Function, and Problem-Solving | Assignments: 26 | |||
| Week 8 | Topics | Assignments | |||
| October 6 |
NO CLASS | Occupational Profile/Evaluation: Due October 7, 11:59 PM | |||
| Week 9 | Topics | Assignments | |||
| October 13 | Midterm Practical | ||||
| Week 10 | Topics | Assignments | |||
| October 20 | Midterm Written Adl Assessments |
Assignments:
| |||
| Week 11 | Topics | Assignments | |||
October 27
| Assessment Interpretation Neuro Interventions | Readings: 34, 35, 37 Assignments:
OT Assessments, Scoring and justification for services Due November 10, 2025 by 11:59 pm Assign
Simucase: Alex Due November 17th by 11:59 pm Assign | |||
| Week 12 | Topics | Assignments | |||
| November 3 | Ortho- Hip/Knee | Readings: 41 Assignments: OT Assessments, Scoring and justification for services Due November 10 by 11:59 pm
| |||
| Week 13 | Topics | Assignments | |||
| November 10 | Ortho Back / Sternal/Back Precautions Ortho Interventions | Readings: 42, 45 Assignments:
OT Intervention Selection and Justification Assign Due November 30, 11:59 pm | |||
| Week 14 | Topics | Assignments | |||
| November 17 | Line Management | Assignments
Simucase: Alex Due November 17th by 11:59 pm
| |||
| November 26 | Happy Thanksgiving | ||||
| Week 15 | Topics | Assignments | |||
| December 1 | Evaluation thru Intervention Planning Demo | OT Intervention Selection and Justification Due November 30, 11:59 pm
| |||
| Week 16 | Topics | Assignments | |||
| December 8-12 |
Final Exam | ||||
***Reasonable changes to the course schedule may be made by the faculty or instructor of record at any time during the semester.
The grading scale will be as follows:
| Project Part 1 (Occ Profile/Simulated Evaluation) (B.2.3) | 10% | Course Grading: Letter Grade Equivalents A = 90-100 B = 80-89 F = 0-79 |
| Project Part 2 (Assessment Selection/Implementation/Reporting) (B.3.3, B.3.4, B.3.5) | 10% | |
| Project Part 3 (Intervention Planning/Documentation) (B.2.1) | 15% | |
| Simucase (x3) (B.3.1) | 10% | |
| Midterm/Practical | 25% | |
| Final/Practical | 30% | |
| Total: 100% |
| Case Analysis | Role Play | X | |
| Roundtable Discussion | Clinical Simulations | X | |
| Discussion Questioning/Interviewing | Community Integration Experience | ||
| Experiential Learning | X | Multimedia Activities | |
| Fieldwork Experience | Other | ||
| Group Presentation | |||
| Lecture | X | ||
| Lab Activities | X |
Out-of-Class Work Expectation
A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week.
Instructor Course Policies
Daily Participation is a key part of this course and students are expected to attend all programmed portions of the course. Students are encouraged to communicate with the instructor before class time if any issue arises that may interfere with their ability to participate or require them to step out of the class during unscheduled breaks. Active participation in all daily discussions, community outings, and class/laboratory experiences in this course will be noted by instructors during each session. Students deemed to be disinterested, unengaged, or otherwise occupied, will not receive participation points at the discretion of the instructor with no recourse on the part of the student. Students should arrive prepared for class to discuss, answer questions, and participate in all class lectures, meeting times and activities. Students should make every effort to use the bathroom during scheduled breaks offered approximately once per hour during instruction. If a student leaves the class at other times, it is their responsibility to communicate to the instructor ahead of time of an issue that my prevent them from sitting in class for approximately 60 minutes. Any student who is not engaged in the class, completing other activities not related to the course or the assigned activity, or completing assignments such as studying for another course will be asked to leave the class. Absence, tardiness, and participation points can all be affected by each incident.
Absences
Instructors reserve the right to determine whether an absence is excused or unexcused. Absences result in 1% off the overall final grade each day the student is absent (e.g., If a student is absent 4 days over the semester, 4% of the overall final grade is deducted resulting in an overall course grade of 96% vs. 100%. Reasonable exceptions may be made at the instructor’s discretion.
Excused Absences
An excused absence is defined as a student’s unexpected illness/health with a medical note, bereavement for immediate family (e.g., spouse, children, grandparents, grandchildren, parents, siblings), or an unexpected life event (e.g. Emergencies, hospitalizations, and legal obligations). An excused absence will result in the student’s ability to make-up assigned work/assignments and submit within two days for full credit. Reasonable exceptions may be made at the instructor’s discretion.
Unexcused Absences
An unexcused absence is defined as 1.) birthdays, 2.) holidays that are not approved on the Wilmington College graduate calendar, 3.) weddings, 4.) vacations/trips, 5.) absence due to illness without a medical note, or 6.) work.
Unexcused absences will result in a student’s inability to submit assigned in-class work on the day of absence. Regular assignments (those that are not completed in-class), and that are due for submission on the same day that a student is absent, MUST be turned in by the due date regardless of whether the student is present for class to avoid a zero grade.
In the case of ALL absences, whether excused or unexcused, you are expected to contact your instructor to get information and materials missed.
If a student has unexcused absences of 3 or more days of any single course, they can be considered for failure of the course and possible dismissal from the program.
Tardiness
Students are expected to arrive to class or learning session on time including arriving on time after a break in class or learning session. After one late arrival, the instructor contacts the student if the student did not communicate ahead of time regarding the late arrival. Upon the second late arrival, whether excused or unexcused, the instructor notifies the student’s faculty advisor to request the development of an action plan to prevent further occurrences. The student is responsible for any missed material and assignments resulting from tardiness. Failing to notify the instructor of tardiness or absence before class starts, or consistent tardiness may impact your overall grade.
Tardiness over five minutes will result in 1% off the overall final grade each day the student is tardy. (e.g. If a student is tardy 4 days over the semester, 4% of the overall final grade is deducted resulting in an overall course grade of 96% vs. 100%. Reasonable exceptions may be made at the instructor’s discretion.
Academic Misconduct & Scholastic Dishonesty Academic misconduct may result in a failing grade, and a letter regarding the incident may be placed in the student’s permanent file in the Office of Academic Affairs. Academic misconduct includes all types of scholastic dishonesty and includes, but is not limited to, cheating on examinations or assignments, interfering with another student’s work, representing work done by another as your own, and plagiarizing. Scholastic Dishonesty Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable to another person. Examples of scholastic dishonesty include: Cheating
Plagiarism
Collusion
Artificial Intelligence You are not permitted to use generative AI tools for any work in courses. This includes the use of popular tools like ChatGPT, Midjourney, GitHub Co-Pilot, as well as all other tools built on generative AI technologies. Due to the nature of this program, work can only be fairly and accurately evaluated if student writing has NOT been assisted by generative AI. Use of generative AI for assignments in this course will be considered a violation of the College’s academic integrity policies. Assigned reading and corresponding written assignments in this program are designed to develop independent skills and thoughtful perspective through reflective technical writing. Use of AI undermines that work, its purpose, and ultimately any benefit that it could provide towards students’ learning experience. Therefore, the use of any generative AI to help with any assignments will be considered cheating/plagiarism and will be graded and handled accordingly. Plagiarism Plagiarism is not tolerated and can result in dismissal from the program. Resources are available to help students understand how to avoid plagiarism. Faculty may require students to submit their written assignments through plagiarism software prior to submission. It is the student’s responsibility to ask for help if needed. See the college catalogue and website for further information. Professional Behaviors Students are also expected to be professional in all interactions associated with the school and program. Professional behavior is expected to be maintained in all classrooms and campus buildings, and when in the community for assigned class activities. Unprofessional behavior will be addressed immediately, and the student will be held accountable for immediate resolution of the issue. A process for development and monitoring of professional behaviors has been incorporated into the program. Students will meet (at minimum) each semester with their faculty advisor to review progress towards goals. Students will develop skills in self-reflection and self-evaluation that will support life-long professional development. Behaviors which detract from students learning will not be tolerated. These behaviors include but are not limited to talking during class when an instructor or other student has the floor, attire that distracts from students learning, entering, and exiting during instruction, and incoming messages on electronic devices.
|
Additional Course Policies
ADA Statement Legal Responsibility It is the policy of Wilmington College to comply with the Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state regulations that prohibit discrimination on the basis of disability. Person with disabilities – any person who has a physical or mental condition which substantially limits one or more major life activities, has a record of such a condition, or is regarded as having such a condition. (ADA, 1990) Major life activities include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Basically, any function that is performed routinely by individuals is considered a major life activity. If you have a documented disability that requires accommodations, contact the Director of Accessibility and Disability Services, located in 111 Robinson Communication Center, at 937-481-2444 or accessibility@wilmington.edu,. For more information, visit https://www.wilmington.edu/current-students/disability-services/
Cell Phones All phones will be turned off/silenced and put away during class and only accessed during break times. If an emergency occurs and the professor is informed appropriately, an exception may be made. Faculty approval is required for any exceptions to cell phone and electronic device use and is at the discretion of the individual instructor. Dress Code Students are expected to be always clean and neat. Students are expected to wear polo shirts/collared shirts and khaki, black or casual pants in dark colors during class. No jeans, leggings, or sweatpants are allowed. All clothing must be loose enough to allow free movement through all ranges, especially during lab activities. When participating in anatomy and kinesiology labs students may be asked to change into appropriate lab clothing as designated by instructors. Rubber-soled, close-toed shoes are required. No clogs, flipflops, or sandals are allowed. Jewelry, perfumes, and after shave scents must be kept to a minimum. When guest speakers or other visitors are present, students must wear their Wilmington College OT Student name tags. Pajamas or tank tops will not be permitted during class, including courses delivered in an online format. Electronic Devices The use of electronic devices (including headphones) during class or any instructional activity or session for personal communication, private exploration, or any other purpose outside of the activities prescribed by the Professor for that session is not permitted. Food & Drink Any food must only be consumed in breaks, outside or in the student lounge. Students are allowed lidded drinking cups in the classroom. All students are responsible for their own clean up. All kitchen items must be washed and replaced immediately after use. Refrigerators must be emptied of all student items each Thursday before students can leave the building. The program is not responsible for items left in the department over weekends, holidays, or breaks. Inclusive Learning Wilmington College is committed to actively pursuing justice and equity for all and in providing an inclusive learning environment that is healthy, safe, and designed to support the success of all participants in their educational pursuits. Minimal Technical Standards A student is expected to meet these standards as outlined on the MSOT program’s Minimum Technical Standards document (Appendix B in Student Handbook). Online Netiquette Online communication can be challenging. It’s possible to miscommunicate what we mean or to misunderstand what our classmates mean given the lack of body language and immediate feedback. Therefore, please keep these netiquette (network etiquette) guidelines in mind. Failure to observe them may result in disciplinary action. · Always consider audience. All communication should reflect polite consideration of other’s ideas. · Respect and courtesy must be always provided to classmates and instructors. No harassment or inappropriate postings will be tolerated. · When reacting to someone else’s message, address the ideas, not the person. Post only what anyone would comfortably state in a face-to-face situation. Physical Contact: Disclaimer: Due to the nature of occupational therapy practice, there may be physical contact with other classmates and instructors in order to fully comprehend and correctly perform specific evaluation and intervention techniques. By reading this statement and signing the syllabus attestation, you agree to fully participate and accept the necessity for physical contact by instructors, guest speakers, and other classmates for professional and educational purposes.
Instructional Delivery:Face to Face Courses Wilmington College defines a Face-to-Face course as one which meets in a physical space on a regular weekly schedule. All students enrolled in a Face-to-Face course are expected to physically attend and participate in all class sessions. Hybrid Flex Courses In a Hybrid Flex course, you will have a scheduled day(s) each week where you will be required to meet in your scheduled classroom. You will also have assignments and other participation activities that must be completed and submitted electronically each week through the prescribed manner in Blackboard. Participation in the scheduled live class sessions and all weekly course requirements must be completed and submitted electronically in the prescribed manner to the course instructor within the instructors assigned deadlines for assignments and participation that week. Hybrid Traditional Courses In a Hybrid Traditional course, you will have scheduled day(s) where you will be required to meet in your scheduled classroom and other day(s) you will participate at the scheduled class time by attending the class live online via the platform specified in your course syllabus. You will have assignments that must be completed each week. Participation in the scheduled live classroom and corresponding synchronous sessions is required. Weekly course requirements must be completed and submitted electronically in the prescribed manner to the course instructor within the instructor's assigned deadlines for assignments and participation that week. Online Asynchronous Courses An Online Asynchronous course does not have a set meeting time. Each class week will have participation and engagement requirements that must be completed during that week as determined by your instructor. Wilmington College defines an online course week as one which commences at 12:00 A.M. each Monday and ends at 11:59 P.M. the following Sunday. All weekly course requirements must be completed and submitted electronically in the prescribed manner to the course instructor within the instructors assigned deadlines for assignments and participation that week. Online Synchronous Courses An Online Synchronous course will require that you attend the live online synchronous sessions during the scheduled meeting times indicated in your course schedule and in the course syllabus. Each class week will have participation and engagement requirements that must be completed during that week as determined by your instructor. Wilmington College defines an online course week as one which commences at 12:00 A.M. each Monday and ends at 11:59 P.M. the following Sunday. All weekly course requirements must be completed and submitted electronically in the prescribed manner to the course instructor within the instructors assigned deadlines for assignments and participation that week. |
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate: