AC 218 - Alcoholism Fieldwork II

• demonstrate an increased knowledge of their learning of intake, individual and group counseling skills;
• demonstrate an increased awareness of how the recovery process is impacted by other psychoactive substance dependencies, psychiatric disorders and developmental conflicts including children of alcoholics’ residual issues and object relationship impairment;
• demonstrate an increased self-understanding of their own issues as they relate to becoming a substance abuse counselor through agency supervision, privileging and clinical internship seminar; and
• demonstrate an understanding schema therapy and its application to addictions clients.

SA 100 - Chemical Dependency Treatment Systems

• be able to recognize the functions and approaches of the individual entities of chemical dependency treatment;
• be able to identify where each modality fits into a comprehensive treatment program for substance abusers;
• be familiar with the process of determining what substance abusers’ treatment needs are, and how and where to access the treatment system; and
• demonstrate comprehension of the roles and responsibilities of the chemical dependency counselor in implementation of services in the appropriate levels of care.

SA 102 - Behavioral Patterns of Chemical Dependence

• comprehend the latest research on addictions causation and treatment;
• demonstrate a broader understanding of addiction personality characteristics and clinical disorders;
• be able to outline their theory of addiction and approaches to treatment;
• be able to describe the behavioral characteristics of addictive clients as they progress through the recovery process; and
• be able to demonstrate an understanding of chemical dependency behaviors and how they affect the family system.

SA 104 - Pharmacology I

• gain and demonstrate an understanding of the major systems of the human anatomy and how they function systemically;
• gain and demonstrate an understanding of the various structures of the brain and their function;
• gain and demonstrate an understanding of the scheduling of controlled substances; and
• gain and demonstrate an understanding of the primary neurotransmitters and their function.

SA 106 - Pharmacology II

• demonstrate an understanding of the pharmacological properties of alcohol, its effects on the central nervous system, and current pharmacological treatments for alcoholism;
• gain and demonstrate an understanding of the various classifications of medication in the treatment of psychiatric disorders, including mood disorders and schizophrenia;
• gain and demonstrate an understanding of the classification of medications, including controlled substances; and
• gain and demonstrate an understanding of the pharmacological basis of addiction and current trends in its treatment.

SA 110 - Counseling Approaches with the Chemical Abuser

• exhibit proficiency in attending, responding, personalizing and initiating skills;
• gain increased self-awareness of their counseling approach and how it impacts the client; and
• demonstrate competency in the basic structure of interviewing and counseling.

SA 112 - Dysfunction Family Systems

• demonstrate an understanding of chemical dependency and its physical and psychological health implications for the individual and the family;
• demonstrate an understanding of the impact of chemical dependency on the family regarding the roles that emerge and co-dependency; and
• demonstrate an understanding of the various treatment strategies and support networks for the chemical abuser and the family.

SA 114 - Treatment Population

• be able to demonstrate an understanding of the concept of multiculturalism and how this concept is interrelated with chemical dependency treatment and recovery;
• demonstrate knowledge of the range of backgrounds and experiences of various chemically dependent minority treatment populations;
• demonstrate a basic understanding of effective treatment approaches and techniques to assist persons with chemical dependency in different cultural and minority groups; and
• demonstrate increased insight into their own prejudices, positive or negative, and how and when these prejudices were incorporated into their frames of reference regarding different minority groups.

SA 116 - Clinical Internship I

• demonstrate the increased ability to interact effectively with chemically dependent clients, family members, or children of persons with chemical dependency;
• demonstrate improvement of their diagnostic assessment and treatment planning skills related to clinical activities with chemically dependent individuals, families and significant others;
• demonstrate improved knowledge and use of the American Society of Addiction Medicine client placement criteria as it relates to continuum of treatment, variable length of stay and treatment decision making;
• demonstrate an increased knowledge of the chemical dependency recovery process through clinical application of their knowledge, skills and community resources; and
• demonstrate knowledge and application of counseling theories and techniques to addictions counseling.

SA 117 - Clinical Internship II

• demonstrate an increased knowledge of their learning of intake, individual and group counseling skills;
• demonstrate an increased awareness of how the recovery process is impacted by other psychoactive substance dependencies, psychiatric disorders and developmental conflicts including children of alcoholics’ residual issues and object relationship impairment;
• demonstrate an increased self-understanding of their own issues as they relate to becoming a substance abuse counselor through agency supervision, privileging and clinical internship seminar; and
• demonstrate an understanding schema therapy and its application to addictions clients.

SA 127 - Topics in Addiction - Ethics and Confidentiality

• demonstrate knowledge of ethical standards and practice for substance abuse professionals;
• apply and establish appropriate boundaries and develop a framework for evaluating and managing multiple relationships in providing chemical dependency treatment; and
• identify various counselor roles and recognize the potential for the development of ethics dilemmas.

SA 128 - Group Counseling Approaches in Substance Abuse

• apply group counseling strategies from accepted and culturally appropriate models when working with clients with substance abuse disorders;
• facilitate curative factors necessary for successful therapy groups with addicted clients and practice their application;
• identify differences between manifest and latent content and practice uncovering latent themes in addiction groups; and
• demonstrate skills in documenting the client’s progress and participation in group therapy sessions.

MU 100 - Exploring World Music

Fulfills SUNY General Education – Humanities.

Course Outcomes
At the completion of the course, students should be able to:

• define in writing the field of ethnomusicology;
• define in writing the six major concepts in music and related musical terms;
• discuss orally and in writing the similarities and differences in the evolution and usage of these six musical concepts in creating and performing music in various countries and cultures around the world;
• discuss how music is both a reflection of, and an influence on societies;
• discuss in writing how music learning is approached differently in various countries and cultures;
• discuss in writing the different roles of composers and performers in various countries and cultures;
• discuss how technology has affected music performance, composition, learning, and listening;
• research two seemingly diverse cultures and write a paper comparing the evolution, purpose, and style of music in these two cultures;
• give a brief report of their research findings to the class; and
• listen to musical examples and identify the culture and country that the music represents.

MU 115 - Pep Band

• perform music accurately in regard to rhythm, notes, dynamics and other elements of good musicianship;
• demonstrate improvement in performance individually & as an ensemble;
• perform with proper musical and performance etiquette;
• perform with good posture;
• demonstrate proper care and maintenance of their instrument; and
• perform at all home football games.

MU 116 - Pep Band II

• perform music accurately in regard to  rhythm, notes, dynamics and other elements of good musicianship;
• demonstrate improvement in performance individually & as an ensemble;
• perform with proper musical and  performance etiquette;
• perform with good posture;
• demonstrate proper care and maintenance of their instrument; and
• perform at all home football games.

MU 200 - The Fundamentals of Music

Fulfills SUNY General Education – The Arts.

Course Outcomes
Upon completion of this course, the student will be able to:

• understand basic major and minor scale formation;
• develop the capability of discerning various melodic and harmonic sounds, along with rhythmic units within western tonalization;
• understand basic music theory and its function within a composition;
• be familiar with musical terminology and how to apply it to musical form; and
• give an overall concept of music theory and its application to the keyboard and other instruments.

MU 201 - Instrumentation and Arranging

Fulfills SUNY General Education – The Arts.

Course Outcomes
Upon completion of the course, students will be able to:

• understand musical forms;
• be able to use major & minor scales in creating melody;
• be able to harmonize melody with chords;
• understand & use various chord voicings;
• identify the range of musical instruments;
• transpose musical instruments correctly; and
• arrange a specific song for specified instrumentation.

MU 202 - Jazz Ensemble I

• demonstrate accurate musical performance (melodically, rhythmically, and stylistically) on assigned parts;
• demonstrate individual improvement on their instruments (music reading and tone production);
• improvise over a 12-bar Blues and other forms as rehearsed;
• show the ability to work well with others in creating a unified musical performance; and
• participate in all public performances as scheduled by the director.

MU 203 - Jazz Ensemble II

• demonstrate accurate musical performance (melodically, rhythmically, and stylistically) on assigned parts;
• demonstrate individual improvement on their instruments (music reading and tone production);
• improvise over a 12-bar Blues and other forms as rehearsed;
• show the ability to work well with others in creating a unified musical performance; and
• participate in all public performances as scheduled by the director.

MU 204 - Jazz Ensemble III

• demonstrate accurate musical performance (melodically, rhythmically, and stylistically) on assigned parts;
• demonstrate individual improvement on their instruments (music reading and tone production);
• improvise over a 12-bar Blues and other forms as rehearsed;
• show the ability to work well with others in creating a unified musical performance; and
• participate in all public performances as scheduled by the director.

MU 205 - Jazz Ensemble IV

• demonstrate accurate musical performance (melodically, rhythmically, and stylistically) on assigned parts;
• demonstrate individual improvement on their instruments (music reading and tone production);
• improvise over a 12-bar Blues and other forms as rehearsed;
• show the ability to work well with others in creating a unified musical performance; and
• participate in all public performances as scheduled by the director.

MU 206 - Chorus I

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 207 - Chorus II

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 208 - Chorus III

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 209 - Chorus IV

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 210 - The Enjoyment of Music

Fulfills SUNY General Education – The Arts.

Course Outcomes
Upon completion of this course, the student will be able to:

• understand the different stylistic periods of music history;
• identify and analyze the difference in the variables of musical form, elements and texture within western tonalization;
• understand and interpret the musical techniques utilized by composers; and
• be acquainted with the principal musical artist of each period and to appreciate the aesthetic quality of their work.

 

Cycles (C, N, S)

MU 213 - Twentieth Century Music

Fulfills SUNY General Education – The Arts.

Course Outcomes
At the completion of the course, the student will be able to:

• be familiar with the concepts utilized in 20th Century music;
• identify the differences in musical techniques utilized during the Common Practice Period and the Modern Period of music history;
• demonstrate an understanding of atonal and absolute music; and
• apply concepts and principles of earlier music to today’s music.

MU 214 - Introduction to Folk Guitar

Fulfills SUNY General Education – The Arts.

Course Outcomes
At the completion of the course, the student should  be able to:

• tune the guitar accurately;
• demonstrate proper hand position;
• perform scales as designated;
• perform simple melodies;
• perform simple chordal accompaniment;
• perform various guitar ensemble literature; and
• perform simple folk tunes.

MU 215 - Survey of Jazz

Fulfills the following SUNY General Education categories:

• The Arts
• Humanities

Note: A course can only be used to fulfill one General Education category.

Course Outcomes
At the completion of the course, students should be able to:

• identify aurally, and in writing, the six (6) major style periods of jazz;
• identify in writing the four (4) major characteristics in jazz styles;
• understand the creative process of improvisation in jazz performance;
• identify aurally the four (4) major rhythmic beats ( “feels”) in jazz music;
• identify the black African and white European musical elements that combined to develop jazz;
• discuss in writing the evolution of the blues and its influence on jazz;
• list the musical characteristics of each jazz style;
• identify in writing the major jazz artists from each style period and their contributions to jazz; and
• discuss, and give reasons for their preferences for a particular jazz style.

MU 217 - Survey of Popular Music in America

Fulfills the following SUNY General Education categories:

• The Arts
• Humanities

Note: A course can only be used to fulfill one General Education category.

Course Outcomes
At the completion of the course, students should be able to:

• discuss in writing the evolution of the blues and its development into rock and roll;
• discuss the African-American roots in the development of popular music;
• discuss the white American roots in the development of popular music;
• demonstrate an understanding of American popular music styles that preceded rock and roll (1880 – 1950);
• list the musical characteristics of rhythm and blues, and rock and roll;
• explain in writing the sociological conditions in each decade from 1930 to the present, and how these conditions influenced the evolution of musical styles in these decades;
• demonstrate a knowledge of the importance of the major musical artists of each popular musical style studied in these decades;
• write critical essays on contemporary popular music articles;
• discuss and explain their preferences for a particular popular musical style; and
• research a topic of their choice related to American popular music, and present findings to the class.

MU 219 - Healing with Music

• listen to music as a healing and therapeutic power;
• develop an understanding of music as a primary evolutionary force in the on-going development of humanity and society;
• become aware of and appreciate composers’ and musicians’ contributions to the changing and shaping of world society;
• explore and technical advances in music from ancient worlds, present and for the future, and consider the impact it has, has had, and will have on humanity;
• learn how the use of your own voice and personal drumming can aid in the healing and toning of your body; and
• demonstrate an ability to research necessary knowledge for lifelong pursuits.

MU 240 - Beginning Piano I

• accurately execute sight reading as pertains to the piano;
• acquire a precise and clean understanding of specific musical forms and its relationship to western tonality; and
• effectively demonstrate a comprehensive command of the piano.

NS 100 - Introduction to Nanotechnology

• recognize that the rules of nanoscience and properties of nanomaterials are fundamentally different than those we experience in everyday life;
• demonstrate an informed perspective on nanotechnology that balances legitimate health safety concerns with possible benefits;
• describe the concepts of top down and bottom up fabrication for nanotechnology applications;
• demonstrate an understanding of the various material properties that can be manipulated on the nanoscale;
• describe the utilization and application of various characterization instruments; and
• critically evaluate new and emerging applications of nanoscale science and technology in the fields of engineering, science, medicine, and consumer products.

NU 102 - Overview of Nursing

• define health and illness as it relates to nursing practice;
• define the concept of nursing;
• describe the role of the health care team;
• identify the changes that are occurring in nursing;
• relate the concepts of cultural diversity to the practice of nursing;
• describe the various educational routes to licensure and various levels of nursing practice;
• identify and discuss ethical and moral issues in nursing today;
• identify the principles of communication;
• identify library and multi-media as resource tools;
• describe strategies to help nursing students to minimize and manage stress;
• explore ways of demonstrating critical thinking; and
• identify health/community resources available in the nursing program.

NU 106 - Complementary & Alternative Therapies

• identify the concepts of well being;
• understand the differences in complementary and alternative therapies as compared to traditional medicine;
• explain the Eastern and Western medicine therapies;
• describe Alternative Medicine System;
• identify the treatments included in five categories of therapies;
• describe the CAM therapies used in the treatment of ailments;
• identify consumers issues related to CAM therapies;
• understand the responsibilities of health care providers related to CAM therapies; and
• utilize library and multimedia resources.

NU 116 - Health Promotion

• identify concepts of the wellness and health promotion;
• explain the stages of maturity;
• explain the cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• identify the concept of caring;
• identify the principles of communication;
• identify the principles of critical thinking;
• identify the principles of infection control;
• identify the steps of the nursing process in health promotion;
• identify library and multi-media as resource tools;
• describe the development of the role of the nurse as a professional in the health care system;
• identify principles of health education; and
• identify health/community resources available for health promotion.

NU 117 - Lab for NU 116

• utilize the concepts of wellness and health promotion in care for clients;
• show awareness of the influence of stages of maturity on wellness and health promotion;
• show an awareness of cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• show awareness of caring behaviors in the clinical setting;
• use basic communication skills with selected clients;
• apply principles of critical thinking skills at the beginning level;
• apply principles of infection control in client care;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• identify the role of the professional nurse in wellness and health promotion;
• utilize principles of health education in promoting wellness.
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health promotion.

NU 120 - Health Promotion: RN Transition for LPN/Medical Military Personnel

• identify concepts of the wellness/illness continuum;
• identify concepts of health promotion/prevention of illness;
• identify categories of human functioning;
• identify categories of health alterations;
• explain the psychological and psychosocial changes throughout the stages of maturity;
• explain the psychosocial concepts of stress, adaptation and coping;
• identify principles of communication;
• identify the concept of caring;
• identify spiritual and cultural factors, which affect wellness in individuals;
• describe health promotion associated with all categories of health alteration, including childbirth;
• identify the principles of infection control;
• describe the focuses and purposes of the nursing process and its steps;
• identify the nursing activities involved in each step of the nursing process;
• apply principles of critical thinking skills at the beginning level;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• utilize principles of health education and promoting wellness;
• demonstrate skill in designated nursing procedures;
• recognize health/community resources available for health promotion; and
• incorporate the RN role in managing, assigning and planning client care.

NU 125 - IV Insertion and Infusion Therapy

• assess veins with improved accuracy/skill/technique and identify appropriate rational behind each step;
• describe the purpose and indications for IV therapy;
• describe pharmacological considerations in IV infusion therapy;
• identify assessment, interventions and treatments for complications associated with venipuncture and infusion therapy;
• identify among different types of venous access devices, their specialization and indications for use;
• locate suitable veins for access;
• demonstrate a simulated venipuncture and IV insertion; and
• identify the legal ramifications of IV therapy.

NU 126 - Health Maintenance

• explain the concepts of health seeking behaviors and health maintenance;
• identify the influence of the stages of maturity on health maintenance;
• explain cultural beliefs and life style behaviors that influence health maintenance;
• describe caring behaviors;
• differentiate methods of effective communication;
• explain the application of critical thinking for clients seeking to maintain health;
• determine principles of infection control necessary for health maintenance;
• identify the use of the nursing process in health maintenance;
• employ the library and multi-media as resource tools;
• describe the legal and ethical responsibilities of the professional nurse;
• describe the principles of health teaching in health maintenance; and
• identify health/community resources available for health maintenance.

NU 127 - Lab for NU 126

• utilize the concepts of health seeking behaviors and health maintenance in caring for clients;
• show an awareness of the influence of stages of maturity on health maintenance;
• show an awareness of cultural beliefs and lifestyle behaviors that influence health maintenance;
• practice caring behaviors in the clinical setting;
• demonstrate the ability to utilize various methods of communication with selected clients;
• demonstrate critical thinking in the clinical setting in providing care to clients seeking health maintenance;
• apply principles of infection control in client care;
• apply the steps of the nursing process to clients seeking health maintenance;
• utilize library and multi-media resources;
• acknowledge the role of the professional nurse in interacting with clients seeking health maintenance;
• demonstrate effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health maintenance.

NU 128 - Physical Assessment for Nurses

• utilize interviewing techniques to obtain a reliable health history from a selected client;
• identify the proper techniques used in performing a physical assessment of an adult client;
• identify cultural considerations and variations in obtaining a health history and physical assessment of a client;
• identify variations in physical assessment of the pediatric client;
• identify variations in physical assessment of the elderly client;
• differentiate between normal variations and pathologic findings in assessment of each of the various body systems;
• communicate health assessment findings in an acceptable manner; and
• demonstrate skill in assessment of a body system.

NU 236 - Health Restoration -Acute/Simple

• explain the concept of health restoration, acute/simple;
• describe the influence of the stages of maturity on client’s requiring health restoration, acute/simple;
• evaluate cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/simple;
• determine infection control measures necessary for clients requiring health restoration, acute/simple;
• identify the use of the nursing process for clients requiring health restoration, acute/simple;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/simple; and
• identify health/community resources available for clients requiring health restoration, acute/simple.

NU 237 - Lab for NU 236

• utilize the concepts of health restoration, acute/simple in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/simple;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• demonstrate caring behaviors in the clinical setting;
• demonstrate therapeutic communication with selected clients;
• apply critical thinking skills to caring for one client requiring health restoration, acute/simple;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/simple;
• utilize library and multimedia resources;
• show awareness of principles of management/leadership style used in the health care setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for clients requiring health restoration, acute/simple.

NU 238 - Pharmacology for Nurses

• define medical terminology related to pharmacology;
• define prescription, non-prescription, controlled and recreational drug;
• list several sources of relevant drug information available to nurses;
• explain the impact of legislation on drug therapy;
• explain the five drug properties: purity, bioavailability, potency, efficacy, safety and toxicity;
• list the criteria for safe drug administration;
• identify proper recording functions of the nurse and/or family;
• identify actions of major drug classifications;
• name prototypes for each major drug classification;
• describe common use of major drugs in each drug classification;
• identify major side effects and/or adverse effects of prototypes for each major drug classification;
• state contraindications for selected prototypes; and
• apply nursing process to drug therapy.

NU 246 - Health Restoration: Acute/Complex

• explain the concept of health restoration, acute/complex;
• describe the influence of the stages of maturity on clients requiring health restoration, acute/complex;
• evaluate cultural beliefs and lifestyle behaviors that influence clients health restoration, acute/complex;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/complex;
• determine infection control measures necessary for clients’ health restoration, acute/complex;
• identify the use of the nursing process for clients requiring health restoration, acute/complex;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/complex; and
• identify health/community resources available for clients requiring health restoration, acute/complex.

NU 247 - Lab for NU 246

• utilize the concepts of health restoration, acute/complex in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/complex;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/complex;
• demonstrate caring behaviors in the clinical setting;
• utilize therapeutic communication with selected clients;
• apply critical thinking skills to caring for the client requiring health restoration, acute/complex;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/complex;
• utilize library and multimedia resources;
• utilize leadership skills in the clinical setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for the client requiring health restoration, acute/complex.

OT 101 - Introduction to OT

• understand the relationship between OT and other educational, medical, rehabilitative professionals, including recognizing and communicating the need to refer to other specialists within various settings for consultation and intervention; 
• describe the varied roles, responsibilities, and issues of the OTA in care coordination, case management, , and transition services in traditional and emerging practice settings, as well as non-traditional and advanced roles such as contracted therapist, educator, entrepreneur, research assistant;
• articulate the professional role delineation and collaborative relationship of the OTR and COTA including education, OT process, supervision, and service competency;
• describe the purpose of Level I and Level II fieldwork placement in Occupational Therapy education, and the ongoing professional duty for providing fieldwork education once qualified to do so;
• describe OT and OTA credentialing including national certification and requirements for New York State authorization;                 
• describe guidelines for competency-based legal and ethical OT supervision including OTR/COTA supervision, COTA/Rehab Aide supervision;
• describe the collaborative relationship between OTA and client, caregiver, family, and significant others, in monitoring and reassessing the effect of OT intervention, and the need to communicate identified needs to the OT;
• articulate the importance of professional research and literature, and the continued development of the profession’s theories, models, and practice;
• describe personal and professional attributes, skills, knowledge, strategies required in OT practice, including collaboration with OT and colleagues; supervision; professional development; ongoing quality improvement; maintenance and organization of intervention settings; prioritizing and scheduling of workload;    
• describe professional responsibilities related to malpractice and liability issues under current models of service provision;
• explain and give examples of how the role of OT professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional associations;
• demonstrate professional advocacy by participating in an OT professional organization activity or other agency/organization promoting the OT profession (e.g. AOTA, NYSOTA, AARP activity, Backpack Awareness Day, Disability Film Festival, etc.);
• identify how the various practice settings (medical, community, and school-system) and service continuum (acute, sub-acute and long-term) affect delivery of occupational therapy services;          
• describe how legislation (state and federal laws and lawmaking processes) impacts OT practice, and how OT practitioners can influence legislation;
• describe the AOTA Code of Ethics; Core Values and Attributes of OT; and AOTA Standards of Practice, and how these documents can be used as a guide for behavior, decision-making, and interaction;
• identify strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts;
• identify formal and informal ethical dispute-resolution systems that have regional, state, and national jurisdiction over occupational therapy practice;
• describe safety precautions and safety regulations within Occupational Therapy settings including patient/client safety, therapist safety, universal precautions and contraindications and equipment precautions;
• describe the use and purpose of documentation in OT, including documentation of OT services, ongoing processes for quality improvement, management of inventory, and guidelines for effective documentation;
• state and define common terminology related to the practice of Occupational Therapy;
• discuss disability and its relationship to cultural diversity and cultural competency;
• identify how college and adult learning experiences can be used to evaluate professional practice, service delivery, and professional issues; and
• describe the grief and loss process and its relationship to OT intervention.

OT 102 - Occupational Performance

• articulate the definition of occupational therapy;
• articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy;
• analyze and discuss how history and the social climate influence practice;
• discuss the therapeutic use of occupation and activity to include preparatory methods, practice skills, and occupation-based activity;
• identify how various settings such as medical facilities, school-based settings, community based settings, etc impact the delivery of occupational therapy services;
• describe the social conditions and the ethical contexts in which humans choose to engage in occupations;
• articulate the importance of balancing areas of occupation with achievement of health and wellness;
• explain the role of occupation in the promotion of health and prevention of disease/disability for the individual, family, and society;
• describe the meaning of occupation/activity to include the areas of occupation, performance skills, performance patterns, activity demands, contexts, and clients factors (Practice Framework);
• identify how contextual factors impact the management and delivery of occupational therapy services;
• exhibit the ability to analyze tasks relative to areas of occupation, performance skills, contexts and activity demands;
• articulate the unique nature and value of occupation to consumers, employers, third party payers and the general public;
• promote occupational therapy by educating other professionals, service providers, consumers, and the general public;
• describe how social, economic, political, geographic, or demographic factors impact the practice of occupational therapy;
• describe how environments, tools, materials, and occupations and can be adapted and graded to meet the needs of patients/clients/children and the socio-cultural context;
• articulate the role of the OT and OTA within screening and evaluation, the importance of supervision, and the rationale for collaborative teamwork;
• describe the OT process from referral through discontinuation of services to include referral to consultants and services in other areas related to the care of the individual;
• describe the process of gathering/sharing data for the purpose of evaluating a client’s participation in occupation utilizing the components of the practice framework;
• describe when to recommend to the OT the need for referring clients for additional evaluation;
• describe the reasons for documentation to include the rationale for service and treatment plan, ensuring accountability of service provision, and reimbursement for service;
• describe the discharge process by: reviewing the needs of the client, family, and caregivers; recommend to the OT the need for discharge; make recommendations to include adaptations, programs, and referrals;
• state the role of the practitioner to address changes in service delivery and to promote changes within the delivery system;
• describe the various reimbursement systems to include federal, state, third party, and private pay; and
• identify strategies to assist the consumer in gaining access to OT services.

OT 120 - Human Occupation Across the Life Span

• describe and apply features of the Model of Human Occupation including:
• o   concepts, principles, language;
• o   application to studying human occupation across the lifespan; and
• o   how it underlies the practice of occupational therapy.
• describe reflexes and automatic reactions in infants, children and adults including:
• o   Terminology;
• o   ages of normal initiation and integration;
• o   resultant movements, postures, and tones; and
• o   relevance to occupation.
• explain how physical maturation is guided by the following principles:
• o   cephalo to caudal;
• o   proximal to distal;
• o   medial to lateral;
• o   mass to specific; and
• o   gross-motor to fine-motor.
• apply Piaget’s theory of cognitive development to explain:
• o   development and integration of cognitive occupational performance components throughout the lifespan;
• o   development and integration of occupation;
• o   impairments, disorders, and disabilities; and
• o   relevance to occupational therapy evaluation and intervention.
• apply Erickson’s theory of psychosocial development to explain:
• o   development and integration of psychosocial and psychological;
• o   performance-components throughout the lifespan;
• o   development and integration of occupation;
• o   impairments, disorders, and disabilities; and
• o   relevance to occupational therapy evaluation and intervention.
• describe occupational performance areas (i.e. work and play) using occupational therapy-based and other relevant theories, including:
• o   stages throughout the lifespan;
• o   characteristics;
• o   application to disability; and
• o   relevance to occupational therapy evaluation and intervention.
• utilizing the Occupational Therapy Practice Framework describe the meaning and dynamics of occupation and activity, including integration of areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors across the lifespan;
• articulate the importance of balancing areas of occupation with achievement of health and wellness;
• articulate the influence of social conditions and the ethical context in which humans choose and engage in occupations;
• identify the impact of contextual factors (cultural, physical, social, personal, temporal, virtual) on the management and delivery of occupational therapy services;
• demonstrate knowledge of national and global social issues and prevailing health and welfare needs;
• demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society; 
• identify the role and responsibility of occupational therapy practitioners to address changes in service delivery policy, to effect change in the systems, and recognize the opportunities for emerging practice areas;
• document occupational performance in an objective, behavioral, and measurable manner, based on observation, interview, survey, and assessment, utilizing terminology of the Occupational Therapy Practice Framework; and
• administer non-standardized and non-formal evaluation methods (including skilled observation, interview, checklists, self-assessment) to describe theoretical concepts and principles of development that are relevant to occupational therapy.

OT 130 - Occupational Therapy Interventions

• demonstrate an understanding of the role of OTA with regard to Occupational Therapy data collection and evaluation;
• articulate the importance of using statistics, tests and measurements used in occupational therapy to support evidenced based practice;
• gather and share/report data for the purpose of screening and evaluation; administer selected assessments including standardized assessments using appropriate protocols, use of occupation for the purpose of assessment  and evaluation of client outcomes;
• identify the role of the OTA and OT in the screening and evaluation process to include the importance and rationale for supervision and collaboration;
• identify when to recommend to the OT the need for referring clients for additional evaluation;
• accurately measure joint range using a goniometer;
• describe grading of muscle strength: trace through normal;
• describe and demonstrate the use of strength assessment utilizing a dynamometer and pinch meter;
• describe normal and abnormal tone;
• provide therapeutic use of occupation-based activity, practice skills, and preparatory methods; 
• select and provide direct OT interventions and procedures to enhance  health and wellness and safety of self/others during performance in ADL, IADL, work play/leisure and the OT process;
• demonstrate PROM to both UES & LES;
• modify home and community environments and tasks, incorporating  principles of ergonomics;
• select and demonstrate the use of assistive technologies relative to ADLs, IADLs and seating systems to enhance occupational performance, foster participation and well-being;
• provide training in techniques and use of equipment to enhance safe  mobility, i.e. functional mobility, transfers, wheelchair management, mobility devices;
• provide training in techniques to enhance community mobility, public transportation, community access and driver rehabilitation;
• demonstrate sound judgment and proper body mechanics for lifting, pushing, pulling and carrying to ensure safety of patient and therapist;
• demonstrate the ability to measure and select wheelchairs based on client functional needs;
• grade and adapt the environment, tools, materials, occupations, and interventions;
• fabricate a piece of adaptive equipment appropriate to client functional needs;
• enable feeding and eating performance (including process of bringing food/fluids from plate/cup to mouth, ability to keep and manipulate food/fluid in the mouth, initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors;
• provide fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and training in the use of prosthetic devices;
• provide training in self-care, self-management, home management, and community/ work integration skills, as well as prevention, health and safety to client/family, or caregivers utilizing therapeutic-use-of-self and evidenced-based teaching/learning strategies and methods;
• recognize the use of superficial and mechanical modalities as a preparatory intervention; in terms of intervention planning demonstrate safe and effective administration of superficial thermal and mechanical modalities to establish goals; while adhering to precautions and contraindications;
• demonstrate an ability to educate and train the client, family, caregiver, and significant other to facilitate skill in occupation as well as prevention, health maintenance, health promotion, and safety; and 
• use the teaching-learning process with client, family and significant others; collaborate with the OTR and learner to identify appropriate educational methods.

OT 140 - Professional Issues

• explain systems and structures that create federal and state legislation and regulation as well as implications and effects on practice;
• identify national requirements for credentialing, requirements for licensure, certification, or registration under state laws;
• explain the development of, marketing of, and managing of service delivery options;
• under the direction of the occupational therapist collect, organize, and report on data to include quality assurance reports;
• describe the documentation utilized in the ongoing processes for quality improvement and implementation of program changes to ensure quality of services;
• identify strategies for effective, competency-based legal and ethical supervision of students, volunteers, and other non-professional personnel within an OT setting;
• discuss be the ongoing professional responsibility for providing fieldwork education and the criteria for becoming a fieldwork educator;
• apply the OT Code of Ethics, Ethic Standards and AOTA Standards of Practice, using them as a guide for professional decision making;
• explain how the profession is enhanced by local, state, national, and international OT associations and related professional organizations;
• discuss strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards as well as job responsibilities;
• identify strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts;
• identify formal and informal ethical dispute-resolution systems that have jurisdiction over OT practice;
• participate in organizations that promote the profession; and
• describe steps to prepare a professional in-service.

OT 141 - Research of Community Practice

• describe the meaning and dynamics of occupations and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors;
• describe roles and responsibilities of the practitioner to address changes in service delivery policies, to effect changes in the system, and to recognize opportunities in emerging practice;
• describe contexts of healthcare, education, community, and social models or systems as they relate to the application of occupational therapy within nontraditional and emerging areas of practice;
• demonstrate professional attributes with regard to supervision and patient/staff interaction;
• demonstrate effective and professional behavior and communication skills with the healthcare and human services staff and modify behavior in accordance to supervision; and
• demonstrate acceptable personal hygiene and dress for the facility and profession

 

Prerequisites: OT 101, OT 102
W (N)

OT 150 - Therapeutic Use of Self

• articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy through a personal philosophy of helping; 
• demonstrate therapeutic use of self-including one’s personality, insights, perceptions, and assumptions as part of the therapeutic process in both individual and group interaction utilizing therapeutic interpersonal techniques of attending, responding, questioning, and disclosing;
• describe and exhibit strategies to build therapeutic relationships including empathy, trust, and respect whish are reflective of occupational therapy principles and values;
• describe consumer, provider, cultural, social, and environmental and other contextual barriers to therapeutic closeness and how practitioners can overcome those barriers;
• develop personal guidelines for therapeutic use of attending, responding, questioning, disclosing;
• articulate the therapeutic use of groups including: types of groups; appropriate application of groups in treatment and rehabilitation settings; the benefits and limitations of group modalities; strategies for designing and conducting groups; and teaching-learning strategies to enhance learning through group process; and
• develop an occupational therapy treatment or rehabilitation group session that will effectively address participant goals and program objectives related to quality of life, well-being, occupation, health, or injury prevention, considering contexts (cultural, physical, social, personal, etc.).

OT 160 - Level 1 Clinical Practice

Direct Treatment:

• collect relevant data regarding the patient/client/consumer from medical or service related sources;
• describe basic treatment interventions from observation;
• select occupation-based activity (work, self-care, play) and purposeful activity to remediate/or compensate for deficits in performance components and performance areas;
• adhere to and demonstrate awareness of safety issues and precautions; and
• demonstrate ability to collaborate with the occupational therapist (OTR) and other professionals regarding therapeutic interventions.

Professionalism:

• demonstrate professional behavior with regard to supervisor and other staff;
• demonstrate effective and professional behavior towards individuals receiving OT treatment intervention to include families and significant others;
• modify behavior(s) in accordance with supervision;
• dress in an acceptable manner appropriate to facility requirements as well as demonstrate appropriate hygiene and grooming;
• be punctual in accordance with time scheduling. When rescheduling missed time, demonstrate appropriate steps for following through with rescheduling;
• adhere to facility’s policies and procedures;
• adhere to patient/client/consumer Bill of Rights and confidentiality (HIPPA); and
• discuss with supervisor the varied roles of the OTA as a practitioner, educator, and research assistant.

Communication:

• demonstrate effective and professional verbal and non-verbal communication skills with health-care staff and individuals receiving OT interventions;
• review facility documentation:  occupational profile/occupational history, evaluations and progress notes, discharge summaries, consultant’s reports, etc.; and
• participate in departmental attendance, statistical or service documentation.

Other:

• describe budgeting and quality assurance requirements of the OT Department;
• observe patient/client/consumer care meetings and/or departmental meetings;
• maintain treatment space in a clear and orderly manner; and
• complete the 60-hour clinical roation.

OT 200 - Psychosocial Rehabilitation

• explain the implications of psychiatric disability in our society, including:
  • barriers to opportunities;
  • stigma; and
  • limitations on freedom and rights
• summarize the history of mental health services, describing:
  • the development of care, treatment, rehabilitation and recovery paradigms;
  • transformation from institutionalization to community mental health centers models of service delivery;
  • development of the occupational therapy profession; and
  • the influence of past service delivery on current attitudes, beliefs and service delivery models.
• explain the principles of recovery and their impact on occupational therapy services today;
• describe the diagnostic and statistical manual of mental disorders multiaxial system of organizing and communicating clinical information, and its relevance to occupational therapy including:
  • DSM diagnostic codes;
  • use of Global Assessment of Functioning Scale (GAF); and
  • use of Social and Occupational Functioning Assessment Scale (SOFAS).
• understand severe and persistent psychiatric disabilities including:
  • diagnoses and terminology;
  • experience of symptoms;
  • common characteristics and associated conditions;
  • impact on function;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general OT treatment and support interventions.
• select appropriate precautions, supportive strategies, and environmental adaptations, which will help individuals who display symptoms and side effects;
• define treatment, rehabilitation, and recovery as they relate to psychiatric rehabilitation;
• describe the philosophy of psychiatric rehabilitation including:
  • principles;
  • values; and
  • mission.
• outline psychiatric rehabilitation processes as implemented in New York State mental health programs including:
  • rehabilitation readiness assessment;
  • overall rehabilitation goal development;
  • functional/resource assessment;
  • service planning; and
  • skills and resource interventions.
• describe current psychiatric treatment, rehabilitation and support services implemented in New York State, including:
  • inpatient treatment;
  • day programs;
  • clinics;
  • vocational and educational services;
  • case management;
  • residential and independent living; and
  • the relevance and application of occupational therapy in these settings.
• describe the roles and relationships of consumers, peer-providers, practitioners, advocates, and families in psychiatric rehabilitation;
• demonstrate effective therapeutic use of self;
• develop long-term goals and short-term objectives that are relevant, functional, observable and measurable;
• devise interventions appropriate to age, culture, disability and goals, which will foster function in work, self-care or play performance areas, based on psychosocial rehabilitation theories and principles presented in class; and
• outline the roles, responsibilities, and common activities of occupational therapy across the treatment and rehabilitation continuum.

OT 209 - Physical Disabilities Practices

• describe how multi-cultural factors and human sexuality are addressed within the scope of treatment in a physical disabilities setting;
• describe and apply treatment interventions relative to the following theories: Bobath, Rood, PNF and Brunnstrom;
• discuss how occupational therapy can address the spiritual needs for clients with physical disabilities;
• discuss remediation and compensation for physical, cognitive, perceptual, sensory, neuromuscular, mental, sensory functions and behavioral skills;
• describe basic features of theories, models of practice, and frames of reference that underlie the practice of OT relative to physical disabilities;
• select and analyze tasks relative to an occupational profile, occupations, performance skills/patterns, activity demands, contexts, and client factors within an intervention plan;
• express support for the quality of life, well- being, and occupation for individuals/groups/populations with physical disabilities through health promotion and injury prevention addressing the contexts in which one engages;
• discuss strategies for training in and guidelines/precautions for self-care, self- management, home management, community management, and work integration as they pertain to the various diagnoses/disabilities discussed in the course;
• discuss strategies to enable feeding and eating performance with regards to precautions/techniques while considering client/contextual factors as they pertain to various diagnoses/disabilities discussed in the course;
• demonstrate selection of diagnosis specific occupational therapy treatment interventions for major neuromuscular/sensorimotor disorders of the adult: i.e., CVA, TBI, SCI, Guillian Barre, MS, ALS, and Parkinson’s;
• describe diagnosis specific occupational therapy treatment interventions for rheumatoid arthritis to include: joint protection, energy conservation and work simplification techniques and specifics for orthotics;
• describe diagnosis specific occupational therapy treatment intervention for the total hip and knee replacement and hip fracture;
• describe treatment intervention for respiratory and cardiac rehab to include use of graded activities, energy conservation, work simplification and patient education;
• describe selection of specific treatment intervention for burn rehab to include joint and skin integrity, edema control, promotion of self care skills, splinting and patient education;
• describe treatment intervention for cancer most commonly seen in Occupational Therapy;
• describe the use of thermal modalities in occupational therapy intervention: heat, ice, paraffin, ultrasound, electric stimulation within the course as these topics apply;
• describe and demonstrate the use of adaptive/or compensatory strategies when remediation approach is no longer available to an individual with a specific physical disability;
• describe how to facilitate discharge planning recommendations with regards to the needs of the client, family, and caregivers taking into consideration fiscal/human/community resources/environmental adaptations/home programming; make those needs known to the client, OT, and others involved in the discharge planning process;
• locate and describe information found in databases and search engines to obtain evidenced based professional literature relative to practice approaches utilized in treatment plans;
• assist the consumer in gaining access to occupational therapy services;
• state the ethical and practical considerations that effect health/wellness needs of those individuals facing social injustice, occupational deprivation, and disparity in receipt of services; and 
• incorporate appropriate information from a scholarly report within course’s sensorimotor treatment plan project.

OT 210 - Physical Disabilities

• define and describe OT terminology specific to medical conditions described in this course;
• describe global social issues and prevailing health/welfare needs of populations with or at risk for disabilities and chronic conditions;
• recognize the effects of heritable diseases, genetic conditions, disability, trauma, and injury to physical and mental health and occupational performance of the individual; and
• discuss deficits in performance skills or clinical manifestations of a diagnosis that result in OT treatment interventions.

OT 218 - Lab for OT 219

• implement group interventions within a geriatric setting based on principles of group development and group dynamics;
• provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, sensory, and communication functions (eg- vision, tactile, auditory, vestibular, proprioception, motor);
• adapt environments and processes (eg- home, work,school);
• articulate principles of and demonstrate strategies with assistive technologies and devices (eg- electronic aids for daily living, seating and positioning systems, and communication) used to enhance occupational performance and foster participation and well-being of individuals across the lifespan;
• describe technologies to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation for the geriatric individual;
• promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in contexts relevant to the client;
• grade and adapt the environment, tools, materials, occupations, and interventions, to reflect the changing needs of the client and sociocultural contexts;
• teach compensatory strategies, such as the use of technology and adaptation to the environment that support performance, participation, and well-being; and
• apply principles of theory (NDT, SI, etc.) to develop and administer graded activity-based interventions to restore, maintain, or develop performance skills to enable function in children.

OT 219 - Disabilities of Development & Aging

At the end of this course, students will be able to: 

• explain the term developmental disability, including:

• the legal criteria for developmental disability designation; and
• social and cultural implications of developmental disability labels.

• describe common developmental disabilities such as intellectual disabilities, neuromuscular disorders, learning disabilities, pervasive developmental disorders, and developmental vision and hearing impairments including:

• definition and terminology;
• common characteristics and associated conditions;
• etiology;
• impact on motor, process, communication/interaction skills development throughout the lifespan;
• impact on performance areas of occupation throughout the lifespan;
• impact on performance patterns and contexts throughout the lifespan;
• assessment; and
• general treatment and support interventions.

• explain common theories and approaches utilized in occupational therapy intervention in pediatrics, school-based, and developmental disability areas of practice such as neurodevelopmental and motor learning approaches, sensory-based approaches, behavior-based including:  

• principles and concepts;
• examples of interventions;
• impact on function; and
• diagnoses and conditions where such approaches are applied.                   

• demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, contexts and environments, and client factors to implement the intervention;
• gather and share data for the purpose of evaluating the client’s occupational performance in occupations to include an occupational profile, client factors (including values, beliefs, spirituality, and body functions), performance patterns, and contexts and environments;
• provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory;
• devise creative evidence-based intervention plans (goals and objectives) and strategies appropriate to age, culture, disability, and stated needs/goals, which will quality of life, well-being and function in work, self-care or play/leisure performance areas, based on developmental disability treatment theories and principles presented in class (i.e. neuro-developmental and motor learning approaches, sensory-based approaches, behavior-based approaches);
• implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance;
• describe the varied roles, responsibilities, and common activities of occupational therapy assistant practitioners in school-based, residential, clinical, transitional, and vocational settings, including emerging and non-traditional areas of practice, and roles of educator, practitioner, and research assistant;
• explain the relationships (including collaborative and consultative aspects) between occupational therapy personnel and other personnel within rehabilitation, medical, education, wellness, and other service;
• understand and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all relevant to the client; 
• demonstrate the ability to educate the client, caregiver family, and service providers to facilitate skills on areas of occupation as well as prevention, health maintenance, and safety;
• promote occupational therapy by educating other professionals, service providers, consumers, and the public;
• teach compensatory strategies, such as the use of technology, adaptions to the environment that support performance, participation, and well-being;
• summarize the provisions of the Individuals with Disabilities Education Act (IDEA) and other laws and regulations and their influence on the contexts of education, healthcare, and service systems including:

• right to an appropriate education for all individuals disabilities;
• role of the individual and family in planning services;
• related services;
• early intervention services;
• transition services; and           
• response to intervention.

• outline the components of the Individualized Education (IEP) and explain its impact on occupational therapy assessment, treatment, re-assessment, documentation, as well as collaborative, consultative, and direct service roles of the occupational therapy practitioner;
• summarize New York State regulations on identifying and reporting cases of child abuse and neglect including:

• definition of child abuse and neglect;
• signs of abuse or neglect;
• social and cultural values related to child rearing;
• process of reporting suspected abuse or neglect; and
• role and responsibility of the mandated reporter.

• use professional literature to make evidenced-based practice decisions in collaboration with the occupational therapist;
• describe local community facilities available that available to house, train, educate, employ, enhance well-being, and restore function of elderly individuals with disabilities;
• describe restraint-free environment and mechanisms for preventing falls and injuries within treatment and care facilities;
• describe treatment, wellness and health interventions for aging populations including:

• contracture screenings and assessments;
• therapeutic positioning; and
• sensory.

• describe components utilized in the documentation of geriatric occupational therapy services related to:

• RUGS; and
• MDS.

• describe common disorders related to aging that impact sensory, motor, cognitive/process, communication/interaction skills development.

OT 222 - Technology in Documentation and Research

• utilize the computer to access appropriate databases reflective of clinical and professional research;
• articulate the importance of using statistics, tests, and measurements for the purpose of delivering evidence-based practice;
• apply the use of technology in electronic documentation to effectively communicate to other health care providers and support the transfer of information;
• apply the use of technology in distance communication, virtual environments, and telehealth/telemed to support performance, participation, and well being of individuals receiving OT services;
• demonstrate documentation of OT services to ensure accountability of service provision and meet standards for reimbursement of services adhering to facility, governmental. and reimbursement agencies;
• effectively document  and communicate the need and rationale for OT services to meet the standards for reimbursement;
• describe the various reimbursement systems (i.e., federal, state, third party, private-payers) and documentation requirements that affect the practice of OT services;
• write goals, progress notes, ADL assessments, and assessments;
• write a discharge summary to demonstrate the need for termination of OT services when stated outcomes have been achieved or it has been determined that they could not be achieved;
• articulate the importance of how scholarly activities and literature contribute to the development of the profession;
• effectively locate and discuss information, including the of information;
• identify how scholarly activities can be used to professional practice, service delivery, and /or professional issues; and
• demonstrate the skills to read and understand a report.

OT 239 - Level II-A Clinical Practice

• demonstrate the ability to foster caring therapeutic relationship with patients/clients utilizing empathy, unconditional reward, listening and responding skills;
• identify basic patient needs and deficits by utilizing available resources, i.e.: medical chart, initial screening, occupational therapy evaluation, patient/client observation, team members, family and significant others;
• participate in assessment of patient/client occupational performance capacities and/or limitations;
• based on patient/client goals, plan a therapeutic program to prevent deterioration or promote independence in a patient/client performance of work, self-care and play/leisure;
• select appropriate therapeutic activities to meet an individual’s performance in work, self-care, and play by incorporating components of an individual’s life space to include cultural background, work/leisure history, and socio-economic level;
• adapt therapeutic activities and/or the environment to meet patient/client’s physical, cognitive, psychological, social, and sensory needs;
• effectively utilize communication skills, both verbal and written, within a clinical setting;
• coordinate clinical programs (i.e., in-service, patient/client, home, community, facility) and implement these programs within clinical setting;
• fabricate clinical equipment, adaptive equipment, and orthotic devices used in various clinical settings;
• instruct patient, staff, and family in therapeutic interventions;
• monitor and maintain clinical equipment with regard to a given facility’s policies and procedures;
• perform business-related functions related to attendance records, inventory, statistical reports, billing, etc.;
• conduct oneself in a professional manner by adhering to the standards of practice, code of ethics, and the facility’s and ECC OTA Department’s policy and procedures;
• maintain a therapeutic environment within a clinical setting to ensure order, safety, and patient/client privacy; and
• demonstrate effective strategies to prepare for and present an in-service.

OT 251 - Level II-B Clinical Practice

• demonstrate the ability to foster caring therapeutic relationship with patients/clients utilizing empathy, unconditional reward, listening and responding skills;
• identify basic patient needs and deficits by utilizing available resources, i.e.: medical chart, initial screening, occupational therapy evaluation, patient/client observation, team members, family and significant others;
• participate in assessment of patient/client occupational performance capacities and/or limitations;
• based on patient/client goals, plan a therapeutic program to prevent deterioration or promote independence in a patient/client performance of work, self-care and play/leisure;
• select appropriate therapeutic activities to meet an individual’s performance in work, self-care, and play by incorporating components of an individual’s life space to include cultural background, work/leisure history, and socio-economic level;
• adapt therapeutic activities and/or the environment to meet patient/client’s physical, cognitive, psychological, social, and sensory needs;
• effectively utilize communication skills, both verbal and written, within a clinical setting;
• coordinate clinical programs (i.e., in-service, patient/client, home, community, facility) and implement these programs within clinical setting;
• fabricate clinical equipment, adaptive equipment, and orthotic devices used in various clinical settings;
• instruct patient, staff, and family in therapeutic interventions;
• monitor and maintain clinical equipment with regard to a given facility’s policies and procedures;
• perform business-related functions related to attendance records, inventory, statistical reports, billing, etc.;
• conduct oneself in a professional manner by adhering to the standards of practice, code of ethics, and the facility’s and ECC OTA Department’s policy and procedures;
• maintain a therapeutic environment within a clinical setting to ensure order, safety, and patient/client privacy; and
• demonstrate effective strategies to prepare for and present an in-service.

OT 256 - Biomechanics in OT

• employ logical thinking, critical analysis, problem solving, and creativity with the area of biomechanics and treatment intervention;
• demonstrate knowledge and understanding of the structure and function of the human body within the scope of biomechanics;
• define and differentiate between biomechanics and kinesiology;
• describe the relationship of biomechanics and OT models of practice;
• describe the various muscle contractions;
• describe center of gravity and base of support (Newton’s Law) and their effects on static and dynamic balance;
• describe gravitational influence on daily activity and exceptionalities: wheelchair positioning, transfers, assisted ambulation;
• demonstrate the use and influence of levers and torque within the musculoskeletal system, activity, and treatment;
• demonstrate techniques to enhance mobility to include: transfers, trunk stabilization, and W/C positioning;
• describe biomechanical principles utilized in the design/fabrication of orthotic devices;
• design and fabricate a static splint applying biomechanical principles;
• describe biomechanical remediation for deficits ROM, tone, strengthening, coordination, endurance, and pain management;
• describe compensatory rehab approaches to OT treatment to include adaptations/adaptive equipment, energy conservation, work simplification, joint protection, and patient/client education; and
• correlate biomechanical and compensatory rehab approaches to treatment planning and intervention.

OF 101 - Basic Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 102 - College Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 111 - Keyboarding I

• demonstrate knowledge of keyboarding equipment and basic parts of the computer hardware and software;
• keyboard alphabetic, numeric, and symbol keys using proper touch technique;
• apply basic formatting techniques; and
• keyboard at a minimum of 30 net words per minute on three different 3-minute timed writings.

OF 112 - Keyboarding II

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy.;
• utilize current software programs for word processing, spreadsheet, database, communications, presentation, graphics, desktop publishing, and operating systems;
• keyboard at a minimum of 40 net words per minute for three minutes; and
• keyboard and format office documents from rough draft copy.

OF 124 - MS PowerPoint

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, graphics, desktop publishing, and disk operating system applications;
• understand the communication process and its role in interpersonal, oral, and written communication;
• develop techniques to assist in problem solving and practical applications;
• integrate and apply information processing, office support, and management skills to office situations; and
• select appropriate computer hardware and software and other equipment to accommodate the needs of the office.

OF 127 - MS Access Level 1

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, graphics, desktop publishing, and disk operating system applications;
• understand the communication process and its roles in interpersonal, oral, and written communication;
• develop techniques to assist in problem solving and practical applications;
• integrate and apply information processing, office support, and management skills to office situations; and
• select appropriate computer hardware and software and other equipment to accommodate the needs of the office.

OF 137 - MS Access Level 2

• utilize Microsoft Access to apply advanced features for easier data entry and greater accuracy;
• use Microsoft Access to perform advanced operations such as adding formats to form design, designing related tables, creating multiple queries, creating advanced reports, utilizing macros, managing database utilities, and integrating MS Access with other programs; and
• show ability to use decision-making and problem-solving techniques using software to solve application problems.

OF 142 - Business Communication

• understand and describe the communication process and its impact on the office environment;
• apply the rules of grammar, punctuation, style, and proofreading to write effective business correspondence (i.e. letters, memos, reports, and messages);
• correspond effectively using a variety of business and technical mediums;
• prepare effective employment communications such as resumés, letters of application, and letters of reference. Develop effective interviewing skills;
• understand the importance of reading, listening, and speaking effectively in professional situations;
• demonstrate an ability to deliver an effective oral presentation to a group using appropriate techniques to obtain and maintain the listeners’ attention and convey messages clearly;
• critically examine situations to determine the most effective response; and
• accurately convey messages and determine appropriate follow-up of communications delivered through various mediums.

OF 160 - Records Management

• define records management as a system of handling information and identify the components of that system;
• identify the six phases of the record cycle as well as the technology, equipment, and supplies used throughout the life cycle of the record;
• use planning, organizing, staffing, directing, and controlling in a records management system;
• demonstrate the ability to file and retrieve records using ARMA rules and database management software;
• explain records management practices in governmental agencies, the medical profession, banks, insurance agencies, accounting firms, and law offices;
• understand the different methods of filing: alphabetic, numeric, geographic and subject; and
• design database tables queries, reports and labels.

OF 161 - Information Processing I

• describe, define, and perform operating system functions and file management;
• define terms that are unique to the fields of computers and information systems; and
• perform basic and advanced tasks using word and information processing software.

OF 162 - Internet Access & Research

• describe the history of the Internet and Web technologies;
• use different types of online personal and business communication tools;
• use Web browser and Web search tools effectively;
• critically evaluate the reliability of information found on the Internet;
• create a research paper in MLA or APA format including proper citation of information resources;
• access and utilize information from libraries, directories, reference desks, and databases;
• understand security threats and implement safeguards;
• demonstrate ability to download and transfer files;
• crete a web page; and
• understand copyright laws and plagiarism.

OF 164 - Office Software Applications

• use application software for word processing, spreadsheets, database management, disk operating systems, business graphics, desktop publishing, and communications to accomplish specific application problems. Topic selections will be based on student experience/needs;
• show ability to use decision-making and problem-solving techniques with various software applications; and
• use knowledge acquired in previous classes with applications covered in this course to integrate the flow of information in the office environment.

OF 165 - Desktop Publishing

• define and apply the desktop publishing process;
• use the computer to prepare various types of publications using desktop publishing and graphics software;
• design page layouts, create graphics, manipulate type styles, and add special effects to various publications; and
• use a scanner and laser printer to produce camera-ready output.

OF 245 - Office Management Internship

• complete a job application package (cover letter, resume, etc.) and demonstrate effective job search and interview skills;
• apply basic secretarial skills on the job;
• demonstrate effective use of time and ability to manage stress;
• identify and utilize effective human relation skills;
• demonstrate ability to accept and utilize constructive criticism to improve performance in the workplace; and
• demonstrate ability to assess his/her job performance and personal habits as they relate to the workplace.

OF 260 - Office Information Management

• describe office procedures and systems relating to each phase of the information processing cycle: input, output, reprographics, distribution, and storage/retrieval;
• identify the capabilities and cost factors (including maintenance and upgrades) of computer hardware, software, networking, and telecommunications;
• define the capabilities of the major computer software categories: word processing, spreadsheets, databases, graphics, desktop publishing, communications, operating systems;
• make appropriate suggestions regarding the selection of computer hardware, software, and communications medium to accommodate the needs of the office; and
• make appropriate suggestions regarding the application of information systems to achieve organizational goals.

OF 261 - Office Systems Management

• describe how to conduct a needs assessment of an organization’s information management flow;
• plan for an automated office including training, health considerations, and space layout/design;
• describe an integrated office system complete with computer security measures, ethics policy, and privacy controls;
• design a plan to optimize and measure productivity while ensuring quality; and
• define and use administrative functions in the computerized office.

OF 262 - Seminars in Office Management

• use library and database resources to access accurate information;
• learn to interact appropriately with others to accomplish goals;
• make appropriate and cost-effective decisions regarding activities of office personnel;
• plan and deliver professional presentations, including appropriate handouts; and
• research topics, develop policies, and write a policy manual.

OD 100 - Ophthalmic Dispensing I

• list and identify historical and evolutionary developments related to opticianry;
• list laws governing opticianry in New York State;
• list and identify anatomical and physiological functions of the human eye;
• analyze eye planes and inter-ocular distances related to ophthalmic lenses;
• list and discuss visual acuity testing systems;
• list and identify refractive abnormalities of the eye.

OD 110 - Ophthalmic Lenses I

• distinguish and list the components of the electromagnetic spectrum;
• describe the action of light rays through refracting mediums;
• distinguish between various single vision lens forms;
• identify and describe basic and advance lens forms;
• apply correct formulas that relate to lens function; and
• describe various lens materials and identify specific characteristics of each.

 

F (N)

OD 133 - Introduction to Contact Lens Laboratory

• identify New York State laws governing the contact lens field;
• list individuals who made contributions to the contact lens field;
• identify anatomical structures related to contact lens wear;
• discuss contact lens materials and designs;
• explain indications, contraindications, advantages and disadvantages of contact lenses;
• discuss the use of contact lens solutions; and 
• demonstrate psychomotor skills using the keratometer, radiuscope, diameter gauge, and thickness gauge.

OD 140 - Ophthalmic Assisting

• demonstrate knowledge of and ability to take a relevant, concise ophthalmic history;
• identify basic anatomy and physiology of the eye;
• demonstrate knowledge of the basic concept of the field of vision and instrument use;
• demonstrate knowledge of ophthalmic ointments and understand the advantages and disadvantages of each;
• demonstrate knowledge of and instrument use;
• distinguish between objective and subjective autorefraction;
• demonstrate basic knowledge of and ability to perform color vision test and use of Amsler grid;
• identify basic ophthalmic emergencies and procedures;
• demonstrate basic knowledge of microbial control, sanitation, disinfection, sterilization and contamination;
• identify basic ophthalmic instrumentation and their uses, and perform basic maintenance; and
• demonstrate knowledge of HIPAA and how it influences policy, procedure and duties in the ophthalmic health care setting.

 

F (N)

OD 141 - Assisting and Refraction Lab

• capture, save and retrieve high resolution digital retinal images utilizing the fundus camera;
• measure and record intra-ocular pressure with use of a non-contact tonometer;
• determine refractive error with automated refraction testing utilizing simultaneous cross cylinders;
• conduct auto lensometry; and
• perform standard white/white kinetic perimetry using an automated visual field system.

OD 142 - Contact Lenses I

• determine the proper type and RX for soft contact lenses;
• discuss the aspects of fitting rigid and soft contact lenses and follow-up care;
• know the indications and contraindications to contact lens wear;
• design spherical rigid lenses; and
• identify different types of edema.

 

Prerequisites: OD 133
Concurrent Registration: OD 143
S (N)

OD 143 - Lab for OD 142

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• fit soft contact lenses;
• evaluate corneal topography;
• insert and remove soft contact lenses;
• obtain a contact lens history;
• verify contact lens parameters; and
• perform a visual acuity check.

 

Prerequisites: OD 133
Concurrent Registration: OD 142
S (N)

OD 150 - Ophthalmic Dispensing II

• distinguish between different frame construction and materials;
• identify frame components, frame mounting systems and their applications;
• determine uses of specialty frame products including sport/safety and other specialty frame designs;
• define boxing system terminology and frame and lens measurements including application;
• calculate lens decentration and minimum blank size as it correlates to the boxing system;
• apply formulas used in a spherical and cylinder lenses;
• perform prescription transposition, optical cross, nominal power and lens curvature formulas;
• perform an analysis of ophthalmic prisms which will include descriptions of prisms, classification of prismatic effects, and measurements, splitting, and combining of ophthalmic prisms;
• the proper use of Prentice’s Rule in decentering single vision lenses to create prism; and
• identify the proper functions of multifocal lenses including lens decentration / inset and proper segment placement.;

OD 160 - Ophthalmic Lenses II

• identify and record the information necessary to duplicate lenses covered in class;
• apply formulas that relate to functions of spectacle lenses;
• measure and apply appropriate formula to determine proper base curve of a given lens;
• conduct analysis of varying lens product enhancements of all ophthalmic lens materials;
• identify and describe various single vision, multifocal and specialty lens forms;
• distinguish and describe various lens tints and their appropriate uses; and
• describe different lens aberrations and proper methods for limiting their unwanted characteristics.

 

Prerequisites: OD 110
S (N)

OD 232 - Contact Lenses II

• fit all makes of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• assess how to fit special lenses; and
• participate in National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

 

Prerequisites: OD 142
Concurrent Registration: OD 233
F (N)

OD 233 - Lab for OD 232

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• assess how to fit special lenses;
• evaluate fluorescein patterns;
• participate on the National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

 

Prerequisites: OD 142
Concurrent Registration: OD 232
F (N)

OD 240 - Ophthalmic Dispensing III

• determine the effects of presbyopia and select appropriate lens for its correction;
• evaluate difference lens styles; compare and contrast the multitude of lens styles available;
• manipulate patients Rx to meet differing visual requirements;
• distinguish proper segment placement of varying multifocal styles;
• identify anisometropic prescriptions leading to vertical imbalance;
• determine proper method for the correction of vertical imbalance;
• conduct use of proper formulas for calculating vertical imbalance;
• identify the concept and early design of progressive addition lenses;
• analyze the current technology used in the creation of modern progressive lenses;
• identify the proper methods used in the fitting and dispensing of progressive lenses;
• determine design characteristics and proper uses of specialty progressive lenses;
• evaluate effect of digital surfacing principles with evolving progressive lens design;
• distinguish between the different forms of glare and proper lens selection for their management;
• identify differing forms of radiant energy and its effect on the eye;
• identify differing absorptive lenses and their appropriate uses; and
• evaluate the effects of different lens coatings on ophthalmic lens surfaces including scratch resistant, anti-reflective and mirror.

OD 243 - Contact Lens Clinic Practice

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• take a contact lens history;
• educate patients in the proper insertion, removal and care of contact lenses;
• evaluate the fit  of soft contact lenses;
• communicate effectively with patients; and
• participate in the National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

OD 245 - Ophthalmic Fabrication I

• demonstrate the proper use of lensometer;
• perform neutralization of spherical and cylindrical lenses;
• demonstrate proper techniques of hand beveling ophthalmic lenses;
• identify and properly use common ophthalmic hand tools and measuring devices;
• develop proper bench alignment skills;
• perform basic ophthalmic frame repair;
• demonstrate proper layout of single vision and multifocal lenses;
• learn and complete job work ticket;
• edge, assemble and verify completed single vision and multifocal eyewear; and
• demonstrate application of ANSI standards.

 

F (N)

OD 246 - Ophthalmic Dispensing Lab I

• demonstrate lens neutralization techniques;
• analyze single vision and multifocal prescriptions;
• interpret prescription ordering terminology;
• develop effective ophthalmic record keeping;
• demonstrate visual axis measurement theory;
• apply dispensing procedure theory;
• dispense basic plastic and metal eyewear;
• perform basic facial measurements;
• utilize all required hand tools for frame adjustments;
• employ standard order form; and
• interact courteously and calmly with student/patient.

OD 247 - Ophthalmic Optics Elective

• identify and integrate visual optical concepts and theory to ophthalmic lenses, ophthalmic instruments and the human eye;
• analyze various optical components (e.g., telescopes, low-vision aids and ophthalmic instruments) as they relate to ophthalmic dispensing;
• correlate relating ophthalmic courses to visual/ophthalmic optics;
• explain and demonstrate retinoscope procedures;
• demonstrate subjective testing techniques;
• discuss phorometry and relationship to accommodation; and
• explain strabismus measurement and testing techniques.

OD 250 - Ophthalmic Dispensing IV

• distinguish between the multiple tests done in the preliminary eye examination;
• identify microbes which cause eye infections, ocular conditions and anatomy affected by the particular microbe and methods of reducing their spread in eye practices;
• distinguish between different ocular pharmacology agents and the application methods of these agents;
• identify cataract terminology, formation and surgical techniques used for the removal of cataracts;
• conduct an analysis of the different methods of aphakic correction including; spectacles, contact lenses and intraocular lens implants;
• evaluate refractive surgical techniques with emphasis on most current technology and special challenges and concerns in fitting post refractive surgical patients with contact lenses and spectacles;
• identify the most common eye diseases and their treatments these will include macular degeneration, glaucoma, diabetic retinopathy along with test and treatment of these diseases;
• develop proper techniques for identifying and correcting complex and unusual vision prescriptions including aniseikonic, high minus and high plus; and
• apply knowledge of low vision problems to determine appropriate device for its management.

OD 255 - Ophthalmic Fabrication II

• fabricate and evaluate bifocal and progressive multifocal lens;
• demonstrate ability to tint and polish spectacle lenses;
• demonstrate ability to work with different ophthalmic frame materials;
• create prism in finished vision eyewear;
• repair hidden hinges in zyl frames ;
• demonstrate ability to solder frames;
• repair frames with broken eye wire and temple screws;
• groove and insert lenses into nylon rimless frame; and
• demonstrate application of ANSI Standards.

OD 256 - Ophthalmic Dispensing Lab II

• dispense all plastic, combination, rimless and metal eyewear;
• analyze and interpret special and extraordinary prescriptions, including presbyopic, cataract, prism, and high powers;
• perform dispensing skills;
• identify and apply components of a electronic based recording and ordering systems; and
• perform the various requirements needed in off campus clinic operations and replicated dispensing scenarios.