OT 219 - Disabilities of Development & Aging

• explain the term developmental disability, including:
  • the legal criteria for developmental disability designation; and
  • social and cultural implications of developmental disability labels.
• describe mental retardation including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe neuromuscular disorders such as cerebral palsy, epilepsy, spina bifida including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe learning disabilities including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe pervasive developmental disorders such as autism including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe developmental vision and hearing impairments including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• explain neurodevelopmental treatment and motor learning approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theories and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where NDT and motor learning are appropriate interventions.
• explain sensory-based treatment approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theory and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where sensory integration is an appropriate intervention.
• explain the behavior-based approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theory and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where behavior management is an appropriate intervention.
• develop long-term goals and short-term objectives that are relevant, functional, observable, and measurable for an individual with a developmental disability;
• devise interventions appropriate to age, culture, disability and goals, which will foster function in work, self-care, or play performance areas, based on developmental disability treatment theories and principles presented in class;
• list the roles, responsibilities, and common activities of occupational therapy in school-based, residential, clinical, transitional, and vocational settings;
• explain the interdisciplinary and transdisciplinary relationships between occupational therapy personnel and educational, medical, and other rehabilitation and support personnel within developmental disability service settings;
• list local community facilities available for housing, training, educating and employing individuals with developmental disabilities;
• summarize the provisions of the Individuals with Disabilities Education Act including:
  • right to an appropriate education for all individuals with disabilities;
  • role of the individual and family in planning services;
  • related services on OT;
  • early intervention services on OT; and
  • transition services on OT.
• outline the components of the Individualized Education Plan and explain its impact on assessment, treatment, re-assessment and documentation of OT services;
• 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.
• describe treatment programs that serve aged populations including:
  • maintenance;
  • restorative;
  • sub-acute/rehabilitation; and
  • home care.
• explain the interdisciplinary and transdisciplinary relationships between occupational therapy personnel and physical therapy, nursing, activities, dietary and social work within long-term care settings for the aged;
• describe “restraint-free” environment and mechanisms for preventing falls within treatment and care facilities for the aged;
• describe treatment and health maintenance interventions for aging populations including:
  • contracture screenings and assessments;
  • therapeutic positioning; and
  • sensory stimulation.
• develop long-term goals and short-term objectives that are relevant, functional, observable, and measurable for aged individuals;
• describe components utilized in the documentation of geriatric occupational therapy services related to:
  • RUGS; and
  • MDS.
• describe common disorders related to aging that impact sensorimotor, cognitive, and psychosocial function.