The University of Texas at El Paso s5

The University of Texas at El Paso College of Health Sciences Department of Rehabilitation Sciences Occupational Therapy Program

SYLLABUS

OT 4229: Neurodevelopmental Approaches in Occupational Therapy (2:0 Credits) Spring 2005 Senior Year

Instructor: Karen P. Funk, OTD, OTR Room #511 747-8226 [email protected]

Office hours: Tuesday 8:30-10:00 am Thursday 2:30-3:30 pm Friday 10:00- 11:00 am Additional times can be arranged by appointment

Class Time and Place: Tuesday 10:30- 12:20 Room 236

Course Description: Integration of foundational neuroscience knowledge, theoretical constructs, and neurodevelopmental approaches to occupational therapy treatment planning and intervention for the adult with neurologically-based physical dysfunction.

General and Specific Behavioral Objectives: Upon completion of the course, the learner will be able to:

I. Identify and describe neuroanatomy and neurophysiology relative to occupational therapy assessment and treatment.  Review the neuroanatomical structures of the nervous system  Describe the specialized functions of the seven main parts of the central nervous system.  Describe each of the cerebral hemispheres and their function  Describe the five lobes of the brain and their function  Explain the importance of the sympathetic/parasympathetic functioning relative to occupational therapy assessment and treatment.  Analyze normal or typical movement patterns.

II. Describe functional deficits associated with neurological disorders.  Describe the neurological basis of the development of motor skills, visual- perception, sensation, perception, learning, and memory. 2

 Identify diseases and disorders that affect motor skills, visual-perception, learning, sensation, perception, and memory.  Identify psychosocial aspects of neurological events.

III. Discuss the neurodevelopmental frame of reference and its use with patients with neurological disorders.  Compare and contrast the neurodevelopmental frame of reference to other frames of reference used in occupational therapy evaluation and treatment.  Analyze abnormal or atypical movement patterns.  Discuss the role of the family in the evaluation and treatment planning for patients with neurological disorders.

IV. Understand theories and concepts pertaining to the evaluation and treatment of cerebral vascular accidents (CVA) from a neurodevelopmental frame of reference.  Describe the etiology of CVA’s and the associated functional problems that often occur.  Identify evaluation procedures and goals of treatment for clients experiencing a wide range of possible types of strokes.

V. Understand theories and concepts pertaining to the evaluation and treatment of traumatic brain injury (TBI) in the adult population.  Describe the common mechanisms of traumatic brain injury.  Discuss the emotional, cognitive, visual, auditory, and motor aspects of TBI.  Describe the level of coma and the use of coma stimulation appropriate to each level.  Identify evaluation procedures and goals of treatment for clients with TBI.

VI. Understanding theories and concepts pertaining to the evaluation and treatment of spinal cord injuries (SCI).  Describe the etiology of SCI.  Identify the classifications and levels of SCI.  Identify evaluation procedures and goals of treatment for clients experiencing a SCI.  Discuss the assistive technology, environmental modification, and educational needs of the client and their families for performance of occupational tasks.

VII. Discuss other types of neurological disorders within the framework of the neurodevelopental frame of reference.

Objectives stated are consistent with the Accreditation Council of Occupational Therapy Education (ACOTE) 1998 standards for Occupational Therapy Education Programs. 3

Learning Experiences Lectures Audiovisual materials Class discussions Written assignments Assigned reading Guest speakers Disability portfolio Reflective journaling

Student Responsibilities

1. Regular class attendance is expected. Notification must be received prior to class to receive an excused absence 2. The student is responsible for information presented in all learning activities. 3. All assignments are due as indicated on course outline. Assignments turned in late on the same day will result in a 5 point deduction. A ten point deduction will be assessed for each day an assignment is late. 4. If the student is unable to take a scheduled examination, she/he is responsible for notifying the instructor before the examination. If the instructor cannot be reached, a message can be left on the instructor’s voicemail at 747-8226. An unexcused absence results in a recorded grade of zero. 5. Professional preparation of entry-level clinicians requires students to master the skill of active participation with other team members; therefore, students are expected to participate in classroom activities and discussions. Lack of consistent participation will result in a non-negotiable deduction of 10 points off the final class grade.

Notice of Policy on Cheating: Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22. Since scholastic dishonesty harms the individual, all students, and the integrity of the university, policies on scholastic dishonesty will be strictly enforced. 4

Course Grade: Letter Grade Equivalents:

Disability Portfolio 65% 92-100 = A Discussion Board Questions 10% 82-91 = B Discussion Board Responses 25% 72-81 = C 62-71 = D 0-61 = F

Required Textbooks:

Pedretti, L. W. & Early, M.B. (Eds.) Occupational therapy: Practice skills for physical dysfunction (5th ed.). St. Louis: Mosby.

Crepeau, E.B., Cohn, E.S. & Schell, B.A. (2003). Willard & Spackman’s occupational therapy (10th ed.). Philadelphia: Lippincott Williams & Wilkins.

Your choice of any neuroanatomy textbook for review of the brain and its systems. 5