DOCUMENT RESUME ED 078 172 VT 020 340 TITLE Occupational Therapy Curriculum Guides Developed Through a Task Analysis Procedure. Development of Occupational Therapy Job Descriptions and Curricula Through Task Analysis. Report Number Two: Appendices. INSTITUTION Ohio State Univ., Columbus. School of Allied Medical Professions. SPONS AGENCY Public Health Service (DHEW), Washington, E.C. PUB DATE 72 NOTE 199p. AVALLABLE FROMOccupational Therapy Division, School cf Allied Medical Professions, College of Medicine, Ohio State University, 1583 Perry St., Columbus, OH 43210 ($6.00. for set) EDRS PRICE MF-$0.65 BC-$6.58 DESCRIPTORS Curriculum Development; Curriculum Guides; Educational Resources; *Evaluation Techniques; Health Occupations Education; *Instructional Media; Job Analysis; Occupational Therapists; *Occupational Therapy; Oc6upational Therapy Assistants; *Resource Materials; Student Evaluation; Subprofessionals; Task Analysis; Task Performance; *Teaching Methods ABSTRACT Designed to accompany a set of curriculum guides, available as VT 020 339 in this issue, these appendixes contain teaching strategies and resources suggested in the curriculum modules developed for four levels of performance in an occupational therapy program. Included are:(1) a discussion of interactive teaching strategies and suggested teaching methods, (2)a discussion of evaluation theory and description of a set of procedures for evaluating student performance, (3) a listing of available instructional media, including the source and costs of commercially produced transparencies, games and simulations, films, slides, videotapes, and programed instruction, (4) a listing of suggested references by curriculum, modules for each of the four curriculum levels, including references for the occupational therapy aide, technician, therapist, and consultant, and (5) procedures used to develop the selection specifications (required prior learnings) for each of the four curriculum levels. Other related publicationsare available as VT 020 338 and VT 020 341 iwthis issue.(SB) 7:7717, 4 ,)(.14k,,. ZLI81.0 03 ion ilARtni itrarmj $1%.4 1411'71nwts hmti iNami NEI 111111 Ere U S DEPARTMENT OF HEALTH EOUCATION &WELFARE NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEFN REPRO DUCE° EXACTLY AS RECEIL ED FROM APPENDICES THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRF SENT OFFICIAL NATIONAL INSTITUTE OF Report Number Two EDUCATION POSITION OR POLICY Department of Health, Education and Welfare Grant #5 D02 AH 00964 01, 2 conducted under the direction of Kathryn T. Schoen, Ph. D. "Development of Occupational Therapy Job Description, and Curricula Through Task Analysis" OCCUPATIONAL THERAPY CURRICULUM GUIDES DEVELOPED THROUGH A TASK ANALYSIS PROCEDURE John S. Camiscioni, M.A., Co-Director Rosa M. Hartsook, O.T.R., Project Administrator Robert S. Bloom, M. Ed., Curriculum Specialist Gwyn D. Angus, Ph.D., Evaluation Specialist Laurie H. Jones, A.B., Research Assistant SCHOOL OF ALLIED MEDICAL PROFESSIONS College of Medicine The Ohio State University Columbus, Ohio 43210 The work presented on reported herein was petlioued pursuant to a Grant tom the U.S. DepaAtment o5 Heath, Education and WetliaAe, Pubtic Health Sttvice. However, the opinions expressed herein do not neceAaaitity Aeitect the poaition on poticy os the U.S. Department os Heatth, Educa- tion and WetliaAe, and no olitidat endorsement by this *Sat Ahmed be in6eAAed. The worth presented on reported heAein was prepared with conisuttation and (144.iStance ecom members os The American Occupational Therapy Association, Inc. The opinions expressed herein, however, do not new...ma/Lay rested the position on policy o s The American Occupational. The/mpg Association, and no oligeiat endorsement by the Association 4houtd be inliemed. Requests son inpuation concerning academic standards and accAeditation procedures should be addice6.6ed to the American Occupational Therapy Association. APPENDIX A INTERACTIVE STRATEGIFS AND TEACHING METHODS If INTERACTIVE STRATEGIES AND TEACHING METHODS' In the literature of education, the teachingprocess has been defined in different ways. For the purpose of this guide, a definition of teaching delineated by Dr. John B. Hough is used. "Teaching is the act of instruction which involves creating, using and modifying instruc- tional strategies in a classroom or clinical situationto achieve speci- fied performance objectives."2Teaching is therefore an interactive process where the teacher or student use a pattern of behavior involving a reciprocal communication process between two or more people at a time. Some key behaviors in the interactive process are defined below: 1. Initiation of Substantive Information- All instances in which substantive information is given at the initiation of either teacher or students. 2. Solicitation of Information - Verbal behaviors which typi- cally take the form of a question, direction,or command or non-verbal behaviors such as gestures, voice modula- tion, etc. 3. Responses to Solicitation - A direct answer toa question or a response to a direction or command and may involve knowledge, skills, or feelings states. 4. Clarification - The process of helping aperson who emitted a response or question become more aware of his own be- havior or helping a person responding toa behavior under- stand the meaning or implication of the behavior. 5. Corrective Feedback - Student or teacher responsesto state- ments that can be considered incorrect or inappropriate by commonly accepted definition, customconvention, or some form of empirical verification. 6. Confirmation - An indication of teacheror students of the correctness or appropriateness of behaviors by commonly accepted customs, convention, or empirical verification. 7. Acceptance - A response by either teacheror students which portrays an unconditional regard for anotherperson or for what another person said. 8. Positive Personal Judgment- Behaviors with a positive value connotation which praise, reward,or encourage. 9. Negative Personal Judgment- Behaviors with negative value connotations which criticizeor reject ideas or feelings. 1. Information contained in this sectionwas adapted from John B. Hough and James K. Duncan, Teaching: A Descriptionand Analysis, Reading, Massachusetts: Addison-Widey Publishing Co:,1970. 2. Ibid., p. 6. A-3 A way to organize the above interactive behaviors is within thecontext of four instructional strategies. These strategiesare: 1. Direct communication strategy T -, S T=teaci.er 2. 'Teacher-student :nteractive strategy T <----> S S=student 3. Student group activity strategy S <---- S A=artifact I: fl 4. Independent strategy S <"--7 A I. The direct communication strategy suggests a teachingmethod in which the primary activity is the dissemination of information. In a situation which is a true expositionof informatidn certain kinds of behaviors on the part of both teachers and students shouldappear. Teacher behaviors might include: initiation of substantiveinforma- tion (behavior #1) or silence and student behaviors mightinclude such covert studentresponses as confirmation (behavior #6), acceptance (behavior #7), positiveor negative personal judgment (behavior #8 and #9)sandother non-verbal feedback. 2. The teacher-student interactivestrategy suggests a teaching method where the teacher plays the roleof or is perceivedas the leader. The behaviors in this strategy which are usually displayedby the teacher include: initiation of substantive information,solicita- tion of information, clarificationof response, confirmation, acceptance, or positive and negativepersonal judgment. Student behaviors might include: response to solicitation, initiation of information, solicitation ofa response, clarification, corrective feedback, acceptance, or positiveor negative personal judgment. The teacher can solicit responses which are either convergentor divergent. Convergent responses are those inwhich only one answer is acceptable, and divergentresponses are those in which creativity, personal perceptions,or many answers are acceptable. 3. The student-group activityinteraction suggestsa teaching method in which the teacher is not theacknowledged leader andmay or may not be present. Students, in this strategy,assume the responsibility of directing or carryingon learning. Student behaviors might include: initiation of information, solicitation,response to solicitation, clarification, corrective feedback,confirmation, acceptance,or positive or negative personal judgment. If the teacher ispart of the group, then teacher behaviorsmight be any of the previously mentioned student behaviors withan emphasis on clarification. 4. The independent strategysuggests a method in which the student works with some kind of artifact (suchas a book, a film, a patient, a modelsor anything which is judgedto be an instructional value). The teacher serves as a guide or mentor of the student. Student behaviors in this strategy might be heavily oriented to: initiation A-4 of information, solicitation of response, and clarification. The teacher may behave in the manner mentioned in the student-group activity strategy. These strategies and behaviors have been identified for the purpose of teachers using observational systems to analyze their own behavior. Formal observational systems such as those developed by Ned Flanders, John Hough, and others can help a teacher analyze his teaching behavior as it relates to his daily instructional objective and thus improve his instruction.