"I learned a lot more about hippotherapy and its interventions. We don't talk about it much in class, so it was nice to see and experience. It was amazing to me to see the difference of engagement between when Lex was doing activities in the room with her mom near, and when she was on the horse. I liked that this simulation showed the research and why this is important. This shows how important it is to continuously keep up with the new research and know the reason why you are doing an intervention and how it can help your patient. I am definitely feeling more confident in my note taking and documentation skills. I still need to work on abbreviations and knowing the correct terms at times. However, this helped me realize I am getting better at it."--OTD Student
"I learned throughout this course it is important to always be safe and use contact guards while working with pediatric clients. Additionally, I learned with hippotherapy, many different areas of focus can help improve a client's occupational performance such as self-care, ADLS, sensory integration, postural stability, mobility, education, and motor skills. In hippotherapy, creating exciting and fun activities for the client to do while on the horse and before/after the horse will engage the client and will improve their quality of life and occupational performance. One action I can take to improve my future practice is to always have a backup plan while working with pediatric clients. I need to come up with fun and creative activities and interventions for the client to complete throughout the session to support their needs and improve their occupational performance. Additionally, I learned that in hippotherapy there are many different components besides just riding the horse, utilizing an activity analysis in my future practice can allow me to intervention plan and create goals for the client. I feel more confident in my skills after completing this simulation, I loved learning about hippotherapy and different ways to upgrade and downgrade interventions for a client."--OTD Student
By the end of this self-paced course, the learner will demonstrate foundational understanding of hippotherapy, a community-based intervention strategy, from an intraprofessional collaborative perspective.
Learners are introduced to the intraprofessional collaborative process, common evaluation tools, intervention strategies, documentation, and terminology related to hippotherapy.
Case Trailer
FREE PREVIEWClinEdWeb Instructions (Pre-Brief)
FREE PREVIEWMeet Fieldwork Educators (Pre-Brief)
FREE PREVIEWIntake and Referral Information
Referral Information Quiz
Funding Information
Clinical Pearl - Hippotherapy Vs. Therapeutic Riding - What is the difference?
Clinical Pearl - Indications and Terminology
Safety
Alexa Assessment Selection
FREE PREVIEWAlexa Assessment Preparation
Alexa and Parent Canadian Occupational Performance Measure (COPM) Interview
Client and Parent COPM Guided Interview Quiz
COPM Documentation
BOT 2 - Manual Dexterity Preparation
BOT 2 - Manual Dexterity
Alexa's performance on manual dexterity tasks
BOT 2 - Manual Dexterity Quiz
BOT 2 - Bilateral Coordination and Balance Preparation
BOT 2 - Bilateral Coordination and Balance
BOT 2 - Bilateral Coordination and Balance Quiz
BOT 2 - Strength, Agility, and Upper-Limb Coordination Preparation
BOT 2 - Strength, Agility, and Upper-Limb Coordination
BOT 2 - Strength, Agility, and Upper-Limb Coordination Quiz
BOT-2 Documentation
Preparation for Mounted Assessment
FREE PREVIEWMounted Assessment - Activity 1
Mounted Assessment - Activity 1 Quiz
Mounted Assessment - Activity 2
Mounted Assessment - Activity 2 Quiz
Mounted Assessment - Activity 3
Mounted Assessment - Activity 3 Quiz
Mounted Assessment - Activity 4
Mounted Assessment - Activity 4 Quiz
Wrap-Up
Wrap Up Quiz
Evaluation Form Documentation
FREE PREVIEWClinical Pearl - Improving gross motor function and postural control with hippotherapy (Abstract)
Evaluation Documentation
Intervention Planning: OT –OTA Collaboration and the Guidelines for Supervision, Roles, and Responsibilities
Intervention Documentation
Long Lining
Riding
Riding Quiz
Picking Carrots from Garden
Picking Carrots from Garden Quiz
Barn Activities
Barn Activities Quiz
Intervention Documentation Completion
Intervention Planning
Completion Checklist
FREE PREVIEWSummative Exam Preparation
FREE PREVIEWSummative Exam
ClinEdWeb Alexa Case Scenario: Simulation Effectiveness Tool -‐ Modified *Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2015)
By the end of this case scenario, learners will be able to:
❏ Identify common symptomology related to Down’s Syndrome.
❏ Recognize role of occupational therapy in a community-based practice setting.
❏ Demonstrate understanding of relevant client-centered intervention plan that is supportive of occupational performance.
❏ Recognize how hippotherapy supports occupational performance.
❏ Demonstrate understanding of the differences between hippotherapy and therapeutic riding.
❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level in children seeking hippotherapy services.
❏ Recognize funding sources for hippotherapy services.
❏ Complete point-of-service electronic documentation.
❏ Demonstrate understanding of who can provide hippotherapy services.
❏ Write relevant individual-centered goals.
❏ Document client progress.
❏ Recognize therapeutic-use-of-self elements as demonstrated by master clinicians.
❏ Demonstrate understanding of the hippotherapy evaluative process including parent/child interview, physical skill assessment, and mounted evaluation.
❏ Demonstrate understanding of the collaborative OT-OTA relationship during provision of hippotherapy services.
❏ Recognize the process and value of interviewing child and parent.
❏ Interpret evaluation data to inform occupation-based intervention planning.
❏ Recall use of and clinical reasoning for direct interventions that include occupations and activities, preparatory methods and tasks, education, and training.
❏ Recall the use of Occupational Therapy Practice Framework terminology.
❏ Recognize the evidence, purpose, and implementation of preparatory and occupation-based interventions.
❏ Identify the purpose, process, and interpretation of data collected from multiple evaluation tools.
❏ Create intervention plan that increases client-centered occupational participation.
The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in the “Alexa” Case Scenario.
Standard Number |
Skill |
Standard Definition |
Evidence of Standard Met |
| A.5.1. |
Curriculum—Preparation to Practice as a Generalist |
The curriculum must include preparation to practice as a generalist with a broad exposure to practice settings (e.g., school, hospital, community, long-term care) and practice areas, including new and emerging areas (as defined by the program). The curriculum must prepare students to work with a variety of populations including, but not limited to, infants, children, adolescents, adults, and older adults in areas of physical and mental health. |
Case Scenario is a community-based setting with a child receiving hippotherapy – often recognized as an emerging practice area. |
| B.3.2. |
Interaction of Occupation and Activity |
Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors. |
Parent/child interview, BOT-2, and mounted evaluation completed to guide occupation-based activities that enhance participation in school and play Parent and child Interview Completion of Case Scenario Formative and Summative assessments |
| B.3.6. |
Activity Analysis |
Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to formulate the intervention plan |
Completion of Intervention Plan assignment Completion of Case Scenario Formative assessment (questions related to clinical reasoning for selection of activities) Completion Certificate: Passing score on summative assessment (questions related to clinical reasoning for selection of activities) |
| B.4.1. |
Therapeutic Use of Self |
Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction |
Practitioner in the case scenario models therapeutic use of self |
| B.4.2. |
Clinical Reasoning |
Demonstrate clinical reasoning to evaluate, analyze, diagnose, and provide occupation based interventions to address client factors, performance patterns, and performance skills |
Interview Assessments addressing client factors, performance skills, and performance patterns Performance patterns, performance skills, and occupation-based interventions addressed in case scenario are based on results of assessments to include but not limited to: interview, BOT-2, mounted evaluation Completion of Electronic Initial Evaluation Form Completion of Case Scenario Formative assessment Completion Certificate: Passing score on summative assessment |
| B.4.3. |
Occupation-Based Interventions |
Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention |
Occupation-based interventions addressed in case scenario are based on results of assessments performed to include but not limited to: hippotherapy, gardening, ADL Completion of Electronic Initial Evaluation Form and intervention note Completion of Case Scenario Formative assessment Completion Certificate: Passing score on summative assessment |
| B.4.4. |
Standardized and Nonstandardized Screening and Assessment Tools |
Contribute to the evaluation process of (OTA) or evaluate (OTR) client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. Explain the importance of using psychometrically sound assessment tools (OTA) or Interpret evaluation findings of occupational performance and participation deficits (OTR) to develop occupation-based intervention plans and strategies. Intervention plans and strategies must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence. |
COPM Interviews with parent and client, BOT-2, and mounted evaluation assessments – look at normative/ qualitative data to make conclusions Completion of formative and summative exams with questions pertaining to data obtained from assessments. |
| B.4.5. |
Application of Assessment Tools and Interpretation of Results |
Select and apply assessment tools, considering client needs, and cultural and contextual factors. Administer selected standardized and nonstandardized assessments using appropriate procedures and protocols. Interpret the results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context). |
COPM Interviews with parent and client, BOT-2, and mounted evaluation assessments – look at normative/ qualitative data to make conclusions Completion of formative and summative exams with questions pertaining to data obtained from assessments. |
| B.4.6. |
Reporting Data |
Collect, analyze, and report data in a systematic manner for evaluation of client and practice outcomes. Report evaluation results and modify practice as needed. (OTR) or Under the direction of an occupational therapist, collect, organize, and report on data for evaluation of client outcomes (OTA) |
Completion of Electronic Initial Evaluation Form and intervention note |
| B.4.7. |
Interpret Standardized Test Scores |
Interpret criterion-referenced and norm referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity. |
Completion of Case Scenario Formative questions regarding assessment of the data Completion Certificate: Passing score on summative assessment Formative questions required understanding of normative/ qualitative data to make conclusions |
| B.4.8. |
Interpret Evaluation Data |
Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team |
Formative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers) Completion Certificate: Passing score on summative assessment (Occupational Therapy Practice Framework terminology is intentionally embedded in questions and answers) |
| B.4.10. |
Provide Interventions and Procedures |
Recommend and provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations. This must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy. |
Completion of Case Scenario Formative questions about intervention recommendation Completion Certificate: Passing score on summative assessment Completion of Electronic Initial Evaluation Form Occupation-based treatment and preparatory treatment methods including hippotherapy riding session, gardening, and barn ADL activities |
| B.4.15. |
Technology in Practice |
Demonstrate knowledge of the use of technology in practice, which must include: • Electronic documentation systems • Virtual environments • Telehealth technology |
Completion of Electronic Initial Evaluation Form and intervention note |
| B.4.21 |
Teaching–Learning Process and Health Literacy |
Demonstrate, evaluate, and utilize the principles of the teaching–learning process using educational methods and health literacy education approaches: · To design activities and clinical training for persons, groups, and populations. · To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience. |
Practitioner in the case scenario models clinical training and education for persons receiving services with health literacy considerations at appropriate age and education levels See question 4 of the Interview Quiz |
| B.4.23. |
Effective Communication |
Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness. |
Completion of Electronic Initial Evaluation Form and intervention note Verbal intervention planning with mom and client |
| B.4.24. |
Effective Intra-professional Collaboration |
Demonstrate effective intra-professional OT/OTA collaboration to: • Identify the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process. • Demonstrate and identify techniques in skills of supervision and collaboration with occupational therapy assistants |
OTR and COTA in the case study demonstrate OT/OTA collaborative process during provision of community-based hippotherapy services |
| B.4.26. |
Referral to Specialists |
For the OT, evaluate and discuss mechanisms for referring clients to specialists both internal and external to the profession, including community agencies. And for the OTA, identify and communicate to the occupational therapist the need to refer to specialists both internal and external to the profession, including community agencies. |
Discussion embedded in case scenario about how referrals play an integral role in this community-based setting. |
| B.4.27. |
Community and Primary Care Programs |
Evaluate (Identify and communicate) access to community resources, and design community or primary care programs to support occupational performance for persons, groups, and populations |
Case scenario is within the context of a community program that supports occupational performance |
| B.4.28. |
Plan for Discharge |
Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment. |
Completion of Electronic Initial Evaluation Form with goals and progress note Discussion during evaluation with parent regarding plan of care |
ACOTE Accreditation Standards adapted from: https://acoteonline.org
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