Description

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. 

Course Content

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  • Curriculum

    Find below curriculum with specific course content - videos, assessments, treatments, resources, documentation forms

  • Learning Objectives

    Comprehensive list of learning objectives for this course found below

  • ACOTE Standards

    Scroll down to view the ACOTE standards addressed in this scenario

Departmental Pricing

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Course Curriculum

  • 1

    Introduction (Pre-Brief)

  • 2

    Evaluation

    • Alexa Assessment Selection

      FREE PREVIEW
    • Alexa 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 PREVIEW
    • Mounted 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 PREVIEW
    • Clinical Pearl - Improving gross motor function and postural control with hippotherapy (Abstract)

    • Evaluation Documentation

  • 3

    Intervention

    • 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

Meet Your Instructors

OTR/L

Alicia Oestreich

CTRI, COTA/L

Emily Gonzalez

Learning Objectives

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.


ACOTE Standards Addressed:

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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