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  • Curriculum

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  • Learning Objectives

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  • ACOTE Standards

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Description

In this interactive case scenario you assume the role of fieldwork student in an outpatient pediatric setting assisting with the assessment and treatment of a child with a diagnosis of Convergence Excess and Ocular Motor Dysfunction.

Course Curriculum

Meet Your Instructor

OTR

Laura Lange

Laura Lang, OTR has over 20 years of experience in pediatrics.

Learning Objectives

By the end of this case scenario, learners will be able to:

❏ Glean salient information from a chart review.

❏ Identify terminology and common symptomology pertaining to visual impairment diagnoses.

❏ Recognize role of occupational therapy in pediatric outpatient vision rehabilitation.

❏ Complete relevant client-centered activity analysis that is supportive of occupational performance.

❏ Recognize common treatment modalities related to vision rehabilitation with children.

❏ Demonstrate understanding of common symptomology related to visual impairment in children.

❏ Identify commonly used evaluation tools appropriate for assessing baseline performance skill level in children with visual impairment.

❏ Complete point-of-service electronic documentation.

❏ Write relevant individual-centered goals after completing assessments.

❏ Document client progress in electronic SOAP note format.

❏ Recognize therapeutic use of self elements as demonstrated by master clinician.

❏ Demonstrate understanding of the evaluative process of the Bruininks-Oseretsky Test (BOT) of Motor Proficiency.

❏ Demonstrate understanding of the evaluative process of an oculomotor assessment.

❏ Demonstrate understanding of the evaluative process of the Motor-free Visual Perception     Test (MVPT).

❏ Demonstrate understanding of the evaluative process of a leisure/ interest checklist and how     this relates to treatment planning.

❏ Recognize the process and value of interviewing child and parent

❏ Interpret evaluation data to inform occupation-based treatment 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 in pediatric practice.

❏ Recognize the evidence, purpose, and implementation of preparatory and occupation-based      treatments.

❏ Identify the purpose, process, and interpretation of data collected from multiple evaluation tools.

❏ Recommend direct interventions, including vision hygiene education to support successful participation.

❏ Understand use of technologies for training and home exercise programs.

ACOTE Standards Addressed:

The following 2018 Accreditation Council for Occupational Therapy Education (ACOTE) Standards are addressed in the “Cole” Case Scenario.

Standard Number
Skill

Standard Definition


Evidence of Standard Met


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.

Oculomotor, fine and gross motor, and perception assessments completed to guide occupation-based activities that enhance participation in school and play

Activity Analysis documentation

Parent and child Interview

Completion of Case Scenario Formative and Summative assessments





B.3.5.
Effects of Disease Processes

Analyze and evaluate the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.



Evaluation of  oculomotor, fine and gross motor, and perception skills

Effects of prematurity and concussion

Parent and child Interview

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment





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 activity analysis 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

Note Cole brings the therapist a drawing he made as a “gift” demonstrating a positive rapport and reflection of 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



Chart review

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: Hand-eye coordination activities, convergence activities (both preparatory and occupation-based, and vision hygiene education to support participation

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: leisure activities (golf and archery) and website games

Completion of  Electronic Initial Evaluation Form and progress notes

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.

BOT-2, MVPT, Oculomotor screen, and interview assessments – look at normative/ qualitative data to make conclusions

Chart review

Completion of  Electronic Initial Evaluation Form 

Completion of formative and summative exams with questions pertaining to data obtained to develop goals and treatment plan addressed in initial evaluation form.





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).

BOT-2, MVPT, Oculomotor screen, and interview assessments – look at normative/ qualitative data to make conclusions

Chart review

Interview

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment






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 daily progress note which includes goal writing and understanding of data
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 assessment

Completion Certificate: Passing score on summative assessment

BOT-2, MVPT, Oculomotor screen, and interview assessments – look at 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 assessment

Completion Certificate: Passing score on summative assessment

Completion of  Electronic Initial Evaluation Form

Occupation-based treatment and preparatory treatment methods including visual hygiene and Brock string education and training are provided






B.4.11.

Assistive Technologies and Devices



Assess the need for and demonstrate the ability to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.
Occupation-based interventions addressed in case scenario embed use of assistive technologies such as slant board, Eye Can Learn Website, Brock string to foster participation

B.4.15.
Technology in Practice

Demonstrate knowledge of the use of technology in practice, which must include: · Electronic documentation systems



Completion of Electronic Initial Evaluation Form and progress notes
B.4.18.

Grade and Adapt Processes or Environments



Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.

Modification of environment to include vision hygiene techniques such as slant board at work station to modify work and play activities

Completion of Case Scenario Formative assessment

Particular attention to the grading of activities is verbalized during treatment






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
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 progress note
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 and progress note

Discuss in discharge planning session after initial evaluation regarding plan of care




ACOTE Accreditation Standards adapted from: https://acoteonline.org

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