What Students are Saying

"This was a great case to share. I learned a lot about OI and Eve was an amazing client. So positive and motivated to succeed".--MSOT Student

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

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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 primary diagnosis of Osteogenesis Imperfecta.

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 safety elements related to OT intervention of persons with fragile bones

❏ Identify terminology and common symptomology pertaining to Osteogenesis Imperfecta (OI), Attention Deficit Hyperactivity Disorder (ADHD) and Sensory Processing Disorder (SPD) 

❏ Recognize role of occupational therapy in pediatric outpatient rehabilitation.

❏ Recall mobility devices and assistive technology that is supportive of occupational performance

❏ Demonstrate understanding of pharmacology used to alleviate symptomology commonly associated with OI, ADHD, and SPD

❏ Identify commonly used self-care, sensory, and physical evaluation tools appropriate for assessing baseline performance skill level

❏ Complete point-of-service electronic documentation

❏ Write relevant individual-centered goals after completing assessments

❏ Recognize pain assessment procedures

❏ Demonstrate understanding of the evaluative process and scoring of the Roll Evaluation of Activities of Life (The REAL)

❏ Demonstrate understanding of the evaluative process of functional active range of motion

❏ Demonstrate understanding of the evaluative process of postural alignment

❏ Demonstrate understanding of the evaluative process and scoring of pinch and grip strength

❏ Demonstrate understanding of the evaluative process and scoring of the Adolescent and Adult Sensory Profile

❏ Recognize the process 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 assistive technology, to support safety and participation

❏ Understand use of service animals in and outside of OT intervention

❏ Recognize the process and reasoning for referring clients to specialists external to the OT profession


ACOTE Standards Addressed:

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

Strength (grip and pinch), self-care, posture, AROM, sensory pattern assessments

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  strength (grip and pinch), self-care, posture, AROM, and sensory patterns

Precautions related to OI diagnosis and impact on ADL

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 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.3.7.

Safety of Self and Others


Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention.

Throughout the case scenario the user is alerted with verbal, visual, and written prompts about safety concerns such as respect for pain, risk of bone fractures, potential injury considerations related to hypermobility of joints

Completion of Case Scenario Formative/ Summative assessments (questions address safety)



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



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: Gross and fine motor activities, sensory activities, meal prep and w/c propulsion

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: meal prep and w/c propulsion

Goals are also written for dressing and grooming tasks not shown in the scenario but clinical reasoning is provided for these occupation-based interventions to address client factors.

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.

Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative 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).

Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative 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 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

Self-care and Sensory Profile, interview, AROM, postural alignment, grip and pinch assessments – look at normative 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 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 meal prep adaptives to foster participation and use of service animals to promote safe participation

B.4.13.
Functional Mobility
Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices

Wheelchair propulsion training with service dog provided

Physical transfers in/ out of w/c

Completion of Case Scenario Formative assessment

Completion Certificate: Passing score on summative assessment




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.

Evaluation of Physical Environment/ Home Evaluation and adaptations

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
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
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.
Therapist in scenario models the process for referring the client to an external profession due to concern being out of scope of practice of OT during interview.
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

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

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