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  • Curriculum

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  • Learning Objectives

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  • ACOTE Standards

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Description

By the end of this course, the learner will demonstrate foundational understanding of occupational therapy pediatric telehealth evaluation and intervention. Learners are introduced to common evaluation tools, intervention strategies, assistive technologies, documentation, and terminology during the assessment and treatment of a child with handwriting challenges. Upon completion the learner will receive a Certificate of Completion that can be shared with instructors.

Course Curriculum

  • 2

    Client Performance Skills: Telehealth Evaluation

    • The Penmanship Lab Inquiry Form

      FREE PREVIEW
    • The Penmanship Lab Inquiry Form Quiz

      FREE PREVIEW
    • Evaluation Tools Selection

      FREE PREVIEW
    • Download Evaluation Form

    • Parental Interview

    • Parental Interview Quiz

    • Client Interview

    • Client Interview Quiz

    • Visual Motor/ Perception Evaluation

    • Visual Motor/ Perception Evaluation Quiz

    • Handwriting Assessment Documentation Form

    • Handwriting Fluency and Legibility Worksheet

    • Handwriting Fluency and Legibility Evaluation

    • Handwriting Fluency and Legibility - Client Performance

    • Handwriting Fluency and Legibility Quiz

    • Handwriting Proficiency Worksheet

    • Handwriting Proficiency

    • Handwriting Proficiency - Client Performance

    • Handwriting Proficiency Quiz

    • Gross Motor Assessment

    • Gross Motor Quiz

    • Cutting with Scissors Assessment

    • Cutting with Scissors - Client Performance

    • Cutting with Scissors Assessment Quiz

    • Writing Uppercase Letters

    • Writing Uppercase Letters - Client Performance

    • Writing Uppercase Letters Quiz

    • Writing Lowercase Letters

    • Writing Lowercase Letters - Client Performance

    • Writing Lowercase Letters Quiz

    • UE and LE Coordination

      FREE PREVIEW
    • UE and LE Coordination Quiz

      FREE PREVIEW
    • Posture Assessment

    • Posture Assessment Quiz

    • Intervention Planning with Parent

    • Intervention Planning with Parent Quiz

  • 3

    Assessing the Data

    • Intro to Assessment of Data

    • Overall Assessment of Handwriting

    • Overall Handwriting Assessment Quiz

    • Assessment of Visual Motor Integration Skills Quiz

    • Cutting with Scissors Assessment Quiz

    • Sitting Posture for Handwriting Assessment Quiz

    • Proficiency Assessment Quiz

    • Results Discussion with Parent Introduction

    • Results Discussion with Parent

  • 4

    Client Intervention

    • Introduction to Intervention

    • Craft Project

    • Craft Quiz

    • Handwriting Part I

    • Handwriting Part I Quiz

    • Gross Motor Activity

    • Gross Motor Activity Quiz

    • Handwriting Part II

    • Handwriting Part II Quiz

    • Visual Integration Activity

    • Visual Integration Activity Quiz

    • Intervention Session Wrap-Up

    • Intervention Session Wrap-Up Quiz

    • Debrief with Parent

    • Debrief with Parent Quiz

    • Intervention Planning

Meet Your Instructor

MS, OTR/L

Leslie Catlett

The Penmanship Lab, LLC is owned and operated by Leslie Catlett MS, OTR/L. She is an academically trained and clinically experienced therapist. Leslie identifies and remediates deficits in child handwriting. The mission of the Penmanship Lab: (1) Provide high-quality instruction/coaching and tools to improve legibility. (2) Design and implement a curriculum based upon individual needs/concerns. (3) Maintain a nurturing and fun format via a virtual classroom. Leslie holds a B.S. in Chemistry/Minor in Agriculture (Murray State University) and an M.S. in Occupational Therapy (University of Wisconsin-Madison). She is currently practicing in a virtual school-based setting. Leslie provides services to students grades K-12 nationally and internationally. She has experience in hospital-based rehabilitation, skilled nursing, and online public school settings. Additionally, Leslie is a community volunteer and private elementary tutor. She is passionate about providing children with the tools and knowledge of handwriting and fine motor skills for academic success and beyond.

Learning Objectives

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

❏ Identify terminology and common symptomology pertaining to handwriting dysfunction.

❏ Recognize role of occupational therapy in pediatric telehealth.

❏ Complete relevant client-centered intervention plan that is supportive of occupational performance.

❏ Recognize common pediatric telehealth interventions to support occupational performance.

❏ Demonstrate understanding of common symptomology related to handwriting challenges.

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

❏ Complete point-of-service electronic documentation.

❏ Write relevant individual-centered goals.

❏ Document electronic client progress tracking form.

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

❏ Demonstrate understanding of the telehealth evaluative process of the Handwriting Fluency and Legibility and Handwriting Proficiency assessments.

❏ Demonstrate understanding of the evaluative process of a telehealth gross motor assessment.

❏ Demonstrate understanding of the evaluative process of telehealth visual integration.

❏ Demonstrate understanding of the evaluative process of telehealth ergonomics.

❏ 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 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 and technologies to increase school-based occupational participation.

ACOTE Standards Addressed:

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

Handwriting, visual integration, gross motor, cutting with scissors, bilateral coordination, and posture assessments 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 completed 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: interviews, visual integration, gro

Completion of handwriting, visual integration, gross motor, cutting with scissors, bilateral coordination, and posture assessments 

Electronic Initial Evaluation Form

Completion of Case Scenario Formative questions

Completion Certificate: Passing score on summative exam






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: craft activity, handwriting, visual integration video game, and gross motor activity

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.

Interviews with parent and client, Handwriting Fluency and Legibility, Handwriting Proficiency, Gross Motor, and Visual Integration 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).

Interviews with parent and client, Handwriting Fluency and Legibility, Handwriting Proficiency, Gross Motor, and Visual Integration 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 daily progress 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 visual integration games, craft activity, gross motor activity, and handwriting








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, seating ergonomic supports, small “golf” pencil, telehealth technologies, and digipuzzle

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 progress note

Use of Zoom platform for telehealth evaluation and intervention, sharing of screen, digipuzzle.com



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 at schoolwork station to modify schoolwork and play activities applying ergonomic principles

Completion of Case Scenario Formative assessment








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

Discussion in intervention planning session with parent after initial evaluation regarding plan of care





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

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