This Term I course occurs during the Professional Identity stage of the OTA curriculum. It introduces students to occupational therapy practice utilizing the Occupational Therapy Practice Framework: Domain and Process, 4th Edition. Students learn about the collaborative roles of the occupational therapy assistant and occupational therapist as members of an interdisciplinary team. Students examine the profession's history, principles, philosophy, and theoretical foundations, while exploring how sociopolitical factors influence occupational engagement. The course emphasizes client-centered occupations as central to therapeutic intervention, investigating occupation-based models and developing skills to communicate the distinct nature of occupation to persons, groups, and populations. Personal and professional responsibilities, ethical decision-making, and professional conduct standards that guide practice are addressed. Upon completion, students will understand occupational therapy's scope, values, ethical foundations, and evidence-based approaches informing contemporary practice.

This is the concurrent practical applications course to OTA 110. The focus is on using hands-on experiences to understand human occupation and the language and concepts of the profession.

This course explores typical human development and occupational performance across the lifespan, examining physical, social, behavioral, and cognitive changes. Students will analyze how normative life tasks and occupational roles evolve in relation to environment and cultural contexts. The course addresses the impact of sociocultural, socioeconomic, and diversity factors on occupational engagement for individuals, groups, and populations. Key developmental theories, including those of Maslow, Erikson and Piaget will be examined and compared as they relate to normal development

This course establishes the foundation for the study of human movement. Students integrate knowledge from biological and physical sciences, neurosciences, kinesiology, and biomechanics to develop clinical reasoning skills essential for clinical practice. Through lectures and labs, weekly quizzes and final exams, students learn joint motions, muscle action and contractions, prime movers, and biomechanical principles. Through lab practical exams, students assess range of motion, strength, and analyze movement. Through the completion of a therapeutic occupations-based home exercise program, students incorporate therapeutic exercise and meaningful activities as interventions to support occupation and well-being. Through an intra-professional experience, students demonstrate effective communication with clients, care partners, and team members and demonstrate awareness of the principles of intra-professional team dynamics.

This course examines pediatric occupational therapy practice, focusing on common disabilities and conditions affecting children and adolescents. Students will explore the diverse practice environments where occupational therapists and assistants work with pediatric populations. The course provides comprehensive understanding of the pathology and dysfunction commonly encountered in this field, while analyzing occupational roles in both typical and atypical development from birth through 21 years. Human occupation theory and the unique occupational roles of children and adolescents will be examined in depth. Legal and ethical considerations specific to pediatric practice are integrated throughout the course.

This course provides a comprehensive foundation in pediatric occupational therapy, examining both theoretical frameworks and practical applications. Students will study common pediatric conditions and disabilities while learning the OT process for this population, including evaluation methods and evidence-based interventions. The course explores occupational roles and developmental milestones from infancy through adolescence, emphasizing how disability impacts function across various pediatric practice environments. Students will develop competency in key intervention areas including postural control, feeding, positioning, and handling techniques, sensory integration, caregiver training, age-appropriate activities of daily living, education, play and leisure, and the student role. Instruction in performance areas for occupational therapy intervention for the pediatric population is provided. Practical applications, including treatment planning, treatment interventions, and the use of assistive technologies for the pediatric population will be explored.

This combined lecture and lab course prepares students for work with persons, groups, and populations across the mental health and illness spectrum by integrating behavioral science principles with evidence-based practice. Students examine specific diagnoses, practice settings, scientific models, frames of reference, and safety issues while analyzing how sociocultural, socioeconomic, and diversity factors influence engagement in occupations. Students also examine the effects of mental illness and disease process on occupational performance. Through hands-on lab experiences, students learn assessment tools for evaluating client factors and occupational performance, and practice individual and group interventions. This course develops skills in group dynamics and therapeutic use of self through group process experiences.

Level IA Fieldwork is the first of two 30 hours, on site experiences which offers students direct interaction with persons, groups, and/or populations with mental illness. Through carefully selected participation, students will begin to integrate academic knowledge into practice. Weekly online Canvas assignments and corresponding classes will allow for sharing and processing experiences. Your NEIT faculty fieldwork educator will be present for onsite visits to assist in understanding the population, developing client rapport, therapeutic use of self, and group planning and facilitation skills. Fieldwork is an exciting first step in the transition from student to professional.

Level IB Fieldwork is the second of two 30-hour, on-site experiences which offers students direct interaction with the adult/geriatric population. Through observation and participation in practice settings, students will begin to integrate what they see in the community with their academic coursework, creating an opportunity for professional growth and development. The primary focus of this fieldwork experience will be to observe adults within a variety of service settings. Students also share and process their experiences in corresponding classes. These experiences will prepare students for Level II A and B (full-time fieldwork) in Terms 5 and 6.

This course examines pathology, dysfunction, and therapeutic interventions for adults with physical disabilities within occupational therapy practice. Students will gain knowledge of prevalent conditions encountered in clinical settings while applying the occupational therapy process to adult cases. The curriculum explores how physical disabilities and dysfunction impact an individual's ability to engage meaningfully in desired areas of occupation, including any safety concerns. Students will investigate community-based programs and explore evolving service delivery models specifically designed for the adult physical disability population, preparing them to practice in diverse healthcare environments while developing the clinical reasoning skills necessary to implement evidence-based interventions.

This course focuses on evaluation and treatment interventions for occupational therapy assistants working with adults who have physical and cognitive/perceptual disabilities. Through integrated lecture and laboratory experiences, students explore various practice models to plan, grade, adapt and deliver safe, evidence-based interventions that emphasize client-centered activities and occupations to enhance functional role performance. Using simulation, students develop their therapeutic use of self and strengthen clinical reasoning skills essential to the occupational therapy process. The curriculum covers functional and community mobility, assistive technology and adaptive devices, orthotic and prosthetic applications, therapeutic modalities, and technologies in clinical practice.

This course is designed to provide students with an understanding of the unique needs of older adults. Students will apply principles of physical rehabilitation and psychosocial practice to gain an understanding of geriatric occupational therapy practice. Students will learn therapeutic interventions aimed at both prevention of dysfunction and restoration of health in older adults. They will demonstrate an understanding of occupational roles in later life. Students will study treatment interventions, adaptive techniques, and environmental technology utilized to remediate dysfunction and maximize independence in elders. Students will discuss cultural issues and professional ethics as they relate to this population.

This course emphasizes professional reasoning, evidence-based practice, and understanding of contextual factors affecting service delivery while adhering to state and national practice guidelines. Students demonstrate understanding of essential professional skills such as documentation and reimbursement systems, business management, ethical practice, quality management, and interprofessional collaboration. Students demonstrate effective communication, leadership strategies and advocacy for the profession, and consumers through written work and group presentations. At the conclusion of this course, students are prepared to deliver quality occupational therapy services in diverse practice settings as they embark on their Level II fieldwork experiences.

The purpose of the first Level II Fieldwork is to develop competent, entry-level, occupational therapy assistant generalists by exposing students to different practice environments. Opportunities to engage in an emerging practice environment may be offered for either of the Level II Fieldwork courses. Working with occupational therapy recipients, students will participate in the evaluation process, planning and implementing intervention programs focusing on meaningful client-centered occupations, communicating effectively, and developing professional relationships. Students will work under the supervision of a COTA, OTR, or other healthcare provider who meets criteria as a fieldwork educator. Supervision in these environments will meet current standards set by ACOTE. All practice environments must have a signed written agreement with the university. The student and academic fieldwork coordinator will collaboratively select the practice environments.

This course provides students the opportunity to complete a capstone project in an area of interest as it relates to their fieldwork experiences. Through a combined partnership with faculty, students will select a project of their choice and present their findings in a professional presentation to their peers, faculty, and fieldwork educators. Evidence-based practice, synthesis of evidence, and research methods are emphasized. Students will also develop a professional portfolio, participate in a mock interview, and prepare for the national certification exam in preparation for clinical practice.

The purpose of the second Level II Fieldwork is to develop competent, entry-level, occupational therapy assistant generalists by exposing students to different practice environments. Opportunities to engage in an emerging practice environment may be offered for either of the Level II Fieldwork courses. Working with occupational therapy recipients, the student will participate in the evaluation process, planning and implementing intervention programs focusing on meaningful client-centered occupations, communicating effectively, and developing professional relationships. Students will work under the supervision of a COTA, OTR, or other health care providers who meet criteria as a fieldwork educator. Supervision in these environments will meet current standards set by ACOTE. All practice environments must have a signed written agreement with the university. The student and academic fieldwork coordinator will collaboratively select the practice environments.