Course Information


Sharon A. Cermak
 EdD, OTR/L, FAOTA
Professor

Department of Occupational Therapy
http://people.bu.edu/cermak/ 

 

OT736 Seminar in Sensory Modulation

Course Description
This seminar will examine, in depth, one type of sensory processing disorder, that of sensory modulation. We will review methods of assessment and critically examine intervention for disorders of sensory modulation in selected populations.    We will examine single subject research for disorders of sensory modulation and develop a protocol to apply single subject research to clinical practice.  The course will utilize small group presentations and assignments.

Course Objectives
1.   To become familiar with the new framework for describing disorders of  sensory processing
2.   To become familiar with the different types of sensory modulation disorders and their characteristics: sensory over-responsivity, sensory under-responsivity, sensory seeking
3.   To examine in depth, the concept of sensory modulation, as seen in different clinical populations
4.   To become aware of methods to evaluate disorders of sensory modulation
5.   To become familiar with the following assessments: The Sensory Profile, The Short Sensory Profile, the Infant-Toddler Sensory Profile, or the Adolescent-Adult Sensory Profile, and  gain practice in administering and interpreting the Short Sensory Profile.
6.   To critique single subject intervention research in sensory modulation
7.   To design a single subject research protocol examining the effectiveness of the Wilbarger brushing protocol

OT 712 Perceptual Deficits:

Course Description
Analysis of occupational therapy theory and techniques for the evaluation and treatment of children with sensory integration and cognitive-perceptual deficits; consideration of developmental principles and theories of perceptual development in treatment planning.  Discussion of problems of sensory integration including sensory modulation and dyspraxia. Examination of the rationale for sensory integrative and cognitive-perceptual-motor programs.  Investigation of various theories of brain function, with discussion of plasticity, and recovery of function. 

Course Objectives
1.   To enable the student to develop a working definition of the following terms:  sensation, perception, cognition, sensory integration, sensory modulation, praxis, developmental coordination disorder and cognitive-perceptual deficits.
2.   To enable the student to become familiar with and develop an understanding of the various theories of cognitive-perceptual and sensory integration deficits.
3.   To enable the student to gain knowledge of the brain mechanisms underlying cognitive-perceptual and sensory integration abilities and disabilities.
4.   To enable the student to gain familiarity with the tests commonly used in occupational therapy for evaluation of cognitive-perceptual and sensory integration deficits.
5.   To enable the student to gain knowledge of theories and underlying principles of treatment of specific cognitive-perceptual and sensory integration deficits.
6.   To enable the student to develop a rationale and frame of reference for evaluating, program planning, and treating the child with cognitive-perceptual-motor and/or sensory integration deficits.

OT621 Evidence Based Occupational Therapy Practice III:

Course Description
In this era of evidence-based practice (EBP), rehabilitation service providers are increasingly expected to document the effectiveness of the services they provide to individuals with disabilities.  This graduate student course in occupational therapy is the third course in a sequence that develops skills and knowledge for evidence-based occupational therapy practice.   Applying knowledge gained in prior EBP courses, the course focuses on designing and conducting program evaluations and systematic examination of outcomes from one’s individual practice.   The course emphasizes practical approaches to defining and collecting relevant data on clients, occupation-based interventions and/or programs and occupation-based outcomes.  Such data are necessary to document the benefits of our services in terms that are meaningful to clients, families and payers.  

Content and activities in this course are coordinated and integrated with other courses students are taking in the same semester, particularly OT 502 Integrative Seminar III and LIFW.   The approaches for class sessions are lectures, discussions and in-class and out-of–class experiential activities.  Student performance is assessed with class participation, homework assignments, and a final group project. 

Course Objectives
After completing the course the student will be able to:

1.   Develop questions relevant to occupational therapy and/or rehabilitation services that are specific to intervention/program evaluation.
2.   Review existing program evaluation/services research literature and other sources to identify the most 3.relevant and highest quality evidence related to these questions
4.   Describe both quantitative and qualitative approaches to intervention/program evaluation
5.   Describe and apply goal attainment scaling to intervention/program evaluation
6.   Describe key domains and critically evaluate potential approaches to collecting information about clients served by specific interventions/programs
7.   Describe key features and critically evaluate potential approaches to collecting information about the delivery of specific interventions/programs
8.   Describe key domains and critically evaluate potential approaches to collecting information about the outcomes of specific interventions/programs
9.   Describe and critically evaluate contextual/environmental factors that may impact the delivery and outcomes of interventions/programs
10.   Apply a logic model methodology to the development of a plan to evaluate the outcomes of occupational therapy services for both individuals and groups of clients at both single intervention and programmatic levels.

OT 562 Processes of Assessment and Change (PAC I): Learning and Behavior Change

Course Description
This first course examines non-OT theories of learning and behavior change that underlie current OT theories and practice and examines the impact of specific clinical conditions on learning. The course provides foundation knowledge underlying occupational therapy theories and frames of reference.  

Course Objectives
By the end of the course, the student will be able to:

1.   Describe the historical and current perspectives of theories of change and their application to occupational therapy
2.   Describe, apply, and critically analyze multidisciplinary theories that facilitate the process of learning and behavior change
3.   Understand and describe the impact of cognition and related factors on learning and behavior from a client perspective, from a cultural-contextual perspective, and from an examination of brain-behavior relationships
4.   Demonstrate use of a variety of intervention procedures to facilitate skill learning and behavior change (e.g. shaping, chaining, fading, self-management, self-instructional techniques, scaffolding)
5.   Select and apply theories and methods for skill learning and behavior change for persons with disorders such as traumatic brain injury, schizophrenia, CVA, Parkinson’s, ADHD, DCD and for teaching caregivers
6.   Critically analyze literature and evidence for principles, procedures and programs of intervention approaches for specific populations

OT317 Professional Preparation Seminar for Occupational Therapy

Course Description
Preparation for the OT professional program through participation in a practicum experience and critical discussion. Emphasis on developing independent and reflective learning, critical reasoning skills, and professional behaviors required for effective participation in graduate-level curriculum. Students will examine key issues in health and disability, culture, and values as they influence occupational therapy practice. Includes both a seminar and practicum component. Junior students in the BS/MSOT program only, 4 credits, either semester.

Course Objectives

1.   Students will understand how to be self directed learners and further develop these skills
2.   Students will explore their own values, feelings and backgrounds about disabilities and culture and reflect on the impact of these on their roles as future health care providers
3.   Students will value culturally competent practice, and will gain skills and knowledge to enhance their practice
4.   Students will gain an appreciation for strengths of individuals with disabilities and their families, and will gain skills and knowledge to enhance their practice
5.   Students will demonstrate skills in obtaining, reviewing and integrating professional literature
6.   Students will develop proficiency with APA formatting for newsletters, journal articles, book chapters, books, web-based documents, and personal communications.
7.   Students will develop skills related to clinical observations, oral and written communication, and professional behavior

OT320: Research Methods: Evidence Based Practice

Course Description
This two-semester course focuses on establishing evidence-based practice through a critical thinking process involving the basic elements of scientific inquiry, research design, statistical analysis, and interpretation of the research literature. Course activities include literature reviews, group discussions, lab activities, critical analyses of instruments and interventions relevant to occupational therapy practice. Students will develop critical reasoning skills for interpreting the research literature, determining if research evidence supports a given practice, and translating evidence-based findings into the clinical setting.

Primary Objective of Course:
To increase students’ ability to collect and examine evidence from published research literature to answer practice questions.

Objectives:
Through participation in classroom discussion, labs, individual and small group projects, and written assignments, the student will be able to:

1.   Articulate the need for evidence-based practice in occupational therapy and the role of scientific inquiry and research in this process
2.   Develop evidence-based questions and use appropriate library, internet, and other resources to access relevant research to answer these questions

     

     

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    Last Updated 4/25/06
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