Part A Screening Report and Part B Intervention Plan:

Part A Screening Report Content will include:

1. A brief description of the facility you visited- physical environment, the culture and values of centre including expectations on children. (up to 75 words)

2. An occupational profile for a child in the facility including the child’s approximate chronological age in years and months (500 words). This profile will include

• The child’s areas of strengths as identified by the teacher, parent, child, and from your completion of the ASQ-3.
• Any identified areas of concern from the teacher, parent, child, or identified as needing monitoring or follow up in the ASQ-3.

3. Summarise what the child’s ASQ-3 score means in relation to their expected level of participation and development. (75 words)

4. Correctly identify which of the 3 follow up action options on the report template are relevant for this child

You will need to gather information from a range of sources to complete this task. Ensure you present the information in an objective and factual manner. The screening report must have an overall Flesch-Kincaid readability level of Grade 6 or lower. This requires a score of <7.0. To lower a high readability score- one idea, one sentence; use short sentences; use words with fewer syllables; use dot points.

Appendix 1 will contain (not for distribution to fieldwork host):

• A completed consent form from the child’s legal guardian
• The completed ASQ-3 forms and scores.
• Relevant comments or additional observations in the ASQ-3 age specific templates to help justify your scoring.
• Child details accurately reported on the ASQ-3 first page and signed and dated scoring summary sheet.
• Evidence of your screening report Flesch-Kincaid readability level which must be less than 6.0.
• References for at least 2 professional sources that support your interpretation of the ASQ-3 results.
• The reference for the ASQ-3 screening tool

Appendix 2 will contain (not for distribution to fieldwork host):

• The completed TOES form with clear comments about your observations justifying every rating.
• The reference for the TOES publication source

Part B Intervention Plan: (1000 words± 10%)

You will use the information from the screening outcome report to develop a tailored five X 60 minute session plan for intervention with the child. The plan will be submitted for marking, returned to you with suggested changes you need to make before implementation with a child at fieldwork in weeks 7-11.

1. Use the information you gather from the TOES (Parham & Fazio, 2008, p. 81) to analyse the physical, social and cultural supports and barriers to occupational performance present in the context. Include your reasoning why you think these factors supported or hindered the child’s performance. (100 words)

2. Complete information in a table that clearly outlines each of the five sessions you aim to carry out with the child. Provide details for each activity, the duration, resources (spaces, equipment, support) and preparation needed. Grade activities to anticipate increased performance over time. Provide evidence that supports your choices. (600 words)

3. Reflect on any knowledge and skills you still need to develop in relation to working with children. The knowledge gaps you identify here should relate to the priorities for goals you write in the table below. (150 words)

4. Write 2 SMART goals for your own learning to improve your knowledge or skills. (50 words)

5. For each goal, write 2 realistic, achievable and relevant strategies. Your strategies will clearly describe the steps and actions you will take to achieve your learning goals. (100 words)

1. Contextual description (2 marks)

2. Occupational profile of child’s strengths (4 marks) and areas of concern (4 marks)

3. Recording and analysis of ASQ-3 results (5 marks)

4. Analysis of supports and barriers using TOES results & implications for child’s Occupational Performance (2 marks)

5. Intervention plan for five sessions addresses ASQ-3 areas of concern identified and provides evidence to support each activity selection (15 marks)

6. Analysis of own learning demonstrates thoughtful insight into areas for development & relevant goals and strategies to address learning needs (3 marks)

Reflection and reasoning for selected paediatric case histories.

This assessment is designed to allow you to develop new knowledge and apply it to cases commonly seen in occupational therapy paediatric practice.

You are required to complete 5 worksheets for a selection of case histories.

You will also submit an accurate and truthful record of your attendance at fieldwork in your Fieldwork Hours log (not assessed).

The worksheets will record your reflections and clinical reasoning about assessment and intervention for a case study of children who may be referred to occupational therapy. The child conditions in the case histories may include cerebral palsy, global developmental delay, autism spectrum disorder, developmental coordination disorder, genetically related intellectual impairment, or ADHD.

During class in weeks 5-10, we will discuss the case history worksheets to be submitted in your portfolio. You are permitted to use the class discussions as a basis for your responses, however all your responses must be your own original work and not copied from other students.

These cases will also help you prepare for the conditions you will encounter 25% oral viva presentation in exam week. The Case History worksheets with questions you must respond to, are available from links below and in the Assessment Resources folder on Moodle.

Portfolio Word Count:

As a guide, each 5 question worksheet should require responses of no more than 250 words in total.

Each 10 question worksheet should require responses of no more than 500 words in total.

You are permitted to write your responses in dot point format to keep your responses as concise as possible.

Overall it is expected your total word count for the portfolio will be 2000 words ± 10% ie between 1800-2200 words.

As each worksheet contains specific questions with different requirements and different weightings, marks and part marks will be allocated for correct, concise and completely relevant responses that reflect best available evidence. You may provide references to support your responses although the references will not be directly marked.

Please see 40% Portfolio Instructions 2017 for a detailed breakdown of criteria and marks allocated for each question in the Week 5-10 worksheets.

As a guide, responses will be marked according to the following scheme:

Clinical reasoning for a paediatric case study.

This assessment is designed to allow you to synthesise the knowledge you have gained in OCCT12003 and earlier units of study. You will apply several components of the OT Practice Process and your professional reasoning skills to an authentic paediatric case. You are required to participate in a 20 minute Oral Viva presentation. Oral communication with professional colleagues, children and their families is an important professional skill for you to master.

The Viva will relate to your clinical reasoning about assessment and intervention for a case study of a child referred to occupational therapy. You will be allocated one of 6 different cases to discuss during the Oral Viva. The 6 cases will contain a selected range of paediatric conditions and assessments we have looked at across the term. Each case will focus on one condition and one assessment tool. The paediatric assessment tools that may be included are: Bayley Scales-3 (fine and gross motor subtests only), BOT-2, CAPE/PAC, PEGS, PDMS-2, and the Symbolic Play Test. The child conditions in the case history may include cerebral palsy, global developmental delay, autism, developmental coordination disorder, genetically related intellectual impairment, or ADHD.

You may bring one A4 page (back and front) of handwritten notes into the Viva- these will be checked before admittance. In your Oral Viva you will:

• Arrive 30 minutes before your allocated viva time.
• Be supervised to read the written case history for 20 minutes. You may make additional written notes during the case perusal to take into the oral viva relating to the case. You may not have access to your phone or other internet devices during the case perusal or Oral Viva. You must not discuss the case with any of your peers until after all students from both campuses have attended.
• Be asked the following questions about the case from the information provided in the child’s written history:

1. Use your scientific reasoning skills to describe what type of assessment was used with the child in the case history. You must be able to explain if the assessment uses a top down or bottom up approach, if it is norm/criterion referenced, which aspect/s of ICF it looks at, and how occupation centred the assessment is.
2. Use your scientific reasoning skills to explain why the assessment tool was suitable or unsuitable for use with this child. Consider the purpose, validity and reliability of the tool, age groups and conditions the tool was designed for, how long it takes to administer, how it is scored and who administers it.
3. Using your procedural reasoning, demonstrate confident administration of 3 of the items, from the assessment used with the child. The assessment and any test kit equipment and test forms available will be present during the viva.
4. Using your narrative reasoning skills, describe the child’s strengths and challenges from the information given in the occupational profile.
5. Use your diagnostic reasoning skills to identify any environmental supports and barriers related to the child’s occupational performance.
6. Use your emerging ethical and conditional reasoning skills to justify one occupation focussed goal for the child over the next 6 months. Write this goal in a SMART format.
7. Use a combination of your developing professional reasoning skills to describe two occupation focused interventions you would choose to implement with the child over the next 6 months to address the identified goal. Explain what theoretical approach you would use, how and where the intervention would be carried out, and how you would negotiate to involve the child and any other stakeholders.

Time limit: There is a fixed time limit for this assessment. Any information you do not orally present within the allocated 20 minutes will not be marked.

Due Date: Oral Viva to be scheduled during Exam Week 1. The Viva date and schedule will be confirmed after the Exam schedule is published.

1. Accurately and comprehensively describes type of assessment used (10 marks)

3. Demonstrates correct environment set up and simulated administration of 3 items from an assessment tool (15 marks)

4. Comprehensively identifies all strengths, challenges, supports and barriers for the child from the history (10 marks)

5. Clear and measurable written SMART goal that effectively addresses identified needs. (10 marks)

6. Occupation focused intervention #1 described is highly relevant and realistic to implement with the child in the timeframe specified. (15 marks)

7. Occupation focused intervention #2 described is highly relevant and realistic to implement with the child in the timeframe specified. (15 marks)

8. Highly effective professional verbal and nonverbal communication is maintained throughout the viva. (10 marks)