Overview
This unit will assist you to understand the potential contribution of the occupational therapist during each phase of childhood development. Occupational performance profiles for children with different conditions will be explored. You will learn to apply occupational therapy processes for assessment, goal setting and carrying out occupationally inclusive interventions with children. You will be introduced to professional reasoning and evidence-based practice in the paediatric context. Your learning will be enhanced through regular fieldwork visits during the term. You will gain practical experience working with children during the fieldwork. You will share classes and fieldwork experiences with students from speech pathology. You will develop your understanding of how allied health teams work together with children and families to address their needs. Selected issues impacting upon occupational performance from birth through to early adolescence will be explored using the International Classification of Functioning, Disability and Health framework, and occupational therapy practice models.
Details
Pre-requisites or Co-requisites
Students must have successfully completed the following Essential Prerequisites:OCCT11002OCCT11001PSYC11010ALLH11001ALLH11004ALLH11005ALLH11006ALLH12007
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say Unit Evaluation
Some students found it challenging to get SPCH students to provide required input on assessment items to meet assignment requirements.
OCCT faculty will collaborate with speech pathology faculty to resolve the issue.
Feedback from Have Your Say Unit Evaluation
Students requested clarification about the ISBAR (Identify, Situation, Background, Assessment and Recommendation) information reporting process, and more information on interventions and strategies, be provided before the inter-professional meetings.
The interprofessional component of this unit requires additional planning and development by the combined lecturers, with added profession-specific preparation by OCCT faculty of the OT students for their inter-professional meetings.
Feedback from Have Your Say Unit Evaluation
Students requested more explanation and physical demonstration of the assessments covered in the unit.
Each assessment should be demonstrated in class and students provided with an opportunity to engage in "testing" situations with each other.
Feedback from Have Your Say Unit Evaluation
Students requested clear instructions at the beginning of the unit about all assessment pieces.
Dedicate time in the first lecture to explain and describe all assessment pieces. Ensure that all written documents/rubrics relating to assessments are clear and consistent.
Feedback from Have Your Say Unit Evaluation
Students enjoyed and valued the practical experiences in local primary schools.
Continue with the school visit-related professional education component of the unit.
Feedback from Have Your Say Unit Evaluation
Students felt the assessments were very helpful in consolidating learning.
Continue with the assessments, and particularly the oral viva end-of-term assessment.
- Describe and analyse cultural, developmental and environmental factors influencing the occupational performance of children and adolescents
- Use fieldwork observations of a child to prepare and implement an interprofessional activity plan, including a case summary report
- Explore and explain the use of a selected range of assessment tools for children with specific impairments
- Write occupation focused goals for intervention planning with children and their caregivers
- Use professional reasoning to present evidence-based occupational therapy interventions for a paediatric case study.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Portfolio - 45% | |||||
| 3 - Oral Examination - 35% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Portfolio - 45% | ||||||||||
| 3 - Oral Examination - 35% | ||||||||||
Textbooks
Occupational Therapy for Children and Adolescents.
Edition: 7th (2015)
Authors: Case-Smith, J., & O'Brien, J. C.
Elsevier Mosby
St. Louis St. Louis , Mo , USA
ISBN: 9780323169257 (hbk.)
Binding: Hardcover
Occupation Centred Practice with Children : A Practical Guide for Occupational Therapists
Edition: 2nd (2017)
Authors: Rodger, S. & Kennedy-Behr, A.
Wiley-Blackwell
Chichester Chichester , West Sussex , United Kingdom
ISBN: 978-1-119-05762-8
Binding: Paperback
Play in Occupational Therapy for Children
Edition: 2nd (2008)
Authors: Parham, L. D., & Fazio, L.S.
Mosby Elsevier
St. Louis St. Louis , Mo , USA
ISBN: 9780323029544
Binding: Hardcover
Additional Textbook Information
Students may find it easier to refer to a hard copy text in class than to an e-text.There are weekly readings from the prescribed text for this unit, so it is highly recommended that students purchase their own copy. v
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
Both supplementary texts are available as e-book loans through the University library.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
n.henwood@cqu.edu.au
Module/Topic
Chapter
Student WIL Manual 2019
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.). St Louis, MO: Elsevier
- pp. 30-39, 48-53, 56-58, 147-151, 157
Rodger, S., & Kennedy-Behr, A. (Eds.). (2017). Occupation-centred practice with children: a practical guide for occupational therapists (2nd ed.). Chichester, UK: Wiley-Blackwell.
- pp.83-84.
Events and Submissions/Topic
Module/Topic
Chapter
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.). St Louis, MO: Elsevier.
- p.11
Handout 2A: The case of Ivan
Handout 2B: Scenarios
OT Australia Code of Ethics, (2014).
- p.3 & p.7
Events and Submissions/Topic
Module/Topic
Chapter
Boyt-Schell, B., Gillen, G., & Scaffa, M. (Eds.)(2014). Willard & Spackman's Occupational Therapy (12th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
- pp. 975, 981-984, 997-999
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.,). St Louis, MO: Elsevier
- pp. 541,630
SPEF-R © User Manual (2008) (available in Moodle).
- pp. 40, 42, 44, 46, 48, 50, 52, 53, 58, 59.
Events and Submissions/Topic
Module/Topic
Chapter
- p. 678 Box 23-4 Steps to developing goals: Questions asked by the occupational therapist.
- pp. 642-643 Writing goals and objectives
- pp. 325, p. 327, pp. 681-682. Goal Attainment Scaling
- pp. 307-317. Cognitive interventions
Handout 4A: ISBAR Sarah
Events and Submissions/Topic
Module/Topic
Chapter
Case of Joshua Nelson from Moodle
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.). St Louis, MO: Elsevier
- p. 76, pp. 89-93
Government of South Australia (2016). ISBAR- A standard mnemonic to improve clinical communication. Adelaide: Department for Health and Aging, SA Health. Retrieved from: http://Resource
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
No Work Integrated Learning this week.
Module/Topic
Chapter
- pp. 164-173, 181-187 Using Tests
- pp. 374-384 Managing behaviours
- pp 800-804 cerebral palsy
- pp651-657 global developmental delay
- pp 773-783 autism
- pp207-212 & pp308-313 developmental coordination disorder
- pp 684-689 genetically related intellectual impairment
- pp 325-337 & pp308-313 ADHD
Events and Submissions/Topic
Module/Topic
Chapter
- pp. 674-675 Documentation of Evaluation Findings
- p. 147 Providing Helpful Information
- p. 150 Communication methods between parents and professionals
- pp. 498-501, 503-505, 508-511, 513-519 Prewriting and handwriting skills
Updated Case of Joshua Nelson from Moodle
Events and Submissions/Topic
WIL Plan 20% Due: Week 7 Tuesday (30 Apr 2019) 11:45 pm AEST
Module/Topic
Chapter
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.). St Louis, MO: Elsevier
- pp. 259-260, 266-267
Watling, R., Koenig, K., Davies, P. & Schaaf, R. (2011). Occupational therapy practice guidelines for children and adolescents with challenges in sensory processing and sensory integration. Bethesda, MD: AOTA Press.
- pp. 9-16, 19-24, 41, 67-71, 205-207.
Murray-Slutsky, C. & Paris, B. (2005). Chapter 7: Environmental intervention techniques. In C. Murray-Slutsky, & B. Paris. (2005). Is it Sensory or is it Behavior? Austin, TX: Hammill Institute on Disabilities
- pp. 101-116, 212-215.
Handout 8A Sensory Interventions
Handout 8B Cases for ABC analyses
Events and Submissions/Topic
Module/Topic
Chapter
Case-Smith & O'Brien (Eds.) (2015). Occupational Therapy with Children and Adolescents (7th ed.). St Louis, MO: Elsevier
- pp. 491-494.
Parham, L. & Fazio, L. (Eds.) (2008). Play in occupational therapy for children (2nd ed.). St Louis, MO: Elsevier
- pp. 29-32, 279-287.
Stanley, G.C. & Konstantareas, M.M. (2007). Symbolic play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 37: 1215-1223.
Events and Submissions/Topic
Module/Topic
Chapter
Missiuna, C., Pollock, N., Law, M., Walter, S., & Cavey, N. (2006). Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers. AJOT: American Journal of Occupational Therapy, 60(2), 204-14.
Events and Submissions/Topic
Last attendance at WIL as per schedule (see Moodle)
- Infant simulation case in SPOT class.
- Student consults for WIL report
Module/Topic
Chapter
Events and Submissions/Topic
Practice time allocated in the tutorial using assessment tools to prepare for Oral Examination.
Deadly Ears Team presentation in SPOT class.Paediatric Competencies 45% Due: Week 11 Tuesday (28 May 2019) 11:45 pm AEST
Module/Topic
Chapter
- theoretical approaches (Week 1, 4, 8),
- professional reasoning (Week 2)
- Assessment tools (Weeks 1, 6, 7, 9, 10),
- goal setting (Week 4)
- prompts (Week 6)
- outcome measures (Week 4, 9)
- and the following pages from your Week 6 reading:
Richardson, P. (2015). Chapter 6: Use of standardized tests in pediatric practice. In J. Case-Smith & J. O'Brien (Eds.), Occupational Therapy with Children and Adolescents (7th ed., pp. 181-187). St Louis, MO: Elsevier
Events and Submissions/Topic
All students to attend the 1-hour Oral Examination at times allocated and on the day timetabled for BDG and ROK.
- Tuesday 4 June: Bundaberg
- Thursday 6 June: Rockhampton
Professional Reasoning 35% Due: Week 12 Monday (3 June 2019) 3:00 pm AEST
Readings:
- All sources listed in the weekly schedule are the essential PRESCRIBED readings you will be expected to complete prior to class. Specific pages have been listed to enable student learning activities to run efficiently in class for that week.
- Students who do not complete pre-readings may find class information more difficult to follow.
- Additional optional readings may be listed in Moodle and in some weekly handouts.
Fieldwork and WIL:
- The use of the term "fieldwork" in Unit Profile information is being transitioned to the CQUniversity standard term "Work Integrated Learning" or abbreviated as "WIL". In some instances, the term "fieldwork is still used in the OCCT12003 profile, as it could not be changed in time for 2019. In all cases, you can consider fieldwork to mean WIL. This change is expected to fully transition for 2020.
1 Written Assessment
Overview and purpose:
This assignment is intended to extend the work you did in OCCT11002 when you reflected on your skills during a client interview. Working with an adult and working with a child is inherently different. You need to modify your communication and actions to suit the child. How to do this appropriately will be discussed in several classes. In practice, you will encounter many situations that you may not have experience dealing with. It is vital to consider how you are going to keep the child engaged and to manage their behaviour. You will get lots of opportunities to practice and try out what is effective or not at WIL. It is okay at this stage of your professional development to make mistakes. It is important that you can identify specific areas where you could improve your performance. Owning the responsibility for identifying and developing personal skills and knowledge is one of the key characteristics of a professional.
Instructions:
Complete all sections (1-9) of the WIL Plan template (available in the Assessment Resources Folder in Moodle).
Sections 1- 7:
- You will provide examples of “clinical scripts” which are phrases or actions you will use to guide your interactions in the WIL setting. These “clinical scripts” can be used verbatim in future clinical encounters if they work well, or adapted in the context once you begin to develop more confidence. There are 23 scenarios where you must provide brief responses of what you would do and say with a child. In some scenarios, you are asked to provide in-text citations of references that support your statements, or a rationale for your choice. The WIL Plan template and marking rubric will help you know what you need to do for each section and scenario.
Section 8:
- You will write a reflection on your first few weeks at WIL to identify areas where you feel you need more skills or knowledge. This should be about 300 words ± 10%. You will use the SPEF-R© to help guide areas of occupational therapy paediatric practice that you need to improve. The SPEF-R© is the standard Placement Evaluation tool used by all Australian occupational therapy student practice educators to assess students. It is important for you to become familiar with this tool, even though it will not be used to assess your WIL performance in OCCT12003. The SPEF-R© will help you develop your professional learning plans for your upcoming Year 3 and 4 placements.
- You will set yourself two goals to achieve during the rest of your time at WIL that link to your identified knowledge gaps. (You will reflect on your achievement of these goals later in the term for your 45% Portfolio Assessment). You need to ensure both of your goals contain ALL behavioural components of a SMART goal as discussed in Week 4 OCCT12003 classes (condition, behaviour, criteria, and time frame).
- You will provide two strategies for each goal (2 X 2 = 4 strategies) that explain HOW you will achieve each of your goals. For examples of two strategies, see Handout 3B.
Section 9:
- You will provide an APA 6 style reference list of at least 5 high-quality professional references in APA 6 style from occupational therapy or other peer-reviewed publications that support the statements and reflections you have made. At least one of these references can be your textbook, and one should be the SPEF-R©.
Week 7 Tuesday (30 Apr 2019) 11:45 pm AEST
Week 9 Tuesday (14 May 2019)
Feedback via Moodle
Section 1 (10 marks)
- Greeting is age appropriate and shows interest and enthusiasm towards the child to build rapport. Language and gestures used are easy for child to understand. 2.5 marks
- Introduces self to child appropriately using child’s and class teacher’s name 2.5 marks
- Gives child a brief overview of what you will be doing using language, gestures and props that are age appropriate. 2.5 marks
- Has a plan to respond appropriately to child’s range of behaviours (cooperative, reluctant, upset) and describes the physical and emotional spaces to support child’s participation. Draws a diagram of physical space, planned position of self and child. 2.5 marks
Section 2 (12 marks)
Gives two referenced and justified examples of
- open questions to use with the child and 4 marks
- a phrase that has been modified to suit the child’s level of understanding 4 marks
Gives referenced and justified examples of one question and one direct instruction. 4 marks
Section 3 (5 marks)
- Gives an example of how you will position your body in relation to the child to show you are relaxed, calm and attentive. 2.5 marks
- Gives an example of what facilitating gestures you will use to support rapport and trust building. 2.5 marks
Section 4 (10 marks)
Gives an example of how you will:
- speak clearly to the child using everyday language. 2.5 marks
- use an appropriate volume, rate and intonation in speaking to the child. 2.5 marks
- use a verbal cue or praise with the child to motivate participation. 2.5 marks
- clarify if the child is confused or uncertain. 2.5 marks
Section 5 (20 marks)
Gives two referenced and justified examples of phrases to use with the child to:
- give them time to respond to questions. 5 marks
- assist them to complete activities in a timely manner. 5 marks
- maintain rapport 5 marks
- show empathy 5 marks
Section 6 (12 marks)
Gives references for examples of two strategies that effectively:
- prepare and organise appropriate activities before the session. 4 marks
- estimates time for each activity and uses all time allowed during the session. 4 marks
- describes liaison with SP student peers to share information about the child with the teacher 4 marks
Section 7 (6 marks)
Gives a referenced and justified example of phrases you will use to:
- prepare the child for the end of the session. 2 marks
- check with the child’s teacher if there were any questions or concerns. 2 marks
- transition the child to return to class or to meal break. 2 marks
Section 8 (20 marks)
- Provides a reflection of areas of paediatric occupational therapy knowledge gaps and skills to develop at WIL and how they link with a domain or item of the SPEF-R. 8 marks
- SMART goals are written appropriately and contain all the behavioural components required. Goals link to an identified knowledge gap and are achievable at WIL. 4 marks
- Both strategies for each goal clearly describe the steps and actions you will take to achieve and/or implement your learning goal. Includes a statement to measure goal achievement. 8 marks
Section 9 (5 marks)
- Cites at least 5 high-quality professional references in APA 6 style from occupational therapy or other peer-reviewed publications. 5 marks
- Use fieldwork observations of a child to prepare and implement an interprofessional activity plan, including a case summary report
- Use professional reasoning to present evidence-based occupational therapy interventions for a paediatric case study.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Portfolio
Overview and purpose:
You will prepare, create and submit a collection of documents across the term as evidence of your learning and emerging occupational therapy competencies for paediatric practice.
Total Word Count = no total limit. Your revised draft of the written WIL Report should be ≤ 600 words, not including 1-2 pages of resources you create.
Instructions:
The documents you must include in your portfolio are:
1. WIL Report:
- The first draft of a written report using the WIL report template, briefly summarising your WIL activities (Initial Assessment and Occupation as ‘means’ and ‘ends’) and with 2-3 recommendations for a child you worked with (maximum of 2 pages/600 words).
- A revised draft of your written report with changes in response to feedback from your week 10 consult with academic staff.
- The final report needs to be at a Grade 7 or less literacy level, with higher marks for excellent reports with lower readability scores. Provide a one-page screenshot of the Flesch-Kincaid readability measure as evidence of the readability level of your revised report.
- Provide 1-2 pages of clear instructions and/or resources that will assist caregivers to enable Skill Transfer for the child at home or school. You will need to research 2-3 suitable recommendations for the child, based on your knowledge of occupational performance towards the end of your WIL.
2. Copies of your completed and scored ASQ-3 test forms (do not use child’s name in this- blank it out for confidentiality).
3. A complete (signed, dated and total hours correctly calculated) Log of Hours template recording your actual attendance at WIL, including on-site debrief/discussions. This is not graded. It is required evidence towards your 1000 WIL hours in CB84.
4. IPE Case: Two completed ISBAR templates documenting your interprofessional team discussions for Joshua Nelson’s case during IPE sessions 1 and 2.
5. Session Plans: Two completed Session Plan templates (part of your Preparation for Intervention at WIL).
6. Professional Learning:
- A written reflection that addresses how you met your two learning goals identified in the 20% WIL Plan (approx. 300 words).
- You will provide evidence for your developing skills in selected areas of the Australian occupational therapy competency standards (AOTCS) 2018. Write a brief comment (maximum 10 X 3-4 sentences) for each of the 10 competencies below about how you demonstrated this skill during your WIL, classes, and OCCT12003 assessments and/or in the IPE case study with other discipline student peers.
Ten selected AOTCS competencies from all four domains:
Professionalism:
1.3 Maintains professional boundaries in all client and professional relationships
1.10 Practises within limits of her/his own level of competence and expertise
Knowledge and learning
2.1 Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.7 Implements a specific learning and development plan when moving to a new area of practice
Occupational therapy process and practice
3.2 Performs appropriate information gathering and assessment when identifying a child’s status and functioning, strengths, occupational performance and goals
3.9 Implements an effective and accountable process for handover
3.12 Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
Communication
4.1 Communicates openly, respectfully and effectively
4.2 Adapts written, verbal and non-verbal communication appropriate to the client and practice context (child and school)
4.10 Seeks and responds to feedback, modifying communication and/or practice accordingly.
Document Format and mandatory filenames for submission:You must use the 6 filenames below and supplied templates (max 2MB each):
| Filename to use |
Each document will include |
| Draft Report_yourname |
WIL Report- first draft & feedback Screenshot of revised draft readability measure |
| CQUreport2019_childsname_FSS/STJ/STM/BSS (Select school name) |
Revised draft Report with changes & resources |
| ASQ_yourname |
Completed scored ASQ-3 pages |
| ISBAR records_yourname |
Session #1 for IPE case of Joshua Nelson Session #2 for IPE case of Joshua Nelson |
| 12003HoursLog2019_yourname |
Signed, dated and correct totals of hours |
| OTCompetencies_yourname |
Learning goals achievement Two completed Session Plan Templates 10 X Occupational therapy competencies |
Week 11 Tuesday (28 May 2019) 11:45 pm AEST
Submit all 6 files using standard filenames to Moodle. Any files submitted late without an approved extension will receive a late penalty as per University policies.
Review/Exam Week Monday (10 June 2019)
2 weeks
- Clear and professional factual description of the environment where child was seen. (5 marks)
- Accurate, valid, clear, understandable and succinct description of the child’s strengths clearly indicating evidence for statements (5 marks)
- Accurate, valid, readable and succinct description of child’s areas of concern clearly indicating evidence for statements (5 marks)
- Understandable, relevant, succinct and professional analysis of the child’s ASQ-3 results. (5 marks)
- Explains two appropriate and effective strategies recommended and provides resources to achieve child’s occupational performance needs. (2 X 5 =10 marks)
- Evidence of response to feedback in revised draft ready for caregivers to read. (5 marks)
- Required ASQ-3 pages are present in correct order, clearly readable and sections are completed. (5 marks)
IPE Case of Joshua Nelson (10 marks).
- Clearly expressed record of team discussions on an ISBAR for each IPE session, content is relevant to the paediatric case study. (2 X 5 =10 marks)
Session Plans (20 marks)
- Two clearly expressed Session Plans are completed, appropriate goals are provided in the correct format. (2 X 5 =10 marks)
- Rationale and specific scaffolding for three activities in each Session plan is evidence-based. (2 X 5 =10 marks)
Professional Learning (30 marks)
- Achievement of two professional learning goals is clearly stated with measurable links to identified knowledge gaps. (2 X 5 =10 marks)
- Clearly explains highly relevant links from WIL or class activities to each of the ten competencies demonstrated. (20 marks).
- Describe and analyse cultural, developmental and environmental factors influencing the occupational performance of children and adolescents
- Use fieldwork observations of a child to prepare and implement an interprofessional activity plan, including a case summary report
- Explore and explain the use of a selected range of assessment tools for children with specific impairments
- Write occupation focused goals for intervention planning with children and their caregivers
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
3 Oral Examination
Overview and purpose:
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 25-minute Oral Examination. Being able to quickly assimilate information, confidently administer assessments and plan for intervention are realistic clinical practice skills you need to develop.
Content of the Oral Exam:
The Oral Examination will relate to your clinical reasoning about assessment and intervention for one of six possible case studies of a child referred to occupational therapy. You will not know which case you have been allocated until the perusal time before your examination. The cases are summarised in the following table:
| Age of child | Child's condition | Assessment Tool |
| 20 months | Global Developmental Delay | Symbolic Play Test |
| 40 months | Autism | SIPDC |
| 6 1/2 years | Attention Deficit Hyperactivity Disorder | MABC-2 |
| 8 years | Cerebral Palsy | CAPE/PAC |
| 9 years | Developmental Coordination Disorder | BOT-2 |
| 13 years | Intellectual Disability | PEGS |
You are permitted one A4 page (back and front) of handwritten notes in the Examination- these will be printed for you from your Moodle submission and included with your pre-reading material in the perusal time. Submit a scanned copy of your page to Moodle by 3.00pm Monday Week 12. This will be printed for your use in the Exam Room. If you do not submit it by the deadline, you will not have access to the prepared notes.
On the day of your Oral Examination you will:
- Arrive 30 minutes before your allocated Examination time.
- Be supervised in the Case Perusal room for 25 minutes to read the written case history. You may make additional written notes during the case perusal to take into the Oral Examination relating to the case. You may not have access to your phone or other internet devices during the case perusal or Oral Examination. You must not discuss the case with any of your peers until after all students from both campuses have attended.
- Use 3-5 minutes to set up the 3 selected assessment tool test items before your Oral Examination timer is started.
- Be allowed 25 minutes (suggested timing for each component is below) in the Oral Examination room to complete the following components of the OTPP about the case from the information provided:
1. Initial assessment (5 minutes): Using your procedural reasoning, demonstrate confident administration of 3 selected assessment tool items from those listed in the Oral Examination preparation booklet. The assessment manual, any test kit items and test forms will be present during the Examination.
2. Initial assessment (4 minutes): 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 is suitable for
- how long it takes to administer, how it is scored and who administers it
- 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
- whether it is an occupation centred tool or not
3. Initial assessment (3 minutes): Using your narrative reasoning skills, describe the child’s strengths and challenges from the information given in the occupational profile.
4. Initial assessment (2 minutes): Use your emerging ethical and conditional reasoning skills to justify one occupation focussed goal for the child over the next six months. Write and orally present this goal in a SMART format.
5. Preparation for intervention (3 minutes): Use your scientific reasoning skills to select and justify one appropriate theoretical approach for your intervention goal. Select the most appropriate approach from the following theories:
- Social cognitive
- Behavioural
- Motor skill acquisition
- Sensory based approaches
- Coaching/consultation
- Neurodevelopmental
- Biomechanical
6. Preparation for Intervention (2 minutes): Use your diagnostic reasoning skills to identify any environmental supports and barriers related to the child’s occupational performance.
7. Skill Transfer (5 minutes): provide details about the following intervention components:
- List the contexts and environments where the child will need to develop their occupational performance for the goal.
- What occupation-focused skills or steps your planned intervention would address
- Type of prompts and any behaviour management strategies you would use
- Frequency and duration of direct/indirect sessions for the child to practice the needed occupation
- Where intervention would be carried out
- How you would negotiate to involve the child and any other stakeholders.
8. Outcome assessment (1 minute): Describe one appropriate method to measure the outcome of your intervention.
Time limit: There is a fixed time limit for this assessment. Any information you do not orally present within the allocated 25 minutes will not be marked.
Week 12 Monday (3 June 2019) 3:00 pm AEST
All students to submit one A4 page of notes by due date and time. No submission=no notes allowed in Exam Room. BDG students Exam Tuesday 4 June, ROK students Exam Thursday 6 June.
Feedback will be returned at Certification of Grades on 13 July
- Correctly arranges test environment and efficiently simulates administration of 3 items from assessment tool (15 marks)
- Accurately describes features of the assessment tool and explains reasons why it is appropriate for the child (15 marks)
- Identifies and discusses range of personal strengths, challenges for the child’s physical or psychosocial performance (10 marks)
- Clear and measurable written SMART goal that effectively addresses a high priority occupational need (10 marks)
- Rationale clearly explains why the theoretical approach chosen is appropriate for the child (10 marks)
- Identifies and explains any environmental supports and barriers from the written history (10 marks)
- Generates an appropriate range of intervention solutions for skill transfer. (15 marks)
- Method described to measure occupational outcome is relevant to intervention solutions discussed (5 marks)
- Effective professional verbal and nonverbal communication (eye contact, body language, speech volume, pace and enthusiasm) (10 marks)
- Describe and analyse cultural, developmental and environmental factors influencing the occupational performance of children and adolescents
- Explore and explain the use of a selected range of assessment tools for children with specific impairments
- Write occupation focused goals for intervention planning with children and their caregivers
- Use professional reasoning to present evidence-based occupational therapy interventions for a paediatric case study.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
