This is a Hurdle Task that MUST be completed to stay enrolled in this Unit. No extensions will be given.

Instructions:

• You must upload the letter from the HMAS Work Integrated Learning team stating that your online mandatory checks are up to date and complete.
• A screenshot of your SONIA documents is NOT acceptable.

Background:

Due date is before census day:

Marking:

There are two possible outcomes from this task:

1. Completed students will be marked as a Pass and remain enrolled in the unit.
2. Incomplete students will receive an email advising them to withdraw before Census Date on 31 March.

Pass: HMAS WIL team letter is uploaded and advises that all mandatory checks are complete and up to date.

Fail: No HMAS WIL team letter uploaded to Moodle OR HMAS WIL team letter is uploaded but advises that some mandatory checks are incomplete or out of date.

Overview and purpose:

This assignment intends to assist you to prepare adequately for your upcoming WIL experience. The objectives of this assignment are

• To familiarise you with some of the common conditions you may come across in paediatric occupational therapy practice.
• To create a document to use as a resource for your Work Integrated Learning (WIL) experience.
• To write individualised learning goals in relation to knowledge, skills or practice you want to improve at WIL.

The written assignment has two parts- a group and individual component.

Instructions for completing the group written assignment:

Individual and Group component authors:

• University policy requires group work to have an assessable individual component.
• Each student is expected to individually author one chapter about a condition.
• The remaining chapter/s are to be collectively authored by all members of the group.
• Each condition chapter is anticipated to be around 1050 words total, not including headings or references.
• The word counts provided are a guide to how much detail to provide and are not part of any marking criteria.
• All members of the group will submit the finished document.

You will use the library, your weekly readings and class information to write appropriate information relevant to each condition. Please format your findings as a separate chapter for each condition, with an APA 6 style reference list for each chapter. The references for the ICD-10 and DSM-V are listed beside each condition.

1. Autism spectrum disorder (F84; 299.00)
2. Attention deficit disorder (F90.0 F90.1, F90.2; 314.01, 314.00)
3. Cerebral palsy (G80-G83)
4. Developmental coordination disorder (F82; 315.4)
5. Intellectual disability (F70-F73; 317, 318.0 318.1, 318.2)

Chapter content:

Answer the following seven questions for each of the five conditions with appropriate referencing to support your statements. These questions relate to steps 1-5 of the Canadian Practice Process Framework (Townsend & Polatajko, 2013).

1. Enter/initiate: What are the diagnostic criteria for a child to be considered to have this condition? Consult the ICD-10 (2016) and/or the DSM-V (2013) to summarise the key criteria in your own words. (100 words)
2. Enter/initiate: Explain (with supporting evidence) a range of reasons why a child with this condition may be referred to an occupational therapist. (100 words)
3. Set the stage: Write an example of a short-term occupation focused (participation) SMART goal in the behavioural objective style for a child with this condition. See Boyt-Schell & Gillen (2019) p.577 for examples of improved goal statements. (50 words)
4. Assess/evaluate: Name three occupational performance areas you would assess for a child with this condition. Suggest one appropriate culturally appropriate occupation focused evaluation tool to use for each occupational performance area and explain why the assessment will assist your treatment planning. (300 words)
5. Assess/evaluate: Name what other disciplines may the child need referral to and why? (100 words)
6. Agree on objectives and plan: Is there any public or other funding for therapy to address participation goals for a child with this condition? If so, what are the criteria you would need to provide evidence of for funding purposes? If no additional funding is available, explain what options a client would have to pay for therapy. (100 words)
7. Implement the plan: Describe one treatment approach for children with this condition (to address your occupation focused goal in Set the stage) that has Level I, II or III evidence of effectiveness. How often would the child need to attend therapy to gain a reasonable outcome? (300 words)

Instructions for completing the Individual component

Each student will submit an individual reflection (500 words) as part of your preparation for WIL.

In your reflection, you will

1. Identify two areas that you anticipate will be positive outcomes from your WIL experience. (100 words)
2. Identify two areas that you consider will be challenging about your upcoming WIL experience. (100 words)
3. Develop two SMART behavioural objective style goals for your learning to address your expected challenges. (50 words) You must include all components of the SMART goal. Make sure your goal is focused on ONE area of your learning. For example: “By the week 11 WIL session, I will be able to write neat, legible observational notes that do not require more than 20% rewriting or reformatting.”
4. Develop a strategy for each goal to explain what steps you will do to improve your skill, knowledge or practice for each of your learning goals. Remember that you will later reflect on your achievement of these goals in your Assessment 4 Portfolio. (250 words).

1. Summarises key diagnostic criteria for the condition using effective paraphrasing. (5 marks X 2)
2. Provides reasons for referral to occupational therapy. (2.5 marks X 2)
3. Writes an occupation focused SMART goal. (2.5 marks X 2)
4. Identifies occupational performance areas relevant to the condition. (10 marks X 2)
5. Provides a rationale for use of an occupational performance evaluation tool. (2.5 marks X 2)
6. Provides reasoning for appropriate referrals suggested for the condition. (2.5 marks X 2)
7. Explains funding options and eligibility criteria. (2.5 marks X 2)
8. Describes an appropriate treatment approach and therapy dosage required. (10 marks X 2)
9. Cites at least 5 high quality professional references in APA 6 style. (2.5 marks X 2)
10. SMART goal #1 contains behavioural components. Goal links to an identified knowledge gap and is achievable at WIL. (2.5 marks)
11. Strategy for goal #1 describes the steps you will take to achieve your learning goal. Includes a measure of goal achievement. (5 marks)
12. SMART goal #2 contains behavioural components. Goal links to an identified knowledge gap and is achievable at WIL. (2.5 marks)
13. Strategy for goal #2 clearly describes the steps you will take to achieve your learning goal. Includes a measure of goal achievement. (5 marks)
14. Written communication uses appropriate terminology, flow and articulation of ideas, spelling & grammatical conventions. (5 marks)

Overview and Purpose

You are required to participate in a 20-minute Oral Examination. This assessment is designed to allow you to

• Synthesise the knowledge you have gained in OCCT12003 and earlier units of study.
• Apply several components of the Canadian Practice Process Framework and your professional reasoning skills to an authentic paediatric case.
• Demonstrate being able to quickly assimilate information, confidently administer assessments and plan for intervention as these are realistic clinical practice skills you need to develop.

Instructions for the Oral Exam

Handwritten notes:

• 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.They will be printed for you in colour as part of your exam materials package.
• Submit a scanned copy of your page to Moodle by 3.00pm Monday Week 12.
• Your notes will be included for your use in the Exam Room. If you do not submit it by the deadline, you will not have access to your prepared notes.

Exam schedule:

• There are separate scheduled exam days for ROK and BDG. Each student will be allocated a time to attend which will be published after Census date.

On the Exam day you will:

• Arrive 30 minutes before your allocated Examination time.
• Be supervised in the Case Perusal room for 20 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 selected assessment tool test items before your Oral Examination timer is started.
• Be allowed 20 minutes in the Oral Examination room to complete the components (suggested timing is below) of the CPPF about the case from the perusal information provided.

Content of the Oral Exam

The Oral Examination will contain eight (8) questions evaluating your professional reasoning about assessment and intervention for one of six possible case studies of a child referred to occupational therapy. Each question has a suggested time frame for completion to assist you to focus your preparation during the exam and perusal time. 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:

Question 1.

Assess/Evaluate (4 minutes):

• Use your procedural reasoning to demonstrate confident administration of 2 selected items from the assessment tool allocated to your case.
• The assessment manual, any test kit items and test forms will be present during the Examination.

Question 2.

Enter/initiate (2 minutes):

Use your scientific and diagnostic reasoning skills to provide a rationale for why the assessment tool was suitable or unsuitable for use with this child. Explain verbally

• the purpose 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 and why.
• if it is norm/criterion referenced.
• which aspect/s of ICF it looks at.
• why you think it is an occupation centred tool or not.

Question 3.

Enter/initiate (2 minutes):

Use your scientific reasoning skills to select and justify one appropriate OT practice model (either the PEO, Kawa, or CMOPE-E) and one theoretical approach to intervention for the child’s condition. Select the most appropriate intervention approach from the following theories:

• Social cognitive.
• Behavioural.
• Motor skill acquisition.
• Sensory based approaches.
• Coaching/consultation.
• Neurodevelopmental.
• Biomechanical.

Question 4.

Set the stage (3 minutes):

• Use your narrative reasoning skills to describe the child’s supports and barriers from the information given in the occupational profile.

Question 5.

Objectives and Plan (2 minutes):

• Use your conditional reasoning skills to justify one occupation focussed goal for the child over the next 6 months.
• Write and orally present this goal in a SMART format.

Question 6.

Implement plan (3 minutes):

Use your pragmatic and interactive reasoning skills to 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.
• Explain strategies you will use to teach the child the needed occupation.
• Develop a treatment plan for allocating 20 direct/indirect sessions for the child to practice the needed occupation. You will assign the number of therapist and caregiver directed sessions and the locations where practice will take place.

Question 7.

Monitor/modify (2 minutes)

• Use your interactive reasoning skills to describe the type of prompts and any behaviour management strategies you would use.
• Explain how you would negotiate to involve the child and any other stakeholders.

Question 8.

Outcome assessment (2 minutes):

• Use your conditional reasoning skills to present an appropriate 5-point Goal Attainment Scale for your goal.

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.

This assessment will be given a raw score that is marked out of 100. Your raw score will then be converted to a final mark out of 30 and posted to Moodle. Marking criteria number 9 will be applied for the duration of your 20 minute Oral Exam participation. Marking criteria 1-8 below relate to each question of the Oral Exam:

1. Arranges test environment and simulates administration of 2 items from assessment tool provided. (15 Marks)
2. Describes features of the assessment tool and explains why it is appropriate for the child. (10 Marks)
3. Rationale explains why the OT practice model and theoretical approach for intervention chosen are appropriate for the child. (10 Marks)
4. Discusses a range of personal supports and barriers for the child’s performance. (10 Marks)
5. Discusses a rationale for choice of a SMART goal to address an occupational performance need. (10 Marks)
6. Generates an appropriate range of intervention solutions for the identified goal. (15 Marks)
7. Provides a range of appropriate strategies for modifying and monitoring the child's intervention (10 marks)
   
8. Goal Attainment Scale criteria are relevant to intervention solutions discussed. (10 Marks)
9. Demonstrates professional verbal and nonverbal communication (eye contact, body language, speech volume, pace and enthusiasm). (10 Marks)
   

Overview and Purpose

• Score and interpret real assessment results for children.
• Provide evidence of your professional reasoning and goals for session planning.
• Practice preparing professional reports and realistic recommendations for caregivers using health literacy principles.
  
• Keep a written record of your WIL hours.
• Provide evidence of meeting your WIL goals.
• Explain your emerging occupational therapy competencies for paediatric practice.

Instructions for completing Portfolio documents

• There is no total word limit for the Portfolio. Your revised WIL draft should be ≤ 600 words not including 1-2 pages of resources you create.
• Please keep each file to under 2MB. You will be able to submit up to 20 files if you need to separate large files into smaller parts.
• Large file size is a common issue for the screening tool forms if they are photographs rather than pdf scans. Please use appropriate facilities to scan your documents. (the library has the ability for you to send scanned documents to your email account.)
  

• Please use the occupational therapy assignment coversheet.
• You can use either Word or pdf versions of your documents.
• You must use the 5 filenames listed in the table below and supplied templates for the WIL report, Session plan and ASQ-3 or SCOPE.
• You may choose a format for the IPE record, learning goals achievement and occupational therapy competencies.
• Use a sans serif font of at least 11-point size like Arial or Calibri (please do not use Times New Roman font).
• Single line spacing is better for the WIL report and caregiver recommendations, otherwise double line spacing is preferable.

Document format and filenames for Moodle submission:

Your WIL hours are not graded. Your WIL hours records across all CB84 units are currently required for your graduation and registration with WFOT.

The total raw score for this assessment will add up to a score out of 100. This will be converted to a final mark out of 45 which will be posted to Moodle Gradebook. Marks available for each criteria are as follows:

WIL report (40 marks)

• Briefly discusses the environment where child was seen. (2.5 marks)
• Provides a description of the child’s strengths with evidence for statements. (5 marks)
• Provides a description of child’s areas of concern with evidence for statements. (5 marks)
• Provides a professional analysis of the child’s screening results. (5 marks)
• Explains appropriate strategy #1 and #2 and provides resources to achieve child’s occupational performance needs. (5 marks X 2)
• Provides evidence of response to feedback for revised WIL report. (5 marks)
• Evidence of report language level is provided. (5 marks)
• Required screening tool scoring pages are presented. (2.5 marks)

IPE case (10 marks)

• Provides a record of team discussions during IPE seminar #1 and #2, content is relevant to the paediatric case. (5 marks X 2)

Session Plans (20 marks)

• Session Plan 1: Provides an age appropriate session plan (which is different to the second plan) with all sections completed. (5 marks)
• Session Plan 2: Provides an age appropriate session plan (which is different to the first plan) with all sections completed. (5 marks)
• Session Plan 1 and 2: Prepares a rationale and specific scaffolding for activities in each Session Plan that is evidence based. (5 marks X 2)

Professional Learning Reflections (30 marks)

• States the measured level of achievement of two professional learning goals that links to previously identified knowledge gaps. (5 marks X 2)
• Explains paediatric skill development demonstrated during WIL and/or class activities for each of the ten competencies. (20 marks)