PAED3000 Principles and Practice of Paediatrics Semester 2 ...ctl.curtin.edu.au/teaching_learning_services/unit_outline_builder/pdf... · Kids can be kids: A childhood occupations

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: PAED3000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:309633 (v.0) Developmental Neuroscience 242 or any previous version OR MEDS2001 (v.0) Developmental Neuroscience or any previous version

AND

303542 (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version

AND

311233 (v.0) Occupational Therapy Principles and Practice 142 or any previous version OR 309632 (v.0) OT 142 - Foundations of Occupational Therapy or any previous version OR OCCT1000 (v.0) Concepts in Occupational Therapy Practice or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MissName: Megan HatfieldPhone: 9266 5158Email: [email protected]: Building: 401 - Room: TBAConsultation times: Please email for appointment

Teaching Staff: Name: Cally SmithPhone: 9266 3600Email: [email protected]: Building: 401 - Room: 362

Administrative contact: Name: Kerrylyn JohnstonPhone: .Email: [email protected]: Building: 401 - Room: .

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

PAED3000 Principles and Practice of Paediatrics Semester 2, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

PAED3000 Principles and Practice of Paediatrics Bentley Campus 19 Jul 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 12CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus Enhancement of occupational performance through the application of occupational therapy intervention for children and adolescents, within the frameworks of the International Classification of Functioning (ICF) and Person Environment Occupation (PEO). Neuro-developmental, sensory, behavioural, cognitive/perceptual, psychosocial and physical intervention strategies in family and community contexts. Clinical reasoning in selection of assessment and intervention strategies. Role of assistive technology.

Introduction This unit focuses on the occupations of childhood and adolescence in order to prepare and facilitate family centred occupational therapy practice with children and adolescents in family, education, hospital and community contexts. Theory and skills learnt in earlier units and theory and evidence based practice specific to occupational therapy with children and adolescents will be applied to case studies contributed by Western Australian occupational therapy practitioners. Occupational therapists working in Western Australia have provided their expert opinion to inform the content in this unit. This unit includes learning to observe and assess children and adolescents, interpret and analyse the data gathered and to develop intervention plans and programs using the Canadian Practice Process Framework (Polatajko, Craik, Davis & Townsend, 2005) and the International Classification of Functioning, Disability and Health (ICF) (WHO, 2002) and the Person‐Environment- Occupation & Performance model (Bass, Baum, & Christiansen, 2015) or other occupational therapy models. There is an emphasis on consolidation of observation and assessment skills, interpretation and analysis of data, and using theory to develop evidence based intervention programs. This unit requires students to be independent self-‐directed learners and to think critically, and to appraise and analyse the literature in order to explain their clinical reasoning for the decisions they make in applying their discipline specific knowledge.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities The material in this unit is provided in two formats: a 2‐hour lecture, and a 2‐hour laboratory. This format provides 4 hours of contact time each week. To participate effectively in this unit and to achieve your learning outcomes a consistent minimum of 6 further hours per week on preparation and assignments is required. Students are expected to attend all lectures and seminars and to complete the required preparation so that they can actively participate in all activities. In some cases, you will need to leave the lab if you have not prepared adequately, and return once the preparation is complete. Lectures Preparation and out of class learning will be based on articles and text readings. Text readings/resources will be provided to enable you to fully understand the lecture and seminar content and to help you complete assignments and achieve your learning outcomes. It is expected that when students do not fully understand the key

On successful completion of this unit students can: Graduate Attributes addressed

1 Apply the occupational therapy process and models with children and adolescents using identified frameworks. Critique evidence and use information systems in developing evidence based practice

2 Apply theory and frames of reference relevant to occupational therapy practice with children, LCO5

3 Design assessment and intervention plans using the Person Environment Occupation framework which reflect clinical reasoning and have application across service delivery models and display an appreciation of cultural diversity, LCO7

4 Critique literature and use it to demonstrate an occupation-based approach to delivery of occupational therapy services to children and adolescents in a context of family-centred practice

5 Select, apply and evaluate technologies to maximise the provision of services in culturally diverse health environments

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

concepts that they ask questions, seek clarification and importantly, use the text and other resources available to support their own learning. Please note: There are labs on Tuesday and on Thursday, and the lecture is on a Monday. Generally the lecture content will relate to that week's lab. Occasionally additional ilectures may be used as part of your weekly preparation or may replace the presented lecture. Given the nature of the face‐to-face lectures, not all content will be ilectured and when it is, it will be audio recordings only. Some lectures will contain video and photographs that may not be available on ilectures as they contain children and families who have agreed to their use but not to the retention of the material in recorded form. Recording of lecture or seminar material on personal technology devices is not permitted. YOU WILL WATCH THE ASSESSMENT TASK DVD IN A LECTURE ON TWO OCCASIONS. ONE IN CLASS TEST WILL OCCUR IN THE LECTURE, AND ONE WILL OCCUR IN YOUR LAB. PLEASE SEE PROGRAM CALENDAR FOR DETAILS. Laboratories The laboratories are designed to encourage independent learning and are mostly experiential in nature. You will be expected to come prepared and active participation in all laboratory activities is a requirement. DRESS CODE for LABORATORIES: We will be using the swings and scooter boards and other equipment and often working on mats on the floor. You must wear shirts/tops suitable for working in these situations and wear suitable footwear and suitable pants or shorts and not wear dresses or skirts. The laboratories will sometimes include journal article discussion. It is expected that students will lead discussions and be actively involved in presenting group feedback to the class. This unit prepares the student for occupational therapy practice and professional behaviour and adherence to the code of ethics is expected, not only when working with children, adolescents and their families, but also with academic staff and other professionals and fellow students. Participation in discussions on Blackboard, communication, behaviour and dress in class and written work is expected to be of a professional standard. Electronic recording in lectures and laboratories is not permitted except with Curtin University equipment. Mobile phones are not permitted. Students are expected to attend all laboratories. This is in accordance with accreditation requirements in ensuring you meet the course learning outcomes. Attendance is taken into account at the Board of Examiners where your results are approved. Unexplained absences may be taken into account when determining if you have met the unit learning outcomes and suitability for a supplementary exam. Please check your unit outline to see if you are eligible for a supplementary exam as some units do not offer supplementary exams. If you are unable to attend your scheduled tutorial please advise the Tutor of your absence. If you fail to attend classes, you cannot expect the Lecturer or Tutor to brief you on what you have missed. Punctuality is expected. It is unprofessional behaviour to arrive late.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?PAED3000

Essential texts

The required textbook(s) for this unit are:

l Lane, S.J., & Bundy, A.C. ((2012)). Kids can be kids: A childhood occupations approach. Philadelphia: F A Davis Company.

(ISBN/ISSN: 978‐0‐8036‐1228-0)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Kramer, P. & Hinjosa, J. (2010). Frames of reference for pediatric occupational therapy (3rd ed.) Baltimore, Maryland: LLW (do not use editions older than 2003).

l Rodger, S. ((2010)). Occupation‐centred practice with children: A practical guide for occupational therapists. West Sussex,UK: Wiley‐Blackwell Available as e book through Curtin Library

l Rodger, S. & Ziviani, J. ((2006)). Occupational Therapy with children: Understanding Children’s Occupations and Enabling Participation. Oxford, UK: Blackwell. Some chapters are on e_reserve and copies of the texts are in the Curtin Library and in the OT Resource Centre.

Other resources

The following is the text is for the Canadian Practice Process Framework. It is a text relevant to all units in all years.

l Two chapters: one by Craik et al., (Chapter 9) and one by Davis et al., (Chapter 10) are available on e-‐reserve (in Paediatric Unit) but reading of other chapters is also recommended:

l Townsend, E.A. & Polatajko, H. J. (2013). Enabling occupation II: Advancing an occupational therapy vision for health, wellbeing, & justice through occupation. Ottawa, Ontario:

CAOT Publications ACE Copies of this text are in Curtin Library and also in the OT Resource centre





http://link.library.curtin.edu.au/primo/course?PAED3000

Person-environment-occupation-performance model (PEOP model): Note that it is really important to familiarise yourself with the latest information regarding the PEOP model as the updated 2015 version will be used throughout the unit. Bass, J. D., Baum, C. M., & Christiansen, C. H. (2015). Interventions and outcomes the person-environment-occupation-performance (PEOP) occupational therapy process. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 57-79). Thorofare, NJ: SLACK Inc. Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum & J. D. Bass

(Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 49-55). Thorofare, NJ: SLACK Inc.

Assessment Assessment schedule

Detailed information on assessment tasks

1. The 15 minute in‐class tests will occur in the lecture of Week 4 and the labs in Week 8. Each test will cover any material from the lecture and laboratories and readings discussed in class, from the previous weeks. Questions will be short answer or multiple choice. The main purpose of these tests is to highlight key information covered in that time period and they will contribute towards your resources to support your exam preparation. They also provide early feedback about your performance/assessment particularly towards successful achievement of learning outcomes 1 and 2. Only a medical certificate, or meeting extension requirements will be accepted in event of non‐attendance at the lecture where these tests were completed. In such an event, students will be allowed to sit the test the within that week. In event of non-attendance without a medical certificate, or having suitably met extension requirements, a mark of zero will be allocated for the missed test. At least one of the tests must be completed to meet the requirements to pass this unit.

Students are expected to adhere to test conditions as soon as they enter the assessment venue i.e only items required for test on desk, no phones, books, bags on the floor under desks, no touching assessment paper until the unit coordinator advises.

2. As for Assessment 1 (above).

3. This assignment is a case study participation in the Canadian Practice Process Framework (CPPF) (Polatajko, Craik, Davis & Townsend, 2007). Full assignment details and case note information are in the Assessment Folder on Blackboard. You will have two in‐class opportunities to view the child on DVD. Please follow assignment guidelines carefully. Each section has a word limit that must be adhered to. Markers will stop reading once the word limit is reached. Assignments MUST be submitted electronically through TURNITIN on BLACKBOARD. Full details will be in the Assessment folder before the due date.

You will have the opportunity to submit multiple drafts of your work through Turnitin as many times as you like up until the submission time, to check the originality report. Please ensure that you give yourself enough time to upload your final document to the system. To be fair to all students any assignment submitted after 8am (even one minute late) will incur a 10% late penalty. Also please make sure that you submit the correct final version of the assignment. If you submit a draft version by mistake that will be the one marked and no further correspondence will be entered into the matter.

4. The exam is a compulsory minimum 40% pass component. All previous assessments have been designed to either provide early progress towards your learning outcomes or to assess specific skills and knowledge. This assessment requires that you can demonstrate your use of a PEO framework, occupational therapy model, theoretical knowledge and frames of reference for assessment and intervention and describe it in a way that demonstrates clinical reasoning and evidence based practice required to engage in the occupational therapy process (CPPF). The examination will be a 2 hour exam covering integration of all learning outcomes. Format will be short answer and longer answer questions. The

Task Value % Date Due Unit Learning Outcome(s) Assessed

1In-class test 10 percent Week: 4

Day: Monday 22nd August Time: 12pm-2pm

1,2,3

2

In-class test 10 percent Week: 8 Day: Tuesday 20th and Thursday the 22nd September Time: Lab time on above dates

1,2,3

3Written assignment: professional report and intervention plan 40 percent Week: 12

Day: Monday 17th October Time: 8am

1,2,3,4,5

4written examination 40 percent Week: Examination Period

Day: TBA Time: TBA

1,2,3,5





questions will relate to all lectures, laboratories and discussed journal articles. The exam must be written in pen/ink (not pencil).

Pass requirements

Students are required to achieve an overall unit grade of 50% or greater to pass the unit. In this unit at least one in class test, the assignment and the exam must be completed, and a minimum of 40% on the written exam (Assessment Task 4) is required to achieve a pass in this unit. A student who fails the same unit twice may be terminated from the course.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10% of the total

allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

A student unable to complete an assessment task by/on the original published date/time ((eg examinations, tests)) or due date/time ((eg assignments)) must apply for an assessment extension using the Assessment Extension form ((available from the Forms page at students.curtin.edu.au/administration/)) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task. The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting. Applications for extension should be submitted to the Administrative contact (See details listed on page 1 of unit outline) If the circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 12/12/2016 to 16/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services. You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information It is your responsibility to ensure that your enrolment is correct ‐ you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l Review of information presented l Addition of more recent OT specific audio-‐visual materials l Reorganisation and reduction of lecture content l Case studies and video footage have been reviewed and updated. l Video links have been provided for students to review their understanding of typical development. l More information specific to adolescents has been included. l More opportunities for intervention specific activities and role play has been included.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar Program Calendar – Semester 2 2016

Week Begin Date

Lecture Lab Additional Readings Assessment Due

This is the day before/several days before the lab (depending which lab you are registered for). The content is generally to support that week’s lab session.

Journal articles that are listed here have preparation questions and you need to be prepared each week to lead and participate in the discussion.

Lab outlines will be uploaded to blackboard with more details in advance.

These are NOT compulsory readings: They have been provided as a resource that you can/should go to if you do not understand the lecture and lab content and for your assignments.

These will be displayed weekly in Blackboard/and or library

reserve.

O Week

25 July Read and prepare week one’s readings.

FIND/REVISE YOUR work from NEUROSCIENCE/ NEURODEVELOPMENT.

The material covered in that unit is important to this unit and it is NOT taught again.

Clinical reasoning Case- Smith, J. (2006). These 3 pages (on blackboard) are from the first chapter of the 5 edition of this book.

Please read them as this information is not taught again in this unit. I have placed a copy of them on Blackboard for those who have the newer addition

If you are unfamiliar with childhood disorders in may help to read this now while you have the time (but certainly refer to it throughout the semester).

The following chapters from the essential text: Kids can be kids: A Childhood Occupations Approach

Chapter 25: Neuromotor Disorders Chapter 26: Autism Spectrum Disorder Chapter 28: Learning Disabilities and Intellectual Disabilities

We will use these at times during the unit.

If you feel you need to refresh your understanding of typical development the following can be used as sources of information.

Raising children There is a heading called development for the different stages of childhood on this site.

Development information This is a you you tube channel that provides general information to parents about what typical development looks like. You don’t need to look at monthly updates for under one year olds but do take the time to see what a typical 1-5 year old looks like in these 5 min videos.

1. 1 August l Putting it Together: A brief overview of the unit

l Early Intervention and Family Centred Practice.

l ARTICLE DISCUSSION: Please read, prepare and bring: Ziviani, J. Feeney, R. Rodger, S. & Watter, P. (2010). Systematic review of early intervention programmes for children from birth to nine years who have a physical disability. Australian Occupational Therapy Journal, 57, 4, 210-223 doi:10.111/j.1440- 1630.2010.00850.x

l OBSERVATION as part of assessment process and documentation of observations.

Where you will find more detail:

Doyle Morrison, C. (2012). Early intervention: Getting off to a good start. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (44- 62). Philadelphia: F A Davis Company.

** Rodger, S., & Keen, D. (2010). Child and family- centred service provision. In S. Rodger,

Occupation- centred practice with children: A practical guide for

occupational therapists. (p 45-68 Oxford: Wiley- Blackwell. (available

as e-book from the library)

th





http://raisingchildren.net.au/

https://www.youtube.com/channel/UCUn1oPnXOaeJdRXBcAM7dMQ

2. 8 August l Sensory Processing: The role of sensory input in motor control postural control and body awareness.

l Assessment Process and application of PEOP

l ARTICLE DISCUSSION: Please read, prepare and bring: Graham, F., Rodger, S. & Ziviani, J. (2009). Coaching parents to enable children’s participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56,16-23. doi: 10.1111/j/1440-1630.2008.00736.

l REPORT WRITING

Note that it is really important to familiarise yourself with the latest information regarding the PEOP model as the updated 2015 version will be used throughout the unit.

Bass, J. D., Baum, C. M., & Christiansen, C. H. (2015). Interventions and outcomes the person-environment-occupation-performance (PEOP) occupational therapy process. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 57-79). Thorofare, NJ: SLACK Inc.

(EReserve)

**

Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 49-55). Thorofare, NJ: SLACK Inc.

(ERESERVE)

**

Anzalone, M.E. & Lane, S. J. (2012). Sensory Processing Disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (just 450-456). Philadelphia: F A Davis Company.

**

Brown, T. (2012). Assessment, measurement, and evaluation. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (320-348). Philadelphia: F A Davis Company

3. 15 August l Observation 1 of DVD for Assessment Task 3 (Written Assignment)

l Visual Processing Frame of Reference

l USING A SCREENING TOOL: Clinical Observations of Sensory Integration- observation Screening Assessment, documentation and interpreting the information

Schneck, C. M. (2010). Visual perception. In J. Case-Smith, & J. C. O’Brien, (Eds.), Occupational therapy for children (6 ed., pp. 373-402). St Louis: Mosby Elsevier. (E-RESERVE)

4. 22 August l In class test 1 l Observation

2 of DVD for Assessment Task 3 Written Assignment)

l Hands and Children’s Occupational

l ACTIVITY AND INSTRUCTION- what makes it therapy? Using therapeutic strategies and prompting

Read and bring to lab (essential!): Greber, C., Ziviani, J., & Rodger, S. (2007). The four-quadrant model of facilitated learning (part 2): Strategies and applications. Australian Occupational Therapy Journal, (2007), 54, S40-S48. doi: 10.111/j.1440- 1630.2007.00663.x

Exner, C. E. (2010). Evaluation and interventions to develop hand skills. In J. Case- Smith, & J. C. O’Brien, (Eds.), Occupational therapy for children (6th ed., pp. 275 - 321). St Louis: Mosby Elsevier. (E-RESERVE)

In class test in LECTURE 22nd August

12-2pm

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Performance

5. 29 August Tuition Free Week

6. 5 September

l Occupational role: Player. Assessment and Intervention

l TASK ANALYSIS AND ADAPTING PLAY ACTIVITIES

l ARTICLE DISCUSSIONPlease read, prepare and bring: Pierce, D. (2000). Maternal Management of the home as a developmental play space for infants and toddlers. American Journal of Occupational Therapy, 53, 3, 290-299

Resource (not discussion): Rigby, P. & Rodger, S. (2006). Developing as a player. In S. Rodger, & J. Ziviani (Eds.) (2006), Occupational Therapy with children. Understanding Children’s Occupations and Enabling Participation (pp. 177- 197). Oxford, UK: Blackwell.

Where you will find more details:

Bundy, A.C. (2012). Children at play: Can I play too? In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (28 - 43). Philadelphia: F A Davis Company.

**

Ziviani, J., & Muhlenhaupt, M. (2006). Student participation in the classroom. In S. Rodger, & J. Ziviani (Eds.) (2006), Occupational Therapy with children. Understanding Children’s Occupations and Enabling Participation (pp. 241- 260). Oxford, UK: Blackwell.

7. 12 September

l Sensory Integration Theory- Several Frames of Reference

l SENSORY INTEGRATION THEORY activities

l ARTICLE FOR DISCUSSIONPlease read, prepare and bring: Rodger, S., Ashburner, J., Cartmill, L., & Bourke-Taylor, H. (2010). Helping children with autism spectrum disorders and their families: Are we losing our occupation- centred focus? Australian Occupational Therapy Journal, 57, 276 – 280 doi:10.1111/j.1440- 1630.2010.00877.x

Anzalone, M.E. & Lane, S. J. (2012). Sensory Processing Disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (437-459). Philadelphia: F A Davis Company.

**

Schaaf, R.C. Schoen, S.A., Smith-Roley, S., Lane, S., Koomar, J. & May-Benson, T.A. (2010). A frame of reference for sensory integration. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 99- 185). Baltimore, LLW

8. 19 September

l Frames of Reference: Acquisition and Motor Skill Acquisition

l In class test 2

l OCCUPATIONAL THERAPY IN SCHOOLS: Our role and collaborative practice: A CASE STUDY

l ARTICLE DISCUSSION:Please read, prepare and bring: Rens, L., & Joosten, A. (2014). investigating the experiences in a school- based occupational therapy program to inform community- based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 24,148-158 doi:10.1111/1440- 1630.12093.

Resource (not discussion): Chapparo, C. & Lowe, S. (2012). School: Participating in more than just the classroom. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (83 - 101). Philadelphia: F A Davis Company.

Luebben, A. J., Brasic Royeen, C. (2010). An acquisitional frame of reference. Kaplan, M. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 461- 488). Baltimore, LLW. (E RESERVE)

**

Kaplan, M. (2010). A frame of reference for motor skills acquisition. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3 ed.). (pp 390-424). Baltimore, LLW. (E RESERVE)

In class test in LABS

Tuesday the 20th and Thursday the 22nd of September, at time of labs

9. 26 Tuition Free Week

rd





September

10. 3 October l ASD and Occupational Therapy and Intervention Strategies.

l INTERVENTION SESSION PLANNING- Goal Setting and Intervention Planning session in GROUPS

Case-Smith, J. & Arbesman, M. (2008). Evidenced- based review of interventions for autism used in or of relevance to occupational therapy. The American Journal of Occupational Therapy, 62, 4, 416 - 429.

**

Rodger, S., & Ziviani, J. (2012). Autism spectrum disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (483-506). Philadelphia: F A Davis Company. (Chapter 26).

11. 10 October

l What are Neurological based Movement Disorders and what impact do they have on occupation?

l INTERVENTION SESSION PRESENTATION in GROUPS

Missiuna, C. Polatajko, H, Pollock, N & Cameron, D. (2012). Neuromotor disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (460-482). Philadelphia: F A Davis Company. (Chapter 25).

**

Barthel, K. (2010). A frame of reference for neurodevelopmental treatment. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp187- 233). Baltimore, Maryland: LLW.

12. 17 October

l Occupation and Movement disorders

l Frames of Reference; NDT and Biomechanical.

l HANDLING AND FACILITATION FOR FUNCTION: when movement disorders interfere with participation and performance- meal time and daily tasks

Resource (not discussion):

Lane, S. J. (2012) disorders of eating and feeding, and disorders following prenatal substance abuse. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (417-482436). Philadelphia: F A Davis Company.

Colangelo, C., & Shea, M. (2010). A biomechanical frame of reference for positioning children for functioning. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3ed.). (pp 489-567). Baltimore, Maryland: LLW

Barthel, K. (2010). A frame of reference for neuro-developmental treatment. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3 ed.). (pp187- 233). Baltimore, Maryland: LLW (CP & Multiple disability)*section in chapter 6.

Assignment Due 8am

17th October

13. 24 October

l Social Participation and Behaviour.

l How do we assess behaviour and why?

l POSITIONING FOR FUNCTION

Olson, L. (2010). A frame of reference to enhance social participation. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 306-348).

14. 31 October

Guest Lecturer: TBC

Occupational

l Exam Preparation and Revision Tester, C. (2006). Occupational therapy in paediatric oncology and palliative care. In J. Cooper (Ed.) Occupational

rd

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therapy and working with children with

terminal illness, progressive

disorders in an acute setting.

therapy in oncology and palliative care (2 ed., pp107-123). West Essex: Whurr Publishers Ltd (E RESERVE)

15. 7 November

Study Week

16. 14 November

Examinations

17 21 November

Examinations

nd





Documents

PAED3000 Principles and Practice of Paediatrics Semester 2 ...ctl.curtin.edu.au/teaching_learning_services/unit_outline_builder/pdf... · Kids can be kids: A childhood occupations