OTAS 209 - Assistive Technology and Modalities in Occupational Therapy

1. Apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions that incorporate the use of assisted or adaptive technologies (AT) [B.2.1]. 

2. Demonstrate understanding of the basic need for assistive technology/technologies (AT) and devices (e.g. aids for communication, mobility, sensory loss, computer access, seating, and positioning systems) used to promote occupational performance and participation within all areas of occupation [B.3.15].  

3. Identify, describe, and implement various AT used to support client participation by addressing functional deficits (i.e., cognitive, musculoskeletal, visual, etc.) impacting performance and participation within areas of occupation across the lifespan (i.e., prosthetics, orthotics, gaming systems, devices for transportation and driving, electronic aids for daily living, augmentative and alternative communication devices, etc.) [B.3.15].  

4. Demonstrate knowledge of the social determinants of health for persons, groups, and populations with or at risk for disabilities that may require or benefit from AT [B.1.3]. 

5. Compare and contrast various seating and positioning systems used to enhance/improve occupational performance, participation, and independence to promote and support client health and wellness outcomes [B.3.15].  

6. Identify, describe, and adapt various environments, including home, work, school and other environments, to enhance occupational participation and safety [B.3.6; B.3.8].  

7. Identify and apply ergonomic principles and technical skills training, including assessment, grading, establishment, restoration, and modification for persons, groups, and populations and demonstrate strategies with assistive technologies and devices used to enhance occupational performance [B.3.6; B.3.8; B.3.9; B.3.15; B.3.19] 

8. Compare and contrast the continuum of low-tech to high-tech assistive technology options currently available and utilized in clinical practice and identify and analyze the influence of contextual factors and current federal, state, and local policy and reimbursement issues regarding OT’s ability to deliver AT to consumers [B.4.1; B.4.4]. 

9. Use professional reasoning to teach compensatory and adaptive strategies to include high and low technologies and environmental adaptations to support participation, performance, and well-being of the clients being served [B.3.2; B.3.6; B.3.8; B.3.15; B.3.19; B.3.21].  

10. Demonstrate understanding of the use of therapeutics and skills used within the treatment & delivery of OT services (i.e., therapeutic use of self, therapeutic activities, therapeutic exercise, manual/therapeutic modalities and agents, therapeutic exercise/stretching, etc.) [B.2.1; B.3.1; B.3.2; B.3.6; B.3.14; B.3.15]. 

11. Explain funding, documentation of equipment justifications, and maintenance of common assistive technology and devices used by OT practitioners [B.4.3].  

12. Provide training in techniques using AT/AD/AE to enhance community mobility, and address alternative means of transportation in community settings, including driver rehabilitation and other community access options [B.3.11]. 

13. Provide training in techniques using AT/AD/AE to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices {B.3.12]. 

14. Demonstrate knowledge regarding healthcare trends using electronic documentation systems, virtual environments, and telehealth technologies and demonstrate knowledge regarding OTA’s role in ethical delivery and their supervision requirements [B.2.10; B.3.18; B.4.9].  

15. Review, discuss, and apply the American with Disabilities Act (ADA) standards for accessible design in various client settings across the lifespan and demonstrate knowledge regarding ways OT can advocate for and deliver services so that ADA standards are met for clients [B.4.2]. 

16. Explain the Individuals with Disabilities Education Act (IDEA) and its implications on assistive technology and research, analyze, and retrieve qualitative and quantitive studies that support OT in education as it relates to the IDEA act [B.4.1; B.4.2; B.5.1; B.5.3]. 

17. Explain the role and responsibility of the practitioner to advocate for occupational therapy to expand the occupational therapy assistant’s role with regards to OT service delivery within fields and settings utilizing assistive technology and articulate the distinct knowledge and skills of occupational therapy practitioners to this community of interest [B.2.4; B.3.21; B.4.2].  

18. After research and analysis, explain the need for orthotics, and use professional reasoning to design, fabricate, apply, fit, and train in orthoses and devices used to enhance occupational performance and participation with demonstrated understanding of appropriate coding, billing, and supporting documentation required [B.1.1; B.2.8; B.3.2; B.3.16; B.3.19; B.3.21; B.4.3; B.5.1; B.5.3].  

19. Demonstrate principles of the teaching-learning process and professional reasoning to instruct and train the client, caregiver, family, significant others, etc. regarding the use, wearing-schedule, contraindications, precautions, restrictions, home exercise program, and follow-up/referral, and/or discharge process for their orthotic/prosthetic [B.1.1; B.2.8; B.3.2; B.3.6; B.3.8; B.3.9; B.3.10; B.3.16; B.3.17; B.3.19; B.3.21].  

20. Demonstrate the application of principles of instructional design, teaching and learning, and intra-/interprofessionalism via a research-based presentation over ethical assisted technology use within OT [B.2.10; B.2.12; B.3.19; B.3.21; B.3.22; B.5.1]. 

21. Demonstrate during presentation the ability to explain to other healthcare professionals OT’s distinct nature and view on the interaction of occupation and activity and OT’s role in health promotion and disease/disability prevention [B.2.3; B.2.4; B.2.5; B.2.6; B.3.21; B.3.22]. 

 

COURSE CONTENT: Topical areas of study include - COURSE CONTENT: Topical areas of study include the following:    

• Overview of profession’s history, theories, and frames of reference, etc. applicable to the use of AT.  

• Overview of common conditions, impairments, and limitations that warrant the use of AT, including injuries and surgeries  

• Interaction of occupation and activity 

• OT’s role in health promotion and disease/disability prevention  

• Social Determinants of health or persons, groups, and populations with or at risk for disabilities that may require or benefit from AT 

• Principles of assistive technology; description & overview of common ATs used in OT practice including: 

• Aids for communication, sensory loss, computer access, enhanced mobility, and seating, and positioning systems (i.e., DME). 

• Orthotics (i.e., splints) & Prosthetics 

• Various Adaptive equipment and devices (AE/AD). 

• Various 3-D printed items used in OT to help support client performance and participation  

• Electronic Medical Records (EMR) Systems 

• Virtual/Telehealth Models/Platforms 

Other: 

• Client/caregiver Education and Training (principles of the teaching-learning process) 

• Intra-/Interprofessionalism and Interdisciplinary Teaching (principles of instructional design) 

• Universal Design/Ergonomics 

• Activity analysis  

• Americans with Disabilities Act (ADA) 

• Individuals with Disabilities Education Act (IDEA) 

• Service delivery process and issues (i.e., reimbursement, funding, contexts) that support of hinder OT services.  

• Ethical issues in assistive technology  

• Coding/billing/documentation regarding the use of AT in practice.  

Occupation-based and occupation-centered interventions will be practiced. Will include overview and use of the following skills: Practice, Performance, and Personal Skills required in treatment & delivery of services that will use and incorporate AT, including intra-/interprofessionalism, collaboration, supervision, referrals, and discharge planning. 

• Practice Skills-Adaptive Equipment (AE), Durable Medical Equipment (DME), and Assistive Devices (AD) will be reviewed with common safety and protocols discussed and practiced.  

• Performance Skills-Ability to assess self and others regarding motor skills, process skills, and social interaction skills required in the use of AT. 

• Personal skills-including communication, professionalism, and knowledge of effective principles of interprofessional team dynamics. 

Clinical skills as part of “clinical excellence” -will include skills listed above, as well as skills important during the use and training of AT; in which settings, treatment populations; contraindications; scope defined. Will involve: 

• Therapeutics and skills used within the treatment & delivery of OT services used in conjunction with AT (i.e., therapeutic use of self, therapeutic activities, therapeutic exercise, manual/therapeutic modalities and agents, therapeutic exercise/stretching).   

• Technical skills regarding AT tech/tools used in practice of OT (assessment; treatment such as training, fitting, and creating orthotics, 3-D printing, etc.).    

• Leadership & Advocacy skills (i.e., for accessibility, services, durable medical equipment coverage, etc.).  

  • Advocacy: Students will advocate for the use of AT/accessibility in a service-learning activity/project and through teaching and learning. Current health provision issues/advocacy efforts discussed.   

• Professional Reasoning skills   

• Research skills for activities and presentations 

• Documentation, billing, and coding skills practiced; will review specific codes and terminology used for reimbursement/billing in conjunction with AT. 

• Skills related to applying principles of instruction design and teaching-learning process. 

  • Students will present to other health professionals a research-based presentation over ethical assisted technology use within OT