2 Treatment exercises, activities, techniques, strategies and approaches Name:_____________________ Date: ______________ Course: OTA 108/109 Patient Care Procedures Objective: The student will demonstrate proficiency in articulating, describing, demonstrating and applying OT treatment techniques, strategies, and approaches to an array of medical diagnosis with evidence of therapeutic use of self and apply scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments. Procedure: a. The students will be assigned a specific type of: · therapeutic exercise · therapeutic activity · neuromuscular reeducation approach or technique · a self care task b. The student will articulate, describe and demonstrate to their fellow students, to include providing information about benefits, precautions and contraindications. c. The student will articulate and describe need and rationale to evidence therapeutic use of self. Curriculum threads addressed: · Commitment to lifelong clinical learning · Occupation centered practice · Role Acquisition Criteria Poor (1) Fair (2) Good (3) Excellent (4) Score Timeliness Student presented the paper 2 or more days late Student presented the paper the following day with an excuse Student presented the paper the same day but at a later time Student presented the paper on time. Use of proper terminology and grammar Use of wrong terminology or grammar on more than 9 occasions. Use of wrong terminology or grammar on no more than 7 occasions. Use of wrong terminology or grammar on no more than 5 occasions. Use of wrong terminology or grammar on no more than 3 occasions. Description of the exercise or activity assigned, including historical background, usage and application. 25-49% the content was comprehensive with a strong historical background and a correct description of its application 50-74% of the content was comprehensive with a strong historical background and a correct description of its application 75-89% of the content was comprehensive with a strong historical background and a correct description of its application 90-100% of the content was comprehensive with a strong historical background and a correct description of its application. Provided complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Articulated need and rationale to evidence Therapeutic Use of Self. 25-49% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Insufficient articulation regarding Therapeutic Use of Self. 50-74% of the c.

1. 2
Treatment exercises, activities, techniques, strategies and
approaches
Name:_____________________
Date: ______________
Course: OTA 108/109 Patient Care Procedures
Objective:
The student will demonstrate proficiency in
articulating, describing, demonstrating and applying OT
treatment techniques, strategies, and approaches to an array of
medical diagnosis with evidence of therapeutic use of self and
apply scientific evidence, theories, models of practice, and
frames of reference that underlie the practice of occupational
therapy to guide and inform interventions for persons, groups,
and populations in a variety of practice contexts and
environments.
Procedure:
a. The students will be assigned a specific type of:
· therapeutic exercise
· therapeutic activity
· neuromuscular reeducation approach or technique
· a self care task
b. The student will articulate, describe and demonstrate to their
fellow students, to include providing information about
benefits, precautions and contraindications.

2. c. The student will articulate and describe need and rationale to
evidence therapeutic use of self.
Curriculum threads addressed:
· Commitment to lifelong clinical learning
· Occupation centered practice
· Role Acquisition
Criteria
Poor (1)
Fair (2)
Good (3)
Excellent (4)
Score
Timeliness
Student presented the paper 2 or more days late
Student presented the paper the following day with an excuse
Student presented the paper the same day but at a later time
Student presented the paper on time.
Use of proper terminology and grammar
Use of wrong terminology or grammar on more than 9
occasions.
Use of wrong terminology or grammar on no more than 7
occasions.
Use of wrong terminology or grammar on no more than 5
occasions.
Use of wrong terminology or grammar on no more than 3
occasions.

3. Description of the exercise or activity assigned, including
historical background, usage and application.
25-49% the content was comprehensive with a strong historical
background and a correct description of its application
50-74% of the content was comprehensive with a strong
historical background and a correct description of its
application
75-89% of the content was comprehensive with a strong
historical background and a correct description of its
application
90-100% of the content was comprehensive with a strong
historical background and a correct description of its
application.
Provided complete and accurate information of the benefits,
indications, precautions and contraindications of the exercise or
activity assigned. Articulated need and rationale to evidence
Therapeutic Use of Self.
25-49% of the content of this section depicted complete and
accurate information of the benefits, indications, precautions
and contraindications of the exercise or activity assigned.
Insufficient articulation regarding Therapeutic Use of Self.
50-74% of the content of this section depicted complete and
accurate information of the benefits, indications, precautions
and contraindications of the exercise or activity assigned. Fair
articulation regarding Therapeutic Use of Self.
75-89% of the content of this section depicted complete and
accurate information of the benefits, indications, precautions
and contraindications of the exercise or activity assigned. Good
articulation regarding Therapeutic Use of Self.
90-100% of the content of this section depicted complete and
accurate information of the benefits, indications, precautions

4. and contraindications of the exercise or activity assigned.
Excellent articulation regarding Therapeutic Use of Self.
Included sufficient and accurate pictures, photos and diagrams
related to the activity or exercise assigned as part of the
appendix section
Included 1-2 appendices
demonstrating the exercises, activities or technique assigned
Included 3-4 appendices
demonstrating the exercises, activities or technique assigned
Included 5-7 appendices
demonstrating the exercises, activities or technique assigned
Included 8 or more appendices
demonstrating the exercises, activities or technique assigned
Sources of references
Failed to include 5-6 sources of references
Failed to include 3-4 sources of references
Failed to include 1-2 sources of references
Included the necessary and truthful sources of references
Explanation and demonstration of the assignment to fellow
students
The information presented was clear, easy to understand, and
accurate 25-49% of its content
The information presented was clear, easy to understand, and
accurate 50-74% of its content
The information presented was clear, easy to understand, and
accurate 75-89% of its content
The information presented was clear, easy to understand, and
accurate 90-100% of its content
Evaluation: The total score to accumulate is
“28”. Your score was _____________ with a

5. percentage of ________________ .
Comments:___________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_______________________
Instructor’s
signature:____________________________________________
______________________
ACOTE Standards for an Accredited Educational Program for
the Occupational Therapy Assistant:
B.3.7., B.4.1. , B.4.3., B.4.9. , B.4.11. , B.4.13. , B.4.21.
Revised 05/05/2020 JM
3
Treatment Session
Case study review
(part 2 of 3)
Name: _____________________
Date: ______________

6. Course: OTA 108/109 Patient Care Procedures
Objective:
· The student will demonstrate proficiency in applying OT
treatment techniques and practices to a case study for which
they have already written long and short term goals.
· The student will demonstrate an understanding of health
literacy and the ability to educate and train the client, caregiver,
family, and significant others to facilitate skills in areas of
occupation as well as prevention, health maintenance, health
promotion and safety.
· The student will demonstrate awareness of the principles of
interprofessional team dynamics to perform effectively in
different team roles to plan, deliver, and evaluate patient- and
population-centered care as well as population health programs
and policies that are safe, timely, efficient, effective, and
equitable.
Procedure:
The student will be assigned a case study with an array
of physical dysfunctions. They will develop a one hour
treatment session applying techniques, strategies and practices
discussed in class. This is the second part of the student training
in electronic documentation as well because they must search,
read, and review the evaluation from the case study.
Curriculum Threads addressed:
· Occupation Centered practice
· Role Acquisition
Evaluation:

7. Criteria
Poor (1)
Fair (2)
Good (3)
Excellent (4)
Score
Are the areas addressed during the Tx session a true reflection
of the main and priority problem list?
Three or more of the areas addressed during the Treatment
session were not a true reflection of the main and priority
problem list.
Two of the areas addressed during the Treatment session were
not a true reflection of the main and priority problem list.
One of the areas addressed during the Treatment session was not
a true reflection of the main and priority problem list.
All the areas addressed during the Treatments session were a
true reflection of the main and priority problem list.
Were the activities and exercises presented during the session
congruent and related to the STGs.
Three or more of the activities and exercises presented during
the session were not congruent and related to the STGs.
Two of the activities and exercises presented during the session
were not congruent and related to the STGs.
One of the activities and exercises presented during the session
was not congruent and related to the STGs.
All of the activities and exercises presented during the session
were congruent and related to the STGs.
Were the exercises, activities and techniques used during the
session correctly applied and implemented

8. Three or more exercises, activities or techniques used during
the session were incorrectly applied and implemented
Two exercises, activities or techniques used during the session
were incorrectly applied and implemented
One exercise, activity or techniques used during the session
was incorrectly applied and implemented
All the exercises, activities and techniques used during the
session were correctly applied and implemented
Were the exercises, activities and techniques used during the
session explained clearly and properly to the
patient/caregiver/family/significant other?
Three or more of the exercises, activities and techniques used
during the session were not explained clearly and properly
Two of the exercises, activities and techniques used during the
session were not explained clearly and properly
One of the exercises, activities and techniques used during the
session was not explained clearly and properly
All of the exercises, activities and techniques used during the
session were explained clearly and properly
Was the interaction and communication with
patient/caregiver/family/significant other carried out with
respect and professionalism, with evidence of therapeutic use of
self
The interaction and communication with the patient was carried
out with respect and professionalism on few occasions with no
evidence of therapeutic use of self
The interaction and communication with the patient was carried
out with respect and professionalism sometimes with limited
evidence of therapeutic use of self
The interaction and communication with the patient was carried
out with respect and professionalism most of the time with

9. evidence of therapeutic use of self
The interaction and communication with the patient was carried
out with respect and professionalism at all times with evidence
of therapeutic use of self
Did the therapist provide adequate and timely feedback to the
patient that led to the desired response
The therapist provided inadequate and untimely feedback to the
patient that led to an undesired response
The therapist provided adequate and timely feedback to the
patient that led to the desired response, on occasion
The therapist provided adequate and timely feedback to the
patient that led to the desired response most of the time
The therapist provided adequate and timely feedback to the
patient that led to the desired response at all time
Did the therapist apply safety measures and techniques while
treating the patient
The therapist did not apply safety measures and techniques
while treating the patient three or more times
The therapist did not apply safety measures and techniques
while treating the patient twice
The therapist did not apply safety measures and techniques
while treating the patient once
The therapist applied safety measures and techniques while
treating the patient at all times
Did the therapist integrate opportunity to discuss with the
patient/caregiver/family/significant other prevention, health
maintenance and health promotion
The therapist did not integrate appropriately or at all,
opportunity to discuss with the
patient/caregiver/family/significant other prevention, health
maintenance and health promotion
The therapist integrated appropriately, opportunity to discuss
with the patient/caregiver/family/significant other prevention,

10. health maintenance and health promotion, on occasion
The therapist integrated appropriately, opportunity to discuss
with the patient/caregiver/family/significant other prevention,
health maintenance and health promotion most of the time
The therapist integrated appropriately, opportunity to discuss
with the patient/caregiver/family/significant other prevention,
health maintenance and health promotion
Did the therapist project confidence with full domain and
control while offering the treatment session?
The therapist did not project confidence with full domain and
control of the treatment session
The therapist projected confidence with full domain and control
of the treatment session sometimes
The therapist projected confidence with full domain and control
of the treatment session most of the times
The therapist projected confidence with full domain and control
of the treatment session at all times
Did the therapist integrate opportunity to discuss with the
patient/caregiver/family/significant other the need to possibly
integrate interprofessional team dynamics for planning,
delivering and evaluating care?
The therapist did not integrate appropriately or at all,
opportunity to discuss with the
patient/caregiver/family/significant other
The therapist integrated appropriately, opportunity to discuss
with the patient/caregiver/family/significant other
The therapist integrated appropriately, opportunity to discuss

11. with the patient/caregiver/family/significant other most of the
time
The therapist integrated appropriately, opportunity to discuss
with the patient/caregiver/family/significant other
Comments:___________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
___
Instructor Signature:
_____________________________________________________
_______
ACOTE Standards for an Accredited Educational Program for
the Occupational Therapy Assistant:
B.1.4., B.3.4., B.3.7, B.4.3., B.4.9, B.4.10., B.4.11., B.4.13. ,
B.4.21., B.4.25
Revised 07/09/2020 JM
2
OTA 108/109 Patient Care Procedures
Goals in Casamba
(part 1 of 3)
Name:_____________________
Date: ______________

12. Objective:
· The student will demonstrate and articulate proficiency in
reading, reviewing, and gathering data of a client, and in using
their clinical reasoning and prioritizing skills to assist in the
development of long and short term goals on a Plan of Care.
· Necessary data to assist with the development of LTG and
STG will include evaluation results of patient’s performance in
occupation, diagnostic tests results and any other relevant
statistics/data
· This assignment evidences an understanding of business
aspects of practice which includes but is not limited to,
financial management, billing and coding
Procedure:
The student will be assigned a case study with an array
of impairments and dysfunctions. They will complete an
analysis of the evaluation performed and complete the sections
related to Long Term and Short Term goals.
Evaluation:.
Criteria
Poor (1)
Fair (2)
Good (3)
Excellent (4)
Comments
Score
Timeliness
Student completed the assignment two or more days late
Student completed the assignment one day late
Student completed the assignment on the required date but at a

13. later time
Student completed the assignment on the required date and time
Use of proper terminology, grammar and sequence of words
Improper use of proper terminology, grammar and sequence of
words used on 8 or more occasions
Improper use of terminology, grammar and sequence of words
used on no more than 6 occasions
Improper use of terminology, grammar and sequence of words
used on no more than 4 occasions
Improper use of terminology, grammar and sequence of words
used on no more than 1 occasion
Articulate the importance of using statistics, tests and
measurements for purposes of delivering evidence based
practice through Q&A with Instructor
Unable to articulate . Recommend Tutoring.
Student able to articulate with 50% efficiency. Clarification
and additional EBP exercise, tutoring required
Student able to articulate with 75% efficiency. Evidence of
knowledge and understanding. Minor clarification provided
Student able to articulate with 100% efficiency. Evidence of
knowledge and understanding. Exceeds expectation.
Long Term goals reflect the most important impaired functional
and occupational areas of the patient.
3 or more important functional or occupational area in the Long
Term goal are not evident.
2 important functional or occupational area in the Long Term
goalsare not evident
1 important functional or occupational area in the Long Term
goals is not evident.
All Long Term goals reflect the most important impaired

14. functional and occupational areas of the patient.
Long Term Goals are specific and measurable
3 or more instances of a a specific and measurable LTG.
Two instances of a specific and measurable LTG.
One instance of a lack of a specific and measurable LTG.
All LTGs were specific and measurable.
Long Term Goals are realistic and achievable for the anticipated
time frame
Three or more Long Term Goals were not realistic and
achievable for the anticipated time frame
Two Long Term Goals were not realistic and achievable for the
anticipated time frame
One Long Term Goal was not realistic and achievable for the
anticipated time frame
All Long Term Goals were realistic and achievable for the
anticipated time frame
Each Long Term Goals is comprehensive and well elaborated
reflecting clearly how and through what means the patient is
envisioned to be functioning at the end of treatment.
Three Long Term Goals were not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of treatment.
Two Long Term Goals were not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of treatment.
One Long Term Goal was not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of treatment.
Each Long Term Goals is comprehensive and well elaborated
reflecting clearly how and through what means the patient is

15. envisioned to be functioning at the end of treatment.
Short Term goals reflect the most important impaired client’s
body functions and skills.
3 or more important impaired body functions or skills were not
included
.2 important impaired body functions or skills
Were not included
1 important impaired body function or skill was not included.
All Short Term goals reflect the most important impaired body
functions and skills
Short Term Goals are specific and measurable
Specific and measurable STG were not evident in 3 or more
instances
specific and measurable STGs were not evident in two
instances.
Specific and measurable STG was not evident in one instance.
All STGs were specific and measurable.
Short Term Goals are realistic and achievable for the
anticipated time frame
Three or more Short Term Goals were not realistic and
achievable for the anticipated time frame
Two Short Term Goals were not realistic and achievable for the
anticipated time frame
One Short Term Goal was not realistic and achievable for the
anticipated time frame
All Short Term Goals were realistic and achievable for the
anticipated time frame
Each Short Term Goals is comprehensive and well elaborated

16. reflecting clearly how and through what means the patient is
envisioned to be functioning at the end of the term
Three Short Term Goals were not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of the term.
Two Short Term Goals were not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of the term.
One Short Term Goal was not comprehensive and well
elaborated reflecting clearly how and through what means the
patient is envisioned to be functioning at the end of the term.
Each Short Term Goals is comprehensive and well elaborated
reflecting clearly how and through what means the patient is
envisioned to be functioning at the end of the term.
Instructor’s Signature:
_________________________________________
ACOTE Standards for an Accredited Educational Program for
the Occupational Therapy Assistant:
B.1.7. ,B.5.19, B.5.20.
Revised 07/09/2020 JM