SouthUniversity, Richmond Occupational Therapy Assistant Program Occupational Change through the Lifespan OTA 1002 Human Occupation through the Lifespan Points and Percent Grade for Assignment: 50 points/15% of total grade Student Learning Outcomes Addressed: 1. Demonstrate knowledge and understanding of human development throughout the lifespan. 2. Describe occupations and occupational behavior of children, adolescents, adults, and older adults in the context of age, gender, roles, and environment. 3. Discuss the relationship between typical challenges and the impact they have on engagement in occupation as applied throughout the lifespan. 4. Identify the influence of health care, education, community and social systems (context) in the occupation of typical children, adolescents, adults and older adults. ACOTE STANDARDS Addressed: Demonstrate knowledge and understanding of human development throughout the lifespan (infants, children, adolescents, adults, and older adults). (B.1.2) Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy. (B.6.1) Assignment Each student will write a paper on changes in human occupation through the lifespan. This will involve knowledge and understanding of human development through the lifespan, describing how client factors and activity demands support and or constrain occupational performance. Students will select a theorist from Sladyk and Ryan Chapter 4 and describe how one could view occupational change through the lifespan from the point of view of that theorist. Students will address the following 5 life stages in each response: (1) infancy, (2) childhood, (3) adolescence, (4) adulthood and (5) older adulthood. Students will need to discuss the occupational changes that occur in each life stage and also include discussion about each of the following objectives for each stage: a. Explain how culture and cultural competence impact occupational performance across the lifespan. b. Explain how communication changes through the lifespan. c. Explain how the environment impacts occupational performance across the lifespan. d. Explain how education, health and social systems impact occupational performance across the lifespan. This paper related to lifespan occupational change will be 4 to 6 pages long. NOTE: Please copy the Evaluation Rubric, found below, and paste the entire rubric into the very end of your paper -- after any references or appendices. Make sure that all of the Rubric is visible. Thank you! CRITERIA for Occupational Change through the Lifespan Above Average Professional Average Inconsistent Professionalism Below Average Deficient in professional skills Unacceptable Lacks professionalism 1. Identification of developmental theorist, definition of theory of human development. Definitions and descriptions are clear; complete information provided (10 points) Partial definition and .

1. SouthUniversity, Richmond
Occupational Therapy Assistant Program
Occupational Change through the Lifespan
OTA 1002 Human Occupation through the Lifespan
Points and Percent Grade for Assignment: 50 points/15% of
total grade
Student Learning Outcomes Addressed:
1. Demonstrate knowledge and understanding of human
development throughout the lifespan.
2. Describe occupations and occupational behavior of children,
adolescents, adults, and older adults in the context of age,
gender, roles, and environment.
3. Discuss the relationship between typical challenges and the
impact they have on engagement in occupation as applied
throughout the lifespan.
4. Identify the influence of health care, education, community
and social systems (context) in the occupation of typical
children, adolescents, adults and older adults.
ACOTE STANDARDS Addressed:
Demonstrate knowledge and understanding of human
development throughout the lifespan (infants, children,
adolescents, adults, and older adults). (B.1.2)
Describe the contexts of health care, education, community, and
social systems as they relate to the practice of occupational
therapy. (B.6.1)
Assignment

2. Each student will write a paper on changes in human occupation
through the lifespan. This will involve knowledge and
understanding of human development through the lifespan,
describing how client factors and activity demands support and
or constrain occupational performance.
Students will select a theorist from Sladyk and Ryan Chapter 4
and describe how one could view occupational change through
the lifespan from the point of view of that theorist.
Students will address the following 5 life stages in each
response: (1) infancy, (2) childhood, (3) adolescence, (4)
adulthood and (5) older adulthood.
Students will need to discuss the occupational changes that
occur in each life stage and also include discussion about each
of the following objectives for each stage:
a. Explain how culture and cultural competence impact
occupational performance across the
lifespan.
b. Explain how communication changes through the lifespan.
c. Explain how the environment impacts occupational
performance across the lifespan.
d. Explain how education, health and social systems impact
occupational performance across
the lifespan.
This paper related to lifespan occupational change will be 4 to 6
pages long.
NOTE: Please copy the Evaluation Rubric, found below, and
paste the entire rubric into the very end of your paper -- after
any references or appendices. Make sure that all of the Rubric is
visible. Thank you!
CRITERIA for Occupational Change through the Lifespan
Above Average
Professional
Average
Inconsistent Professionalism
Below Average

3. Deficient in professional skills
Unacceptable
Lacks professionalism
1. Identification of developmental theorist, definition of theory
of human development.
Definitions and descriptions are clear; complete information
provided
(10 points)
Partial definition and description; adequate information
provided
(8 points)
Incomplete definition and description; minimal and superficial
information provided
(7 point)
Definitions and descriptions are unclear or incorrect; extraneous
information provided
(5 points)
2. Discussion of occupational changes (social, emotional,
cognitive, physical) occurring in each life stage (infant,
childhood, adolescence, adult, old adult)
Substantial, pertinent information and details provided about
each life stage and occupational changes supported by theorist
view of development; effective organization; good flow of
information
(15 points)
Adequate information and some details provided about each life
stage and occupational changes somewhat supported by theorist
view of development; ineffective organization with awkward
flow
(13 points)
Superficial information; minimal details provided; theorist view
supported by flawed reasoning; ineffective organization;
difficult to follow
(12 point)
Unclear or incorrect information provided; theorist view is

4. unsupported or supported incorrectly; reads like a first draft
(9 points)
3. Description of impact on occupational performance across
lifespan in areas of culture & competence, communication,
environment, education, health and social systems.
Substantial, pertinent information and details clearly stated in
all areas; effective organization
(15 points)
Some details provided, adequate information in most areas;
ineffective organization with awkward flow
(13 point)
Superficial information and details; missing areas; lack of flow
leads to confusion;
(12 points)
Description is unclear or incorrect; missing information or
areas; reads like a first draft
(9 points)
4. Style
Required formatting and APA style (if relevant) applied
correctly and consistently throughout
(5 points)
Required formatting and APA style (if relevant) applied is
correct by applied inconsistently throughout
(3 point)
Required formatting and APA style (if relevant) applied
incorrectly and inconsistently throughout
(2 points)
Required formatting and APA style (if relevant) not evident or
reads like a first draft
Rubric not attached at the end of the paper
(1 points)

5. 5. Grammar
Effective command of grammar, spelling, usage, and
punctuation; paper contains fewer than five errors
(5 points)
Fair command of grammar, usage, spelling and punctuation;
paper contains fewer than five errors per page on all pages
(3 point)
Below average command of grammar, usage, spelling,
punctuation; paper contains five errors per page on five or more
pages
(2 points)
Poor command of grammar, spelling usage and punctuation;
excessive errors interfere with understanding; reads like a first
draft
(1 points)
Revised Jan 2017-SURichmond
South University, Richmond
Occupational Therapy Assistant Program
OT Frame of Reference Comparison Paper
OTA 1001 Introduction to OT
FOR Comparison Paper Assignment
Student Outcome(s) Addressed:
6.) Describe basic features of models of practice and frames of
reference used in occupational therapy.
ACOTE Standards Addressed:
6.) Describe basic features of models of practice and frames of
reference that are used in occupational therapy. (B.3.2)

6. 5.) Describe basic features of the theories that underlie the
practice of occupational therapy. (B.3.1)
1. Read Chapter 8, pages 35-36: Frank: Right
Cerebrovascular Accident, Left Hemiplegia, Left Neglect. You
will find this chapter in the Halloran, P, & Lowenstein, N.
(2015). Case studies through the healthcare continuum: a
workbook for the occupational therapy student. Thorofare: NJ.
Don’t worry about understanding the range of motion
results or any other test results in the occupational therapy
evaluation section; just focus on Frank’s overall abilities and
deficits.
Here are some of the abbreviations used in the case and
what they mean:
CVA – cerebrovascular accident, which is another term for
a stroke
UE – upper extremity – from the shoulder down (distal) to
the fingers
LE – lower extremity – from the hip down (distal) to the
toes
AROM – active range of motion – motion that Frank has at
any joint when he moves
PROM – passive range of motion – motion that Frank has
at his joints when someone else, like the therapist,
moves his arm. Frank has less motion that he can
initiate on his own than when the therapist moves his arm due to
muscle weakness on the right side.

7. WNL – within normal limits – if range of motion is limited
by a few degrees from normal
then it is said to be within normal limits
ADL – activities of daily living
2. Read about the Rehabilitation (p.75-76) and the Cognitive
Rehabilitation (p.84-85) frames of reference in Chapter 7 of
your Ryan’s (2015) textbook.
In a paper that is no longer than five pages, following the
prescribed format, you will provide the following
information:
a. Define and describe the terms theory, frame of
reference, and a model.
b. Why are assumptions made or defined when explaining
frames of reference?
c. Identify and describe the Rehabilitation Frame of
Reference.
d. Identify and describe the Cognitive Rehabilitation
Frame of Reference.
e. What are the similarities between your two frames of
reference?
f. How do your two frames of reference differ from each other?
g. Describe why the Rehabilitation and the Cognitive
Rehabilitation Frames of
Reference are appropriate frameworks on which to base
your treatment approach to working with Frank in
occupational therapy.

8. h. Why is it important that OT practitioners base their
approach to client treatment on a
frame of reference?
NOTE: Please copy the Evaluation Rubric and paste the entire
Rubric into the very end of your paper -- after any references or
appendices. A missing rubric will incur a 10% reduction. Thank
you!
Evaluation Rubric for Written Analysis of Research Article
Assignment
This assignment is worth 25 points, which is 15% of your grade
for this course. It will be evaluated according to the following
rubric:
CRITERIA for Frame of Reference Paper
25 points
Above Average
Professional
Acceptable
Inconsistent Professionalism
Below Average
Deficient in professional skills
Unacceptable
Lacks professionalism
1. Definition of theory, frame of reference and model and
assumptions
Definitions and descriptions of terms are clear; complete
information provided
(5 points)
Partial definition and description of terms; adequate information
provided
(3-4 points)
Incomplete definition and description of terms; minimal and

9. superficial information provided
(1-2 point)
Definitions and descriptions are unclear or incorrect; extraneous
information provided ; reads like a first draft
(0.5 points)
2. Scope of Content: Description of each frame of reference;
identification of similarities & differences
Substantial, pertinent information and details provided about
each frame of reference, including at least two similarities and
two differences; point of view supported by evidence and
examples; effective organization; good flow of information
(5 points)
Adequate information and some details provided about each
frame of reference, including one similarity and one difference;
point of view somewhat supported by an example; ineffective
organization with awkward flow
(3-4 points)
Superficial information; minimal details provided; point of view
supported by flawed reasoning and insufficient evidence;
ineffective organization; difficult to follow
(1-2 points)
Description of frames of reference is unclear or incorrect; point
of view is unsupported or supported incorrectly; reads like a
first draft
(0.5 points)
3. Description of ways in which frames of reference guide
practice and why that is important
Substantial, pertinent information and details clearly stated
about how frames of reference pertain to case and areas of
practice; effective organization
(5 points)
Some details provided about how frames of reference pertain to
case and areas of practice; ineffective organization with
awkward flow
(3-4 point)
Superficial information about how frames of reference pertain

10. to case and areas of practice; point of view supported by flawed
reasoning and insufficient evidence; lack of flow leads to
confusion;
(1-2points)
Description of frames of reference is unclear or incorrect; point
of view is unsupported or supported incorrectly; reads like a
first draft
(0.5 points)
4. Style
Required formatting and APA style (if relevant) applied
correctly and consistently throughout
(5 points)
Required formatting and APA style (if relevant) applied is
correct but applied inconsistently throughout
(3-4 point)
Required formatting and APA style (if relevant) applied
incorrectly and inconsistently throughout (
1-2points)
Required formatting and APA style (if relevant) not evident or
reads like a first draft
(0.5 points)
5. Grammar
Effective command of grammar, spelling, usage, and
punctuation; paper contains fewer than five errors
(5 points)
Fair command of grammar, usage, spelling and punctuation;
paper contains fewer than five errors per page on all pages
(3-4 point)
Below average command of grammar, usage, spelling,
punctuation; paper contains five errors per page on five or more
pages
(1-2 points)
Poor command of grammar, spelling usage and punctuation;
excessive errors interfere with understanding; reads like a first
draft

11. (0.5 points)
OTA Program South University, Richmond adapted by
C. Cox 4.20.16; modified 1/17/18MAS