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101 Physiology. (Cross-listed as Biology 9.) Normal function of the human body based on fundamental biophysical and biomechanical principles. Systems covered will include cardiovascular, respiratory, gastrointestinal, renal, neuroendocrine, muscular, and skeletal. Emphasis will be placed on how these systems contribute to neuromuscular control, muscular strength, and endurance. Prerequisite: cell biology. Leavis

102 Gross Anatomy. (Cross-listed as Biology 4.) A systemic approach to human anatomy, including the skeletal, muscular, respiratory, digestive, genital, urinary, and nervous systems. Detailed study of the upper and lower extremities, emphasizing normal function. Laboratory sessions weekly. Prerequisite: biology. Sarikas

103 Neuroanatomy. (Cross-listed as Biology 5.) The structure and basic function of the nervous system: both central and peripheral nerves analyzed as to functional components, course, and action. Basic tracts of the central nervous system outlined and traced. Laboratory sessions weekly. Prerequisite: OTS 102. Pessina/Whitney

104 Kinesiology. (Cross-listed as Biology 11.) Introduction to normal human movement. The basic anatomical, physiological, and biomechanical principles that underpin normal movement and function. Includes the assessment of muscle and joint function through manual muscle testing and goniometry. Emphasis on the biomechanics of everyday activities. Prerequisite or taken concurrently: gross anatomy. Ray, Kresge

105 Assistive Technology. Examination of problems in designing and providing assistive devices to individuals with disabilities, to assist mobility, communication, positioning, and environmental control and daily living. Processes discussed include needs assessment, search for available devices, resources available, and creative problem solving. Students work with materials commonly used to create individualized devices, in cross-disciplinary teams on a design for a specific user or group. Problems of funding and delivery of devices also explored. For students in occupational therapy and engineering, and for educators, speech/language pathologists, and rehabilitation personnel. Campbell/Buxton

106 Occupation and Adaptation in the Child and Adolescent. Developmental themes and models of childhood and adolescent occupation, including activities of daily living, play, education, social skill development, and vocational exploration. The impact of physical, psychological, cognition, and social development on the child as well as the influence of caretakers, community, and culture. Fieldwork experience. Prerequisites: Psychology 1, junior or senior standing. Sherwin Ripp

107 Occupation and Adaptation in the Adult Years. Developmental themes and theoretical models of the adult life cycle, from early to late adulthood including examination of physical, psychological, cognitive, and social changes and the influence of culture, race, and gender on occupations and adaptation. Emphasis on individual differences and the impact of sociocultural context or areas of occupation such as work, activities of daily living, play, education, social participation, and spiritual practices. Community field experience. Prerequisites: Psychology 1, junior or senior standing. Trudeau

137, 138 Fieldwork Seminar. No course credit.

183, 184 Independent Study. Directed individual study of an approved topic. Credit as arranged. Members of the department

205 Clinical Reasoning Seminar I: Observation and Interpretation. The first in a series of courses focusing on the development of occupational therapy reasoning skills based on theoretical and practice learning. Emphasis on the ability to make, reflect on, analyze, and critique observations as well as making interpretations based on these observations. Building leadership skills and the ability to view the whole person (including an individual's sexuality and spirituality) through experiential learning. Prerequisites: Psychology 1, junior or senior standing. Bedell, Trudeau

206 Clinical Reasoning Seminar II: Interactive Reasoning in the Practice of Occupational Therapy. Exploration of the interactive aspects of clinical reasoning through fieldwork and classroom experiences. Topics include analysis of self, the initial interview, interview process, designing and asking interview questions, the phenomenological approach to interviewing, limit setting techniques, self-analysis of interviews, the termination process, and interacting with guest speakers who are living with disabilities. Prerequisite: OTS 205. Kresge

207 Clinical Reasoning Seminar III: Procedural Reasoning in the Practice of Occupational Therapy. Exploration of the procedural components of the clinical reasoning process with reference to the profession's practice framework, evidence-based practice, selected theoretical models and practice areas. Topics include principles of evaluation, outcome measures, evidence-based practice, client-centered practice, clinical documentation, and pain management. Rochman

208 Clinical Reasoning Seminar IV: Evidence-Based Practice. Advanced seminar explores the clinical reasoning process with reference to evidence-based practice in occupational therapy. Topics include client problem and goal identification, development of PICO questions, searching and analyzing literature, preparing Rx plan, presentation to client. Prerequisite: consent. Bailey

209 Clinical Research. Exploration of the components of the research process in the context of occupational therapy. Includes developing research questions, conducting a literature search and review, data collection and data analysis, drawing conclusions from data, ethics in research, and sharing research findings. Prerequisite: Introductory statistics; open to undergraduates. Bailey

210 Thesis Research. (May be substituted for OTS 209.) An examination of methods of scientific inquiry and research applicable to human-service professions. Emphasis on formulating questions; methodology for their resolution, including sampling, measurement of variables, reliability and validity; selection of instruments; data collection and analysis; proposal writing for thesis. Prerequisite: consent. Bailey

219 Group Theory and Community-Based Practice. Exploration of the dynamics of small and large group systems. Classes and readings focus on theories of group process that lead to effective group functioning. Group experiences in class to integrate theoretical learning about group observation, leadership, and individual membership skills. Understanding culture in relation to group development in small and large group systems and application of group theory to practice in occupational therapy. Lectures, mentoring groups, and assignments are integrated with weekly community-based fieldwork service learning where the students facilitate small task-oriented groups. Prerequisite: prior or concurrent OTS 106 or 107. Schwartzberg

220 Methods of Education for Occupational Therapists. Survey of theories of learning, teaching, and curriculum design that pertain to occupational therapy education in the university as well as to educational activities in occupational therapy practice. The case study method will be used to analyze and compare approaches to curriculum and program design. Schwartzberg

224 Occupational Therapy Practice in Physical Dysfunction. Basic treatment principles for neurologic, orthopedic, degenerative, and traumatic conditions, including CVA, arthritis, burns, fractures, and spinal cord injuries, as well as theory and research in relation to treatment, will be presented in lecture. Laboratory stresses conduct of motor, sensory, and perceptual evaluations; comprehensive treatment planning; splint fabrication; transfers; and psychodynamics of physical rehabilitation. Includes a fieldwork component. Prerequisites: OTS 102, 103, and 243 (taken concurrently or prior to OTS 101, 104, and 242). Curran Brooks

226 Occupational Therapy Practice with the Pediatric Population. This course prepares students to use clinical reasoning to apply knowledge of pediatric occupational therapy and principles to working with children and their families. Course content will focus on supporting the occupations of the child within an environmental context with an emphasis on family and sociocultural factors. Students will examine major theoretical frames of reference based upon current research and will learn to apply this to planning occupational therapy evaluations and interventions. As part of this course, students are required to participate in a Level I pediatric occupational therapy fieldwork experience. Prerequisites: OTS 104, 106, 206, and either 224 and 227. Ray

227 Occupational Therapy Practice in Psychosocial Dysfunction. Review of the theoretical backgrounds that have either historical or current significance in the practice of occupational therapy with individuals who are mentally ill. Students use a variety of learning activities to fully explore this area of practice, including lecture, lab, and clinical fieldwork. Practical application of theoretical concepts and clinical reasoning applied to a variety of treatment situations to guide clinical decisions from evaluation through discharge. Prerequisites: OTS 107 and 243 (taken concurrently or prior to OTS 106, 219, and 242). Trudeau

229 Occupational Therapy Practice with Older Adults. Study of contemporary issues of aging and social implications of worldwide longer lifespan. Examination of theories of aging, including physiological, psychological, and functional changes and the influence of culture, race, and gender in the experience of aging. Through clinical reasoning, students learn to evaluate and facilitate functional performance in older adults in a variety of environments, ranging from community to institutional settings. Professional roles, intervention strategies, and modes of service delivery, including interdisciplinary approaches to gerontic occupational therapy. Prerequisite: consent. Trudeau

232 Health and Community Systems. Students will gain an in-depth understanding of the health care system in the United States and learn how health care policy is established. Government sets health care policy, either explicitly by legislating, or implicitly by not legislating. The impetus to a policy is a problem. Introduction to key problems, both historic and current, so that students may understand the solutions that shape their work world, and may contribute to the discussion and negotiation of future solutions for their clients. Members of the department

233 Occupational Therapy Management and Administration. The philosophy of health care delivery in the United States, both institutional and community. Principles of management within the institutional and community health care system, including moving from clinician to manager, managerial roles, marketing, financial management of an occupational therapy department, staff development, recruitment and retention, ethics in the workplace, and professional issues. Members of the department

234, 235 Practicum. Supervised experience in occupational-therapy-related settings, e.g., clinics, community programs, and educational institutions. Experience may focus on specific areas of teaching, consultation, program development, or direct service. Prerequisite: consent. Barnes, Evenson

237, 238 Fieldwork Experience. No course credit.

242 Health Conditions: Pathology and Prevention I. Incidence, prevalence, and etiology of health conditions that contribute to disruption in occupational performance focusing on conditions common in childhood through adolescence. The health practitioner's role in the treatment and management of these conditions and the role of risk-factor identification and prevention. The person-environment-occupation model and statistical significance of health conditions in relation to selected populations and the occupational impact. Discussion of conditions such as oppositional defiant disorder, attention deficit disorder, conduct disorder, pervasive development disorder spectrum, depression, bipolar illness, anxiety disorders, neuromuscular disorders, orthopedic conditions, and selected central nervous system disorders. Prerequisites: Psychology 1, Gross Anatomy (OTS 102 prior or concurrent), Abnormal Psychology (Psychology 12 for non-BSOT students). Trudeau

243 Health Conditions: Pathology and Prevention II. Incidence, prevalence, and etiology of health conditions that contribute to disruption in occupational performance focusing on conditions common in adults and older adults. The health practitioner's role in the treatment and management of these conditions and the role of risk-factor identification and prevention. The person-environment-occupation model and statistical significance of these conditions in relation to selected populations and the occupational impact. Discussion of conditions such as affective disorders, schizophrenia, anxiety disorders, substance abuse, traumatic brain injury, burns, personality disorders, dementia and delirium, neuromuscular disorders, orthopedic conditions, and selected central nervous system disorders. Prerequisites: Psychology 1, Gross Anatomy (OTS 102 prior or concurrent), Abnormal Psychology (Psychology 12 for non-BSOT students), Neuroanatomy preferred (OTS 103). Sherwin Ripp

244 Health Conditions: Pathology and Prevention III. Incidence, prevalence, and etiology of health conditions that contribute to disruption in occupational performance. The health practitioner's role in the treatment and management of these conditions and the role of risk-factor identification and prevention. The person-environment-occupation model and discussion of statistical significance of these conditions in relation to selected populations and the occupational impact. Discussion of psychological, musculoskeletal, neurological, and general medical conditions with attention to public health model of prevention through intervention methods. Prerequisites: BSOT students only; Gross Anatomy (OTS 102), Neuroanatomy (OTS 103), Human Physiology (OTS 101). Curran Brooks

273 Theory and Management of Pain. Interdisciplinary knowledge and clinical procedures for use with people in pain in a variety of settings. Exploration of clinical reasoning used to assess the impact of pain on function and to develop therapeutic interventions to reduce the disabling effects of pain. Topics include pain theories, assessments, cognitive-behavioral approaches, developmental issues, role(s) of the interdisciplinary team, non-pharmacological interventions, and group approaches. Rochman

274 Topics in Hand and Upper Extremity Rehabilitation I. This graduate-level course, geared toward occupational therapy practitioners and students, will be team taught by BSOT faculty and specialists in hand and upper extremity rehabilitation from the Massachusetts General Hospital. This course will serve as an introduction to the specialization of hand therapy within the field of occupational therapy. Participants may elect to continue their study of the upper extremity with courses offered in the spring semester and summer. Clinicians who participate in all three would be eligible to apply for a hand therapy fellowship at the Massachusetts General Hospital. Fall. One course credit. Curran Brooks

275 Topics in Hand and Upper Extremity Rehabilitation II. This graduate level course, geared toward occupational therapy practitioners and students, will be team taught by BSOT faculty and specialists in hand and upper extremity rehabilitation from the Massachusetts General Hospital. This course may serve as the second in a series designed to introduce the class participant to the specialization of hand therapy within the field of occupational therapy. Participants may also begin with this class. Participants may elect to continue their study of the upper extremity with courses offered in the summer and fall semester. Clinicians who participate in all three would be eligible to apply for a hand therapy fellowship at the Massachusetts General Hospital. Spring. One course credit. Curran Brooks

276 Topics in Hand and Upper Extremity Rehabilitation III. This graduate level course, geared toward occupational therapy practitioners and students, will be team taught by BSOT faculty and specialists in hand and upper extremity rehabilitation from the Massachusetts General Hospital. This course will serve as a capstone class in a three class series introducing the participant to the specialization of hand therapy within the field of occupational therapy. Participants must have taken either the fall or spring offering to participate. Lecture format will be used to cover diagnostic topics. The remainder of the term will be conducted using problem-based learning to integrate and further develop concepts introduced in the prerequisite courses. Summer. One course credit. Curran Brooks

280 Early Intervention: Assessment and Programming. Methods and practices in the screening, assessment, and treatment of children (birth to three years) with (or at risk for) developmental deviations. Topics include atypical infant development, prematurity, failure to thrive, environmentally at-risk children, perinatal aids, and children requiring ventilator assistance. Assessments and intervention procedures to address the complex interaction between the child's biological characteristics and the social network. Lectures and hands-on experience. Members of the department

281 Early Intervention: An Ecological Approach. Concepts and issues related to the planning and delivery of early intervention services from a systems approach and the impact of early intervention services on young children (birth to three years), families, and their environment. Topics include models of service delivery, interdisciplinary team approaches, program evaluation and efficacy studies, policy development, and advocacy in early intervention. Sherwin Ripp

283 Infant Toddler Services. Cross-disciplinary training for graduate students interested in working in the field of infant-toddler intervention. Appropriate for students interested in developing an in-depth understanding of infants' social and emotional development and how each discipline supports that development. Draws on research and practice knowledge to provide a collaborative model for assessing and supporting infant well-being within families and extended caregiving networks. Ray

284 School-Based Practice: Programmatic Issues. The provision of school services to support the child with specialized learning needs is governed by federal and state legislation. The practical issues related to educationally relevant service provision in light of current legislation. Topics include service eligibility, developing educationally relevant service plans, the Individualized Educational Plan (IEP) process, models of service provision, the environmental context, inclusion, collaborative team building, the family as team member, issues related to diversity, transitions from early intervention to adult services, and policy development. Seminar format with class discussions. Ray

285 School-Based Practice: Assessment to Intervention. The practical application of educationally relevant occupational therapy service provision in the context of the school. Topics include: screening, assessment, planning, and implementation of interventions, consultation models, documentation, the Individualized Educational Plan (IEP) process, formulating entrance and exit criteria for occupational therapy services, evaluation of caseloads, and direct and alternative strategies for supporting children in the educational process. Seminar format with class discussions. Ray

286 Leadership Project Planning. Students under advisement of faculty sponsors plan and develop, in an area of specialty in occupational therapy practice, a comprehensive leadership project that can be either community or clinically based. The project involves a need assessment and feasibility study, interfacing with potential agencies, and the development of appropriate methodology for evaluation and successful implementation. The project proposal must be approved by a committee of the doctoral faculty. One-half course credit. Prerequiste: OTD students only. Co-requisites: OTS 208 and 288. Bailey

287 Leadership Project Implementation. Students implement in the setting they have chosen the project approved in OTS 286. They carry out an outcome monitoring system involving data collection, management, and data analysis. Successful completion reflects interpretation and discussion of findings, project evaluation, a publishable article, and an oral defense by a committee of the doctoral faculty. One and one-half course credits. Prerequisite: OTS 286; OTD students only. Members of the Department

288 Outcomes Measurement and Monitoring: Using Data to Inform Practice. In this course students will learn about and develop skills in outcomes measurement, management and monitoring to assist with making practice related decisions and improvements. Students will collaborate with selected stakeholders (e.g., administrators, staff, consumers) at a selected practice setting to identify and monitor key program outcomes and person, environment and intervention variables that may have an influence on these outcomes. Prerequisite: OTS 209 or 210 or equivalent; consent. Bedell

289 Integrative Paper. This paper is designed to be a culmination of the OTD program. The student will integrate information from coursework, proseminars, and a critical examination of the literature, and use this body of knowledge to explain how the Leadership Project experience demonstrated leadership and expertise in an area of specialty. The final paper must be approved by a committee of the doctoral faculty. Prerequisite: OTD students only. Members of the Department

291 Physiology of Exercise and Physical Performance. Special emphasis on (a) physiology of the neuromuscular system, particularly the regulation of strength and velocity of a contraction by muscle receptors interacting with the nervous system; (b) the function of the skeletal, cardiovascular, and respiratory systems at rest and during exercise, and their adaptations to training; (c) physiology of physical performance, covering discussion of aerobic and anaerobic power, their measurement, fatigue, recovery after exercise, factors that affect physical performance; and (d) basic principles of strength and aerobic training, and the physiologic effects. Prerequisite: Biology or physiology. Leavis

293, 294 Special Topics. Guided individual study of an approved topic. Variable credit. Members of the department

295, 296 Thesis. Guided research on a topic that has been approved as a suitable subject for a master's thesis. Members of the department

297, 298 Proseminar. A forum for review, critique, evaluation, and discussion of the research and practice of occupational therapy. Features student integration of coursework and common themes across specialties. Required each semester in the OTD program. One-half course credit. Prerequisite: OTD students only. Bailey

401PT Master's Continuation, Part-time.

402FT Master's Continuation, Full-time.

501PT Doctorate Continuation, Part-time.

502FT Doctorate Continuation, Full-time.