Professor Sharan L. Schwartzberg, Chair; Group theory and practice, psychosocial
rehabilitation
Associate Professor Diana Bailey, Health care policy, health care management,
research methods
Associate Professor Olga Baloueff, Physical rehabilitation, gerontology,
pediatrics
Assistant Professor Gary Bedell, Rehabilitation outcomes measurement,
pediatrics, HIV/AIDS, research methods
Assistant Professor Sharon A. Ray, Pediatrics, kinesiology
Lecturer Janet Curran Brooks, Physical dysfunction
Lecturer Jennifer Buxton, Assistive technology
Lecturer Molly Campbell, Assistive technology
Lecturer Alba Cruz, Health conditions
Lecturer Barbara P. Kresge, Kinesiology,
interactive reasoning
Lecturer Paul C. Leavis, Physiology
Lecturer Monica Pessina, Neuroanatomy
Lecturer Andrea Sherwin Ripp, Pediatrics, school-based practice,
families, advocacy, related service delivery systems, special education
legislation, homecare
Lecturer Deborah Rochman, Pain management
Lecturer Stephen N. Sarikas, Anatomy
Lecturer Scott Trudeau, Psychosocial dysfunction, gerontology
Lecturer Elizabeth Ratcliff Whitney, Neuroanatomy
Academic Fieldwork Coordinator Mary Evenson, Fieldwork education
Fieldwork Coordinator Mary Barnes, Fieldwork education
The Boston School of Occupational Therapy, the first of its kind in the country, was founded in 1918 at the request of the surgeon general of the United States Army to meet the need for personnel in military hospitals. It was later reorganized on a civilian basis and in 1921 was incorporated as a nonprofit educational institution under the laws of the Commonwealth of Massachusetts.
In 1945 the Boston School of Occupational Therapy became affiliated with Tufts University through the College of Special Studies. As a result of a merger between Tufts University and the Boston School of Occupational Therapy in January 1960, the legal name was changed to Tufts University-Boston School of Occupational Therapy. It became a department within Arts and Sciences and is currently housed on the Medford/Somerville campus at 26 Winthrop Street.
The goal of occupational therapy is to develop an individual's ability to handle life tasks and activities in a way that enhances the quality of life. Occupational therapy focuses on both preventive and rehabilitative services.
Graduate Program
The department offers both master's and doctoral degree programs which prepare graduates for work as clinical specialists,
administrators, researchers, and teachers. The program interfaces the humanities and the
health sciences, recognizing the importance of the profession's theoretical base in both
the liberal arts and the sciences.
Clinical reasoning is the central organizing framework of the curriculum. It provides a foundation for clinical decision making and interaction that considers theoretical and procedural components of therapeutic interventions. Human behavior results from dynamic interaction between the individual's innate potentials and characteristics, and experiences with people, objects, and events in the environment. In ongoing clinical reasoning seminars, the faculty and students examine these interactions in the context of clinical and community-based practice.
Master's Degree Program
The master's degree program prepares students for entry-level positions in occupational
therapy or provides postprofessional graduate studies for therapists with a bachelor's
degree in occupational therapy.
Entry into the master's degree program can be accomplished in different ways, according to the academic degree and professional status of the applicant. Two types of master's degrees are offered:
Master of Science in Occupational Therapy (M.S. in O.T.) without a thesis requirement, for students interested in an applied professional degree, and Master of Arts (M.A.) or Master of Science (M.S.) with a thesis requirement, for students interested in a research-oriented academic degree.
Both professional and postprofessional programs are offered. Program options are
described below.
Professional-Level Programs for Non-OTRs (Options I and II)
ELIGIBILITY: A bachelor's degree in a field other than occupational therapy. Candidates enter the program at the professional level and proceed to eventual certification as registered occupational therapists. Fall, spring, or summer entry and full-time first year.
PREREQUISITES: (Total of five courses.) All prerequisites must be passed with a grade
of B- or better and taken at an accredited college. Two courses in social sciences, i.e.,
anthropology, psychology, human development, sociology. Two courses in biology, including
content in cell biology. (Anatomy and physiology may be substituted for the biology
prerequisite.) One course in introductory statistics. Certificate of Hepatitis B
vaccination upon enrollment is required.
Option I (No thesis)
Master of Science in Occupational Therapy
REQUIRED COURSES
OTS 101 Human Physiology (one course credit)
OTS 102 Gross Anatomy (one course credit)
OTS 103 Neuroanatomy (one course credit)
OTS 104 Kinesiology (one course credit)
OTS 106 Occupation and Adaptation in the Child and Adolescent (one course
credit)
OTS 107 Occupation and Adaptation in the Adult Years (one course
credit)
OTS 137 Fieldwork Seminar (no credit)
OTS 138 Fieldwork Seminar (no credit)
OTS 205 Clinical Reasoning Seminar I: Observation and Interpretation (one-half course credit)
OTS 206 Clinical Reasoning Seminar II: Interactive Reasoning in the
Practice of Occupational Therapy (one-half course credit)
OTS 207 Clinical Reasoning Seminar III: Procedural Reasoning in the
Practice of Occupational Therapy (one-half course credit)
OTS 209 Clinical Research (one course credit)
or OTS 210 Thesis Research (one course credit)
OTS 219 Group Theory and Community Based Practice (one course credit)
OTS 224 Occupational Therapy Practice in Physical Dysfunction (one course
credit)
OTS 226 Occupational Therapy Practice with Pediatric Population (one course credit)
OTS 227 Occupational Therapy Practice in Psychosocial Dysfunction (one course
credit)
OTS 229 Occupational Therapy Practice with Older Adults (one course credit)
OTS 232 Health and Community Systems (one-half course credit)
OTS 233 Occupational Therapy Management and Administration (one-half course credit)
OTS 237 Fieldwork Experience (no credit)
OTS 238 Fieldwork Experience (no credit)
OTS 242 Health Conditions: Pathology and Prevention I (one-half course credit)
OTS 243 Health Conditions: Pathology and Prevention II (one-half course credit)
OTS 244 Health Conditions: Pathology and Prevention III (one-half course credit)
Total number of course credits for the degree is sixteen. If they desire, non-thesis students may take two elective classroom courses in the department in addition to the sixteen required courses.
To maintain full-time status, a student must be registered for a minimum of three
course credits. There are several course sequences suggested by the department. Some of
these include fieldwork during the summer, part-time fieldwork, and fieldwork during the
academic year with course work in the summer. Please consult the department for further
information.
Option II (Thesis)
Master of Arts or Master of Science
REQUIRED COURSES: All of Option I requirements, and substitute/or add OTS 210 (Thesis Research) for OTS 209 (Clinical Research). Similar course sequences to Option I.
THESIS: Two course credits of thesis supervision (OTS 295, 296) and completion of thesis.
Total number of credits for the degree is eighteen (sixteen course credits and two
thesis credits).
Postprofessional-Level Programs for OTRs (Options III and IV)
For postprofessional students interested in developing their knowledge base in areas
such as: administration and management, aging, education, mental health, childhood and
adolescence, and upper extremity function and rehabilitation. Students may also choose the
self-directed concentration focused on their individual interests.
ELIGIBILITY: Registered occupational therapists or candidates eligible for registration.
PREREQUISITE: One course in introductory statistics. The prerequisite course must be
passed with a grade of B- or better and taken at an accredited college.
Option III (No thesis - practice option)
Master of Science in Occupational Therapy
REQUIRED COURSES: OTS 209 (Clinical Research, one course credit); OTS 208 (Clinical Reasoning Seminar IV, one course credit); OTS 233 (Occupational Therapy Management and Administration, one-half course credit); OTS 232 (Health and Community Systems, one-half course credit). These required courses may be taken in any sequence or combination depending on student interest and courses offered.
CONCENTRATION: Three courses in an area of concentration; one practicum (OTS 234 or OTS 235); one special topics (directed readings) OTS 294 or OTS 295.
ELECTIVES: Two.
Total number of course credits for the degree is ten.
Option IV (Thesis - research option)
Master of Arts or Master of Science
REQUIRED COURSES: OTS 210 (Thesis Research, one course credit); OTS 208 (Clinical Reasoning Seminar IV, one course credit).
THESIS: Two course credits of thesis supervision (OTS 295, 296) and completion of thesis.
CONCENTRATION: Three courses in concentration (three course credits); one related research course (one course credit).
ELECTIVES: Two.
Total number of course credits for the degree is ten.
Doctoral Degree Program (OTD)
The occupational therapy doctoral degree program prepares occupational
therapists to assume leadership roles upon completion of the degree. These roles
are expected to make a real impact on individuals and groups in society and the
world in such areas as health functioning, wellness, and quality of life. As
leaders the graduates will be prepared to implement leadership projects and
disseminate results.
REQUIRED COURSES
OTS 208 Clinical
Reasoning Seminar IV: Evidence-Based Practice
(one
course credit)
OTS 286 Leadership Project Planning
(one-half course credit)
OTS 287 Leadership Project Implementation (one and
one-half course credits)
OTS 288 Outcomes Measurement and
Monitoring: Using Data to Inform Practice (one course credit)
OTS 289 Integrative Paper (one course credit)
OTS 297, 298 Proseminar (one-half course
credit each)
Two graduate-level courses in specialty area (equivalent to two course credits)
Certificate Programs
Certificate programs are offered on a nondegree, part-time basis to students with a
bachelor's degree in occupational therapy who are seeking advanced professional education
in occupational therapy or are preparing to enter a graduate degree program.
Certificate programs are offered through the Office of Graduate and Professional Studies. In
most cases, courses taken as a nondegree certificate student can be transferred into the
master's degree program. For more information, contact the Office of
Graduate and Professional Studies in Ballou Hall, 617-627-3395, or visit http://ase.tufts.edu/gradstudy.
Advanced Professional Study in Occupational Therapy
Many occupational therapists are quickly confronted in their careers with consultative,
administrative, and supervisory responsibilities and the need for increased
specialization. The certificate in advanced professional study offers a way for
occupational therapists to prepare to meet some of these growing demands in the field. The
certificate program also provides occupational therapists with a valuable means of
pursuing their professional education in the rapidly expanding specialty areas of
community-based and school-based programs.
The certificate requires four course credits as follows.
One core course:
OTS 209 Clinical Research (prerequisite: statistics)
Three specialty courses:
OTS 105 Assistive Technology
OTS 220 Methods of Education for Occupational Therapists
OTS 229 Occupational Therapy Practice with Older Adults
OTS 233 Occupational Therapy Management and Administration
OTS 273 Theory and Management of Pain
OTS 280 Early Intervention: Assessment and Programming
OTS 281 Early Intervention: An Ecological Approach
OTS 284 School-Based Practice: Programmatic Issues
OTS 285 School-Based Practice: Assessment to Intervention
OTS 291 Physiology of Exercise and Physical Performance
OTS 293 Special Topics
OTS 294 Special Topics
These courses and other electives are offered on the basis of interest and enrollment. Elective graduate-level courses at Tufts may be substituted based on a student's needs. An individual course of study is arranged with the program adviser.
Hand
and Upper Extremity Rehabilitation
This certificate program is intended for practicing occupational
therapists who would like to use coursework to gain knowledge in the
occupational therapy specialty of hand and upper extremity therapy.
Therapists who complete this course series are eligible to apply for a
hand therapy clinical fellowship at the Massachusetts General Hospital.
Students who do not elect to pursue the fellowship will still receive the
certificate of advanced professional study upon completion of the four courses.
The certificate requires four course credits as follows:
OTS 274 Topics in Hand and Upper
Extremity Rehabilitation I: Fall
OTS 275 Topics in Hand and Upper Extremity Rehabilitation II: Spring
OTS 276 Topics in Hand and Upper Extremity Rehabilitation III: Summer
OTS 209 Clinical Research
or OTS 210 Thesis Research
Admission
All applications for admission with requests for university-based financial aid, including
scholarships and assistantships, must be submitted in a complete form by February 15 for
fall entry and October 15 for spring entry. For complete information on the
application process, visit http://ase.tufts.edu/bsot.
Accreditation and Certification
The Professional Entry Level Occupational Therapy Program is accredited by the
Accreditation Council for Occupational Therapy Education (ACOTE) of the American
Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, P.O. Box 31220,
Bethesda, MD 20824-1220. AOTA's phone number is 301-652-AOTA. The Web site is www.AOTA.org. Graduates of the program will be able to sit
for the national certification examination for occupational therapists administered by the
National Board for Certification in Occupational Therapy (NBCOT). For information about
the national certification examination, please contact NBCOT at 301-990-7979 or visit www.nbcot.org. After successful completion of this
examination, the individual will be certified as an Occupational Therapist, Registered
(OTR). In addition, most states require licensure in order to practice.
Policies and Procedures
Exemption from Courses
A student may be exempt from a required occupational therapy course on satisfactory
completion of an equivalent course in terms of content knowledge and experiential
learning. The student must demonstrate proficiency in the area to the course instructor.
Satisfactory completion of proficiency will be determined by the individual instructor. A
petition for variance from department requirements must be completed.
Leave of Absence
To be granted a leave of absence, a student must petition in writing the departmental
chair and the dean of the graduate school. The petition is then submitted to the GSAS
executive committee. Each request is treated on its individual merit. The
departmental policy states that no more than a one-year leave of absence may be
granted from the academic portion of the program; it also states that each
professional entry-level student is required to complete the six months of
fieldwork experience not later than twenty-four months following completion of
academic preparation.
Acceptable Grades
Graduate students are expected to achieve a grade of B- or better in all courses. Courses
completed with less than a B- may be retaken only once. The original grade earned remains
on the student's academic record. If a student obtains two grades of less than B-, the
student's record will be reviewed by the department. This will usually result in a
recommendation to the dean that the student be administratively withdrawn from the
program. Only the dean of the Graduate School of Arts and Sciences may administratively
withdraw an enrolled student.
Grades of Incomplete
Students may not enter an occupational therapy course with an incomplete or an
unsatisfactory grade in a prerequisite to that course. Grades of incomplete are not
automatically given. The student who desires an extended time period in which to complete
the semester's work in a particular course must negotiate an incomplete with the
instructor. This negotiation must be completed by the final class meeting of the course.
Normally course work must be completed six weeks into the following semester. It is the
responsibility of the student to assure that course work is completed and that the process
to update the transcript is followed through to completion.
Students who, due to extenuating circumstances, are not able to comply with any of the above grade policies may petition the Department of Occupational Therapy Academic Standards Committee for a variance.
Withdrawals
A student is allowed no more than one withdrawal from any required or
elective class after the add-drop period for that particular class has ended.
Graduate students are not allowed to repeat the same course more than once.
Withdrawal in any semester from two or more required courses after the
add-drop period will normally result in a recommendation to the Dean of the
Graduate School by the Academic Review Committee that the student be
administratively withdrawn.
Required Occupational Therapy Courses
Students will take professional courses in accordance with the Standards of an
Accredited Educational Program.
Fieldwork
The Accreditation Council for Occupational Therapy Education and the National Board for
Certification in Occupational Therapy require the equivalent of six months of supervised
fieldwork in a hospital, school, or health care agency as a prerequisite to taking the
certification examination. Level II fieldwork must be completed within 24 months following
completion of academic preparation. Placements for these internships are arranged for
students by the department's academic fieldwork coordinator. These internships are also
part of the degree requirements. In addition to these internships, students participate in
approximately 100 hours of course-related fieldwork concurrent with specific courses.
These are arranged by the fieldwork coordinator. Placements for fieldwork Level I and II
are subject to availability at locations that have contracts with the
Department of Occupational Therapy. The
availability at any particular location and the locations that have contracts with the
Department of Occupational Therapy vary from semester to semester.
Courses
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
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 Fieldwork Experience. No course credit.
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.
276 Topics in Hand
and Upper Extremity Rehabilitation III.
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.
For more information, please visit http://ase.tufts.edu/bsot.