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Curriculum

Course Descriptions

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

102-02 Gross Anatomy 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. Pessina/Whitney

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. Harney

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. 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. Martens

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. Gately

137, 138 Fieldwork Seminar. No course credit. Higgins/Barnes

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

193 Autism: Working with Children with Autism: Facilitating Social and Educational Participation. In this course, students will gain knowledge in understanding current research on etiology theories and neurobiological basis of autism, understand core features in impairment in communication, social skills, and emotional regulation, understand occupational impacts for the child and the family, and gain knowledge in evidence-based interventions. We will pursue knowledge through two parallel lines of inquiry. Students will become immersed in a case- based assignment, identify an area of interest related to the case, evaluate evidence related to the case, design and create intervention tools, and produce and upload a final presentation. A second line of inquiry will broaden our lens as we examine the history of autism as a diagnosis and hopefully challenge, broaden, and refine our lens relative to this population as we work with and for children and adolescents with autism and their families. This is a 3 credit (SHU) course and is a pre-requisite for OTS 285. Morris

194 Working with Children with Self-Regulation Issues in Schools This course will discuss the foundations of self-regulation for children and adolescents, including sensory, attentional, emotional, and behavioral aspects. We will discuss methods for evaluation and intervention in these areas, as well as applications and implementation of strategies within the educational model of school-based services. This is a 3 credit (SHU) course and is a pre-requisite for OTS 285. Morris

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. May-Benson

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. Gately

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. Harney/Morris

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. Tickle-Degnen

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. Marfeo/Tickle-Degnen

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. Bedell

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. Morris

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). Higgins

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. Gately

230 Running Effective Groups: An Interdisciplinary Experience. This interdisciplinary course explores the structure, dynamics, communication, and action patterns of small groups. Classes and readings will focus on theories of small group functioning and elements of group process that lead to effective group formation, development, and closure. Group experiences in class will assist in integrating theoretical learning, building upon skills in group observation, leadership, and individual membership. Understanding personal dynamics with organizational culture in relation to group development in small and large group systems will also be addressed. The class will be part of its own laboratory in small group dynamics. One course credit. Maximum enrollment 12. Prerequisite: Graduate student and consent. Cross listed with ED 252 Group Dynamics. Schwartzberg

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. Skeels, Harney

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. Harney

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. Higgins

237, 238 Fieldwork Experience. No course credit.

239 (co-listed as PSYC 216) Nonverbal Communication & Disability. The aim of this seminar/discussion course is to provide students with knowledge and skills for observing, analyzing and interpreting nonverbal communication with respect to social functioning, health care stigmatization, social justice, disability and wellness. Course readings, experiential learning, and the discussion of case presentations stimulate critical and reflective reasoning about topics such as interpersonal rapport, therapeutic relationships, the social nature of health conditions, assessments and interventions, and how we perceive "wellness"in other people. Students develop case presentations around a topic of their own interest relevant to the subject matter (e.g., pain, depression, disfigurement, autism, coma, hard-of-hearing and other health and disability conditions and contexts that challenge nonverbal communication and interpersonal interaction). Linda Tickle-Degnen (permission of instructor required for undergraduates).

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). Harney

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). Harney

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). Skeels

274 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. 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. TBA

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. TBA

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 care giving networks. TBA

284 Therapy in Schools: Best Practices. The provision of school services to support the child with specialized learning needs is governed by federal and state legislation. This course will focus on ‘big picture’ issues related to educationally relevant service provision in light of current legislation as well as the practical application of providing educationally relevant occupational therapy services. Topics include pertinent legislation, systems considerations, the Individualized Educational Plan (IEP) process and eligibility, models of service provision, evaluation and intervention. The course will examine the evidence base for strategies for supporting children in the educational process using the Least Restrictive Environment (LRE) mandate. This course is 3 credits (SHU) and is a prerequisite for OTS 285, another required course in the certificate program. Morris

285 Mentored Seminar in School-based Practice. The Mentored Seminar in School-based Practice allows a student to pursue a work leadership project with mentorship from university faculty with content expertise. This faculty-guided, applied experience will focus on student-identified work-related area for potential change. Students, under the mentorship of the certificate program faculty, will survey the research literature, develop an action plan for change, and plans for implementation. Examples of topics: how to provide educationally-relevant services; how to provide collaborative consultation with your inter-professional team; how to move to increased services within the classroom; how to develop integrated goals; how to support UDL or MTSS. Topic should be of specific interest to the student; plan created should be based on available evidence and realistic in terms of implementation. This is a 3 credit (SHU) course. Morris

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. Schwartzberg

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. Schwartzberg/Bedell

401PT Master's Continuation, Part-time.

402FT Master's Continuation, Full-time.

501PT Doctorate Continuation, Part-time.

502FT Doctorate Continuation, Full-time.

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