Courses

In this foundation course, students are introduced to the principles of biomechanics, joint kinematics, and muscle function, to enhance their understanding of normal human movement. Experiential lab sessions provide illustrations of these concepts as well as the opportunity to develop skills in assessing joint range of motion, muscle strength, and movement patterns.

Students are introduced to the principles of biomechanics, joint kinematics, and muscle function, to enhance their understanding of normal human motion. Experiential lab sessions provide illustrations of these concepts as well as the opportunity to develop skill in assessing joint range of motion, muscle strength, and movement patterns.

This course explores occupational therapy leadership in complex and diverse health
care environments and integrates leadership theory with practice through topical readings,discussion, and guest presentations. Leadership theory, leadership competencies and the identification of emerging leadership opportunities and the development of a personal leadership philosophy and skills will be emphasized throughout the course.

Students begin to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays and the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, and professional issues such as practicing clinical skills, problem solving, and documentation.

Level I Fieldwork Experience 3 in the spring semester of second year is a continuation of Level I Fieldwork Experience 1 in the fall semester. Students continue to integrate academic learning with clinical practice.

Fieldwork I in the spring semester as a continuation of Fieldwork I in the fall semester. Students integrate academic learning with clinical practice.

This fieldwork course is designed to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays & the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, & professional issues; & practicing clinical skills, problem solving, & documentation.

Etiology, pathology, and sequela of selected medical, psychiatric, orthopedic, and neurological conditions that frequently necessitate occupational therapy intervention. Standard diagnostic systems and somatic treatments are reviewed.

Application of evaluation and intervention methods in psychosocial occupational therapy practice. Screening, assessment, goal-setting, planning of intervention, implementation of intervention, and program planning in mental health settings. Therapeutic use of self, activity based treatment and clinical application of occupational therapy frames of reference. Major psychiatric disorders as clinical examples.

Theoretical foundations underlying motor control related to the clinical application of various approaches to the assessment and treatment of clients with neuromotor dysfunction. Development of preliminary skill in assessment of motor behavior, selection of appropriate assessment tools and selection of treatment strategies to promote the client's occupation and role performance. Traditional and contemporary views of motor behavior - motor control, motor development, and motor learning will be presented.

Neuroanatomy and neurophysiology underlying occupational therapy theory and practice. A foundation in neuroscience to facilitate understanding of human performance as the culmination of the influences of multiple systems.

This course introduces the newly accepted professional-level student in the field of occupational therapy, the Steinhart School of Education and to NYU. It is intended to help the student adjust to the demands and responsibilities of graduate professional education, as well as introduce basic concepts in occupational therapy.

Introduces administration of biomechanical evaluation of the upper quadrant, hand and selected other orthopedic conditions; documentation and interpretation of assessment findings; planning and implementation of biomechanical occupational therapy interventions; and fabrication of upper extremity orthocis for persons with physical dysfunctions. Integrates principles and procedures of therapeutic exercises, purposeful activity, independent living skills, and prevention as they contribute to overall performance areas.

Principles and methods of evaluation, goal development, and intervention in pediatric practice in occupational therapy. Factors that influence pediatric practice and selected frames of reference will be discussed. Assessment and intervention methods will be demonstrated, applied, and discussed in laboratory sessions.

The role of the occupational therapist in relating maturational data from conception to old age to the practice of occupational therapy.

This course provides students with information to transition from academic learning to critical reasoning in varied fieldwork settings and practice areas.

Developing the professional behaviors necessary to be competent, ethical occupational therapists. Issues related to working in community healthcare arenas are addressed. Preparatory factors for fieldwork are addressed, including interviews for fieldwork placements.

This course provides students with information to transition from academic learning to clinical reasoning in varied fieldwork settings and practice arenas.

This course provides students with information to transition from academic learning to critical reasoning in varied fieldwork settings and practice arenas.

This is the fourth in a four-course sequence in which students create, assess and refine their portfolios. Portfolios are web-based and include performance observations, case studies, peer ratings, specialty certification, documentation of professional activities, publications, and presentation summaries. At the end of the program, students present their portfolio to a panel of faculty members. The portfolio must document how the student integrated knowledge and skills learned in the curriculum to his or her specialty practice area.