Courses

Mental Health Evaluation and Intervention

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.

Neurological Evaluation and Intervention

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.

Neuroscience

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.

New Student Seminar in Occupational Therapy

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.

Occupational Therapy Doctoral Colloquium

Final integrating seminar for doctoral candidates. Major studies and current research of candidates, faculty, and invited scholars are evaluated.

Orthopedic Evaluation and Intervention

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.

Pediatric Evaluation and Intervention

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.

Performance & Development Across the Lifespan

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

Professional Issues I

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.

Professional Issues II

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

Professional Portfolio Defense

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.

Professional Portfolio II

This is the second 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.

Professional Portfolio III

This is the third 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.

Promoting Family Resilience and Family-Centered Services

Examination of family centered care for families with special needs. Review theoretical approaches and explore the views and experiences of parents and other care providers. Evaluate the importance of the environment to clinical decision making and service delivery.

Rehabilitation Evaluation and Intervention

The concepts and principles of rehabilitation, habilitation, compensation, and adaptation as they related to individuals with physical disabilities. Development of clinical reasoning to assess and intervene in the areas of activities of daily living, including environmental control: communication, and mobility using assistive equipment and technology. Rehabilitative concepts will be examined and practices as they apply to persons with selected diagnoses

Research Methods for Occupational Therapy

Introduction for occupational therapist to the practical and ethical methods of scientific inquiry including variable definition, formulating research questions and hypotheses, and proposing research designs for conducting studies. Refinement of skills for reviewing and critiquing the literature.

Research Seminar I

This course guides knowledge development as a professional consumer of research and as a contributor to the growth of the profession. Emphasizes practical applications of research foundations, and addresses methodologies for evidenced-based research, guidelines to facilitate students’ ability to critique published work, and ethical considerations and practices required for conducting research. Students identify a clinical research topic of interest, and develop a proposal to answer that question.

Research Seminar II

Students work closely with their research mentor in a small group format throughout the semester to complete a research|study. Emphasizes hands-on experience and knowledge to conduct original research that will contribute to the growth of the|profession. Faculty-mentored projects address various research methodologies used in occupational therapy for evidence-based|research- ranging from database research (systematic reviews) to quantitative and qualitative study designs.

Shifting to a Strength Based Paradigm: A Focus on Autism

This course examines literature and research findings for evidence that supports treatment of children and youth with autism in a variety of settings. Students’ clinical and educational experiences are used as a basis to examine the efficacy and effectiveness of intervention through a strength based lens.

Successful Intervention in Early Intervention and in Schools

Examine therapist’s perceptions that have an impact on therapy in the classroom and early intervention centers. Students will learn to identify strategies and methods that will assist in designing intervention plans that can be implemented in these settings. Research effective strategies for ensuring best practice in a wide variety of educational systems.