ABSTRACT
These guidelines about supervision, roles, and responsibilities are to assist in the appropriate utilization of occupational therapists, occupational therapy assistants, and occupational therapy aides and in the appropriate and effective provision of occupational therapy services. It is expected that occupational therapy services are delivered in accordance with applicable state and federal regulations, relevant workplace policies, the Occupational Therapy Code of Ethics (AOTA, 2005), and continuing competency and professional development guidelines.
Subject(s)
Occupational Therapy/organization & administration , Professional Role , Humans , Outcome Assessment, Health Care/organization & administration , Patient Care Planning/organization & administrationSubject(s)
Occupational Therapy/standards , Professional Practice/standards , Humans , United StatesABSTRACT
These guidelines about supervision, roles, and responsibilities are to assist in the appropriate utilization of occupational therapy personnel and in the appropriate and effective provision of occupational therapy services. All personnel are expected to meet applicable state and federal regulations, adhere to relevant workplace policies and the Occupational Therapy Code of Ethics (AOTA, 2000), and participate in ongoing professional development activities to maintain continuing competency.
Subject(s)
Delivery of Health Care/standards , Occupational Therapy/standards , Organization and Administration/standards , Professional Competence/standards , Professional Role , Humans , United StatesSubject(s)
Job Description , Occupational Therapy/methods , Social Responsibility , Activities of Daily Living , Curriculum , Humans , Occupational Therapy/education , Professional Competence , Professional Role , Rehabilitation, Vocational , Social Adjustment , Societies, Scientific , United StatesABSTRACT
Based on the educational team recommendations, occupational therapists and occupational therapy assistants working in educationally related settings provide services to students who are eligible for Section 504 or special education under IDEA and need occupational therapy to benefit from their education program. It is the occupational therapist's responsibility to develop an intervention plan based on the student's needs and the therapist's professional knowledge base. The occupational therapist chooses and applies any frame of reference within the domain and process of occupational therapy. Regardless of the frame of reference utilized, the desired outcome of occupational therapy services is always engagement in occupations that allows participation in a student's daily life. When students demonstrate deficits in sensory integration that contribute to a significant and documented discrepancy in their skills within their educational program, the use of a sensory integrative approach may be one frame of reference for, intervention chosen by the occupational therapist.
Subject(s)
Occupational Therapy/methods , Child , Child, Preschool , Delivery of Health Care , Education, Special , Female , Humans , Male , Patient Selection , Sensation Disorders/diagnosis , Sensation Disorders/therapy , Societies , StudentsABSTRACT
OBJECTIVE: The purpose of this study was to provide information regarding the validity of using the Allen Cognitive Levels Screen (ACL-90 version) by comparing functional cognitive performance between adolescents living in the community and adolescents residing in mental health facilities. METHOD: Sixty-three adolescents were assessed using the ACL-90: 32 adolescents living in the community, and 28 adolescents residing in residential mental health facilities. RESULTS: Using a one-tailed t test, performance scores for adolescents residing in the community were statistically higher than those for adolescents living in residential mental health facilities (t(34) = 4.3, p < .001). CONCLUSION: This study suggests the validity of the ACL-90 as an assessment to use for screening the cognitive functional performance of adolescents.
