Course Titles and Descriptions

Below are the general education and core course titles and descriptions for the A.S. in Occupational Therapy Assistant Program.

75 Clock Hours/90 BRN Clock Hours/6 Quarter Credit Hours/4 Semester Credit Hours

Prerequisites: None

This course is the first of two courses covering the structure and function of human organ systems. The basics of the structures and functions of the human body will be discussed during lectures and labs.

Between GE 020A and GE 020B, topics on all major organ systems will be examined while considering them in the state of health versus the state of disease. This course is the prerequisite for GE 020B – Human Body in Health & Disease II.

This is a General Education Course.

75 Clock Hours/90 BRN Clock Hours /6 Quarter Credit Hours/4 Semester Credit Hours

Prerequisites: GE 020A – Human Body in Health & Disease I.

This is the second of two courses covering the structure and function of human organ systems. The basics of the structures and functions of the human body will be discussed during the lecture and lab. Between GE 020A and GE 020B, topics on all major organ systems will be examined while considering them in the state of health versus the state of disease.

This is a General Education Course.

45 Clock Hours/3 Semester Credit Hours

Prerequisites: None

This course discusses the existing theories of growth and development. It focuses on understanding the dynamic sequence of biological, psychological, and sociological changes that occur through the life cycle from birth to death.

This is a General Education Course.

45 Clock Hours/4.5 Quarter Credit Hours/3 Semester Credit Hours

Prerequisites: None

This course gives students the math skills that provide a foundation for more advanced courses. Students will explore writing and solving linear and nonlinear equations, powers and exponents, quadratic equations, polynomials, factoring, graphing, and linear inequalities and functions.

This is a General Education Course.

45 Clock Hours/3 Semester Credit Hours

Prerequisites: None

This course includes studying basic methods and concepts of psychology, which have broad academic relevance and can be applied to studying psychology and other academic disciplines.

This is a General Education Course.

45 Clock Hours/4.5 Quarter Credit Hours/3 Semester Credit Hours

Prerequisites: None

This course will explore the fundamental analog and digital skills of oral and written communication to help create professional written and oral communication within their careers. This is an introduction to various methods used to communicate effectively and create a language that articulates information to connect a speaker to an audience.

This is a General Education Course.

45 Clock Hours/3 Semester Credit Hours

Prerequisites: None

This course introduces communication in interpersonal relationships, group interactions, and formal speaking, with skill development in listening, speech preparation, and oral presentation.

This is a General Education Course.

45 Clock Hours/4.5 Quarter Credit Hours

Prerequisite: Completion of quarter I with a “C” or better.

This course examines the development of occupational therapy as a profession. Occupational therapy will be investigated from the perspective of its historical and cultural context, including philosophy and social movements, political and economic influences, and the rise of American medicine.

The course will illustrate how the areas and methods of occupational therapy training/education and practice have changed over time. Occupational therapy conceptual models and frames of reference will be examined and practiced.

Emphasis will be placed on the use of the OTPF 4 and its relationship with the ICF. The development of occupational science and its origins, along with its impact on occupational therapy daily practice, will be addressed.

45 Clock Hours/4.5 Quarter Credit Hours

Prerequisites: Completion of quarters I and II with a “C” or better.

This course examines the therapeutic use of occupation and activity as foundational interventions in occupational therapy practice across the lifespan. Students develop skills in activity and occupation analysis by examining activity demands, performance skills, performance patterns, contexts, client factors, and environmental influences that affect occupational performance in individuals, groups, and populations.

Emphasis is placed on applying the Occupational Therapy Practice Framework (OTPF-4), occupation-centered theories and models, and evidence-informed interventions to promote participation, health, wellness, and disease prevention. Through professional reasoning and experiential learning, students design, adapt, grade, and implement occupation-based interventions and therapeutic groups, while considering human development, sociocultural influences, social determinants of health, ethical practice, and professional responsibilities.

30 Clock Hours/2 Quarter Credit Hour

Prerequisites: Completion of quarters I and II with a “C” or better.

This course introduces students to basic knowledge and current advances in neuroscience, including the basics of neuroanatomy and neurophysiology. Students gain an understanding and appreciation of the relevance of neuroscience to occupational therapy practice and an understanding of the Body Systems and Body Functions that contribute to human occupational performance.

Emphasis is placed on neuroplasticity and the neurological basis for intervention techniques used in our practice for clients with the most common neurological conditions treated by occupational therapy. The positive and negative effects of medications on rehabilitation will also be discussed.

45 Clock Hours/4.5 Quarter Credit Hours

Prerequisites: Completion of quarters I and II with a “C” or better.

This course examines the administrative, legal, ethical, and professional responsibilities of occupational therapy practitioners within contemporary healthcare systems. Students explore the roles of occupational therapy personnel, interprofessional collaboration, supervision requirements, documentation standards, reimbursement systems, credentialing and licensure processes, and business aspects of practice.

Significant focus is placed on ethical decision-making, advocacy, quality improvement, service delivery models, care coordination, and effective communication within healthcare teams. Students also develop an understanding of technology in practice, evidence-based decision making, and the application of quality management principles to support safe, efficient, and client-centered occupational therapy services.

75 Clock Hours/6 Quarter Credit Hours

Prerequisites: Completion of semesters I and II with a “C” or better.

The overall purpose of this course is to prepare the student to provide occupation-based interventions that address the psychosocial needs of clients across the lifespan. The most common mental health disorders, how they impact occupation and evidence-based interventions will be studied.

Students will develop an understanding of safety, group dynamics, phases of group development, group roles, conflict resolution, problem-solving, and therapeutic groups. Students will learn and practice individual and group interventions across the lifespan.

40 Clock Hours/1 Quarter Credit Hours

Prerequisites: Completion of semesters I and II with a “C” or better.

Fieldwork education is a crucial part of professional preparation and is best integrated into the curriculum design. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities.

The experience should allow the student to carry out professional responsibilities under the supervision of qualified personnel serving as a role model. (2023 ACOTE Standard C.1.0. Fieldwork Education).

Through Level I Fieldwork experiences, the student will be introduced to clinical practice for individuals with mental health conditions and dysregulated behaviors that limit or affect occupation engagement. As a participant observer, the student will integrate academic experiences with the Occupational Therapy (OT) process in settings serving clients with various psychosocial challenges and degrees of disability.

55 Clock Hours/5.5 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, and III with a “C” or better.

This course is designed to prepare students for the demands of clinical practice by examining the occupational therapy assistants role in health promotion, leadership, and advocacy within community and primary care settings.

Students will explore how social systems, policy frameworks, quality improvement processes, and evolving service delivery models influence practice through the development of a business plan. Principles of effective communication, interprofessional team dynamics, and instructional design will be applied across diverse practice settings to support professional development. Students will examine how integrating qualitative and quantitative research methods can inform evidence-based practice and program development.

30 Clock Hours/2 Quarter Credit Hour

Prerequisites: Completion of quarters I, II, and III with a “C” or better.

This course provides students with an introduction to human movement and the biomechanics of the human body. Emphasis on the musculoskeletal system, including skeletal structures, muscles, and nerves, and biomechanical assessment procedures will be studied. This course will provide a fundamental understanding of the human structure and function to assess normal motion and its underlying client factors for thorough activity analysis of desired occupations.

75 Clock Hours/6 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, and III with a “C” or better.

Throughout this course, students can explore the occupational performance of children and adolescents with typical and non-typical development. This course also presents the theoretical foundations, conceptual models, and frames of reference of occupational therapy in pediatric practice, focusing on family-centered practice related to treatment objectives and implementation.

Conditions and issues related to various settings in pediatric practice are discussed; documentation concepts, including but not limited to daily notes and educational materials, are discussed and practiced. Hands-on opportunities during laboratories to practice treatment techniques and equipment are included.

Typical and atypical development are discussed within community, family, and school environments. Students explore occupational therapy processes with children and youth while learning evidence-based, occupational-based, family-centered practice, clinical guidelines, and clinical reasoning skills.

40 Clock Hours/1 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, and III with a “C” or better.

Fieldwork education is a crucial part of professional preparation and is best integrated into the curriculum design. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities. The experience should allow the student to carry out professional responsibilities under the supervision of qualified personnel serving as a role model. (2023 ACOTE Standard C.1.0. Fieldwork Education)

Through Level I Fieldwork experiences, the student will be introduced to clinical practice for infants, children, and adolescents displaying normal development and comparisons with those in the pediatric and/or adolescent population with developmental conditions that limit or affect engagement in occupations. As a participant observer, the student will integrate academic experiences with the Occupational Therapy (OT) process in settings serving infant, child, and adolescent clients with various occupational challenges and degrees of disability.

75 Clock Hours/6 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, III, and IV with a “C” or better.

This course examines the role of the occupational therapy assistant in supporting occupational performance and participation for adults with physical dysfunction, injury, and chronic health conditions. Students apply evidence-based theories, models of practice, frames of reference, and clinical reasoning to assist in the evaluation process and implement occupation-centered interventions across a variety of rehabilitation settings. Emphasis is placed on activity analysis, safety, therapeutic use of self, health promotion, disease prevention, and the impact of physical, cognitive, psychosocial, cultural, and environmental factors on occupational performance.

Students develop skills in intervention planning and implementation, functional mobility, assistive technology, orthotics, documentation, client and caregiver education, discharge planning, and interprofessional collaboration, while demonstrating ethical, client-centered, and evidence-based practice, consistent with the occupational therapy assistant role.

40 Clock Hours/1 Quarter Credit Hour

Prerequisites: Completion of quarters I, II, III, and IV with a “C” or better.

Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities. The experience should provide the student with the opportunity to carry out professional responsibilities under the supervision of qualified personnel who serve as role models. (2023 ACOTE Standard C.1.0. Fieldwork Education)

Through Level I Fieldwork experiences, the student will be introduced to clinical practice for adults with physical dysfunctions that limit or affect engagement in occupations. As a participant observer, the student will integrate academic experiences with the Occupational Therapy (OT) process in settings serving adult populations with physical dysfunction across a variety of occupational challenges and degrees of abilities.

60 Clock Hours/4.5 Quarter Credit Hours

Prerequisites: Completion of semesters I, II, III, and IV with a “C” or better.

This course examines the role of the occupational therapy assistant in promoting health, wellness, participation, and quality of life among older adults. Students explore age-related physiological, cognitive, psychosocial, and occupational changes that influence engagement in meaningful occupations, aging in place, and community participation. Emphasis is placed on evidence-based theories, models of practice, activity analysis, health promotion, disease prevention, chronic condition management, and occupational justice within older adult populations.

Students develop skills in designing, adapting, and implementing occupation-centered interventions that support functional mobility, community mobility, environmental modification, assistive technology use, and caregiver education. Additional focus is placed on public health, social determinants of health, policy and advocacy, emerging service delivery models, ethical practice, and interprofessional collaboration to support healthy aging and occupational performance in community-based and preventive practice settings.

40 Clock Hours/1 Quarter Credit Hour

Prerequisites: Completion of quarters I, II, III, and IV with a “C” or better.

Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities.

The experience should provide the student with the opportunity to carry out professional responsibilities under the supervision of qualified personnel who serve as role models (2023 ACOTE Standard C.1.0. Fieldwork Education). Through Level I Fieldwork experiences, the student will be introduced to occupational therapy practice for older individuals to promote health and wellness, prevent or minimize the effects of acute and chronic diseases, and maximize independence in daily activities. The student will integrate academic experiences into the Occupational Therapy (OT) process in older-adult settings.

40 Clock Hours/4 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, III, IV, and V with a “C” or better.

This course will introduce students to the occupational therapy-wide variety of clinical and non-clinical practice specialties and certifications in occupational therapy, as well as the exploration of emerging clinical and non-clinical practices potentially available in the future of our profession.

We will emphasize the basic premises of our profession: occupational-centered, evidence-based, and client-centered as the common denominator for the emerging practices. During the course, students will explore and reflect on how emerging occupational therapy practices in different settings can/could meet the needs of individuals, groups, and communities and maintain their well-being.

320 Clock Hours/10.5 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, III, IV, and V with a “C” or better.

This is the first of two level II fieldwork rotations. The goal of Level II fieldwork is to develop competent, entry-level occupational therapy assistants. Level II fieldwork is integral to the program’s curriculum design and provides an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation.

Through an accumulation of fieldwork experiences, the student is exposed to a variety of clients across the lifespan and to a variety of settings (2023 ACOTE Standard C.1.0. Fieldwork Education). The student will complete 8 weeks of full-time clinical work (C.1.12) while supervised by one or more qualified fieldwork educator/s who is/are a currently licensed OTA or OTR with a minimum of 1 year experience (C.1.13) This experience occurs in a setting that is uniquely different from OTA 600, Level II Fieldwork B.

320 Clock Hours/10.5 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, III, IV, V, and VI with a “C” or better

This is the second of two level II fieldwork rotations. The goal of Level II fieldwork is to develop competent, entry-level occupational therapy assistants. Level II fieldwork is integral to the program’s curriculum design and provides an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation.

Through an accumulation of fieldwork experiences, the student is exposed to a variety of clients across the lifespan and to a variety of settings (2023 ACOTE Standard C.1.0. Fieldwork Education). The student will complete 8 weeks of full-time clinical work (C.1.12) while supervised by one or more qualified fieldwork educator/s who is/are a currently licensed OTA or OTR with a minimum of 1 year experience (C.1.13) This experience occurs in a setting that is uniquely different from OTA 510, Level II Fieldwork A.

20 Clock Hours/2 Quarter Credit Hours

Prerequisites: Completion of quarters I, II, III, IV, V, and VI with a “C” or better

This course is designed to prepare occupational therapy assistant students for successful completion of the National Board for Certification in Occupational Therapy (NBCOT) examination and transition into entry-level occupational therapy assistant practice.

Students will integrate knowledge gained throughout the OTA curriculum while strengthening clinical reasoning, professional decision-making, and test-taking skills. Through case studies, practice examinations, and guided review activities, students will apply clinical and academic knowledge to examination-style questions, analyze answer rationales, identify areas for improvement, and develop individualized study strategies. Emphasis is placed on building confidence, enhancing NBCOT certification exam readiness, and utilizing professional resources to support certification success and lifelong learning.