Pennsylvania Occupational Therapy Continuing Education

• Describe the osteology and osteologic features of the shoulder complex
• Describe the 4 joints within the shoulder complex and their associated features
• List 6 kinematic principles of the shoulder complex
• Describe the brachial plexus and innervation of muscles and joints of the shoulder complex
• Summarize the function of the rotator cuff muscles and stabilizing tissues of the structures of the shoulder complex
• Discuss why the glenoid labrum is so vulnerable to injury
• Describe the vulnerability of the supraspinatus tendon

• Discuss osteology and arthrology of the elbow and forearm
• Describe kinematics of the elbow joint and forearm
• Compare and contrast muscle and joint interactions
• Outline and describe the path of innervation of the brachial plexus
• Discuss sensory innervation of the joints
• Summarize muscle actions that act on the elbow
• Summarize muscle actions that act on the forearm

• Identify carpal bones and osteologic features of the bones of the wrist
• Discuss joint structures and ligaments of the wrist
• Describe the kinematics of wrist motion
• Define carpal instability
• Compare and contrast muscle and joint interactions of the wrist
• Outline functional innervations of the wrist
• Discuss the function of muscles of the wrist

• Identify bones and osteologic features of the hand
• Discuss joint structures and ligaments of the hand
• Describe the kinematics of the hand
• Define and differentiate extrinsic and intrinsic muscles of the hand
• Compare and contrast muscle and joint interactions of the hand
• Outline sensory innervations of the hand
• List joint deformities caused by rheumatoid arthritis

• Recite the definition of lipedema and list 5 signs and symptoms
• Describe the pathophysiology and pathology associated with lipedema
• List 5 complications and combinations with other diseases
• Explain the prognosis for patients with lipedema
• Differentiate between the diagnosis of lipedema and and common differential diagnosis
• Become familiar with the role of therapy for patients with lipedema

• Define and differentiate cyclic-idiopathic, idiopathic-orthostatic and idiopathic edema syndromes
• Define and describe edema syndromes independent of the menstrual cycle
• Describe 3 generalized edemas caused by abuse of diuretics and or laxatives
• Become familiar and list the components of rehabilitation with generalized edemas
• Describe the physiological edema that occurs during pregnancy

• Recite the basic principles of Decongestive Kinesiotherapy and Respiratory Therapy
• Describe the functional rehab of pts with lymphedema
• Recall 3 effects of radiation
• Describe the chronic effects of radiation
• Compare and contrast principles of manual lymph drainage
• Describe the treatment of radiation-induced fibrosis
• Become familiar with compression therapy with radiation induced plexopathy

• Recall the physiology with venous hemodynamics of the leg
• Recite the pathophysiology of venous hemodynamics in CVI
• Describe post-thrombotic syndrome and understand treatment, pathophysiology and clinical stages
• Become familiar with suprafascial CVI
• Compare and contrast the diagnosis and differential diagnosis of CVI
• List 5 methods of prevention for CVI and VLI
• Describe components of complete decongesitive therapy and drug therapy used with CVI and VLI

• Become familiar with soft tissue x-rays
• Compare and contrast cross-section imaging including computed tomography, magnetic resonance imaging and ultrasound
• Differentiate between the use of direct and indirect lymphography
• Describe radiological diagnostics using radioisotopes including lymphoscintigraphy and isotope lymphography
• Describe the respective value of each of the imaging procedures

Hour One:

• List three non-musculoskeletal diagnoses that can affect the hip with referred pain.
• Describe two symptoms of axial spondyloarthropathy that may mimic posterior gluteal pain
• Describe sacral insufficiency.
• List three risk factors of statin involved muscle pain.

 Hour Two:

• Describe the key features of soft tissue posterior buttock pain.
• Describe the key features of peripheral nerve related posterior buttock pain.
• List three variable in the proposed CPR for lumbar radiculopathy.
• Describe the referral pattern of thoracolumbar involvement.

 Hour Three:

• List three symptoms of a labral defect of the hip.
• List two variables for the CPR of Osteoarthritis of the hip.
• List four factors documented in the clinical presentation of Gluteal tendinopathy.
• Describe four aspects of the pathomechanics for gluteal tendinopathy

• Recognize pathology associated with common sports injuries
• Outline the mechanism of injury for various hand injuries
• Recognize treatment interventions for upper extremity injuries

• List some of the most common medical errors reported in the US health care system
• List the three major systems that the President of the US in 2000 mentioned in his speech regarding errors in the health care system and discuss ways these tools could help decrease errors in our health care system
• Name a few organizations that collect data from health organizations to help analyze medical errors to help correct on a state level, and a national level
• Discuss the Evidence Based Practice and converse why this is an important concept in preventing medical errors
• Name the industry that is the template for a medical error system that works on each level of the structure, denying individual blame
• List some concepts in quality improvement that AHRQ and other organizations are working on to decrease Medical errors

• Define Medical Error
• Discuss Medical Errors in the Context of Other Types of Error
• Illustrate the Scope of the Medical Error Problem
• List Serious Reportable Medical Events
• Define Key Events in the Field of Patient Safety
• Review the Epidemiology of Medical Error
• Describe the Taxonomy of Medical Error
• Identify commonly misdiagnosed conditions
• Identify populations of special vulnerability
• Review Types of Medical Errors
• Discuss Falls and Teamwork/Communication Errors and how to prevent them

• Summarize the following types of medical errors:
  1. medication errors
  2. handoff errors
  3. diagnostic errors
  4. healthcare acquired infections
  5. device associated infections
• List factors that increase the risk of the above medical errors
• Describe strategies to prevent the above medical errors

• Locate major divisions and structures of the CNS
• Name functions of CNS structures, and their integration with other structures
• Identify effects of CNS dysfunction on upper extremity function, behavior and occupational performance

• Describe different modes of genetic transmission
• Discuss the incidence, etiology, and clinical manifestations of specific genetic disorders
• Outline and describe the medical and surgical management of children with genetic disorders
• Articulate the role of the therapy assistant in the management of children with genetic disorders
• Identify appropriate therapy interventions used with children with genetic disorders
• Recognize the importance of functional training throughout the life span of a child with a genetic disorder

• Describethe etiology and clinical manifestations of stroke
• Identify common complications seen in patients who have sustained CVAs
• Explain the role of the therapy assistant in the treatment of patients with stroke
• Describe appropriate treatment interventions for patients who have experienced strokes
• Recognize the importance of functional training for patients who have had strokes

• Identify causes and mechanisms of TBI
• List secondary complications associated with TBI
• Explain specific treatment interventions to facilitate functional movement
• Discuss strategies that will improve cognitive deficits

• Trace the flow of information in the central and peripheral nervous systems that leads to purposeful movement
• Define the sensorimotor system, its locus in the brain, and its function during motor performance
• List the structures that constitute the higher, middle, and lower levels of the central nervous system components for movement
• Name the four traditional sensorimotor approaches to intervention and the theorist responsible for each
• Name the two models of motor control that form the basis for the sensorimotor approaches to treatment
• Briefly describe each of the four traditional sensorimotor approaches to intervention; compare and contrast their similarities and their differences
• Define proprioceptive neuromuscular facilitation and how this approach facilitates adaptive responses that are performed in daily occupations
• Outline and describe the principles of proprioceptive neuromuscular facilitation and how to apply them to enhance client performance
• Describe the influence of sensory input on motor learning
• Use the proprioceptive neuromuscular facilitation evaluation to determine factors limiting clients ’ participation in their occupation
• Identify theoretic foundations of neurodevelopmental treatment, as well as current principles of evaluation and intervention
• Identify management strategies associated with neurodevelopmental treatment intervention and treatment techniques
• Integrate neurodevelopmental treatment within an occupation-centered and client-centered approach to evaluation and intervention
• Discuss the relationship between evidence-based practice and neurodevelopmental treatment, and discuss types of evidence available to support the use of neurodevelopmental treatment in occupational therapy

•  Describe the course of amyotrophic lateral sclerosis
• Describe the diff erences between familial and sporadic amyotrophic lateral sclerosis
• Describe the role of the occupational therapist for a client with amyotrophic lateral sclerosis
• Describe the three subtypes of amyotrophic lateral sclerosis
• Identify the symptoms and incidence of Alzheimer's disease
• Describe the pathophysiology of Alzheimer’s disease
• Describe the overall model of medical management of Alzheimer ’ s disease used by primary care providers and other health professionals
• Describe an approach to evaluation used by occupational therapists
• Identify stages of disease progression and general methods of treatment interventions associated with stages of dementia
• Describe the course and stages of Huntington’s disease
• Identify current research regarding the etiology of the disease
• Describe the medical management of Huntington’s disease
• Describe the purpose of occupational therapy for a client with Huntington's disease
• Describe the three typical forms of multiple sclerosis
• Describe current research regarding the etiology of the disease
• Describe the symptoms of multiple sclerosis
• Describe complications that may occur as a result of the disease
• Describe the role of the occupational therapist for a person with multiple sclerosis
• Describe the course and stages of Parkinson’s disease
• Identify current research on the etiology of the disease
• Describe the medical management of Parkinson’s disease
• Describe the role of the occupational therapist for a client with Parkinson’s disease

• Appreciate the complexity of motor responses, and discuss methods used to influence body systems and their effects on functional behaviors.
• Outline the differences in recovery related to healing, compensation, substitution, habituation, and adaptation.
• Analyze the similarities and differences among impairment training of specific body systems, functional training, augmented feedback training, and learning-based sensorimotor retraining.
• Select appropriate intervention strategies to optimize desired outcomes.
•  Analyze variables that may both positively and negatively affect complex motor responses and a patient’s ability to participate in functional activities.
•  Identify procedures and sequences required to attain the most successful therapeutic outcome that best meets the needs and goals of the client and the family.
• Consider the contribution of the client, the client’s support systems, research evidence,neurophysiology, and the best practice standards available to optimize outcomes.

•  Identify the various types of neurovascular disease.
•  Identify the atypical patterns of movement in clients with residual hemiplegia.
•  Identify significant primary and secondary body systemimpairments that interfere with functional movement patterns and limit ability to participate.
• Describe a reeducation intervention strategy for improving functional movement in clients who have had a stroke.

   

•  Define the basic terminology and discuss the prevalence of cognitive disturbances seen in older persons.
• Describe normative changes in brain function with normal aging and their relevance to the diagnoses of delirium and dementias.
• Discuss how symptoms are altered with normal aging for an individual.
•  Describe normal sensory changes with aging and how they alter a person’s overall ability to adapt to stress.
• Describe how, and for what type of patient, to use the Mini-Mental State Examination as a part of the physical or occupational therapy examination.
• Describe common sensory changes with dementia and implications for adapting PT or OT evaluation and intervention.
• Discuss common changes in learning styles with aging and implications for adaptingPT or OTintervention to enhance patients’ ability to perform at their highest functional level.
• Describe how environmental design and ergonomics can enhance patient performance in activities of daily living and instrumental activities of daily living.
• Describe a strategy to evaluate a patient’s emotional capacity to participate in a learning task and its clinical relevance to both OT and PT outcomes.
• Describe criteria for delirium and reversible dementia and sample strategies for modifying evaluation and treatment procedures.
• Discuss symptoms and disease progression in irreversible dementia.
• Discuss the therapist’s role on the treatment team in educating key caregivers and support personnel and sample training strategies.
• Discuss treatment skills that are helpful in working with persons who have irreversible dementia.
• Describe research activities and new findings that affect physical evaluation and treatment of the patient with dementia or delirium.

• Explain classification of nerve injuries of the UE
• Describe 3 motor and 3 sensory symptoms of PNI of the UE
• Describe 3 diagnostic criteria for PNI of the UE
• List 5 differential diagnosis for PNI of the UE
• List 5 rehab goals for PNI of the UE
• Briefly outline conservative treatment involved with different types of PNI of the UE

• Describe and list local and systemic treatments for breast cancer
• Discuss physical and psychosocial implications of breast cancer treatment
• Outline and describe the process of evaluation for individuals with breast cancer
• Create appropriate rehabilitative goals for individuals with breast cancer
• Design an appropriate rehabilitative session for breast cancer patients

• Describe how the occupational therapy practice framework (OTPF) may structure activity analysis for intervention
• Define terms from the OTPF as they are used in activity analysis
• Describe the stages of groups Identify the types of groups
• Differentiate between occupation, task, and activity Discuss the basic concepts of group process and acuity analysis

• Describe the process of activity analysis
• Describe the process of activity configuration and activity synthesis
• Discuss the process of activity match
• Differentiate between occupation, activity, and tasks
• Compare and contrast a variety of activity analyses
• Discuss how Model of Human Occupation (MOHO) theory helps practitioners conduct activity analyses
• Identify a variety of therapeutic media and how they are used in practice
• Identify ways to “grade” and adapt activities

• Identify components of communication
• Define groups and components of group structure
• Identify and give examples of different group models
• Identify the stages of group development
• Discuss methods of establishing rapport within a group
• Explain how to plan and lead an effective occupational therapy group

   

• Define the domains of OT practice
• Outline the OT process
• Analyze activities in terms of areas of performance, performance skills, performance patterns, and client factors
• Provide examples of how contexts impact occupations
• Describe intervention approaches

• Identify the different roles an OT practitioner
• Describe 3 levels of performance for OT practitioners
• Discuss minimum responsibilities of the OT and the OTA in service delivery as described in the Standards of Practice
• Outlilne and describe the levels of supervision and parameters that affect these levels
• Identify practices that contribute to successful supervisory relationships
• Describe the different types of teams in health care and recognize the importance of interdisciplinary teams
• Describe tools that can be used to maintain and document continuing competency

• Explain the various service management functions
• Identify factors leading to a safe and efficient clinical environment
• Describe how the spread of infection is prevented in the workplace
• Explain the factors taken into consideration for scheduling staff appointments
• Define 3 categories of funding sources that reimburse for OT services
• Recognize the importance of program planning and evaluation as service management functions
• Describe and understand documentation that occurs at various stages in the OT process, and identify the fundamental elements in a client
• Describe the integration of professional development and research into practice

• Explain the nature of clinical reasoning
• Outline and describe the 3 elements of clinical reasoning
• Describe the thought processes and strategies of clinical reasoning used by OT practitioners
• Compare the clinical reasoning skills of the novice vs. the expert
• Identify 3 ways the OT practitioner can develop clinical reasoning skills

• Define and discuss the purpose of a code of ethics
• Identify the seven principles in the OT Code of Ethics
• Describe the function of the Ethics Commission
• Outline the steps to ethical decision-making
• Distinguish between ethical and legal behavior
• Explain the purpose and implementation of state laws regulating OT
• Describe the disciplinary processes developed by state regulatory boards and the professional association
• Discuss the similarities and differences of morals, ethics, and laws and their connection to the practice of OT

• Define theory, model of practice (MOP), and frame of reference (FOR)
• Discuss the importance of using a model of practice and frame of reference
• Analyze and report 3 reasons how research supports practice
• Identify the components of a frame of reference
• Summarize selected OT models of practice
• Identify the principles guiding selected frames of reference

• Outline the nature of and hallmarks of cancer
• Summarize the relationship between physical activity and cancer
• Summarize the relationship between nutrition and cancer
• Summarize the relationship between massage therapy and cancer
• Summarize the relationship between acupuncture and cancer
• Summarize the relationship between manual therapy and cancer

• Summarize the assessment and diagnosis of pain
• List and describe 5 common causes of back pain and how to prevent injury
• Outline the causes of fibromyalgia
• Illustrate the mechanisms of inflammation and pain
• Discuss the pain of peripheral neuropathy

• Identify key professionals and describe the various roles that each person on the interprofessional pain team plays
• Understand the impact that chronic pain can have across varied life domains
• Describe the link between the individual experience of pain and the social environment
• Examine the association between healthcare provider-patient communication and health outcomes

• Appreciate the different types of peripheral nociceptors and their associated axons
• Describe the pathways involved in transmitting nociceptive information within the nervous system
• Describe the organization of the dorsal horn and the termination patterns of afferent inputs
• Examine the areas of the nervous system involved in the perception, integration and response to nociception
• Become familiar with the neurophysiology underlying somatic and visceral pain
• Outline and describe mechanisms of sensitization in the peripheral and central nervous system
• Describe ways in which the brain controls nociceptive processing
• Identify and describe brain structures involved in the perception of pain

• Define and explain the difference between pain assessment and pain measurement
• Describe the type of pain evaluation commonly used
• Describe some of the most commonly used pain measurement tools
• Become familiar with some consensus guidelines around pain assessment
• Explore and discuss the impact which culture, ethnicity, religion and gender can have on pain assessment

• Describe the pathophysiological mechanisms underlying neuropathic pain and complex regional pain syndrome
• Identify symptoms that alert the clinician to the possible presence of these conditions
• Become familiar with current diagnostic criteria and their limitations
• Describe a methodical approach to examination and treatment, based on current international evidence and guidelines

• Understand manual therapy in the context of biopsychosocial management of  musculoskeletal pain
• Describe the effects of manual therapy on local tissue, spinal and supraspinal pain mechanisms
• Describe the effects of pleasant touch on pain
• Examine the effects of treatment-related pain on pain perception
• Analyze the effects of manual therapy on motor control
• Explain how manual therapy may be applied in practice

• Discuss the use of TENS and acupuncture for pain management and list 5 indications and contraindications/risks.
• Describe and analyze 2 principles underpinning various techniques of TENS and acupuncture
• Describe the research supporting the analgesic mechanisms of action of TENS and acupuncture.
• Summarize clinical research evidence on clinical effectiveness for TENS and acupuncture
• Discuss why the clinical experience of outcome when using TENS and acupuncture sometimes differs from some of the clinical research findings.

• Describe normal anatomy of the breast
• List 5 factors of breast cancer
• Explain the incidence of breast cancer and its impact on society
• Explain the pathogenesis of fibrocystic changes and describe 3 histological changes
• Describe the most common benign breast tumor including appearance, histological features and peak age of incidence

• Define and differentiate skin lesions such as macule, papule, vesicle, pustule, ulcer and scar
• Describe skin lesions caused by mechanical trauma
• Explain short term and long term effects of ultraviolet light on the skin
• Describe skin infections caused by bacteria, viruses, fungi, and parasites
• Describe typical lesions of acne vulgaris and explain their pathogenesis
• Describe 2 manifestations of seborrheic dermatitis
• List the most important neoplastic skin lesions involving the dermis

• Define edema and give 5 clinical examples
• Define shock and explain it pathogenesis
• List 5 conditions that predispose an individual to arterial thrombi
• Define emboli and give 5 clinical examples
• Describe the 5 clinical consquences of venous and arterial thrombi

• List the most important causes of cell injury
• Describe 3 types of cell adaptations
• Describe cellular aging
• Compare 2 forms of cell death: necrosis and apoptosis
• Describe various forms of necrosis and give examples of each

• Define inflammation and describe the cellular events that occur during acute inflammation
• Describe the vascular changes that occur during acute inflammation
• Explain the function of proteins and the clotting system in inflammation
• Explain the functions of cytokines released in inflammation
• Describe and differentiate local and systemic symptoms of inflammation

• Describe the basics of the OT Practice Framework and its relationship to clinical practice.
• Identify key components of a pediatric medical system.
• Outline the sequence of normal development of the child and adolescent.
• Explore how to apply activity analysis to treatment intervention.
• Describe signs and symptoms of various pediatric health conditions.
• Describe the role of the COTA in choosing therapeutic media.
• Describe characteristics of assitive technology and its importance in making technology decisions.
• Describe 3 reasons related to the importance of splinting and orthotics management.
• Describe the use of animal-assisted services.

• Become familiar with prevention as a key way to manage sports injuries.
• Explain and identify the 7 risk factors for injury.
• Identify different types of injuries and major sites of injury.
• Become familiar with rehabilitation protocols and methods for return to play.
• Become familiar with working with young athletes with physical disabilities.
• Describe 3 uses for clinical application through case study

• Describe and explore the role of the therapist in the treatment, examination and evaluation of children with MD or SMA.
• Describe and differentiate classification/types of MD.
• Summarize and outline 3 key features of the Vignos Functional Rating Scale for Duchenne MD.
• Recognize diagnosis and pathophysiology of SMA.
• Describe clinical application through case studies.

• Describe the incidence, etiology and pathophysiology of BPI
• Become familiar with the changes in body structure and function that occur with various levels of BPI
• Define therapy goals and identify appropriate treatment interventions for children with BPI
• Define and differentiate Erbs palsy from Klumpkes palsy
• Become familiar with the medical management, orthopedic surgery and orthopedic concerns of infants and children with BPI
• Become familiar with outcomes of children with BPI
• Apply clinical application with the use of case studies

• Become familiar with the incidence and etiology of AMC
• Examine and explain how a diagnosis of AMC is determined
• Name 2 clinical manifestations of AMC
• Become familiar with the medical management of infants and children with AMC
• Identify 5 therapy interventions for infants with AMC
• Discuss the importance of stretching and splinting programs as well as other adaptive equipment
• Describe therapy intervention for the pre-school aged child with AMC
• Name 3 therapy interventions for the adolescent with AMC
• Become familiar with the challenges that the child with AMC faces as during transition to adulthood
• Review clinical application through case study

• Become familiar with the classification, etiology and pathophysiology of CP
• Explore and examine how an infant or child is diagnosed with CP
• Compare and contrast single-system and multi-system impairments
• Discuss the role of Occupational and Physical Therapy in the treatment CP
• Become familiar with determinants of prognosis or outcome
• List 5 treatment goals and interventions for the infant with CP
• List 5 treatment goals and interventions for the child with CP
• Describe the importance of reducing primary impairment and preventing secondary impairment in the infant/child with CP
• Discuss the importance and significance of family involvement and key characteristics that must observed
• List factors that must be addressed in preparation for the transition to adulthood in the adolescent with CP

• Define sensory processing and self-regulation.
• List at least five symptoms that may indicate a Sensory Processing Disorder.
• Explain the Fussy Baby Analogy in relation to the three sensory-based learning strategies.
• Describe at least three examples of ways that each sensory-based learning strategy can be used in a school setting.
• Develop a sensory schedule based on given guidelines.
• Assess the effectiveness of sensory-based learning strategies through data collection.

• Outline and describe the sequence of hand function development in infants and children
• List 3 factors which contribute to the development of hand function
• Describe 3 ways that hand function problems affect children's occupational performance
• Summarize and examine 3 assessment tools and methods that are useful in evaluating children's hand skills?
• Analyze how intervention practice models and principles are used by OTs to promote hand function
• Describe how OTs use specific intervention strategies to improve hand function given a wide range of diagnoses
• Explore and list 3 assistive technologies and adapted techniques that can be used to improve children's hand function and increase participation in play, school, and activities of daily living
• Describe 2 ways in which research supports OT practice models for hand function interventions

• Define the term “sensory integration” as it relates to neurobiologic processes and as a frame of reference in OT
• List and describe sensory systems emphasized in Ayres Sensory Integration and examine why they are considered important
• List 3 ways in which sensory experiences support brain function and describe 2 conditions under which they optimally influence neuroplastic changes
• List 3 key hallmarks of development in the tactile, proprioceptive, and vestibular systems, and describe how each developmental achievement in each system contributes to mastery of occupations from early infancy through childhood
• Explore and recite 2 pieces of research that exists for the different types of sensory integration problems in childhood
• List and examine 3 key indicators of problems in sensory modulation, perception, vestibular-bilateral functions, and praxis, and describe how each area affect child behavior
• List 3 primary methods and specific instruments that are used to assess sensory integration

• List and describe 4 functions of challenging behaviors
• Explore and describe 3 ways a therapist can prevent challenging behaviors from occurring
• Name and outline 3 strategies for supporting positive behaviors in children
• Summarize 3 principles and strategies to reduce challenging behaviors
• Describe how positive behavior support and functional behavioral analysis are used to support student behaviors in school contexts

• Describe 3 factors that affect performance of ADLs and sleep habits of children?
• Examine and explain how and when to evaluate ADL skills and describe 3 formal evaluations available
• List and analyze 5 general intervention strategies and approaches used to promote ADL skills including healthy sleep and rest
• Describe what evidence is available to support the use of specific intervention techniques with specific groups of children with disabilities
• Describe 2 ways to modify the environment, equipment, or techniques to support ADL development and sleep in children with disabilities
• Summarize the effects of context on a child's performance and parental expectations for ADL, sleep, and rest

• Describe key components involved in the relationship of play to OT
• List and describe 3 play theories that have shaped OT's lens on play
• Compare and contrast 3 assessment tools that OTs use for evaluation and intervention planning purposes
• Describe how individual and environmental factors facilitate and/or inhibit play
• Analyze 3 ways that play is used in OT intervention
• Summarize 3 ways that OTs advocate for play in today's society

• Describe the role of the OT in evaluation of and intervention for children with handwriting difficulties
• List and outline 5 factors that contribute to handwriting readiness for young children
• Describe 3 methods for evaluating handwriting and functional written communication
• Examine and describe 3 ways that performance skills, client factors, performance patterns, and context influence the student's participation in the writing process
• Recite 5 ways that handwriting fits into the educational writing process
• Rationalize how remedial and compensatory strategies improve a student's written communication
• Explore 5 ways that OT practitioners use pediatric OT models of practice and handwriting intervention programs to improve children's handwriting
• Examine 3 handwriting interventions and programs that are supported with research evidence

• Analyze 3 purposes of assistive devices and services and their relevance to the practice of OT
• Describe 2 ways that legal mandates influence assistive technology service delivery
• Outline 3 key components of guiding frameworks and models that influence decisions about assistive technology
• Summarize 3 ways that teams collaborate to provide assistive technology services
• Explore 3 ways that assistive technology enhances childhood occupations
• Examine and describe 3 assessments that are used to evaluate the need for, selection of, and effects of assistive technology
• Describe how sociocultural differences influence the acceptance of assistive technology
• Describe the continuum of and interrelationship between no-tech and high-tech solutions
• Examine how evidence-based practices are used throughout the service delivery process
• List 5 resources for continued competence in the evaluation, selection, and implementation of assistive technology

• Describe 5 ways that mobility is important to a young child's development
• Examine 5 factors that should be considered during an evaluation for seating and mobility equipment
• Summarize 3 ways that mobility is assessed and categorized for different levels of motor function
• List 4 alternative methods of mobility appropriate to meet the child's developmental and functional needs
• Research and describe what power mobility devices are currently available
• Examine how OTs and family determine the most appropriate device
• Describe how technology is used to assess seating and positioning
• List 5 devices that are available to children with unique seating and position needs
• Summarize how positioning and seating affect function and successful use of a mobility device
• Describe how biomechanical principles are applied to position and seating

• Become familiar with the Test of Playfulness (ToP)
• Explain the steps involved in administering and scoring the ToP
• Examine evidence for validity and reliability for the ToP
• Describe environmental influences of playfulness
• Explain the Test of Environmental Supportivenss (TOES)
• Read case studies to review clinical application

• Explore the therapeutic power of object play
• Identify 3 sources of power in therapeutic occupations
• Review and recite literature on object play
• Discuss the significance of integrating development, play and occupation
• Idenitify various uses of object of play in practice
• List criteria for selecting objects to enhance motivation
• Review the use of object play to address common performance skills
• Describe the use of object play to develop environmental negotiation skills

• Describe sensory integrative contributions to various stages of play development
• List 5 ways that sensory integrative deficits affect play
• Examiine how deficits in play affect sensory integrative functions
• Become familiar with play in the context of OT using a sensory integrative approach
• Read case studies and understand clinical application

• Explore the development that occurs during the ages of middle childhood
• List and describe the major hallmarks of middle childhood
• Describe important components in constructing a play environment
• Become familiar with characteristics of play during middle childhood
• Read case studies as a clinical guide to treatment and clinical application

• Become familiar with the background of play behavior
• Describe the importance of play and leisure activities in school settings
• Explain the deficits that occur when children do not play
• Examine the Occupational Therapy process in the educational setting
• Review interventions for play in educational settings
• Describe outcomes for play  and leisure exploration and participation

• Describe 3 waays that play relates to the family
• Describe play as therapeutic medium
• Examine the role of family play as part of the therapeutic process
• Summarize how play is influenced by values, culture and settings
• Consider the impact of a child with a disability on family and play

• Describe and outline the structure of play
• List the differences between structure and experience of play for children with autism
• Outline 5 interventions to support play for children with autism
• Read case examples to understand clinical application
• Examine intervention strategies used by OT's to promote and enhance development of play
• List 5 goals for promoting play in children with autism

• Define the characteristics of play
• Outline and describe 5 limitations in children with cerebral palsy
• Examine the role of play in treatment and daily life
• Review and list 5 considerations for play in treatment
• Describe the various ways that play can be used in treatment
• Outline the role of adults when facilitating play
• Read case studies to review clinical application

• Examine and describe how major legislation guides and regulates education for students with and without disabilities
• Analyze 3 ways that the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and Elementary and Secondary Education Act affects the role of OTs in schools
• Explore which major amendments to IDEA have been implemented over the past 3 decades
• Outline the major provisions of Part B of IDEA— free appropriate public education in the least restrictive environment
• Describe how OTs provide services under Part B of IDEA, including referral, evaluation, individual education program, and interventions
• Examine 3 ways that OT services that support students with and without disabilities are integrated into the classroom and across school environments
• Provide 3 examples of indirect and direct OT services
• Discuss how OTs under the IDEA 2004, ESEA, and No Child Left Behind Act provide early intervention services and response to intervention
• Explain how OTs promote school mental health within a multitiered, public health model

• Describe what is meant by early intervention
• Examine how federal legislation and regulations provide the framework for OT services in early intervention
• Discuss what is best practice in early intervention
• Explore how OTs partner with families and other professionals to provide developmentally appropriate and family-centered services
• Describe which OT practices and service delivery models support early intervention in the natural environment
• Describe which strategies OTs use to promote children's performance and participation

• Describe 5 characteristics of commonly used standardized pediatric tests
• Contrast 3 differences between norm- and criterion-referenced tests and the purpose of each
• Explain 3 ways in which performance- and observation-based tests differ
• Examine what descriptive statistics are used in standardized pediatric tests
• Explain what standard scores used in standardized pediatric tests mean
• Examine and describe how reliability and validity relate to a test's integrity
• Describe how OT's demonstrate competency in and ethical use of standardized tests

• Define visual perception
• Describe the typical development of visual-perceptual skills
• Identify factors that contribute to typical or atypical development of visual perception
• Explain the effects of visual-perceptual problems on occupations and life activities such as activities of daily living, education, work, play, leisure, and social participation
• Describe models and theories that may be used in structuring intervention plans for children who have problems with visual-perceptual skills
• Identify assessments and methods useful in the evaluation of visual-perceptual skills in children
• Describe intervention strategies for assisting children in improving or compensating for problems with visual-perceptual skills
• Give case examples, including principles of evaluation and intervention.

• List the key concepts of motor control and motor learning theories
• Outline 3 principles and strategies of contemporary motor control interventions
• Describe how practitioners develop evidence-based interventions for children with motor control deficits
• Identify which child, task, and environmental factors influence motor skill acquisition and occupational performance
• Describe how practitioners apply motor learning concepts to promote children's occupational performance
• Analyze how the transfer of learning, feedback, practice, sequencing and adapting tasks, modeling or demonstration, and mental rehearsal are used to promote children's motor performance

• Outline and describe theories that provide the foundation for cognitive approaches
• Define and explain terms such as cognition and metacognition
• Examine 3 concepts, principles, and key features defining a cognitive intervention
• Examine how cognitive strategies are applied in occupational therapy practice
• Explore how Cognitive Orientation to Occupational Performance is applied

• Outline and describe the diagnostic categories and potential problems of children who may have social participation deficits
• Name 2 major theories that explain social skill deficits in children
• Describe the role of OT and other team members who provide services to children and youth with social skill impairments
• Examine and describe 3 specific skills that can be addressed with social skills interventions
• Describe how theories and approaches inform social skills intervention
• Analyze 3 principles and strategies that occupational therapists use to improve social skills in children
• Summarize evidence that supports interventions that can be used with children who have social skill impairments

• Outline common medical conditions associated with feeding and swallowing disorders
• Name and examine cranial nerves that influence oral motor control and swallowing
• Outline and explain the typical developmental sequences for oral feeding and self-feeding skills
• Describe how OTs evaluate feeding, eating, and swallowing
• Examine and describe 3 supplemental diagnostic tests used to evaluate underlying causes for feeding disorders
• Describe the major components of a comprehensive intervention plan for pediatric feeding, eating, and swallowing problems
• Describe how positioning influences self-feeding and swallowing skills
• Explain what OT's do to modify foods and liquids in the feeding intervention plan
• Summarize theoretical principles and strategies associated with behavioral interventions for selective eating or food refusal
• List and describe 3 safety considerations for OTs working with children with feeding and swallowing disorders

• List and describe the instrumental activities of daily living (IADL) during childhood
• Examine how participation in IADL and community activities contributes to occupational development for children and youth of all abilities
• Describe the developmental opportunities and expectations for participation in IADL and community participation for children and youth
• Examine and explain 3 theoretical foundations of occupation-based interventions for improving participation and performance of IADL and community activities and the evidence that supports these interventions
• Describe 3 assessments specifically used to evaluate IADL and community participation for children and youth
• Examine approaches and strategies used by an OT to increase participation and performance of IADL and community activities for children and youth with special needs
• Describe and examine how emotional well-being, health, peer relationships, and life satisfaction are associated with IADL and community participation

• Examine and describe the scope of knowledge and the various roles required for competent practice in the neonatal intensive care unit
• Describe what is meant by “potentially better practices to support neurodevelopment in the NICU,” as developed by the collaborative Vermont Oxford Network project
• Describe and outline 3 ways in which the intrauterine and NICU extrauterine environments differ
• Describe 3 protective interventions used to reduce avoidable stimulation from excessive or inappropriate light, sound, and caregiving practices in the NICU
• Describe why protected sleep is so important to an infant in the third trimester, whether in the womb or the NICU
• List and examine 3 factors that are considered in evaluating an infant in the NICU
• Outline and describe 6 neurobehavioral states, as defined by Brazelton and Als

• Describe 5 characteristics of children's hospitals and the functions of OTs in these settings
• Describe which types of children are commonly treated in hospital-based rehabilitation units, other specialized inpatient units, and outpatient therapy services
• Describe OT interventions in children's hospitals, and examine what evidence exists to support interventions for children with common diagnoses
• Outline 3 intervention approaches and 3 teaching strategies that are commonly used in pediatric rehabilitation
• Describe how OTs establish collaborative relationships with other providers in interdisciplinary and transdisciplinary teams
• Outline how OTs promote family participation in rehabilitation and address transition home as part of discharge planning

• Define terminology and compare blindness and visual impairment in children and youth
• List and describe the members and roles of the inter-professional team who may be involved with children who are blind or visually impaired
• Describe 3 ways in which visual impairment will affect occupational performance
• Examine 3 concepts and client factors related to occupational performance of children who are blind or visually impaired
• Describe 3 types of assessments used in the evaluation of a child who is blind or visually impaired
• Describe 3 ways in which theory will guide practice when working with this population
• Examine and discuss evidence that supports OT intervention with infants, children, or youth with blindness/visual impairment

• Define autism spectrum disorder and describe how it impacts the occupational performance of individuals
• Describe 3 ways in which ASD in one family member affects the entire family
• Outline the OTs role in assessment and intervention in ASD
• Summarize 5 ways that OTs assist families to improve the occupational performance of children with ASD as well as overall family functioning

• Describe 3 clinical characteristics associated with the different types of cerebral palsy
• Describe how primary and secondary impairments associated with cerebral palsy contribute to functional limitations
• Describe 3 current theories of motor control and how they are applied to interventions for children with cerebral palsy
• Examine 3 ways in which impaired muscle tone influences activity and participation in children diagnosed with cerebral palsy
• Describe 2 ways in which rehabilitative and compensatory approaches are applied in comprehensive services for children with cerebral palsy

• Describe 3 ways that OTs who specialize in pediatric hand therapy apply frames of reference to evaluation and intervention
• Describe 3 assessment and evaluations used by OTs in a pediatric hand therapy setting and explain how they guide intervention planning
• List and describe 5 common diagnoses and associated impairments treated by pediatric hand therapists
• Examine 3 interventions that OTs implement with children who have upper extremity impairment
• Examine 3 ways in which OTs in pediatric hand therapy apply interventions to achieve desired clinical outcomes

• Define and analyze the general principles of the nervous system, pharmacodynamics, pharmacokinetics, therapeutic uses and toxicology of drugs.
• Describe the different drug sources, drug classification groups, and routes of administration.
• Describe the effects of basic physical therapy modalities, such as exercise, heat, cold, and manual techniques, on pharmacokinetics.
• Discuss the mechanism of action, adverse effects, modification of some effects, and side effects of the drugs used to treat the common cardiovascular, pulmonary, orthopedic, metabolic, and neurological conditions commonly encountered by physical therapists.
• Develop the abilities to find up-to-date information on drugs and apply such in current physical therapy practice in conjunction with the different physical therapy modalities.

• Compare how pharmacokinetics, clinical pharmacokinetics and pharmacodynamics work on the body 
• Categorize medications based of drug classes and mechanisms of actions, indications, adverse effects, and monitoring parameters as it relates to adults and elderly 
• Recognize how to properly use, administer, and dispose of medications

• Explain how different classes of medications can cause central nervous system impairment, significant side effects, and direct dysphagia complications that could elevate a person's risk for adverse sequelae 
• Identify who is at risk for drug-induced dysphagia complications and be prepared to advocate for your patients with the entire medical team, collaborating with pharmacy, nursing, physicians, and more 
• Describe medications that could improve swallow function, especially when taken correctly, and advocate for people who have difficulty swallowing pills and require safe strategies and solutions

• Discuss the impact of medication errors on patient safety and the risk factors that contribute to healthcare issues.
• Analyze safety standards and the role of organizational culture in the prevention of healthcare and medication related adverse events
• Describe error reporting systems, processes, and tools used to investigate and disclose medication-related adverse events
• Identify high-alert and high-risk medications and measures that can be taken to reduce the risk of adverse events
• Recognize the impact on technology on reducing adverse healthcare outcomes

• Describe the development of postural control systems and the influence of that development on gross- and fine-motor development.
• Discuss atypical development of postural control and its influence on the development of gross- and fine-motor skills.
• Identify appropriate assessment tools available for the evaluation of postural control.
• Identify appropriate treatment techniques for facilitating reactive and anticipatory postural control.

• Define ROM techniques including AROM, PROM, Total Active ROM, Total PROM, Flexion-DPC, and Torque ROM
• Identify principles for measuring ROM of the wrist and hand
• Identify appropriate selection of goniometer for measuring joints of the wrist and hand

• Identify the anatomy of upper motor neuron tract systems and discuss the functionality of upper motor neuron tract systems
• Explain the effects of a spinal cord injury
• Discuss the anatomy and functionality of regions of the brain
• Describe complications post injury of brain and spinal cord injury
• Describe standard treatment procedures prior to rehabilitation of brain and spinal cord injured patients
• Explain the difference between neurological deficit rigidity versus disuse atrophy/spasm of spinal cord and head injured patients
• Describe treatment options for rehabilitation of spinal cord and head injured patients
• Explain treatment methods to transition C curve locomotion to S curve locomotion
• Explain treatment methods for atrophy and spasm
• Discuss most current curative research for spinal cord and head injured patients

• Recite 3 risk factors for developing rotator cuff tendonosis
• State the purpose of the scapula reposition and scapula assistance test.
• Explain how to perform the external rotation lag sign and recall the purpose of this test
• Paraphrase one evidence - based test cluster for diagnosing a rotator cuff tear.
• Recall two indications/goals for performing posterior glenohumeral joint mobilizations.
• Cite the clinical prediction rule (CPR) for favorable outcome in patients undergoing conservative management for rotator cuff disorders
• Identify two criteria for phase I rehabilitation exercises for rotator cuff disorders

• Recall 3 potential reasons, based on expert opinion, that may contribute to the high re-tear rate following rotator cuff repair.
• Recite 4 factors that impact the rehabilitation program for patients following rotator cuff repair.
• Summarize the DeOrio classification for rotator cuff tear size.
• State 3 appropriate exercises during weeks 0-2 following rotator cuff repair
• Provide 2 appropriate exercises during weeks 6-8 following rotator cuff repair
• Name 3 appropriate exercises during weeks 8-12 following rotator cuff repair

Hour 1

• Recall 2 pathological pitching mechanical patterns that may lead to injury
• List 3 injury risk factors in in the overhead athlete
• Provide 4 injury prevention screening tests for the overhead athlete
• With respect to shoulder strength, cite 3 metrics  that can be used as red flags to identify players who are at higher risk for incurring an injury to the shoulder /elbow

Hour 1

• Recall the most common types of lumbar spine injuries among athletes participating in different sports.
• Identify one advantage and one disadvantage of the treatment-based classification system as it applies to the treatment of the athlete’s lumbar spine.
• List 3 contemporary treatment models that can be applied to the management of lower back pain in the athlete.

Hour 2

• Recall the definition and importance of red and yellow flags during the medical screening process.
• Identify 3 red flags that may implicate a non-mechanical source of lower back pain.
• List the difference between central and peripheral sensitization.

Hour 3

• List one treatment goal in phase 2 rehabilitation of the athlete’s lumbar spine.
• Cite one treatment principle in phase 3 rehabilitation of the athlete’s lumbar spine.
• Summarize two variations of the squat exercises that can be used to decrease strain on the lumbar spine.
• Recall three variations of the deadlift exercises that can be used to decrease strain on the lumbar spine.
• Summarize the McGill core endurance ratio tests that can be used to guide the return to sport decision making processes

• Define and differentiate between key elements of muscle performance; strength, power, muscle endurance
• List key factors that influence the tension-producing capacity of normal skeletal muscle
• Explain the relationships among muscle fatigue, recovery from exercise and overtraining
• List precautions and contraindications for resistance exercise
• Describe principles and concepts of specificity or exercise, transfer of training overload, and reversibility as they relate to resistance exercise
• Describe the adaptation of muscle, connective tissue and bone to resistive exercise
• State general principles for application and implementation of resistance exercise

• Describe the physiological components of balance
• Outline changes in balance across the lifespan
• Define the role of the balance system in regaining function
• Describe the assessment of balance as a means to determine fall risk and to guide treatment
• Explain how to develop an appropriate exercise program to treat impairments and functional limitations related to balance

• Define the concept of endurance for both the cardiovascular and muscular systems
• Describe the physiological responses in the heart, lungs, and peripheral structures to exercise
• Explain the roles and response of skeletal muscles and respiratory muscles to exercise
• Identify 5 effects of disuse and-or immobility and aging on exercise response
• Outline the acute response to aerobic, isometric, and resistive exercise
• List 3 benefits of chronic aerobic exercise
• List 5 cardiovascular and pulmonary risk factors and explain how to reduce the risk with exercise

• Describe the nature and complexity of "coordinated movement"
• Describe and objectively measure disorders of coordination
• Explain elements of neuromuscular control and functional stability
• Define proprioception
• Describe the importance of proprioception and its contribution to normal movement
• Define common disorders of proprioception
• Rationalize the important role of ligaments in position sense
• Recognize, perform and analyze various therapeutic interventions that focus on proprioceptive deficits
• Differentiate and apply methods of problem-solving, multitasking, cognitive overlays, and multistep commands to improve coordination

• Describe conditions that may effect joint motion
• Describe impairments in joint ROM
• Describe normal and abnormal joint end-feels
• Explain capsular patterns
• Explore the scientific basis of stretch
• List and explain principles of ROM and stretching
• List and explain various types of stretching exercises
• List and explain the precautions and contraindications to ROM and stretching

• Define the hip and trunk CORE
• Evaluate the CORE muscles and structure
• Delineate the difference between local and global muscles on the back
• Identify the muscles of the abdominal area that are considered stabilizing
• Identify the spinal muscles that stiffen the spine
• Evaluate the CORE dysfunction 
• Instruct patients in exercises designed to strength hip and trunk muscles
• Identify the correlation between muscle weakness in the hip and lower extremity injuries

• Describe the physiological adaptations within the muscle following strength exercises
• Provide examples of the changes that occur with neural adaptations within muscle
• List the major contributors to improving muscle strength
• Explain the differences among strength, power, and endurance
• Distinguish among how to train Type I, Type IIA, and Type IIB muscle fiber types
• Identify the number of repetitions, sets, and amount of resistance necessary to increase muscle strength and hypertrophy
• Describe the effects of aging on muscle
• Describe the phases of periodization training
• Describe the differences among eccentric, concentric, and isometric exercises
• Provide examples of off-season, in-season, and maintenance programs for athletes

• Explore and outline the physiology of plyometric exercises
• Design a functional progression of plyometric exercises
• Determine the physiological requirements before starting a plyometric exercise program
• Determine the importance of posture and jumping techniques in plyometric exercises
• Identify the landing strategies in plyometric exercises
• Design a plyometric training program
• Integrate foot work into speed development programs
• Give objectives for jumping patterns
• Describe how to progress an athlete in work, intensity, and volume

• Define exercise training and identify the goal of exercise training for athletes
• List and explain the training principles
• Define and explain the goals of periodization
• Describe the cycle types within each phase of periodization
• Define and differentiate between overreaching and the overtraining syndrome (OTS)
• Distinguish between sympathetic and parasympathetic forms of OTS
• Discuss the major hypotheses proposed to explain the causes and mechanisms of OTS
• Identify components important to monitor during training
• Suggest techniques to prevent OTS
• Identify treatment for OTS
• Define detraining and indicate the factors that influence the magnitude and rate of loss of training adaptations
• Describe the consequences of detraining on the metabolic system, cardiorespiratory and the neuromuscular system

• Identify the predisposing, precipitating, and perpetuating factors of muscle damage and overuse
• Describe muscle damage secondary to metabolic overload and  to mechanical factors
• Summarize the physiological effects of muscle damage
• Compare the damaging effects of isometric, concentric, and eccentric exercises on the muscle
• Identify the increased risk of muscle damage in the young athlete
• List the classification of muscle strain
• Describe the healing of muscle cells and fibers
• Summarize the appropriate management of damage to muscle

• Define the muscle-tendon unit
• Describe the stages of tissue healing and the importance of application of this knowledge in rehabilitation
• State the mechanism of injury for strains
• Identify characteristics of the different grades of strains and application of this to rehabilitation
• Describe the classifications of tendon pathology
• State key aspects of the clinical evaluation
• Identify rehabilitation principles for acute and chronic injuries and design appropriate rehabilitation interventions
• Describe rehabilitation treatment techniques for common muscle-tendon pathologies

• Explain the physical properties of water, including buoyancy, hydrostatic pressure, viscosity, and fluid dynamics
• Identify the effect of immersion on weight bearing and appropriately apply weight-bearing guidelines in a clinical situation
• Explain the physiologic responses of water immersion
• Compare and contrast the physiologic response of exercise on land and in water
• Identify and apply recommended guidelines for cardiovascular conditioning in water
• Design a comprehensive aquatic-based rehabilitation program for an athlete that uses the principles of stretching, strengthening, balance, and aerobic conditioning

• Explain the biomechanical and neuromuscular factors that predispose females to lower extremity injury
• Relate biomechanical and neuromuscular factors to the lower extremity injuries more commonly experienced by females
• Describe specific rehabilitation interventions targeting the neuromuscular and biomechanical risk factors associated with lower extremity injury in female athletes

• Explain the fundamental basis of plyometric training, its origins, and its applications
• Describe the mechanical and neuromuscular physiologic processes involved in the stretch-shortening cycle and how it applies to plyometrics
• Describe the important clinical considerations surrounding the appropriate use of plyometrics in the orthopedic and sports medicine rehabilitation setting
• Describe and apply important fundamentals for the use of plyometrics as a rehabilitation tool, including pretraining assessment, application of exercise prescription principles, and injury prevention
• Design a basic plyometric training program at low-, medium-, and high-intensity levels
• Use a variety of upper and lower extremity plyometric exercises as a part of the rehabilitation process

• Define sudden cardiac death (SCD) and list 2 epidemiologic and gender differences between male and female athletes
• Discuss 2 findings related to athletic remodeling in athletes
• Examine and explain 2 structural differences related to myocardial wall thickness and list 3 reasons related to these differences
• Describe oxygen consumption, congenital heart disease and bicuspid aortic valve differences between male and female athletes
• Examine and describe hypertrophic cardiomyopathy (HC)
• Describe the significance of the Marfan Syndrome

• Discuss 5 factors that effect the nutritional needs of a female athlete
• Describe the macronutrient needs of a female athlete including carbohydrates, fats and proteins
• Describe the micronutrient needs of a female athlete including iron, vitamin D, zinc, calcium, magnesium and B vitamins
• Define and differentiate other nutritional concerns including runners gut, gut ischemia, fermentable oligosaccharides, disaccaharides, monosaccharides and polyols
• Examine and outline the effects of 4 important supplements including caffeine, creatine, Omega-3 polyunsaturated fatty acids, Beta-alanine

• Appreciate the significance of Artificial Intelligence (AI) in transforming the healthcare industry.
• Recognize the potential benefits of AI in improving diagnosis accuracy and treatment outcomes.
• Identify how AI can streamline administrative processes, such as scheduling appointments, billing, forms, and managing patient records.
• Explore compliance with laws and regulations when using AI and chatbots in advertising, including rules around data collection and use
• Understand the challenges of determining who owns the copyright for content generated by AI systems
• Evaluate the importance of keeping up-to-date with technological advancements in healthcare for quality patient care and practice management
• Comprehend the challenges regarding patient data privacy and security associated with AI.

• Review functional anatomy of the shoulder joint
• Define and explore conservative management of rotator cuff, capsulitis and frozen shoulder
• Define predisposing factors of impingement
• Identify rotator cuff pathology and functional considerations
• Understand the conservative and postoperative treatment of rotator cuff disease
• Differentiate shoulder arthroplasty vs. arthrodesis
• Differentiate the pathology involved in anterior, posterior and multidirectional instability
• Define treatment principles for shoulder instability
• Become familiar with various shoulder exercises and the progression of exercise programs
• Incorporate proprioceptive exercises into a shoulder rehab program
• Explore the application of therapy

• Describe the anatomy and biomechanics of the shoulder joint
• Describe scapulothoracic motion and identify 3 factors that increase stress on the rotator cuff
• List 5 components included in a comprehensive evaluation of the shoulder
• List and describe 3 provocative examinations used to evaluate the rotator cuff
• Differentiate diagnostic imaging techniques used in shoulder evaluations

• Describe the pathomechanics involved in rotator cuff injury
• Describe 3 nonoperative treatment interventions in the treatment of rotator cuff pathology
• List surgical procedures and describe results in the management of rotator cuff pathology
• Differentiate the results and advantages/disadvantages of arthroscopic rotator cuff debridement
• Explore the diagnosis and treatment for bicipital tendinosis
• Describe the technique involved for open biceps tenodesis

• List 3 different nonoperative techniques for managing anterior glenohumeral dislocations.
• Describe 2 techniques involved in the surgical management of glenohumeral instability.
• Differentiate the 3 phases of adhesive capsulitis.
• Describe surgical and nonsurgical management of adhesive capsulitis.
• Examine the etiology, diagnosis and treatment of superior labral anteroposterior lesions.

• Become familiar with impingement syndrome
• List 3 extrinsic factors related to impingement syndrome
• List 3 intrinsic factors related to impingement syndrome
• Describe and differentiate the pathological stages of impingement syndrome
• Become familiar with shoulder-strengthening exercises
• Describe the classification of rotator cuff disease
• Examine and outline key features of rotator cuff disease in the athlete
• Examine rehabilitation issues related to pathologic conditions
• Review case studies for clinical application

• Become familiar with shoulder instability
• Review muscle mechanics and understand anatomy that contributes to shoulder dislocation and stability
• Define SLAP lesions and describe the characteristics of each type of SLAP lesion
• Review nonoperative treatment of SLAP lesions
• Outline 3 important features of postoperative treatment for SLAP lesions
• Describe the term rotator interval capsule and anatomy
• Become familiar with posterior instability along with symptoms and rehab
• Describe scapular kinetics associated with glenohumeral joint instability
• Read case studies to highlight clinical application

• Describe the etiology and classification of rotator cuff injury
• Describe and differentiate different types of rotator cuff tears
• Outline components of a shoulder evaluation for rotator cuff injury
• List and describe 3 tests used for evaluating a patient with rotator cuff injury
• Become familiar with biomechanical concepts involved with rehabilitation
• List and describe 3 rehabilitation principles involved in the treatment of rotator cuff injury
• Read and review case studies to understand clinical application

• Become familiar with visceral disease or condition that may cause referred pain to the shoulder
• Describe and differentiate visceral pain from musculoskeletal pain
• List 5 signs that may indicate a possible visceral disease or condition
• Review and recite 5 theories on visceral referred pain
• List organs and pathologic conditions and describe how they might refer pain to the shoulder
• List various signs and symptoms of conditions that may refer pain to the shoulder
• Read and review case studies to understand clinical application

• Become familiar with the management of trigger points of the shoulder
• Recite criteria for identification of a myofascial trigger point
• Examine and outline palpation techniques for indentification of trigger points
• Describe the pathogenesis of trigger points
• Outline treatment options and treatment techniques for trigger points
• Outline the use of 5 modalities used for treating trigger points

• Become familiar with and examine strength training concepts
• Define and differentiate different types of muscle actions
• Examine fiber types and specific adaptations
• Define and differentiate hypertrophy versus hyperplasia
• Describe mechanical changes in passive and dynamic muscle stiffness
• List properties of eccentric, concentric and isometric strengthening
• List 5 variables that affects strength training

• Become familiar with the etiology of rotator cuff tears
• Describe and differentiate various imaging techniques for diagnosing rotator cuff tears
• Outline nonoperative techniques for treatment of rotator cuff tears
• Examine operative techniques for rotator cuff repairs
• Explain results and expected outcomes for rotator cuff repairs
• Read case studies to highlight clinical application

• List 5 clinical considerations for total shoulder replacement
• Outline components for a comprehensive examination of the shoulder
• Describe and differentiate pathological conditions about the shoulder
• Outline rehabilitation protocols and categories of rehab following shoulder arthroplasty

• Summarize the relationship between glenohumeral internal rotation deficit(GIRD), SLAP tears, posterior impingement, scapula dyskinesis and shoulder micro-instability
• Effectively diagnose SLAP tears, posterior impingement, scapula dyskinesis and shoulder mico-instability using screening and clinical tests.
• Cite common pitching pathomechanics and describe their association with specific elbow injuries.
• Paraphrase the peel back model for SLAP tears
• Relate proper pitching biomechanics with injury prevention strategies for the adolescent overhead athlete

• Describe and perform contemporary scapula mobilization techniques
• Apply innovative soft tissue mobilization techniques for the patient with shoulder hypomobility
• Gain deeper insight into the causes and treatment of scapula dyskinesia
• Define and differentiate the anatomical relationship between the rotator cuff muscles and the glenohumeral joint capsule
• Become acquainted with soft tissue mobilization techniques for sub deltoid bursitis

• Review functional anatomy and biomechanics of the shoulder - scapula complex
• Become familiar and understand current strategies for the evaluation of patients with scapular disorders
• List and describe innovative  scapular mobilization techniques for the patient with scapular dyskinesia
• Differentiate the relationship between scapular dyskinesia, soft tissue/muscle tightness, and shoulder pathology
• Apply a sytematic scapular muscle training program / protocol for patients with scapular dyskinesia

• Recite the overall incidence of anterior glenohumeral instability
• Describe the pathophysiology of anterior shoulder instability
• Define and explaine 5 key features related to the clinical presentation of instabilty
• Explain differential diagnosis for anterior shoulder instability
• Examine and describe surgical and non-surgical treatment options

• Recite the overall incidence of posterior shoulder instability
• Describe the pathophysiology of posterior shoulder instability
• Examine and explain 3 key features related to the clinical presentation of shoulder instability
• Explain differential diagnosis for posterior shoulder instability
• Examine and describe surgical and non-surgical treatment options

• Recite the overall incidence of multidirectional shoulder instability
• Describe the pathophysiology of multidirectional shoulder instability
• Examine and explain 3 key features related to the clinical presentation of shoulder instability
• Explain differential diagnosis for multidirectional shoulder instability
• Examine and describe surgical and non-surgical treatment options

• Recite the overall incidence of superior labral tears
• Describe the pathophysiology of superior labral tears
• Understand the clinical presentation of superior labral tears
• Explain differential diagnosis for superior labral tears
• Examine and describe surgical and non-surgical treatment options

• Explain the anatomy and functionality of healthy soft tissue components
• Explain the effects of injury on soft tissue
• Define effects of injured soft tissue on functionality of the spine and extremities
• Discuss patterns of musculoskeletal relationships of recruiting other structures after injury and their effects on functionality
• Describe various methods of treatment for dysfunctional soft tissue
• Explain relationship of injured tissue to its surrounding structures, its effects and treatment
• Explain compensation and recruitment of healthy tissue to the broader scope of complications and the effective treatment of primary and now secondary effects of injury
• Describe rehabilitation exercises in relation to proprioception

• Differentiate localized MPS and fibromyalgia
• Become familiar with the diagnosis and treatment of MPS
• Describe theory and benefits of Myofascial Release (MFR) as a treatment for soft tissue conditions including MPS
• Summarize 3 key points of traditional and modern Myofascial techniques

• Explain the types of soft tissue
• Demonstrate and discuss diagnostic evaluation of soft tissue injury
• Explain pain patterns of neurological injury for differential diagnosis
• Discuss types of soft tissue injuries
• Evaluate soft tissue changes associated with pain
• Discuss the mechanisms of healing soft tissue injuries
• Describe diagnostic tools in determining soft tissue injuries
• Explain the use of ice and heat in soft tissue injuries
• Demonstrate and discuss stretching; passive, active and postfacilitation
• Demonstrate and discuss somatic technique
• Demonstrate and discuss strain/counterstrain
• Demonstrate and discuss friction massage
• Demonstrate and discuss Postisometric relaxation
• Demonstrate and discuss electrical muscle stimulation and ultrasound
• Demonstrate and discuss triggerpoint ultrasound in treatment
• Discuss massage therapy
• Demonstrate and discuss myofascial release
• Demonstrate and discuss active release
• Demonstrate and discuss Neuromuscular Therapy (NMT)
• Discuss cold laser therapy
• Demonstrate and discuss exercise rehabilitation and muscle strengthening
• Discuss mobilization and manipulation

• Explain the structural anatomy of the shoulder and its soft tissue
• Explain the functional anatomy of the shoulder and its soft tissue.
• Demonstrate the active and passive examination of the shoulder and soft tissue.
• Describe pathological conditions of the bony structures, joints, ligaments, tendons, bursa and muscles of the shoulder
• Describe sports injures to the shoulder.
• Describe injuries to the nerves, blood vessels and fascia of the shoulder.
• Demonstrate soft tissue treatments for pathological conditions of the bony structures, joints, ligaments, tendons, bursa and muscles of the shoulder.
• Demonstrate soft tissue treatments for the nerves, blood vessels and fascia of the shoulder.
• Define functional relationships of the shoulder with associated regions

• Explain the structural anatomy of the elbow, wrist, and hand and associated soft tissue
• Explain the functional anatomy of the elbow, wrist, and hand and associated soft tissue
• Demonstrate the passive examination of the elbow, wrist, and hand and associated soft tissue
• Demonstrate the active examination of the elbow, wrist, and hand and associated soft tissue
• Describe pathological conditions of the bony structures, joints, ligaments, tendons, muscles, fascia, bursa and nerves of the elbow, wrist, and hand
• Demonstrate soft tissue treatments for pathological conditions of the bony structures of the elbow, wrist and hand
• Demonstrate soft tissue treatments for the joints, ligaments, tendons, muscles, fascia, bursa and nerves of the elbow, wrist and hand
• Define functional relationships between the elbow, wrist and hand and with other regions

• Explain the structural anatomy of the bones and joints of the cervical spine, ligaments and muscles of the cervical spine and the nerves, blood vessels and fascia of the cervical spine
• Explain the functional anatomy of the bones and joints of the cervical spine, the ligaments and muscles of the cervical spine and the nerves, blood vessels and fascia of the cervical spine
• Demonstrate the passive examination of the bones and joints of the cervical spine, the ligaments and muscles of the cervical spine and the nerves, blood vessels and fascia of the cervical spine
• Demonstrate the active examination of the bones and joints of the cervical spine, the ligaments and muscles of the cervical spine and the nerves, blood vessels and fascia of the cervical spine
• Discuss imaging of the cervical spine
• Discuss advanced testing of the soft tissue of the cervical spine
• Describe pathological conditions of the bony structures, joints, ligaments, tendons, muscles, nerves, blood vessels and fascia of the cervical spine
• Explain the mechanism of acceleration/deceleration impact
• Explain the effects on the cervical spine from acceleration/deceleration injury, and specifically the effects on the soft tissues structures
• Explain the grading system for acceleration/deceleration injury
• Demonstrate soft tissue treatments for the pathological conditions of the bony structures, joints, ligaments, tendons, muscles, blood vessels, nerves and fascia of the cervical spine
• Demonstrate soft tissue treatments for the sequela of acceleration/deceleration injury
• Define relationships of the cervical spine with other regions

• Explain the structural anatomy of the TMJ and its soft tissue
• Explain the functional anatomy of the TMJ and its soft tissue
• Demonstrate the passive examination of the TMJ and soft tissue
• Demonstrate the active examination of the TMJ and soft tissue
• Describe pathological conditions of the bony structures of the TMJ
• Describe pathological conditions of the joints of the TMJ
• Describe pathological conditions of the ligaments of the TMJ
• Describe pathological conditions of the muscles of the TMJ
• Describe injuries to the nerves, blood vessels and fascia of the TMJ
• Describe injuries from acceleration/deceleration impact to the TMJ
• Demonstrate soft tissue treatments for the joints of the TMJ
• Demonstrate soft tissue treatments for the ligaments of the TMJ
• Demonstrate soft tissue treatments for the muscles of the TMJ
• Demonstrate soft tissue treatments for the nerves, blood vessels and fascia of the TMJ
• Demonstrate soft tissue treatments for acceleration/deceleration injury to the TMJ
• Define functional relationships of the TMJ with associated regions

• Explain the structural anatomy of the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Explain the functional anatomy of the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Demonstrate the passive examination of the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Demonstrate the active examination of the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Discuss imaging of the thoracic spine and rib cage
• Describe pathological conditions of the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Demonstrate soft tissue treatments for the bones, joints, ligaments, muscles nerves, blood vessels and fascia of the thoracic spine and rib cage
• Discuss relationships of the thoracic spine and ribs with other regions

• Discuss the history and epidemiology of spinal cord injury
• Describe the anatomy of the vertebral column, including spinal cord, coverings, nerves, vascular supply, spinal tracts and autonomic nervous system
• Compare and differentiate between different levels and classifications of spinal cord injury
• Explain prognosis for recovery and prediction for outcome following spinal cord injury
• Compare pharmacological and surgical interventions to enhance recovery and regeneration

• Describe and differentiate functional outcomes related to level of SCI
• Become familiar with various adaptive equipment which may be used according to level of injury
• Examine 5 components involved in a bladder management program for both men and women
• Describe methods of communication used by individuals according to level of SCI
• Describe the role of therapist in educating patients with SCI

• Identify 10 patient considerations when learning transfer techniques
• Become familiar with transfer risks and how to avoid them
• Discuss the importance of proper transfer ergonomics
• Identify the significance of wheelchair management to aid transfer techniques
• List and describe 5 different types of transfers

• Discuss the history of FES
• Become familiar with various uses of FES with SCI rehabilitation
• Differentiate the parameters for the use of FES with SCI rehabilitation
• List 5 contraindications for FES
• Examine the physiology of FES
• Identify and define key terminology associated with FES
• Discuss the effects of FES
• Describe how FES can be used with cardiovascular reconditioning
• Discuss the role of FES with standing and gait
• Identify the significance of FES in the restoration of upper limb function

• Become familiar with various exercise considerations for the individual with SCI
• Differentiate work, anaerobic and aerobic capacity
• Describe and analyze how exercise impacts the autonomic nervous system, cardiovascular and pulmonary systems in the individual with SCI
• Discuss exercise parameters for the individual with SCI
• Identify metabolic alterations as a result of SCI to lipid profiles, glucose metabolism, body composition and osteopenia
• Discuss barriers to exercise implementation

• Identify key components of a comprehensive seating and wheeled mobility evaluation
• Discuss the considerations involved in selecting a power vs. a manual wheelchair
• Outline the importance of postural considerations involving the pelvis, trunk, upper and lower extremities and head positioning
• Differentiate frame types of manual wheelchairs
• Discuss the advantages and disadvantages of wheel types and tire options
• Become familiar with various components of power wheelchairs
• Become familiar with different forces on tissue
• Outline the process of selecting an appropriate wheelchair cushion

• Define the anatomical terminology used in splint prescriptions
• Relate anatomy of the upper extremity to splint design
• Identify arches of the hand
• Identify creases of the hand
• Articulate the importance of the hand's arches and creases to splinting
• Recall actions and nerve innervations of upper extremity musculature
• Differentiate prehensile and grasp patterns of the hand
• Apply basic biomechanical principles to splint design
• Describe the correct width and length for a forearm splint
• Describe uses of padding in a splint
• Explain the reason splint edges should be rolled or flared
• Relate contour to splint fabrication
• Describe the change in skin and soft tissue mechanics with scar tissue, material application, edema, contractures, wounds, and infection

• List components of a clinical examination for splinting
• Describe components of a history, an observation, and palpation
• Describe the resting hand posture
• Relate how skin, vein, bone, joint, muscle, tendon, and nerve assessments are relevant to splinting
• Identify specific assessments that can be used in a clinical examination before splinting
• Explain the three phases of wound healing
• Recognize the identifying signs of abnormal illness behavior
• Explain how a therapist can assess a person's knowledge of splint precautions and wear and care instructions

• Describe clinical reasoning approaches and how they apply to splinting
• Identify essential components of a splint referral
• Discuss reasons for the importance of communication with the physician about a splint referral
• Discuss diagnostic implications for splint provision
• List helpful hints regarding the hand evaluation
• Explain factors the therapist considers when selecting a splinting approach and design
• Describe what therapists problem solve during splint fabrication
• Describe areas that require monitoring after splint fabrication is completed
• Describe the reflection process of the therapist before, during, and after splint fabrication
• Discuss important considerations concerning a splint-wearing schedule
• Identify conditions that determine splint discontinuation
• Identify patient safety issues to consider when splinting errors occur
• Discuss factors about splint cost and reimbursement
• Discuss how Health Insurance Portability and Accountability Act (HIPAA) regulations influence splint provision in a clinic
• Discuss documentation with splint fabrication

• Discuss diagnostic indications for wrist immobilization splints
• Identify reasons to serial splint with a wrist immobilization splint
• Identify major features of wrist immobilization splints
• Outline 5 steps involved in the fabrication process for a volar or dorsal wrist splint
• Relate hints for a proper fit to a wrist immobilization splint
• Review precautions for wrist immobilization splinting
• Use clinical reasoning to evaluate a problematic wrist immobilization splint
• Use clinical reasoning to evaluate a fabricated wrist immobilization splint
• Apply knowledge about the application of wrist immobilization splints to a case study
• Describe the importance of evidenced-based practice with wrist splint provision
• Describe the appropriate use of prefabricated wrist splints

• Discuss important functional and anatomic considerations for splinting the thumb
• List appropriate thumb and wrist positions in a thumb immobilization splint
• Identify the three components of a thumb immobilization splint
• Describe the reasons for supporting the joints of the thumb
• Discuss the diagnostic indications for a thumb immobilization splint
• Discuss the process of pattern making and splint fabrication for a thumb immobilization splint
• Describe elements of a proper fit of a thumb immobilization splint
• List general and specific precautions for a thumb immobilization splint
• Use clinical reasoning to evaluate fit problems of a thumb immobilization splint
• Use clinical reasoning to evaluate a fabricated thumb immobilization splint
• Apply knowledge about thumb immobilization splinting to a case study
• Outline 3 steps related to the importance of evidenced-based practice with thumb immobilization splint provision
• Describe the appropriate use of prefabricated thumb splints

• List diagnoses that benefit from resting hand splints
• Describe the functional or mid-joint position of the wrist, thumb, and digits
• Describe the antideformity or intrinsic-plus position of the wrist, thumb, and digits
• List the purposes of a resting hand splint
• Identify the components of a resting hand splint
• Explain the precautions to consider when fabricating a resting hand splint
• Determine a resting hand splint-wearing schedule for different diagnostic indications
• Describe splint-cleaning techniques that address infection control
• Apply knowledge about the application of the resting hand splint to a case study
• Use clinical judgment to evaluate a fabricated resting hand splint

• Define anatomic and biomechanical considerations for splinting the elbow
• Discuss clinical/diagnostic indications for elbow immobilization splints
• Identify the components of elbow immobilization splints
• Describe the fabrication process for an anterior and posterior elbow splint
• Review precautions for elbow immobilization splinting
• Use clinical reasoning to evaluate a problematic elbow immobilization splint
• Use clinical reasoning to evaluate a fabricated elbow immobilization splint
• Apply knowledge about the application of elbow immobilization splints to a case study

• Analyze and describe the biomechanics of dynamic splinting
• Identify effects of force on soft tissue
• Understand the way to apply appropriate tension
• Identify common uses of dynamic splinting
• List the goals of dynamic splinting
• List the materials necessary for fabrication of a dynamic splint
• Explain the risks of applying dynamic force
• Identify contraindications for application of a dynamic splint
• Describe the fabrication steps of three dynamic splints
• Identify instances in which dynamic splinting is appropriate
• Explain sources of force in dynamic splinting

• Explain the functional and anatomic considerations for splinting the fingers
• Identify diagnostic indications for splinting the fingers
• Describe a mallet finger
• Describe a boutonniere deformity
• Describe a swan-neck deformity
• Name three structures that provide support to the stability of the proximal interphalangeal (PIP) joint
• Explain what buddy straps are
• Apply clinical reasoning to evaluate finger splints in terms of materials used, strapping type and placement, and fit
• Discuss the process of making a mallet splint, a gutter splint, and a PIP hyperextension block splint

• Identify the components of a peripheral nerve
• Describe a peripheral nerve’s response to injury and repair
• List the operative procedures used for nerve repair
• List the three purposes for splinting nerve palsies
• Describe the nerve injury classification
• Identify the locations for low and high peripheral nerve lesions.
• Explain causes of radial, ulnar, and median nerve lesions
• Review the sensory and motor distributions of the radial, median, and ulnar nerves
• Explain the functional effects of radial, ulnar, and median nerve lesions
• Identify the splinting approaches and rationale for radial, ulnar, and median nerve injuries
• Use clinical judgment to evaluate a problematic splint for a nerve lesion
• Use clinical judgment to evaluate a fabricated hand-based ulnar nerve splint

• Identify and describe the two historic trends in upper extremity tone-reduction splinting
• Compare the strengths and weaknesses of dorsal and volar forearm platforms
• Discuss the neurophysiologic rationale supporting the use of the finger spreader and hard cone
• Discriminate between the passive and dynamic components of spasticity
• Describe the difference between submaximum and maximum ranges as they relate to tone-reduction splints
• Identify and describe the two major components of orthokinetic splints
• Describe one unique characteristic for each of the following materials: plaster bandage, fiberglass bandage, inflatable splints, cylindrical foam, neoprene
• Successfully fabricate and clinically evaluate the proper fit of a thermoplastic hard cone
• Use clinical judgment to correctly analyze two case studies

• Describe special considerations for splinting older adults in different treatment settings
• Identify age-related changes and medical conditions that may affect splint provision
• Explain how medication side effects may affect splint design and care instructions for older adults
• Recognize how an older adult’s occupational performance may influence splint use and design based various factors
• Be familiar with a variety of prefabricated splint options and materials available to custom design splints
• Describe factors that influence methods of instruction for an older adult and caregiver