OCCUPATIONAL THERAPY ASSISTANT

Students will be become competent and caring entry-level occupational therapy assistant practitioners who demonstrate theclinical skills, interpersonal skills, knowledgeand values necessary for success.

Degree:Associate in Applied ScienceHEGIS Code: 5210Curriculum Code: 0665Campus Location:NorthHealth Sciences DivisionPre-Admission Recommendations: 80% HS Avg., 2.80 GPA within 5 years of prospective admission for College Students, Placement test waiver or com-pletion of developmental English and Math courses. See admissions requirements on next page.Recommended High School Courses and/or Experiences:HS Biology, HS Psychology, HS Anatomy & Physiology, HS Math-Algebra, Geometry, Sta-tistics & Probability, HS Physics, HS English & Writing Courses, Volunteer experience in health care settingsCareer Opportunities/Further Education:Hospitals, rehabilitation centers/outpatient clinics, home health, long term care, early intervention, school-based settings,academia, day treatment settings/developmental/physical disabilities, psychosocial rehab/mental health, community-based wellness & prevention programs

Program Description

OCCUPATIONAL THERAPY ASSISTANT

There have been dramatic shifts in U.S. popula-tion as a result of an increased average life span.This phenomenon, along with advances in sci-ence, technology and medicine has brought oc-cupational therapy into the forefront of thehealth care field. The U.S. Department ofLabor's Bureau of Labor Statistics (BLS) pro-jected employment of occupational therapists toincrease by 27% and of occupational therapy as-sistants to increase by 40% between 2014 and2024. United Department of Labor Bureau ofLabor Statistics also reports a 2015 median an-nual income of $54,520 for occupational therapyassistants.

The Occupational Therapy Assistant curriculumprepares entry-level occupational therapy assis-tants to work in community and institutionalhealth care programs, providing direct occupa-tional therapy services to individuals.

The Occupational Therapy Assistant curriculumcombines Occupational Therapy Assistant andgeneral education courses with selected labora-tory experiences. Program courses cover theoryand application of theory, development acrossthe lifespan (birth to death), therapeutic use ofself, pediatric/adult/and geriatric patient/clienttreatment, physical disabilities/mental health, re-search, evidence-based practice, technology anddocumentation. The Occupational Therapy spe-cific classes are complemented with general stud-ies in anatomy, physiology, psychology, sociology,and English composition. Although the Occu-pational Therapy Assistant curriculum is de-signed to be completed in two academic years,students may take a longer time to fulfill their de-gree requirements, depending on individual cir-cumstances.

In the Occupational Therapy Assistant Program,

students receive instruction in theory and de-velop practical skills relating to occupationaltherapy through classroom, laboratory and clin-ical settings. Through second year course work,students participate in clinical practice settings toinclude general physical medicine and psychiatriccenters, developmental disabilities, schools, nurs-ing homes and community agencies. In these ex-periences, students gain experience in workingwith and teaching patients and clients methodsfor engagement in self-care, work, play/leisure,education, social skills and home/community liv-ing skills.

Technical Ability Standards do exist for the OTAProgram and they are a reality of the profession.However, due to the diversity of occupationaltherapy practice areas, OTA Education lends it-self toward attracting students of diverse abili-ties. The SUNY Erie OTA Program is

committed to the notion of dis-ABILITY as diversity. Provideda student has the capacity to successfully navigate the program,graduate, and pass their certification exam, it is our goal to pro-vide reasonable accommodations to facilitate every student's suc-cess. Please read, "Special Admission Requirements/Pre-requisites: Technical Ability Standards," as listed below for moreinformation.

Mission of Erie Community CollegeSUNY Erie meets the needs of a diverse student body and con-tributes to regional economic vitality by providing excellent, flexi-ble, affordable and accessible educational programs in amulti-campus environment committed to continuous improvement.

Core ValuesStudent Focused - Service to students is the primary reason forSUNY Erie's existence. The student is at the center of all SUNYErie programs and services.

Accessibility - SUNY Erie serves the needs and wants of all stu-dents, including those not having educational opportunity else-where. Access means inclusion by overcoming financial, location,physical, language or other impediments.

Academic Excellence - We expect academic rigor in all curriculaand from all students. We believe that quality teaching with com-prehensive support results in positive learning outcomes and stu-dent achievement.

Openness and Respect - A broad range of cultures, attitudes, andviewpoints creates an environment of respect, caring, andtrust. Everyone, no matter their limitations, should be recognizedfor their intrinsic dignity and unique capabilities.

Commitment to Our Profession - With integrity and accounta-bility, we are committed to providing a high-quality, multifaceted,state-of-the-art curriculum and learning resources that reflect cur-rent, applied and emerging areas of occupational therapy prac-tice, and exceed the standards of our profession's accreditingbody. We are also committed to playing a visible and active role inour regional occupational therapy professional community.

Commitment to Our Community - Through our relationshipswith employers, clinical fieldwork affiliates and the community-at-large, we are committed to serving our community by promotingoccupational therapy as an important contributor to health, func-tion and well-being, and by graduating highly qualified occupa-tional therapy assistants who will meet the dynamic health care,human service, wellness and rehabilitation employment demandsin Western New York.

Program PhilosophyOur program philosophy reflects the following overarching values ofoccupational therapy. It includes our belief about how adult studentslearn.

Volition - Humans, intrinsically motivated by personal values andaspirations, and extrinsically directed by environmental demands,inherently engage in a variety of occupations. We place value onthe volition of individuals we work with. Therefore, volition mustbe encouraged and supported through therapeutic relationship,emphasis on patient/client choice and involvement, and respect

for the values, culture and beliefs of patients/clients.

Occupation - Occupations are "Activities...of everyday life,named, organized and given value and meaning by individualsand a culture" (Law, Polatajko, Baptiste and Townsend, 1997).Through self-selected occupations that are relevant, meaningfuland therapeutic, humans have the capacity to influence their phys-ical and mental health, their social and physical environments. Inoccupational therapy, we use occupations which have intrinsic andextrinsic value; occupations that have immediate and long-termtherapeutic benefits.

Adaptation - Adaptation is a change in function that promotes sur-vival and self-actualization. By engaging in meaningful occupations,humans adapt to a variety of contexts. The capability or capacity toadapt is characteristic of health and wellness. Our focus is on find-ing ways to help individuals adapt to changing social, physical, cul-tural, personal, spiritual, temporal and virtual contexts.

Enablement - Occupations, and consequently, adaptation, maybe interrupted at any time during the lifespan by biological, psy-chological and environmental barriers, resulting in dysfunction.The focus of occupational therapy personnel, process and tech-nology is to enable humans, in spite of biological, psychological orenvironmental barriers, to gain, maintain or regain the capacityand volition to adapt by engaging in meaningful occupations. Weenable adaptation through remediation, compensation, educationand encouragement. In addition to enabling adaptation, occupa-tional therapy faculty maintains core values of the profession to in-clude: beneficence, non-maleficence, autonomy/confidentiality,autonomy/confidentiality, duty, procedural justice, veracity andfidelity (AOTA, 2005).

Mary Reilly, an early leader in the occupational therapy profes-sion, reflects the values of the profession in the simple, yet pro-found statement: "Man, through the use of his hands, as they areenergized by mind and will, can influence the state of his ownhealth" (1962).

Our department has the following beliefs about learning. Learn-ing is a dynamic process which develops over a time continuum.Learning promotes cognitive and affective maturation.

Cognitive maturation is the "development of an internal processby which learners select ways of attending, learning, remembering,or thinking to develop creative problem solving and thinking"(Gagne 1992). We promote problem solving and critical thinkingby building complex learning on the simple and abstract learningon the concrete. Learning develops within a hierarchy from gen-eral information acquisition to concept formation to problem solv-ing. For cognitive strategies to be learned the students mustengage in developing solutions to problems, learning new atti-tudes and be exposed to role models.

Students have the potential to discover meaning and connect thatmeaning to their career and their lives. They bring with them a setof acquired attitudes and behaviors. We believe that attitudes andbehaviors can be changed; or a new set of behaviors can be learned.Behavioral development encompasses the promotion of receiving,

responding, valuing, organizing, and acting consistently with val-ues one has internalized (Krathwohl's affective taxonomy, 1964).

We believe behavioral growth and cognitive maturation of stu-dents are equally important. Through confidence building, feed-back and self-reflective assessment activities, we are able toprogress the student through the cognitive and behavioral learn-ing continuums.

AccreditationThe program is accredited by the Accreditation Council for Oc-cupational Therapy Education (ACOTE) of the American Occu-pational Therapy Association (AOTA). The address is 4720Montgomery Lane, Suite 200, Bethesda, Maryland 20814-3449.ACOTE's telephone number c/o AOTA is (301) 352-AOTA.Website for ACOTE: www.acoteonline.org. Website for AOTA:www.aota.org.

Graduates of the program will be eligible to sit for the nationalcertification examination for the occupational therapy assistantadministered by the National Board for Certification in Occupa-tional Therapy (NBCOT). After successful completion of thisexam, the individual will be a Certified Occupational Therapy As-sistant (COTA). In addition, most states require licensure in orderto practice; however, state licenses are usually based on the resultsof the NBCOT Certification Examination. Note that a felony con-viction may affect a graduate's ability to sit for the NBCOT certi-fication examination or attain state licensure.

Graduation/Certification/Licensure• An Associate in Applied Science degree is granted to each stu-dent who successfully completes all coursework and all field-work. The student must also demonstrate proficiency in algebraat the level of MT 006.• New York State certification is required for employment in NewYork State. Upon graduation from the program, an individual iseligible to apply for certification. Many states in the U.S. requirestate licensure. Separate applications for state licensure must befiled within that state.• New York State DOES require passing of the National Certifi-cation Exam (NBCOT) for employment in New York State. Afinal, official transcript indicating confirmation for an Associatein Applied Science degree (A.A.S.) in Occupational TherapyAssistant must be submitted to NBCOT as part of the applica-tion process for the national exam.• Results of the National Board for Certification in OccupationalTherapy (NBCOT) Exam:

Special Admission Requirements/Prerequisites"Technical Ability Standards"• "Technical ability standards" for the Erie Community CollegeOccupational Therapy Assistant Student are essential functionsor abilities required to meet the physical and intellectual de-mands of an OTA student while participating in the program.Technical ability standards can be met with or without reason-able accommodations. Students must demonstrate good phys-ical endurance and good health. Sufficient physical strength isrequired for lifting and moving the human patient in a clinicalsetting. Additional required skills for a clinical setting include:visual observation of patients and clients in treatment sessions;manipulation and handling of therapy equipment; and ability todemonstrate cognitive skills relative to problem solving, clinicalreasoning and handling stress. If you have any concerns thatyou might not meet these standards, please contact the OTADepartment to set up an appointment for advisement. Addi-tionally, as a student of the SUNY Erie OTA Program, studentsmust conduct themselves in a professional manner adhering tothe American Occupational Therapy Association Code ofEthics, Standards of Practice, client rights, and confidentiality.• Introduction of Section 504 of the Rehabilitation Act of 1973and the Americans with Disabilities Act requires that no quali-fied individual with a disability shall, by reason of such disabil-ity, be excluded from participation in or denied the benefits ofErie Community College's services, programs or activities or besubjected to discrimination by SUNY Erie. The term "quali-fied individual with a disability" means an individual with a dis-ability who, with or without reasonable modifications to rules,policies, or practices, the removal of architectural, communica-tion or transportation barriers, or the provision of auxiliary aidsand services, meets the essential eligibility requirements for thereceipt of services or for participation in programs or activities.Students must be able to perform the essential functions of theprogram in order to meet certain minimum academic and tech-nical standards. • Essential Functions as needed for typical program success:

Motor Capability• Move from room to room and maneuver in small spaces.• Transfer patients who may require physical assistance.• Guard and assist patients with ambulation.• Perform exercise techniques, including applying resistanceduring exercise. Therapeutically handle patients.• Lift and carry up to 50 pounds, and exert up to 100 poundsforce for push/pull.• Squat, crawl, bend/stoop, reach above shoulder level, kneel,use standing balance, and climb stairs.• Use hands repetitively; use manual dexterity. Ability to usefine skilled movements such as finger dexterity and eye-handcoordination, for effective tool use, dressing, personal hy-

2014 12/24 50% 12 12 100%2015 17/24 70.83% 16 16 100%2016 14/24 58.33% 11 11 100%2017 17/24 70.83% TBD TBD TBD

Total 60/96 39 39Average 62.5% 100%

Graduation Year

Number of Program Graduates

GraduationRate

Number of New Graduate test takers

Number of New Graduatetest takers whopassed the exam

Percentage of New Graduate test takers whopassed the exam

giene, grooming, cooking, and communicating.• Adjust, apply, and clean therapeutic equipment.• Perform CPR.• Travel to and from academic and clinical sites.• In the average clinical day, students sit 1-2 hours, stand 6-7 hours, travel 1-3 hours.

Sensory Capability• Coordinate verbal and manual instruction.• Assess a patient from a distance that allows visual observa-tion of patient posture, response to treatment, and interpre-tation/assessment of the environment.• Respond to a timer, alarm, or cries for help.• Monitor vital signs.• Auditory, visual, and tactile abilities sufficient to assess pa-tient status and perform treatment (including seeing skincolor changes, seeing facial expressions and non-verbal com-munication, hearing heart/lung sounds, and feeling for mus-cle contractions/to discriminate hot vs. cold/to fabricatesplints).• Ability to effectively attend to multiple features of a task, per-sonal interaction, and/or group to include ability to selec-tively focus and attend to key features, use divided andalternating attention between two or more features in a quickand safe manner.

Communication Ability• Communicate effectively in English with patients, families,and other health care providers, both in person and throughdocumentation (including explaining treatment procedures,teaching patients and families, documenting in charts).• Effectively adapt communication for intended audience.• Interact, and establish rapport with individuals, families, andgroups from a variety of social, emotional, cultural, and in-tellectual backgrounds.• Assume the role of a health care team member.• Function effectively under supervision and effectively com-municate with supervisor.

Problem Solving Ability• Function effectively under stress.• Respond appropriately to emergencies.• Adhere to infection control procedures.• Demonstrate problem-solving skills in patient care (includ-ing reasoning, prioritizing, and synthesizing data or infor-mation).• Use sound judgement and safety precautions.• Address problems or questions to the appropriate person atthe appropriate time.• Organize and prioritize job tasks, materials, and schedule.• Follow policies and procedures required by clinical and ac-ademic settings.

Social-Emotional Capability and Professionalism• Ability to use effective work ethic skills to include atten-dance, punctuality, positive work attitude, respect, coopera-tion, teamwork, professional manners, productivity

appropriate to course and job role requirements and to workwith persons of diverse backgrounds.

Computer/Technological/Information Literacy• Ability to use basic computer (word processing/Power-Point/Excel), electronic communication and on-line courseskills on a regular basis.• Ability to access, evaluate, and use a variety of informationresources such as library services, electronic catalogs, anddatabases in an efficient, ethical, and legal manner.

• SUNY Erie OTA seeks to create an inclusive learning environ-ment. If there are aspects of the curriculum that result in barri-ers to a student's inclusion, they are strongly encouraged andinvited to notify the Department Head. Our program missioninvolves serving our students which means making course ma-terials accessible and fostering student success. Students takingclasses in the Occupational Therapy Department at Erie Com-munity College who are considering requesting reasonable ac-commodations or academic adjustments are encouraged tocontact Students Access Center at 716-851-1487.• The need for adaptations within the typical OTA program asdetermined by essential functions may preclude specific OTpractice areas for fieldwork placement. For example, an indi-vidual who cannot lift and carry up to 50 pounds or exert up to100 pounds of push/pull force would not be best suited for a tra-ditional clinic-based adult physical disabilities fieldwork place-ment. For another example, an individual who does not possessthe sensory-motor skills to fabricate an arm/hand splint wouldnot be eligible for fieldwork placement in hand therapy/or-thotics. Due to the diverse practice areas of occupational ther-apy, placement is possible in mental health settings, as well asemerging practice areas.

Other Relevant Admission Requirements/PrerequisitesIn addition to the requirements of the SUNY Erie AdmissionsDepartment which includes an application indicating OTA as theprogram of choice for the semester of interest, transcripts, andPlacement Testing or waiver, OTA applicants must also meet spe-cial admission requirements. All applicants are encouraged tocontact the Admissions Department to check the status of theirapplication and verify receipt of all required documents (tran-scripts, entrance essay, proof of shadow hours). All intended ma-jors are encouraged to make sure that their program/major ofchoice is listed as 250 OT.

• Applicants should have an 80 percent or above high school av-erage within five years of prospective admission for applicantswithout any college credit. Should an individual only have highschool GPA information older than 5 years, they need to estab-lish an undergraduate college GPA with at least some of theOTA general education courses.

• A minimum cumulative GPA of 2.8 is required for all under-graduate colleges attended within five years of prospective ad-mission. Should an individual only have undergraduate collegeGPA information older than 5 years, overall undergraduate col-lege GPA will be considered.• Applicants will comply with the college's math and Englishcompetency requirement, as well as complete developmentalcourse-work prior to admission into the program. • Applicants must pass the SUNY Erie Math Placement Testat a higher level than MT 006 unless waived from taking thetest. (If not successful, applicant must complete and pass MT006. Any math developmental course must be successfullycompleted with a minimum passing grade of "C". Devel-opmental courses may be repeated only once, includinggrades of "W" (withdrawal).• Applicants must pass the SUNY Erie English PlacementTest at the EN 110 level or above unless waived from takingthe test. Any English developmental course must be suc-cessfully completed with a minimum passing grade of "C".Developmental courses may be repeated only once, includ-ing grades of "W" (withdrawal).

• Submission of an entrance essay (formal, typed document, witha title page) addressing all of the following (name typed on allpages of your document): • Demonstrate research into the field of Occupational Ther-apy by describing the roles and responsibilities of an Occu-pational Therapy Assistant in two diverse areas of practice.Identify, compare, and contrast the roles and responsibilitiesof the OTA and OT.• Describe plan for balancing personal life and academic re-sponsibilities to optimize ability to be successful in this rig-orous program of study.• Describe personal attributes, accomplishments, and experi-ences that will contribute most to effectiveness and successas an Occupational Therapy Assistant.• Explain reasons for entering the field at the OccupationalTherapy Assistant level. Entry point degrees for the field ofOccupational Therapy are as an Occupational Therapist andas an Occupational Therapy Assistant. Provide reasons forpursing the OTA degree.

• Complete 15 hours (minimally) of observation, volunteering orshadowing in an occupational therapy area of practice. Providea signed certificate of completion or a signed letter of comple-tion, on facility letterhead, in a sealed envelope. Applicants maydistribute observation/shadowing hours across two areas ofpractice.• It is strongly recommended that interested students meet witha Health Sciences Admission Counselor as admission into theprogram is based on academic qualifications and space avail-ability. Students on the OTA track (250 OT) should meet withOTA Department Head for advisement and for consideration oftransfer credit. Acceptance into General Studies does not guar-antee future entrance into the Occupational Therapy AssistantProgram.• Occupational Therapy Assistant Program is housed at North

Campus and admits students in the Fall Semester only. Appli-cation deadline is February 15. All pieces of the applicationpacket must be submitted by the deadline of February 15 (on-line or paper application, high school and all college transcripts,entrance essay, and proof of volunteer hours as specified above).• Meeting program admission requirements does NOT guaranteeacceptance into the Occupational Therapy Assistant Program.Viable candidates are invited for group interviews to help de-termine final selection for admission. Admission is based on theacademic qualifications of the student (transcript rubric, en-trance essay rubric) as well as soft skills of the candidate (as de-termined through interview rubric). Admission is also based onspace availability.• If an applicant is not selected for admission, they must submitanother application packet for the following Admission term tobe reconsidered. Applicants re-applying must submit an en-trance essay and proof of volunteer hours for each time that theyapply to the Program. Volunteer hours are good for up to 1 yearfrom the application deadline.• SUNY Erie does not have a waiting list. If an accepted applicantdeclines their seat, the Department will contact the next mostqualified candidate based on rubric scores.

Department NotesLevel II students, enrolled in the last semester in field work, arenot permitted to officially withdraw if they fail in fieldwork. Thefailing grade will be submitted to the Registrar's Office by theOTA Department.

• The student must maintain a minimum grade of a "C+" in allOT courses and a "C" in all general education courses requiredfor the degree. A grade of "C" is not passing in OT courses anda grade of "C-" is not passing in general education courses re-quired for degree completion. General education courses mayonly be re-taken once within a five year period.• General Psychology, Abnormal Psychology, Anatomy and Phys-iology I and II, lecture and lab, must have been taken in the lastfive years. Introduction to Sociology and College Composition(English Writing) may have been taken in the last 10 years witha student earning either an A or a B. Students must acquire com-puter literacy skills prior to enrolling in OT 101, either throughlife skills or as a remedial course. Expiration of credit is a real-ity, as retention of knowledge is an issue. However, expiration ofcredit exceptions for English, general psychology, and sociologydo exist in the event of continuing competency established bysupplemental coursework in these fields of study.• A curriculum required course may be repeated only once. If ap-proval to repeat a course is given, enrollment in the course is de-pendent on space availability.• The curriculum is designed in a sequence of courses to be com-pleted in that manner. Refer to course description section forsequence of courses and prerequisites.

• Each student will receive, "The OTA Student Manual" uponadmission into the Program. A signature acknowledging receiptand understanding of requirements and responsibilities is re-quired by the first day of OTA classes.• Students are required to attend OTA Orientation (first year stu-dents) and OTA Re-Orientation (second and any third year stu-dents). Orientation and Re-Orientation are housed in the OTADepartment and take place over the summer months.• Each student is responsible for providing transportation to off-campus community agencies utilized for clinical activities.• A physical exam and current immunization report are requiredannually within the Program. Immunization against Hepatitis Bis required. Flu vaccination and documentation as proof is re-quired annually. Two part PPD testing and related documen-tation is required annually.• Because of the nature of the profession, deviation from profes-sional conduct may adversely affect patient/client well-being.Therefore, the department reserves the right to immediately re-move a student from didactic, laboratory, or clinical course-workand/or dismiss that student from the program if the departmenthas determined the student has displayed inappropriate behav-ior or acted in an unprofessional manner. Appropriate profes-sional conduct and department policies relative to fieldwork areoutlined in the OTA Student Manual.• Additional fee requirements may include professional member-ship fees (AOTA and NYSOTA are required), OTKE Exam,NBCOT Exam Prep Course and others.• Student are responsible to meet all requirements and/or costs as-sociated with Fieldwork experience requirements.

Program CompetenciesUpon graduation with an Associate in Applied Science degree inOccupational Therapy Assistant, the graduate will be able to:

• Identify factors that suggest or hinder occupational perform-ance by gathering relevant information utilizing available re-sources: EMR/HER, screenings and evaluations, clinicalobservations, team and family members.• Establish service competency in assessment methods such as in-terviews, observation, assessment tools, and chart reviews withinthe context of the service delivery system.• Develop client-centered and occupation-based goals in collab-oration with the occupational therapist.• Plan, select, and implement client-centered and occupation-based interventions effectively in collaboration with client, fam-ily/significant other, occupational therapist, and service provider.• Grade and adapt activities and/or the environment to supportengagement in occupations.• Utilize effective and appropriate verbal, nonverbal, and writtencommunication with client, families, colleagues, and the public.• Produce clear and accurate written documentation accordingto site requirements to include assessments, progress reports,and discharge summaries, attendance records, statistical reports,and third party payment.• Conduct oneself in a professional manner adhering to the Amer-ican Occupational Therapy Association Code of Ethics, Stan-

dards of Practice, client rights, and confidentiality.• Maintain a therapeutic environment within a clinical setting tomaintain order, prevent accidents, promote adherence to safetyregulations of self and others.• Develop appropriate professional behaviors related to self-re-sponsibility, constructive feedback, work behaviors, time man-agement, interpersonal skills, and cultural competence.• Clearly communicate the values and beliefs of occupational ther-apy, the role of the occupational therapist, and the occupationaltherapy assistant to clients, families/significant others, and serv-ice providers.• Make informed decisions based on published research and rel-evant informational sources.

SUNY Erie is committed to equal opportunity in educational programs, admissions and employment. It is the policy of SUNY Erie to provide equal opportunity for all qualified applicants, students and employees,and to prohibit discrimination. Title VII of the Civil Rights Act of 1964, as amended, prohibits discrimination based on race, color, religion, national origin, age, sex (including pregnancy), disability, sexual orientation,marital status or veteran status. Discrimination of this nature is unacceptable and impermissible conduct which will not be tolerated.

SUNY Erie deplores such conduct as an abuse of authority. Allegations leading to conviction can result in suspension or termination of employment. Related inquiries should be addressed to: Title IX, ADA and Section 504 Compliance Coordinator, 851-1119. 2/2018

(716) 851-1322 • www.ecc.edu

CURRICULUMTotal Degree Credits: 62.0

First Year, Fall SemesterOT 101 Introduction to OT (2 cr)OT 102 Occupational Performance (3 cr)BI 150 Anatomy and Physiology I (3 cr)BI 151 Laboratory for BI 150 (1 cr)EN 110 College Composition (3 cr)PS 100 General Psychology (3 cr)

First Year, Spring SemesterOT 120 Human Occupation Across the Life Span (3 cr)OT 130 Occupational Therapy Interventions (4 cr)OT 141 Level 1A Fieldwork-Research of Community Practice-Psychosocial Focus (1 cr)OT 150 Therapeutic Use of Self (1 cr)BI 152 Anatomy and Physiology II (3 cr)BI 153 Laboratory for BI 152 (1 cr)PS 202 Abnormal Psychology (3 cr)

Summer Session IOT 160 Level 1B Fieldwork-Clinical Practice in Physical Dis-abilities (1 cr)SO 100 Introduction to Sociology (3 cr)

Second Year, Fall SemesterOT 200 Psychosocial Practice (3 cr)OT 209 Physical Disabilities Practices-Lab for OT 210 (2 cr)OT 210 Physical Disabilities (2 cr)OT 218 Disabilities of Development and Aging Lab (1 cr)OT 219 Disabilities of Development & Aging (3 cr)OT 222 Technology in Documentation and Research-Lab (1 cr)OT 256 Biomechanics in OT (2 cr)

Second Year, Spring SemesterOT 239 Level II A Fieldwork (6 cr)OT 140 Professional Issues (1 cr)OT 251 Level II B Fieldwork (6 cr)

Note: The program is designed to be completed in two (2) years forfull-time students. The curriculum above is a recommended two-year course sequence. Due to heavy curricular requirements, course-work can best be accommodated by the full-time student, completingthe program in three (3) years. Students should consult their aca-demic adviser prior to registering.

For students attending part time, the program can be completedwithin no more than four (4) years.

*Computer Literacy is required prior to admission in the OTA Pro-gram. This can be through life experience or as a remedial coursesuch as CS 101. Each OTA Program applicant is responsible for as-sessing his or her own computer literacy based on the following in-formation:

• Students must demonstrate competency in computer use, includ-ing ability to use databases and search engines to access informa-tion, word processing for writing, and Power Point forpresentations. Students will be expected to navigate websites(SUNY Erie, AOTA, NBCOT, NYSED).Students will be ex-pected to efficiently use e-mail, attaching files as needed, and areexpected to utilize their ECC e-mail account, checking it at leastone time daily. Students are expected to navigate Blackboard forvarious OT courses. Students will post to and utilize "you tube",as well as "facebook" (a closed group entitled, "ECC SOTA").

**Students must complete AED/CPR Certification for adults andchildren/infants prior to their Level 1B Fieldwork experience. Stu-dents can do this by taking the SUNY Erie classes HT 201 orEG 009. This requirement can also be met by attending a Saturdayclass at the American Red Cross. Proof of certification must be pro-vided to the Department after course completion. Upon admissioninto the Program, the Department will assess the need for a groupSaturday one day class housed in the Department. AED/CPR Cer-tification is good for two years. If a student needs to repeat any OTcourses, re-certification may be required.

***Each Level II fieldwork is eight weeks in length and supervisionby an OTR, COTA, or both is provided. Fieldwork must be com-pleted within 20 months of the didactic coursework for the OTAprogram.