Outline

Overview

In this unit of study students examine occupational performance limitations due to neurodevelopmental and neurological impairment which reduce neuro-motor capacity. Theory and practice of occupational therapy assessment and intervention for occupational performance limitations associated with neuro-motor impairments across the lifespan are presented. Students apply concepts selected from an overview of motor control and sensory motor processing theories to describe the sensory and motor disturbances of neurological origin in adults and children and their impact on occupational performance. With a focus on functional use, students learn to: position and adults and children for enhanced functional performance; apply an evidence based prompt hierarchy to enhance occupational performance; analyse movements which hinder performance of everyday tasks; and integrate the use of prompts and equipment to promote occupational performance of adults and children with neurological impairment.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP1103 and OCCP1105
Corequisites ?	BIOS1171
Prohibitions ?	None
Assumed knowledge ?	BIOS1168 and BIOS1171
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Rene Fraser, rene.fraser@sydney.edu.au
Lecturer(s)	Julianne Challita, julianne.challita@sydney.edu.au
	Judy Ranka, judy.ranka@sydney.edu.au
	Nicola Fearn, nicola.fearn@sydney.edu.au
	Rene Fraser, rene.fraser@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment 1 Case based assignment - observation and goal setting	30%	Week 05 Due date: 01 Sep 2024 at 23:59 Closing date: 01 Sep 2024	850 words (Maximum)
Outcomes assessed:
Assignment	Assignment 2 Case based assignment - equipment prescription	40%	Week 08 Due date: 22 Sep 2024 at 23:59 Closing date: 22 Sep 2024	1000 words (maximum)
Outcomes assessed:
Small test	In-class short answer exam Short answer in-class exam.	30%	Week 13 Due date: 28 Oct 2024 at 11:00 Closing date: 28 Oct 2024	2 hours
Outcomes assessed:

Assessment summary

Assignments:

1) Assignment 1

For this assignment, you will focus on a video case study involving a child. You are required to: document your observations of the child's movement and posture; apply your knowledge of posture and tone to analyse the child's needs; formulate two goals based on your observations and analysis; and articulate your reasoning behind the goals and how the child's posture and movement may impact on goal achievment.

2) Assignment 2

For this assignment you will be provided with two adult case studies with clearly defined goals. You will chose one case study to use for your assignment. You will need to identify equipment (assitive technology) by attending the disability equipment expo or visiting supplier showrooms that will support the person to achieve their goal. You will need to describe how the equipment supports the person to achieve their goal with a focus on the persons posture and movement; the environment and the features of the equipment.

3) Assignment 3

In class test. Assignment 3 is a short answer test that will have a focus on intervention planning and evaluation.

Assessment criteria

Details of assessment grading for each written assignment can be found on Canvas and will be discussed with students prior to submission.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: • Deduction of 5% of the maximum mark for each calendar day after the due date. • After ten calendar days late, a mark of zero will be awarded. This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below: In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	• Classification of types of neuromotor difficulties and impact on occupational performance in adults and children • Observing muscle tone, movement and posture	Lecture and tutorial (3 hr)
Week 02	• Posture, postural adaptation and occupational performance • Neuromotor theories, contemporary approaches to disability • Developmental lens versus developmentalism	Lecture and tutorial (3 hr)
Week 03	• Clinical guidelines for working with children and their families with cerebral palsy • Assessment observations • Prompts to support performance • Goal setting for posture and postural adaptation during occupational performance	Lecture and tutorial (3 hr)
Week 04	• Assessment in neuromotor conditions	Lecture and tutorial (3 hr)
Week 05	• Assessment of upper limb neuromotor function • Goal setting	Lecture and tutorial (3 hr)
Week 06	• Principles of positioning to support function • Application of least to most prompt hierarchy	Lecture and tutorial (3 hr)
Week 07	• Interventions and supports for children and young people with neuromotor conditions to support occupational performance	Lecture and tutorial (3 hr)
Week 08	• Practical applications of interventions and supports for children and young people with neuromotor conditions	Lecture and tutorial (3 hr)
Week 09	• The use of task specific training to support goal achievement for people with neuromotor conditions	Lecture and tutorial (3 hr)
Week 10	Public holiday - No class this week	Lecture and tutorial (3 hr)
Week 11	• Interventions and supports for adults with neuromotor conditions	Lecture and tutorial (3 hr)
Week 12	• Interventions and supports for adults with neuromotor conditions	Lecture and tutorial (3 hr)
Week 13	In class exam	Lecture and tutorial (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Discuss neuromotor and sensory processing theories in the context of occupational performance and disability
LO2. Demonstrate knowledge of sensory motor problems commonly found in adults and children who have a neurological disorder
LO3. Describe and use standardised and observational procedures to measure neuromotor function during occupational performance
LO4. Demonstrate appropriate application of least to most prompt hierarchy to instruct and shape neuromotor responses during performance of daily tasks
LO5. Plan occupational therapy interventions that are aimed at improving neuromotor capacity during occupational task performance using best available evidence
LO6. Determine an appropriate method to evaluate the effectiveness of chosen interventions.
LO7. Modify assessment, goal setting, and instructional strategies which use verbal and physical contact prompts and cues in a manner that ensures cultural safety and relevance for Aboriginal and Torres Strait Islander clients

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3		Occupational therapy process and practice
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

A number of changes have been made to this unit based on feedback from the 2023 cohort. This includes changes to the structure of the course and assessment tasks.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

OCCP2104: Neuromotor Capacity and Occupational Perf

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links