C L I N I C A L C O M P E T E N C I E S

School Age Therapy

Code A = Feels competent Name: ______

Code B = Some support required

Code C = Significant support required Date: ______

STAFF SELF-EVALUATION / ABILITY
LEVEL / SUPPORT / ACTION PLAN

Knowledge

  • Demonstrates knowledge of typical/atypical development and significant life transitions.

  • Demonstrates knowledge about common pediatric conditions – etiology, course or progression

  • Performs critical appraisal of scientific literature, & explores new intervention approaches to ensure that practice is within accepted models of pediatric occupational therapy.
  • Develops and implements a continuing personal education plan based on professional interests and needs within the scope and parameters of the program.
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  • Integrates knowledge of current school policies, community, government and funding resources to support the integration of the student within the school and community setting.

  • Identifies and communicates with relevant stakeholders to advocate for the needs of children.
  • Knowledgeable about training of unregulated support staff to ensure appropriate and effective transfer of function in community and home settings.
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_ _ _ _ _
Assessment
  • Accesses available information relevant to student reason for referral e.g. medical, psychological reports

  • Selects appropriate standardized and non-standardized tools and demonstrates proficiency in application and interpretation.

  • Establishes a profile of the student’s developmental needs and strengths relevant to the reason for referral.

  • Identifies contributing performance components including quality of movement, planning and control, sensory-motor and visual-motor skills and sensory processing as they relate to behaviour and function.

  • Uses assessment information, clinical reasoning and team and parent collaboration to contribute to a Student Support Plan or IEP to address child, family and educator goals in the appropriate environments

Intervention
  • Demonstrates effective clinical reasoning and decision-making to determine safety considerations, intervention needs, service delivery, referrals for additional input and discharge from OT.
  • Effectively communicates and ensures that essential health and safety issues are addressed.
  • Refers appropriately to additional resources to support the student’s needs.
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  • Demonstrates knowledge of and recommends appropriate use of specialized interventions to address the following:
-Sensory processing & Self-/regulation
-Feeding/Mealtime Management
-Seating, positioning and handling
-Adaptive equipment
-Assistive technology
-Self care such as dressing, toileting, personal hygiene
-Fine motor delay
-Written output disorder
-Visual perceptual delay
-Gross motor delays
  • Develops comprehensive transition plans together with the family and community partners when transitioning services to different programs or environments.
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  • Demonstrates ability to incorporate goals/objectives/strategies from other disciplines when developing best practice intervention strategies.

  • Provides students, families and school personnel with relevant information to enable informed decision-making.

Skills
Consultation: as it pertains to the communication skills required for building good working relationships.
  • Works independently in a community setting, in a variety of environments including schools, homes, and community agencies.
  • Demonstrates key skills necessary for effective consultation which include:
-Listening to all stakeholders understanding of the need.
-Defining the issue through assessment/observation/collaboration.
-Outlining OT findings to all stakeholders.
-Forming a collaborative plan.
-Using consultation time effectively.
Teaching and Training
  • Demonstrates skill in formal and informal teaching of students, families and professionals.
  • Effectively utilizes both verbal and written communication for education and training of above.
  • Trains support personnel for a transfer of function procedure i.e. feeding guidelines, lifts and transfer
  • Establishes a plan to monitor the ongoing skills of support personnel that is appropriate to the risk factor of the procedure.
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Documentation
  • Records family goals, long/short term desired outcomes and progress toward goals in functional, measurable and time limited format for students with complex ongoing needs. I.e. IEP goals
  • Evaluates and records progress in a timely manner as per program standards.
  • For clients receiving short-term consultation servicecompletes consultation reports, which include assessment results, recommendations and follow up requirements.
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Caseload management
  • Prioritizes student services based on available resources, information and risk factors.
  • Manages time effectively.
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Staff Member Date

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Director Date

Source: Subcommittee of Paediatric Directors of OT (Vancouver, B.C.), 2009; Reviewed by Sunny Hill Health Centre for Children, 2018