Reformatted 8/01

Professional Teaching Standards for Occupational and Physical Therapists

The Therapist will possess and apply a strong knowledge of Occupational or Physical Therapy principles and practices in a school setting to maximize a student’s performance.

This is demonstrated by:

• understanding normal and abnormal development.
• understanding general and pediatric anatomy, physiology, neurology, orthopedics, kinesiology, pathology, neuromuscular and musculoskeletal systems.
• understanding sensorimotor systems.
• understanding perceptual systems (may not be applicable for P.T.s)
• understanding vocational and/or avocational readiness.
• understanding functional training in self-care and home management.
• understanding assistive technology.
• understanding adaptive and assisted equipment/devices.
• understanding pertinent state and federal laws and regulations.
• understanding special and general education laws and regulations.
• understanding treatment strategies.
• understanding current best practices and professional standards.
• understanding educational systems and processes.
• understanding educational relevance of therapy practices.

The Therapist is responsible for providing an environment in which safety, trust, and rapport exist.

This is demonstrated by:

• establishing and maintaining an environment that maximizes student response.
• using positive reinforcement to elicit desired behaviors.
• responding to changes in the student’s emotional and physical status.
• setting necessary limits in response to undesirable physical or social behavior.
• intervening when necessary at signs of fatigue and/or frustration.
• adhering to treatment precautions and contraindications.

The Therapist helps meet the student’s educational needs in a variety of physical settings.

This is demonstrated by:

(within individual therapy centers)

• using equipment in accordance with equipment manufacturer’s guidelines and/or safety standards.
• appropriately using equipment and toys.
• routinely inspecting equipment.
• efficiently using space for the number and type of students.
• considering the use of space and its impact on colleagues and students.
• following universal precautions.

(within other educational settings)

• appropriately using adaptive/assistive equipment for the given setting.
• the ability to facilitate appropriate environmental adaptations.
• the ability to collaborate with and/or train school staff.
• clearly and appropriately communicating and instructing classroom, school, and district staff.

The Therapist will utilize therapeutic approaches (program) to meet the student’s educational needs.

This is demonstrated by:

• selecting treatment approaches (program) that demonstrate an understanding of Occupational of Physical Therapy theory.
• choosing treatment approaches (program) that are appropriate to motor and/or sensory deficits.
• demonstrating effective therapeutic handling techniques.
• utilizing a variety of age or developmentally appropriate and motivating activities.
• determining the logical sequence of treatment activities to attain established goals.
• modifying goals as student’s condition or response to treatment changes.
• demonstrating problem-solving skills in student treatment.

The Therapist is responsible for employing a broad range of tests and measures appropriate to student educational needs.

This is demonstrated by:

• employing a variety of assessment strategies to determine student deficits in motor, sensorimotor, perceptual, self-care, vocational, and/or avocational readiness skills.
• gathering necessary information from staff, family (care giver), student; records and selects relevant areas and methods to assess.
• administering the assessment according to standardized or recommended protocols.
• adapting assessment when usual procedures are not feasible.
• interpreting assessment data accurately.
• documenting and reporting the results of assessment and/or reassessment accurately, completely, and understandably (lay terms) in accordance with district requirements.
• reassessing and documenting the student’s programs and progress at regular intervals in accordance with professional and Individual Educational Program (IEP) protocols.
• establishing and documenting relevant and attainable short-term objectives and long-term goals which reflect the assessment data.
• collaborating with Multidisciplinary Team (MDT), in establishing goals.
• establishing treatment priorities with students, family (care giver), and MDT respecting cultural differences.
• reviewing progress with student, family (care giver), and MDT at regular intervals.
• orienting and instructing school staff and family (care giver) in support of treatment programs.

The Therapist will work collaboratively with other professionals and family (care giver) to serve the student’s needs in the community.

This is demonstrated by:

• utilizing clear and effective strategies to communicate with family (care giver) and other professionals.
• working effectively with family (care giver) and other professionals.
• identifying and referring community resources as needed.
• being sensitive to diverse cultural backgrounds.

The Therapist is responsible for maintaining a commitment to professional development.

This is demonstrated by:

• maintaining and updating professional knowledge, skills, and abilities through appropriate continuing education, professional literature, inservice training, and/or higher education.
• complying with professional standards and code of ethics.
• working collaboratively with colleagues to promote effective treatment approaches.
• participating in decision making concerning the allocation of time, space, and other resources.