MARTIN COMMUNITY COLLEGE



MARTIN COMMUNITY COLLEGECOURSE SYLLABUSSemester/Year: FORMTEXT Fall 2011COURSE NUMBER: FORMTEXT PTA 240 (5H1)COURSE TITLE: FORMTEXT Physical Therapy Procedures IV CREDIT HOURS: FORMTEXT 5 CONTACT HRS/WK: FORMTEXT 9 (3 class, 6 lab)PREREQUISITES: FORMTEXT PTA 160 COREQUISITES: FORMTEXT NoneINSTRUCTOR: FORMTEXT Jean Lambert, PhD, PTOFFICE NO: FORMTEXT Bldg. 3, Rm. 45OFFICE/VIRTUAL HOURS: FORMTEXT MWF 9:00-1:00PHONE NO: FORMTEXT 252-792-1521 extension 237FAX: FORMTEXT 252-792-0826E-MAIL: FORMTEXT jlambert@martincc.eduCOURSE DESCRIPTION: FORMTEXT This course covers normal development, adult and pediatric/CNS dysfunction, spinal cord injuries, amputee rehabilitation techniques, and cardiopulmonary rehabilitation. Topics include neurology review, selected rehabilitation techniques, ADL and functional training, prosthetic and orthotic training, and environmental access. Upon completion, students should be able to demonstrate safe and correct application of selected rehabilitation techniques for neurological dysfunction, cardiopulmonary conditions, and amputations. PROGRAM LEARNING OUTCOMES: FORMTEXT Perform duties and patient care activities appropriate for a skilled PTA. FORMTEXT Apply the knowledge, skills and techniques learned in the PTA didactic courses to safe and effective patient care. FORMTEXT Recognize the needs of the patient, family and caregivers as well as document changes in the patient's condition and communicate these changes to the PT.Effectively and accurately communicate information relevant to patient status, progress, and safety in the patient's record to the supervising physical therapist and with the patient's health care team.Demonstrate ethical, legal, safe, and professional conduct appropriate in a health care setting.COURSE LEARNING OUTCOMES: FORMTEXT Upon completion, students will be able to recall basic anatomy , physiology, and pathophysiology, and demonstrate safe and correct application of selected rehabilitation techniques for neurological dysfunction. FORMTEXT Upon completion, students will be able to recall basic anatomy , physiology, and pathophysiology and demonstrate safe and correct application of selected rehabilitation techniques for cardiopulmonary conditions. FORMTEXT Upon completion, students will be able to recall basic anatomy , physiology, and pathophysiology demonstrate safe and correct application of selected rehabilitation techniques for amputations.REQUIRED TEXTBOOKS: FORMTEXT (1) O'Sullivan, Susan and Schmitz, Thomas. (2007). Physical rehabilitation (5th ed.) Philadelphia: F.A. Davis. ISBN: 0-8036-1247-8. (2) Kessler, Mary and Martin, Suzanne. (2006). Neurologic intervention for physical therapist assistants (2nd ed.). St. Louis: Saunders. ISBN: 0721631762.SUPPLEMENTAL RESOURCES: FORMTEXT Handout of PTA 240 Additional Course Objectives:Unit 1 : Neuroanatomy and NeurophysiologyThe student will be able to…1.Define neuroanatomy and neurophysiology2.Identify and describe the components of a neuron, including dendrites, cell body, axon, terminal branches, myelin, nodes of ranvier3.Define nerve irritability and pare and contrast a reflex circuit vs. relay circuit5.Identify and describe function of: nuclei, tracts, spinal nerves, cranial nerves6.Identify, compare and contrast white mater vs. gray mater in the pare and contrast electrical conduction vs. saltatory conduction8.Identify and describe the synapse process, including: synaptic cleft, neuromuscular junction, motor end plate, motor unit9.Describe the function of a neurotransmitter in relation to impulse transmission, specifically the following neurotransmitters: acetylcholine, dopamine, epinephrine, norepinephrine, serotonin10.Identify and define supporting structures of the CNS, including dura mater, arachnoid, and pia mater11.Identify and describe the general function of the following CNS systems: Cerebrum, cerebellum, brainstem, spinal cord12.Identify and describe the function of the components of the brain: primary motor cortex, primary sensory cortex, hemispheric lobes, basal ganglia, thalamus, ventricles, hypothalamus, visual pathway, vestibular system, tract origination/termination, white and gray matter, central sulcus, corpus collasum, precentral gyrus, postcentral gyrus13.Identify and describe function of cerebellar components, specifically, cerebellar hemispheres, cerebellar peduncles, spinocerebellar tracts14.Identify and describe function of brainstem components: pons, medulla, midbrain, cranial nerve nuclei, pyramidal tracts, decussation of corticospinal tract15.Identify and describe function of spinal cord components: white and gray matter, anterior horn/cells, posterior horn/cells, ascending and descending tracts, conus medullaris, cauda equina, sensory root ganglia, spinal segments, filum terminale, lateral horns16.Identify and describe function of the components of the PNS: spinal nerves, cranial nerves, afferent vs. efferent, somatic vs. visceral pare and contrast the ANS components: sympathetic vs. parasympathetic18.Describe the general function of the vestibular system and identify common lesions associated with this system19.Define, describe the function of and identify common lesions of the visual pathway: retinal field vs. visual field, nasal vs. temporal field, optic nerve, optic chiasm, optic tract, optic radiation, diplopia, convergence, unilateral blindness, tunnel vision, homonymous hemianopsia20.Identify and describe the vascular structures comprising the Circle of Willis: basilar artery, internal carotid arteries, middle cerebral arteries, anterior cerebral arteries, posterior cerebral arteries, anterior communicating artery, posterior communicating arteries21.Explain the function and production of cerebral spinal fluid in relation to the CNS structures22.Discuss cerebral blood flowUnit 2: Assessment of Motor Function, and Unit 3: Motor Behavior, Motor Control,and Motor Learning The student will be able to…1.Describe specific procedures and tests used to assess motor deficits.2.Identify complicating factors that may influence the results of a motor control assessment.3.Explain the conceptual model of motor control, motor learning, and motor development.pare the reflex – stimulus model, hierarchial model, and systems model of motor control5.Describe the major theories of recovery of function following injury to the CNS.6.Define normal motor control as a goal of Physical Therapy7.Discuss the neural components of motor control8.Discuss how changes in the various body systems can affect motor control9.Discuss the stages of motor control, including mobility, stability, controlled mobility and skill10.Discuss terms and components of motor control and motor learning11.Discuss the phases of motor control and motor pare and contrast the following phases of motor learning: cognitive, associative, and autonomous.13.Discuss how practice increases the motor learning of a patient with injury/pathology14.Discuss the concept of Part to Whole transferring15.Discuss the importance of appropriate feedback for motor learning16.Discuss how a patient’s motivation can affect motor learning17.Define the terms: muscle tone, hypertonic, and hypotonic.18.Explain the following symptoms as they apply to neurologically involved patients: flaccidity, spasticity, neglect, tremor, ataxia, apraxia, and rigidty. 19.Define normal muscle tone20.Explain CNS vs. PNS input to regulate normal muscle tone21.Define, compare and contrast, and identify forms of hypertonia, including: spasticity, rigidity, clonus, and abnormal synergies22.Identify common diagnoses inflicted with abnormal muscle tone23.Identify and describe ways to measure abnormal muscle tone: goniometry, passive movement, head position, biofeedback, drop arm/leg test, active movement patterns24.Identify, compare and contrast, and utilize common tone rating scales: Ashworth Scale, Modified Ashworth Scale, New Motor Assessment Scale (please note, these are only a few on the sheets provided you have to know for this unit. The others will be discussed in later units)25.Define upper motor neuron (UMN) and describe common symptoms patients may present with as a result of lesion26.Define lower motor neuron (LMN) and describe common symptoms patients may present with as a result of lesion27.Identify, compare and contrast common complications associated with abnormal muscle toneUnit 4: Human DevelopmentThe student will be able to…1.Demonstrate an understanding of both normal and abnormal developmental reflexes and the stages of motor development2.Discuss the general patterns of development for prenatal, carried over to postnatal development3.Name the stages of fetal development and describe specific time frames for prenatal development4.Discuss the development of reflexes and reactions; stimulus, response, onset and integration5.Imitate the reflexes/reactions in a variety of positions and situations6.Discuss normal motor, socialization, language and cognition development at a given age from birth to adolescenceUnit 5: Theories of Treatment Approach for Neurological Rehab and Contributed Treatment StrategiesThe student will be able to…1.Identify the traditional theorists and their contributions to the Physical Therapy profession2.Discuss sensory stimulation techniques/neuromuscular facilitation techniques3.Discuss the Brunnstrom stages of recovery with hemiplegia4.Discuss the UE and LE flexion and extension synergy patterns5.Discuss handling techniques used by NDT, including Reflex Inhibiting Patterns and Key Points of control6.Discuss the UE and LE PNF diagonals for flexion and extension, including chop and lift patterns7.Discuss common PNF techniques, including rhythmic rotation, rhythmic initiation, rhythmic stabilization, alternating isometrics, agonist reversals, slow reversals (hold), hold-relax active motion, repeated contractions, resisted progression, shortened held resisted contraction, timing for emphasis8.Describe the role of the muscle spindle and golgi tendon organ in the physiological principles and treatment techniques of Proprioceptive Neuromuscular Facilitation.9.Perform treatment techniques on simulated patients in lab situations10.Utilize the various treatment approaches on simulated patients, incorporating the developmental sequence11.Describe and demonstrate how PNF techniques can be used to improve functional mobility.12. Describe and demonstrate how progression through developmental postures and movements can be used to improve functional mobility. Unit 6: Balance, Coordination, and Vestibular RehabThe student will be able to…1.Describe and demonstrate Sensory Integration techniques.2.Describe the guidelines and testing protocol for completing a sensory assessment.3.Identify the purposes for performing a coordination assessment.4.Describe the specific test used to assess both nonequilibrium and equilibrium coordination deficits.5.Describe the testing protocol for performing a coordination assessment.6.Discuss and describe various testing procedures used to evaluate balance and vestibular responses.7.List and demonstrate the components of postural control.pare and contrast the principles of mobility and stability as they relate to postural control.9.Describe the general function of the vestibular system and identify the common lesions associated with this system.Unit 7: Cerebral Vascular AccidentsThe student will be able to…1.Define Cerebral Vascular Accident (CVA)2.Describe the etiology, epidemiology, pathological process, clinical manifestations and complications of CVA.3.List and examine the steps of recovery following a CVA.4.Discuss common risk factors associated with CVA5.Examine the behavioral attributes of the left CVA patient versus the right CVA patient.6.Describe and demonstrate optimal positioning for a client with a CVA considering functional strength, tone, and strength.7.Describe and demonstrate rehabilitation techniques for the rehabilitation process of a CVA patient in the acute stage, subacute stage, and advanced stages of rehabilitation.(Activities such as basic mobility, range of motion, functional strength, transfers, balance, weight bearing through the involved limb, pre-gait, gait training, functional independence, and self-care activities will be addressed.)8.Discuss special treatment activities for Pusher Syndrome, Homomynous Hemianopsia, Aphasia, dysphagia, edema control, midline disorientation, and neglect of the hemiplegic side.9.Desribe the causal factors and treatment of the painful hemiplegic shoulder and shoulder subluxation. 10.With lab partner acting the part of the CVA patient, demonstrate a treatment session addressing each of the individual’s needs as described in a treatment plan.11.Examine the use of orthotic devices, braces, gait assistive devices, and well chairs as well as other specialized equipment specific to CVA patients.12.Discuss the roles of the PT and the PTA in the management of patients with CVA13.Discuss any modifications needed at home or the workplace for the patient with CVA.Unit 8: Traumatic Brain InjuryThe student will be able to…1.Define traumatic brain injury2.Discuss the types of head injury, including open vs. closed head injury; concussion, contusions, hematomas3.Discuss the pathophysiology of head injuries, including coup, countrecoup, focal, diffuse, polar injuries4.Discuss the common deficits associated with head injuries5.Discuss high velocity vs. low velocity impacts6.Discuss common secondary problems/conditions associated with head injury7.Discuss the classification system using the Glasgow Coma Scale8.Discuss the classification of the levels of cognitive functioning using the Ranchos Los Amigos Scale9.Discuss treatment strategies to be initiated in the acute setting and continued through the patients rehab and long term10.Discuss behavioral and cognitive problems frequently observed in the patient with traumatic brain injury.11.Explain the impact of behavioral and cognitive changes on clinical care.12.Discuss treatment strategies for the low level, mid level, and high level cognitive functioning patients after head injury13.Perform various treatment strategies on simulated patients14.Discuss the typical rehabilitation potential and outcomes for the patient with traumatic brain injury.15.Discuss the importance of family education in the treatment of patients with head injury16.Discuss the importance of discharge planning and team work with the head injury patient17.Discuss the roles of the PT and the PTA in the management of patients with head injury18.Discuss any modifications needed at home or the workplace for the patient with head injury.Unit 9: Spinal Cord InjuryThe student will be able to…1.Discuss traumatic vs. non-traumatic spinal cord injuries (SCI)2.Discuss the general structure of the spinal cord3.Discuss the general function of the structures of the spinal cord4.Discuss the following tracts: dorsal column-medial lemniscal pathway, spinalthalmic tract and corticospinal tract5.Discuss which regions in the spinal cord are particularly susceptible to injury6.Discuss terms associated with the naming of the level of injury, including complete, incomplete, lowest intact spinal level, and zone of partial preservation7.Describe various types of vertebral fractures and examine the clinical implication as they pertain to spinal cord levels and functional outcome.8.Discuss the various mechanisms of injury associated with SCI9.Discuss mortality rate, life expectancy, and causes of death following SCI.10.Discuss the incomplete syndromes, including Brown-Sequard, Anterior Cord, Posterior Cord, Central Cord, Cauda Equina, and Conus Medullaris11.Discuss the classification of SCI12.Discuss the general muscle groups functionally innervated by various spinal cord levels13.Discuss general functional outcomes/potentials for patients with SCI14.Discuss the clinical manifestations presented with SCI15.Discuss the indirect impairments associated with SCI16.Discuss the acute, rehab and long term management of patients with SCI17.Practice and perform appropriate PT interventions on simulated patients with SCI, including ROM, strengthening, mat activities, transfers, w/c activities, gait training18.Describe and provide rational for basic wheelchair components, measurements, and positioning patient with spinal cord injury.19.Discuss the roles of the PT and the PTA in the management of patients with SCI20.Discuss any modifications needed at home or the workplace for the patient with SCI.Unit 10: Brain Tumors/Cerebellar and Other DisorderThe student will be able to…1.Describe the etiology, epidemiology, pathological process, clinical manifestations and complications of brain tumors/cerebellar lesions.2.Recall the major classifications of brain tumors.3.Identify the typical signs and symptoms that may lead a medical professional to rule out brain tumor.4.Discuss the medical and surgical management of brain tumors.5.Discuss the role of physical therapy intervention in the treatment of patients with brain tumors and cerebellar lesions.6.Explain and perform treatment activities and advanced rehab techniques for patients with brain tumor/cerebellar lesions.7.Identify the mechanisms of cerebellar lesions.8.Discuss the roles of the PT and the PTA in the management of patients with brain tumor/cerebellar lesion9.Discuss any modifications needed at home or the workplace for the patient with brain tumor/cerebellar lesion.Unit 11: Degenerative Diseases of the CNS (Amyotrophic Lateral Sclerosis, Multiple Sclerosis, and Parkinson’s Diseases)The student will be able to with respect to Amyotrophic Lateral Sclerosis…1.Define ALS2.Discuss the epidemiology of ALS3.Discuss the etiology of ALS4.Discuss the pathophysiology of ALS5.Discuss the common clinical manifestations of ALS6.Discuss the indirect complications of ALS7.Discuss the medical management of ALS8.Discuss the rehabilitation management of patients with ALS9.Discuss some functional adaptations the ALS patient may need to make10.Perform treatment strategies on simulated ALS patients11.Discuss the roles of the PT and the PTA in the management of patients with ALS12.Discuss any modifications needed at home or the workplace for the patient with ALSThe student will be able to with respect to Multiple Sclerosis…1.Define Multiple Sclerosis (MS)2.Discuss the epidemiology and etiology of MS3.Discuss the terms exacerbation and remission4.Discuss Charcot’s Triad5.Discuss the pathophysiology of MS6.Discuss how MS is diagnosed7.Discuss the prognosis of persons living with MS8.Discuss the common clinical manifestations of MS including: sensory impairments, visual impairments, motor impairments, cognitive/behavioral changes, and bowel/bladder impairments9.Discuss the common medical management of the disease process and individual signs and symptoms10.Discuss the general goals of Physical Therapy in the management of MS11.Discuss the components of the Physical Therapy evaluation of the MS patient12.Discuss various treatment techniques/strategies for the different clinical manifestations of the disease process13.Discuss energy conservation techniques14.Discuss the roles of the PT and the PTA in the management of MS15.Discuss any modifications needed at home or the workplace for the patient with MS.The student will be able to with respect to Parkinson’s Disease…13.Define Parkinson’s Disease (PD)14.Discuss the epidemiology of PD15.Discuss the etiology of PD, including primary parkinsonism and secondary parkinsonism16.Discuss the pathophysiology of PD17.Discuss the common clinical manifestations, including rigidity, bradykinesia, akinesia, tremors, postural instability, postural changes, common gait deviations18.Discuss the indirect complications of PD19.Discuss the medical management of PD20.Discuss the rehabilitation management of PD, including the initial PT evaluation, relaxation strategies, flexibility, strengthening, mobility training, balance, and gait training21.Discuss some functional adaptations the PD patient may need to make22.Perform treatment strategies on simulated PD patients23.Discuss the roles of the PT and the PTA in the management of patients with PD24.Discuss any modifications needed at home or the workplace for the patient with PDUnit 12: Alzheimer’s and Other Dementia’sThe student will be able to ……1.Define dementia.2.List the classifications of dementia and describe each.3.Discuss the epidemiology, etiology, and pathophysiology of Alzheimer’s Disease, Vascular Dementia, Lewy Body Dementia, and Frontotemporal Dementia.4.Discuss HIV-associated dementia.5.Discuss Huntington’s Disease.6.Discuss Dementia Pugilistica.7.Discuss Corticobasal Denegerayion.8.Discuss Creutzfeldt-Jakob Disease.9.Indicate other conditions that can cause dementia.10.Indicate the causes of dementia.11.Discuss the risk factors of dementia.12.Discuss the treatment of dementia.13.Discuss the possible preventative measures for dementia.14.Discuss the care of a person with dementia.15.Discuss possible PT interventions for patients with dementia.Unit 13: Peripheral Neuromuscular DisordersThe student will be able to…1.Define the following disease processes: Guillian-Barre Syndrome, Myasthenia Gravis, Post-poliomyelitis Syndrome, Amyotorphic Lateral Sclerosis2.For each of the above mentioned conditions, describe the etiology and pathophysilogy as related to prognosis3.Describe the common medical management strategies for common PNS disorders4.Identify, describe and perform appropriate treatment strategies in the rehabilitation of patients with PNS disorders5.Perform documentation on patient and treatment scenarios for patients with PNS disorders6.Explain the roles of the PT and the PTA in the evaluation, treatment implementation, patient/family education and discharge planning for the patient with a PNS disorderUnit 14: Gait Analysis (Common Gait Deviations Associated with Neurological Impairment)The student will be able to…1.Define gait analysis2.Explain the rationale for conducting a gait analysis on patients with neurological injury3.Describe what conditions should be met to properly observe a patients gait4.Identify and describe each phase of the gait cycle, using both traditional and Rancho Los Amigos terminology5.Describe normal movements of various joints throughout the gait cycle6.Identify, define, and describe terms associated with gait: stance and swing phase, double support, step length, step width, stride length, stride width, vertical and horizontal displacement of COG, pelvic-shoulder rotation (dissociation), foot angle7.Define pathological gait or abnormal gait8.Identify and describe common gait deviations including possible causes and treatments9.Perform gait observations on classmates and videotaped subjects10.Discuss the roles of the PT and the PTA in identification and management of gait deviationsUnit 15: Cardiac RehabilitationThe student will be able to…1.Discuss the structure and function of the heart2.Define cardiac rehabilitation3.Discuss the goals of cardiac rehabilitation4.Discuss coronary artery disease, including signs and symptoms, course of the disease, and medical management5.Discuss terms associated with the cardiovascular system6.Discuss common cardiac conditions seen by PT including: CAD, ASCVD, angina, MI, HTN, CABG7.Discuss appropriate actions the PT and the PTA should take with warning signs associated with cardiovascular disease8.Discuss the rationale, indications, contraindications, precautions, components of, documentation of cardiac rehab patients9.Discuss and perform the observation and measurement of vital signs during aerobic exercise10.Discuss the phases of a cardiac rehab program11.Discuss common medical equipment associated with cardiac rehab12.Discuss METs for common PT related equipment, activities13.Discuss the roles of the PT and the PTA in the evaluation, goals and POT setting, and treatment implementationUnit 16: Pulmonary RehabilitationThe student will be able to…1.Define Chest Physical Therapy CPT 2.List & describe the goals of CPT 3.Define & explain terms related to pulmonary rehabilitation4.Discuss the categories of patient populations that are referred to PT for pulmonary rehab, including obstructive & restrictive lung disease 5.Discuss indications, contraindications, precautions, techniques, documentation, rationale of vital signs, posture & chest deformities, palpation, breathing exercises, cough exercises, chest mobility, aerobic exercise protocols, postural drainage, auscultation, percussion & vibration provided in pulmonary rehab 6.Discuss the structure & function of the respiratory system 7.Name & identify lung volumes & capacities 8.Perform & teach procedures related to CPT on simulated patients 9.Discuss equipment options, mobility & functional training needs that PT provides for the pulmonary rehab patient 10.Discuss issues of psychological adjustments & support services for the patient with pulmonary conditions & appropriate intervention, responses by the PTA 11.Identify the roles of the PT & the PTA in the evaluation, goal setting, plan establishment plan implementation & documentation in pulmonary rehab Unit 17: OrthoticsThe student will be able to…1.Define orthosis and orthotist2.Discuss the function of an orthosis3.Discuss the components of an orthosis4.Discuss how orthoses are used in biomechanics5.Discuss how mal-alignment occurs6.Discuss the rationale, indications, contraindications, advantages, disadvantages, documentation of external vs. internal orthoses7.Name and locate the types of orthoses including: FO, AFO, KAFO, HKAFO, THKAFO, KO, HO, cervical and trunk orthoses8.Discuss common gait deviations and possible orthotic causes/uses9.Discuss the roles of the PT and the PTA in the evaluation, prescription, documentation, team discussion and treatment of a patient requiring an orthosisUnit 18: Lower Extremity Amputation, Upper Extremity Amputation & Pre-Prosthetic CareThe student will be able to…1.Define amputation2.Discuss acquired vs. congenital amputation3.Discuss replantation4.Discuss terms associated with amputations5.Discuss the major etiologies of amputations6.Describe the anatomical characteristics and terminology of the transfemoral, 7.transtibial, Symes, hempipelvectomy amputations, and common UE amputations.8.Discuss the pre-prosthetic/post-prosthetic management and goals of the lower extremity amputation9.Discuss post-operative dressings: rigid, semi-rigid, soft10.Discuss phantom limb, phantom pain/sensations11.Discuss and perform treatment procedures for residual limb desensitization, wrapping, massage, and management12.Discuss proper positioning of a lower extremity amputation13.Discuss and perform exercises for the patient with lower extremity amputation14.Discuss the roles of the PT and the PTA in the evaluation, observation and measurement, goal setting, treatment implementation of the patient with a lower extremity amputation15.Discuss and modifications needed at home or the work place for a patient with an amputation.Unit 19: ProstheticsThe student will be able to...1.Define & discuss function of a prosthesis2.Discuss Certified Prosthetist/Orthotist3.Discuss the components/function of a below knee prosthesis4.Discuss the components/function of an above knee prosthesis5.Discuss the components/function of a hip/pelvic prosthesis6.Discuss terms associated with prosthetics7.Discuss the rationale for "total contact" of a socket8.Discuss the PT goals for a prosthetic gait training program9.Discuss the standard protocol for donning/doffing a prosthesis10.Discuss common gait deviations demonstrated with prosthetic ambulation, what causes the deviations, and management of these deviations11.Identify components of prosthetics12.Identify indications of proper fit and wear of a prosthesis.13.Discuss the role's of the PT and the PTA in the evaluation, goal setting, POT, a.intervention education, prevention, safety of prosthetic patients14.Perform adequate documentation on simulated scenarios including gait 15.characteristics, stump assessment, patient education, functional status16.Describe an demonstrate ADL procedures you would teach a patient wearing a prosthesis. 17.Describe and demonstrate techniques a patient with an amputation should use to ascend/descend stair, curbs, and ramps.Unit 20: Environmental AssessmentThe student will be able to…1.Understand the importance of environmental accessibility in optimizing patient function.2.Identify common environmental barriers that impact patient function.3.Describe the tests and measures used to identify environmental barriers.4.Identify strategies to improve patient function through environmental modifications.5.Recognize the importance of an environmental assessment in overall rehab planning.All objectives are measured by written exams, written assignments, and/or practical exam with an acceptable score being no less than 77%.? LEARNING/TEACHING METHODS: FORMTEXT Lecture, Lab, Video,Handouts, InternetASSESMENTS/METHODS OF EVALUATION: FORMTEXT Written Exams: 60% FORMTEXT Practical Exams: 30% FORMTEXT Assignments/Quizzes: 10% (You are expected to participate in all Blackboard/outside of class assignments as directed/assigned.)GRADING POLICY: FORMTEXT A = 100-93 B = 92-85 C = 84-77 D = 76-69 F = 68 or belowAll objectives in this course are measured by written and practical exams with an acceptable score being no less than 77%.COURSE OUTLINE: FORMTEXT WEEK ONE Neuroanatomy and Neurophysiology Assessment of Motor FunctionWEEK TWO Motor Behavior, Motor Control, and Motor Learning Normal Development Treatment Theories and Strategies WEEK THREEBalance, Coordination and Vestibular RehabWEEK FOUR (continued)WEEK FIVE (continued)WEEK SIX Cerebral Vascular AccidentWEEK SEVEN Traumatic Brain Injury Spinal Cord InjuryWEEK EIGHTBrain Tumors/Cerebellar Disorders Degenerative Diseases of the Central Nervous System Alzheimer’s and Other Dementias Peripheral Neuromuscular DisordersWEEK NINE Cardiac RehabWEEK TEN Pulmonary Rehab Orthotics Lower Extremity Amputation, Upper Extremity Amputation and Preprosthetic CareWEEK ELEVEN Prosthetics Environmental AssessmentSTUDENT ATTENDANCE POLICY: FORMTEXT Attendance Policy: The College has a specific 20% absence policy for all courses. When an absence is unavoidable in a program course, the student is to notify the class instructor prior to the scheduled class time as to the reason for the absence. Upon return, the student is to meet personally with that instructor to discuss the class (es) missed and identify make-up work. This is the student's responsibility and must be done in a timely manner. Attendance will be taken at seated class meetings.COURSE POLICIES: FORMTEXT Make-up of Assignments/ Exams and Practicals:1.Assignments: Any outside of class assignments are due by 11:55 pm on the date assigned via Black Board? unless otherwise indicated. You may submit assignments early. Late assignments will not be accepted except under extreme circumstances. If you have an extreme circumstance (determined by the instructor) you must get PRIOR approval for an assignment to be late. 2.Written and Practical Examinations: You are expected to take all examinations on the date the examination or practical is given. If you must miss an examination (only for extreme emergency circumstances-determined by the instructor) you must discuss with the instructor and arrange when the examination will be taken with the instructor PRIOR to the examination date. Examinations must be taken prior to the next schedule class session. Examinations not taken according to this course policy may result in a grade of zero for the exam.If you cannot reach your instructor, you may contact FORMTEXT ?????, Department Chair of FORMTEXT College Transfer and Allied Health at FORMTEXT 252-792-1521 extension 287 by phone, FORMTEXT bmdaly@martincc.edu by e-mail, or in person at his/her office in FORMTEXT Bldg. 4, Rm. 9.If you have a need for a disability-related accommodation, please notify the Student Services counselor at (252) 792-1521, ext. 293. ................
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