Teaching Methodologies
Theoretical lessons: Expository teaching of clinical pictures, occupational dysfunction in occupational therapy and theoretical component of methodologies for assessing mental, motor and sensory functions in children and young people. Analysis and discussion of the concepts inherent in the occupational therapy process through problem-based learning.
Theoretical-practical lessons: Teaching and learning methods that link theory and practice are used. This is in line with the teaching model that puts the student at the center and helps develop professional skills in the field of Occupational Therapy. Simulated practices and roleplays are carried out under the guidance of the lecturer, with the assessment tests taught combined with discussion of the theoretical content taught.
Practical lessons: Training and practice in the application of selected tests previously taught in theoretical classes, since observation in the context of occupational therapy assessment is designed to encourage autonomy, critical reflection and the practical application of previously acquired knowledge.
Students who obtain a minimum grade of 10 (ten), rounded up, will be considered to have passed this course unit.
Continuous assessment
Class participation (20%) + Written test (40%) +Group work (45%)
Final assessment
Regular/resit/special exam period: Written test (100%)
In accordance with the Academic Regulations for the 1st Cycle of Studies of the School of Health Technology of the Polytechnic Institute of Coimbra, available for consultation at https://www. estesc.ipc.pt/wp-content/uploads/2023/07/Regulamento-Academico-1o-Ciclo_ESTeSC_-Homologado_signed_20230720.pdf
Learning Results
Know and understand the different dysfunctions that affect the occupational performance of children and adolescents;
Analyse, identify, and relate the characteristics of developmental disorders and their impact on occupational development throughout the life cycle.
Understand and identify the impact of occupational dysfunction and the need for individuals/groups to participate in occupations to promote health and well-being;
Show the ability to carry out assessments of children’s and young people’s occupations, contexts, standards, performance skills and factors, using assessment methodologies and instruments;
Know, understand and demonstrate the ability to select assessment methods and adapt and apply instruments according to needs;
Apply the clinical reasoning inherent in the process of occupational therapy with children/adolescents, by recording, interpreting and relating the results of the assessment carried out
Program
Introduction to occupational therapy for developmental disorders
Impact of developmental disorders on involvement in occupations, in different life contexts and throughout the life cycle
Occupational Therapy Assessment Methodologies for developmental disorders: EBR; SCOPE; COSA; COPM
Assessment of activity performance and participation in occupations. exKnox Play Scale
Assessment of development: motor, cognitive, emotional and social, using various standardised instruments.
Structured clinical observations and other sensory assessment instruments.
Assessment of Child Behaviour using questionnaires such as the CBCL, Conners Scale and Vineland 3. Content 8: Assessment methods aimed at families/caregivers and schools
Planning occupational therapy intervention in individual intervention in developmental disorders
Definition of intervention objectives and outcomes: Goal Attainment Scaling (GAS)
Evidence-based assessment in developmental disorders
Internship(s)
NAO
Bibliography
American Occupational Therapy Association. (2021). Enquadramento da prática de terapia ocupacional: Domínio & Processo (M. Gomes, L. Teixeira, J. Ribeiro, Trans.; 4ªed.).
Boyt Schell, B. A., Gillen, G., Scaffa, M. E., & Cohn, E. S. (2018). Willard & Spackman’s occupational therapy. Lippincott Williams & Wilkins.
O’Brien, J. C.; Kuhaneck, H.(2024). Case-Smith’s Occupational Therapy for Children and Adolescents. 9. ed. Elsevier.
Parham L.D., Fazio L. (2008). Play in Occupational Therapy for Children. 2nd ed. Mosby; St. Louis, MO, USA.
Turner?Stokes L. (2009). Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clin Rehabil. 2009;23(4):362?370. 10.1177/0269215508101742.
Mulligan, S. (2025). Occupational Therapy Evaluation for Children (3th ed.). Lippincott Williams & Wilkins.