Overview
In this unit you will be introduced to professional reasoning, evidence based and culturally sensitive practice for occupational therapy in the paediatric context from birth to middle childhood. You will learn to plan occupational therapy evaluations, measurable goals and interventions for children, applying an occupational therapy practice process, evidence based frames of reference and occupational therapy practice models. You will explore key elements of realistic occupational therapy service delivery, using case studies of children with a range of impairments and occupational profiles. You will be coached to take part in interprofessional case discussions that simulate collaboration in a paediatric allied health team. Specific paediatric skills and knowledge will be enhanced through work integrated learning within the term, during which you will gain practical experience working with children.
Details
Pre-requisites or Co-requisites
Students must have successfully completed the following Essential Prerequisites:OCCT11002OCCT11001PSYC11010ALLH11001ALLH11004 or BMSC11008ALLH11005 or BMSC11007ALLH11006ALLH12007 or ALLH11009
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE comments Teaching team observations
With the conversion of the portfolio into a two-part assessment item, the need for further restructuring of content to better prepare students was identified.
It is recommended that unit content and flow be further reviewed to ensure it meets the learning needs for each assessment item.
Feedback from SUTE comments Informal student feedback
The opportunity to practice clinical skills with children, as well as the real world examples provided by educators and the clinical simulation exercises all assisted students to practically apply their knowledge.
It is recommended that authentic learning experiences (e.g., clinical assessment intensive, infant handling simulation, interprofessional education) continue to be included in the unit.
- Identify key cultural, developmental and environmental factors influencing the occupational performance of infants and children
- Demonstrate professional and ethical behaviours consistent with a paediatric occupational therapy practiitioner.
- Explain and demonstrate the use of allocated evaluation tools for children with specific impairments
- Create occupation-focused goals and recommendations for assigned paediatric contexts.
- Apply professional reasoning to present evidence-based occupational therapy interventions for paediatric cases.
The unit overview, unit learning outcomes, and assessment pieces are aligned with requirements in the Australian Occupational Therapy Competency Standards (AOTCS, 2018). These competency standards acknowledge the diversity of roles and contexts that currently exist in occupational therapy practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online resource/s - 0% | |||||
| 2 - Online Quiz(zes) - 40% | |||||
| 3 - Portfolio - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
Case Smith's Occupational Therapy for Children and Adolescents.
Edition: 8th (2020)
Authors: O'Brien, J. C. & Kuhaneck, H.
Elsevier Mosby
St. Louis St. Louis , MO , USA
ISBN: eBook ISBN: 9780323512626
Binding: eBook
Occupation Centred Practice with Children : A Practical Guide for Occupational Therapists
Edition: 2nd (2017)
Authors: Rodger, S. & Kennedy-Behr, A.
Wiley-Blackwell
Chichester Chichester , West Sussex , United Kingdom
ISBN: ISBN: 978-1-119-05776-5
Binding: eBook
Play in Occupational Therapy for Children
Edition: 2nd (2008)
Authors: Parham, L. D., & Fazio, L.S.
Mosby Elsevier
St. Louis St. Louis , MO , USA
ISBN: 9780323062565
Binding: eBook
Additional Textbook Information
The prescribed text by O'Brien and Kuhaneck is unfortunately not available from the publisher as an e-text for libraries. I consider it to be the best and most comprehensive single source for paediatric occupational therapy so have maintained it as a key learning resource for this unit. Selected sections of the O'Brien and Kuhaneck text have been digitised for access in the OCCT12003 library e-reading list. This text is strongly recommended for purchase as an excellent resource to use during any paediatric professional practice placements in Year 3 and 4 and your future work as a new graduate, especially if you are considering work with young people. Purchasing the prescribed text also gives you access to the case scenario videos used in the OCCT12003 class. The Elsevier video resources can be purchased separately from the publisher at a lesser cost if you do not wish to purchase the textbook. I consider this text and accompanying resources to be a contemporary collection of evidence-based information on a wide variety of topics relevant to occupational therapy with children and adolescents that I still refer to regularly when recommending appropriate interventions.
Both supplementary texts are available as e-books through the library and do not need to be purchased, however you should download and save the relevant readings from the e-books prior to class to ensure you have access to the material and are not disadvantaged by the concurrent user limits.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Office
- SONIA (Online)
- Video and Audio Recording Device (Camcorder, Digital Camera, Smartphone, etc.)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
n.henwood@cqu.edu.au
Module/Topic
Module 1: Foundations for working with children
Module 1.1 Models for paediatric practice and evaluation; promoting participation
Chapter
Reading 1A: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders : DSM-5 (5th ed.). American Psychiatric Association. Read pp 33-41 Intellectual Disability; p. 41 Global Developmental Delay, pp. 50-59 Autism Spectrum Disorder.
Reading 1.1 B: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read pp. 19-23 What is a Frame of Reference (FoR)?; pp. 33-42 FoR concepts in detail, pp. 25-30 examples of OT models applied to paediatric practice.
Reading 1.2 B: AOTA (2020). Occupational therapy practice framework: Domain and Process (4th ed.). American Journal of Occupational Therapy, 74(Sup2), 1–87. Read pp. 5-15 Domain, pp. 16-17 Process.
Reading 1.3 B: Fitzpatrick, A., Baque, E., Caithness, T., Dargue, N., Evans, K., Girdler, S., Groves, L.,Hinze, E., Lewis, T., Llambias, A., Ng, Z. Y., Sulek, R., Varcin, K., Waddington, H., Wicks, R. & Trembath,D. (2024). National Framework for assessing children’s functional strengths and support needs in Australia. Autism CRC. Read pp. 14-17 Guiding principles, p. 22 ICF and F-words frameworks.
Events and Submissions/Topic
IPE Meeting Time Moodle Choice Activity Due: Week 1 Friday (14 March 2025) 11.55 pm AEST
Module 1.1 Week 1 Tutorial A
- Welcome to OCCT12003, Conditions of early childhood
Module 1.1 Week 1 Workshop B
- Models for paediatric practice and evaluation
- Introducing participation for children
Module/Topic
Module 1.2 Children's Participation
Chapter
Reading 2.1A: Imms, C., Froude, E., Adair, B. & Shields, N. (2016). A descriptive study of the participation of children and adolescents in activities outside school. BMC Pediatrics, 16.
Reading 2.2 A: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read p.5 Top down and bottom up.
Reading 2.1 B: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read pp. 165-168 Standardised tests, pp. 397-402 Motor performance, pp. 404-410 Motor learning.
Events and Submissions/Topic
Hurdle Task SONIA checks Due: Week 2 Tuesday (18 March 2025) 11.55 pm AEST
Module 1.2 Week 2 Tutorial A
- Participation evaluation tools- PEGS-2, CAPE PAC
Module 1.2 Week 2 Workshop B
- Motor performance for participation
Module/Topic
Module 1.3 Childhood occupational performance
Chapter
Reading 3.1 A: Jirovec, J., Musalek, M., & Mess, F. (2019). Test of motor proficiency second edition (BOT-2): compatibility of the complete and short form and Its usefulness for middle-age school children. Frontiers in Pediatrics, 7, 153–153. Read p.1 Abstract
Reading 3.2 A: Hadwin, K. J., Wood, G., Payne, S., Mackintosh, C., & Parr, J. V. V. (2023). Strengths and weaknesses of the MABC-2 as a diagnostic tool for developmental coordination disorder: An online survey of occupational therapists and physiotherapists. PLoS ONE, 18(6), e0286751.
Reading 3.1 B: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read p. 186 Occupational profiling; pp. 114-121 Occupational trajectories.
Reading 3.2 B: AOTA (2020). Occupational Profile template
Events and Submissions/Topic
Module 1.3 Week 3 Tutorial A
- Motor evaluation to analyse occupational performance using MABC 2, BOT 2
Module 1.3 Week 3 Workshop B
- Occupational profiles and occupational trajectories
Module/Topic
Module 1.4 General developmental screening and helpful strategies for child management
Chapter
Reading 4.1 A: Duggan, C., Irvine, A. D., O’B Hourihane, J., Kiely, M. E., & Murray, D. M. (2023). ASQ-3 and BSID-III’s concurrent validity and predictive ability of cognitive outcome at 5 years. Pediatric Research, 94(4), 1465-1471.
Reading 4.1 B: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read pp. 550-560 Functions of challenging behaviours , pp. 352-353 Social stories , pp. 279-280 Cueing and prompting Table 12.4
Reading 4.2 B: Ondrušková, T., Oulton, K., Royston, R., EPICC-ID Research Group, & Hassiotis, A. (2024). Process evaluation of a parenting intervention for pre-schoolers with intellectual disabilities who display behaviours that challenge in the UK. Journal of Applied Research in Intellectual Disabilities, 37(5), e13263.
Events and Submissions/Topic
Module 1.4 Week 4 Tutorial A
- Introducing the ASQ-3 developmental screening tool, planning for Week 5 intensive
Module 1.4 Week 4 Workshop B
- Managing children’s behaviour, prompts and cues, Social Story™creation
Module/Topic
Module 1.5 Work Integrated Learning (WIL) Evaluation intensive
Chapter
Reading 5 B: Gateley, C. A. (2023). Documentation manual for occupational therapy (5th edition). SLACK Incorporated. Read pp. 92-95 Writing the "S" subjective, pp. 99-109 Writing the "O" objective.
Events and Submissions/Topic
Module 1.5 Week 5 WIL Intensive 9am-3pm.
- Schedule for the day to be advised.
- Visiting children will complete a variety of age appropriate evaluations presented as games and activities by small groups of students.
- After children leave at 1.30pm, students will spend time scoring & interpreting evaluations and writing a SOAP style progress note.
Module/Topic
Chapter
NO new prescribed readings this week.
Review your Week 1-4 class handouts, readings and content for the Week 6 Module 1 Quiz.
Events and Submissions/Topic
Module/Topic
Module 2: Common paediatric interventions
Module 2.1 Meet Joshua Nelson- IPE case preparation
Chapter
Reading 6A:
- Review your Module 1 content.
- Print hard copies of resources you wish to use during the Module 1 Quiz.
- You are permitted to bring in printed sections of textbooks, e-readings and class handouts.
Reading 6B: IPE preparation
- Login to the IPE Moodle site
- Read the paediatric case material from the IPE Moodle site.
- Review Module 2.1 Week 6 Workshop B handout to understand your professional behaviour expectations for participation in the interprofessional case discussion group meetings
Events and Submissions/Topic
Module 1 Quiz Due: Week 6 Tuesday (22 April 2025) 9.00am -10.45 am AEST
Module 2.1 Week 6 Workshop B
- Introduction to Module 2 Paediatric interventions, Inter-professional (IPE) case and preparation for meeting #1
Module/Topic
Module 2.2 Culturally sensitive paediatric practice
Chapter
Reading 7.1 A: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read pp. 47-48 Ethnic background, pp. 54-55 Family subsystems, pp.194-196 Goal writing and components pp. 200, 205, goal examples, pp. 279-280 Table 12.4
Reading 7.2 A: Rodger, S., & Kennedy-Behr, A. (Eds.). (2017). Occupation-centred practice with children: A practical guide for occupational therapists. (2nd ed.). John Wiley & Sons, Incorporated. Read pp.85-87 Case of Charlie and Kawa model; p. 77. Making Connections framework.
Reading 7.1 A: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read p. 443 Case of Sarah, pp. 438-442 steps to use CO-OP
Reading 7.2 B: Rodger, S., & Kennedy-Behr, A. (Eds.). (2017). Occupation-centred practice with children: A practical guide for occupational therapists. (2nd ed.). John Wiley & Sons, Incorporated. Read pp. 165-167, CO-OP overview; pp. 168-169 CO-OP features.
Events and Submissions/Topic
Portfolio Part A Due: Week 7 Friday (29 April 2025) 11.55 pm AEST
IPE Team meeting #1: Day and Time to be confirmed from your Week 1 Moodle Choice activity.
You are expected to stay with the group you are allocated to for both IPE meetings. Please see the IPE Moodle site for details.
Note: Teaching staff from all disciplines have collaborated to set up the options for meeting times. It is unlikely you will easily find other times or days that will suit everyone.
Module 2.2 Week 7 Tutorial A
- Culturally appropriate goal setting using behavioural objectives and the Kawa model
Module 2.2 Week 7 Workshop B
- Dynamic Performance Analysis (DPA) & CO-OP approach as culturally responsive evaluation and intervention methods
Module/Topic
Module 2.3 Sensory processing
Chapter
Reading 8.1 A: . Blanche, E.I, & Bodison, S.C. (2021). Sensory processing. A conceptual model. In E.I. Blanche et al. (Eds.), An evidence-based guide to combining interventions with sensory integration in pediatric practice. Taylor & Francis Group. Read pp. 39-43
Reading 8.2 A: Jones, S., Yu, M.-L., & Brown, T. (2024). Convergent validity between the school-age versions of the Sensory Processing Measure 2 (SPM2) and the Sensory Profile 2 (SP2): A pilot study. Australian Occupational Therapy Journal, 71(5), 718–732. Read pp 719-720 Introduction, pp. 722-723 Instrumentation, p. 729 Implications for practice
Reading 8.3 A: . Giuffrida, C., & Reyes, L.R. (2021). Combining approaches: DCD and other motor challenges. In E.I. Blanche et al. (Eds.), An evidence-based guide to combining interventions with sensory integration in pediatric practice. Taylor & Francis Group. Read pp. 98-111
Reading 8.1 B: Assessment results for IPE case (available on IPE Moodle site)
Events and Submissions/Topic
Module 2.3 Week 8 Tutorial A
- Sensory processing and interventions
Module 2.3 Week 8 Workshop B
- Sensory processing (continued) as a basis for IPE case preparation for meeting #2
Module/Topic
Module 2.4 Play: a childhood occupation
Chapter
Reading 9A: O'Brien, J., & Kuhaneck, H. (2020). Case Smith's Occupational Therapy for Children and Adolescents. (8th ed.). Elsevier. Read pp.7-9 Modifying activities and environments ; pp. 141-143 Ani’s occupational analysis ; pp. 119 Self dressing trajectory , pp. 292-293 Dressing interventions ; p. 279 Cue and prompt hierarchy, pp. 748-751 Zones of regulation.
Reading 9.1 B: Blanche, E.I., & Test, L.A. (2021). The context of play. In E.I. Blanche et al. (Eds.), An evidence-based guide to combining interventions with sensory integration in pediatric practice. Taylor & Francis Group. Read pp. 226-235
Reading 9.2 B: Parson, J., Stagnitti, K., Dooley, B., & Renshaw, K. (2020). Play ability: observing, engaging, and sequencing play skills for very young children. In J.A. Courtney (Ed.), Infant Play Therapy (1st ed.). Routledge. Read pp. 53-55
Events and Submissions/Topic
IPE Team meeting #2: Day and Time with the same group as for your #1 IPE meeting.
You are not permitted to change IPE groups once you have attended the first meeting. Your group may negotiate to adjust the second meeting time.
Module 2.4 Week 9 Tutorial A
- Using playful activities in session plans, planning scaffolding to facilitate occupational performance
Module 2.4 Week 9 Workshop B
- Play features. Play evaluation using PPE-DC
Module/Topic
Module 3: Putting the parts of the paediatric practice process together.
Module 3.1 Report writing for paediatric occupational therapy
Chapter
Reading 10A:
- Review your Module 2 content.
- Print hard copies of resources you wish to use during the Module 2 Quiz.
- You are permitted to bring in printed sections of textbooks, e-readings and class handouts.
Reading 10.1 B: Gateley, C. A. (2023). Documentation manual for occupational therapy (5th edition). SLACK Incorporated. Read pp. 115-123 Writing the "A" assessment, pp. 134-139 Writing the "P" plan.
Events and Submissions/Topic
Module 2 Quiz Due: Week 10 Tuesday (20 May 2025) 9.00am -10.45am AEST
Module 3.1 Week 10 Workshop B
- Health literacy in Australia, red flags for families, applying universal precautions strategies and readability principles for the Occupational Profile Report
Module/Topic
Module 3.2 Reflection to address paediatric practice knowledge gaps
Module 3.3 Guest speaker Dr Yolanda Fernandez, from the Deadly Ears allied health team.
Chapter
Reading 11.1 A: Nicola-Richmond, K., Pépin, G., Larkin, H. & Mohebbi, M. (2019). Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians. Australian Occupational Therapy Journal, 66: 568-580.
Reading 11.2 A: Dancza, K., & Rodger, S. (Eds.). (2018). Implementing occupation-centred practice : A practical guide for occupational therapy practice learning. Taylor & Francis Group. Read p. 181 Documenting your goals
Reading 11.1 B: Optimising occupations handout
Events and Submissions/Topic
Module 3.2 Week 11 Tutorial A
- Threshold concepts and how they link with frameworks for deeper reflective practice. Differences between writing client goals and personal learning goals.
Module 3.2 Week 11 Workshop B
- Population health interventions with Indigenous communities- guest presentation with the Deadly Ears allied health team.
Module/Topic
Module 3.4 Handwriting: a key childhood occupation
Module 3.5 Work Integrated Learning Infant simulation intensive
Chapter
Reading 12.1 A: Cahill, S. M., & Beisbier, S. (2020). Occupational therapy practice guidelines for children and youth ages 5–21 years. American Journal of Occupational Therapy, 74(4), 1–48. Read pp. 3-4, pp. 31-34
Reading 12.2 A: O'Brien, J. & Kuhaneck, H. (2020). Occupational therapy with children and adolescents (8th ed.)., Elsevier. Read pp. 384-388, Handwriting p. 386 Intervention strategies Table 15.8,
Reading 12.1 B: Gateley, C. A. (2023). Documentation manual for occupational therapy (5th edition). SLACK Incorporated. Read pp. 71-85 Writing measurable occupation based goals
Reading 12.2 B: Gateley, C. & Borcherding, S. (2017). Documentation manual for occupational therapy: writing SOAP notes, (4th ed.). SLACK Incorporated. Read p. 130, A quick checklist for evaluating your note
Reading 12.2 B: Case of Kiano and ASQ-TRAK 25 months (available on OCCT12003 Moodle page)
Events and Submissions/Topic
Portfolio Part B Due: Week 12 Friday (6 June 2025) 11.55 pm AEST
Module 3.4 Week 12 Tutorial A
- Common occupational therapy handwriting evaluations and interventions for children
Module 3.5 Week 12 Workshop B: WIL Infant Simulation intensive- (11.30am-3pm)
- Kiano & Baby handling (11.30am-2pm)
- Writing SOAPIE style progress notes. (2pm-3pm)
Hurdle Task: WIL Hours Log Due: Week 12 Friday (6 June 2025) 11:55 pm AEST
Inherent requirements: You should be familiar with the CB84 Inherent Requirements listed in the Handbook. These are essential capabilities, knowledge, behaviours and skills that are needed to complete this unit, especially as it contains several WIL experiences. While you are a health professional in training who is learning new knowledge and skills, there are required personal qualities that underpin your practice. These are assessed in OCCT12003 Learning Outcome 2. You should be able to demonstrate Ethical Behaviour, Behavioural Stability, Communication Skills, Relational Skills, Reflective Skills, and Interpersonal Engagement in class, when communicating with staff and peers and for OCCT12003 WIL experiences.
Prescribed text: The library has been unable to supply the prescribed text O'Brien & Kuhaneck (2020, 8th ed.) as an EBook. As per the Additional Textbook Information, it is not made available by the publisher as an electronic version for university libraries. Instead, most selected readings from this text have been digitised into Course Resource Online (CRO) available in the library E-reading list. All pages that have been digitised are linked to the relevant library CRO in the 2025 Schedule section of the Unit Profile.
Purchase of the 2020 textbook: Recent information in the past two weeks from the publisher indicates there is a new 9th edition of the prescribed textbook due to be released in June 2025. The 9th edition will not be ready in time for OCCT12003 in 2025. In contrast to the recommendations in the Textbooks and Resources section of this document published in late 2024 before the new edition information was known, I would suggest that if possible you do not purchase the 8th edition of the prescribed text as it will soon be out of date. Instead, it is recommended that you access the library hard copy at each campus for the unlinked pages of the Week 4.1B, Week 7.1A and Week 9A readings. These pages were unable to be included in the digitised CRO due to textbook copyright page limits. Alternative sources for this information have not been found.
Campus support: This year it is planned to have on campus teaching support at both Rockhamption and Bundaberg.
Tutorials and Workshops: The pedagogy used in this class will contain a mix of didactic delivery (like a mini lecture), interactive learning activities and exploration of class resources in both Tutorials and Workshops. Tutorials are defined as "a period of tuition given by a university or college tutor to an individual or small group." More interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task. Workshops are usually "brief intensive educational experiences for a relatively small group of people that focuses especially on techniques and skills in a particular field." The aim is to encourage learning, collaboration, problem-solving or the creation of new ideas. Unlike a traditional lecture, a workshop is often interactive and participative. It is acknowledged there may be minimal practical difference in the pedagogy used in OCCT12003 Tutorials and Workshops. For the purposes of timetabling this unit, Tutorials have been allocated as the shorter 2 hour session and Workshops are the longer 3 hour session.
SONIA checks: Evidence of completion of your mandated immunisations and BlueCard is ESSENTIAL before you take part in the evaluation intensive. Previous occupational therapy students have commented that this learning experience is useful and valuable, to be able to put theory and concepts learned in class into practice with real kids. Teaching staff do not wish you to miss out because you did not complete the SONIA checks by the deadline.
Evaluation Intensive: The schedule and ages of children available to attend for the Week 5 intensive are subject to change. Young children can experience frequent unplanned acute illness that may mean they are unable to participate in the evaluation intensive at short notice. It is not ethical to have "backup" children who can attend instead of a child or children who are sick. This means there may be less children to work with than we expect. Some flexibility is required from students to be adaptable, just as you would in professional occupational therapy practice. There may be last minute changes to the size of the student small groups, allocations of children to student groups and which evaluation tools you use at different times of the day. You will be sharing the evaluation tool kits and resources with your peers as you practice using them during the intensive.
WIL Hours: The minimum of 25 hours of WIL for this unit are obtained via a range of simulated paediatric clinical learning experiences embedded in the class schedule and your Portfolio assessment. Prioritise attendance at all planned opportunities so you do not have to make up the WIL hours with alternative tasks.
Student workload: As for all 6 credit point units, you are expected to devote up to 150 hours of study to this unit. Assessment tasks and weekly readings have been revised in 2025 to ensure your study committment fits within this timeframe. The timing of unit assessment tasks has been designed to reduce the burden of lengthy end of term assignments, particularly the two due dates for your Portfolio tasks.
Assessment file version submissions: It is your responsibility to check you upload the correct and most up to date version of your files for marking. If you submit the wrong file/s to Moodle and advise staff, late penalties may be applied up to the date and time of your notification. If you submit the wrong document and do not notify staff, the file/s submitted to Moodle will be marked. If your Portfolio Part A video URL is not set to share and teaching staff cannot view it, your video may not receive any marks.
Late penalties for submission: HMAS do not currently support automatic 3 day assessment extensions on trial in other parts of the university. Portfolio Part A and Portfolio Part B submissions will therefore attract late penalties for every 24 hour period or part thereof that the submission is overdue past the due date. If you omit a required item and notify staff after the due date, you may incur a late penalty for the Portfolio Part A or Portfolio Part B. If you omit a required item and do not notify staff, you will not receive any marks for that component. Late penalties are calculated as 5% of the total assignment value per 24 hour period. For example, a Portfolio Part A submission (total of 45 marks available) that is 3 days late will attract a penalty of 3 X 2.25 marks= 6.75/45 marks. In contrast, a Portfolio Part B submission (total of 75 marks available) that is also 3 days late will attract a penalty of 3 X 3.75 marks= 11.25/75 marks. Accumulated late penalties can quickly add up to a significant portion of marks available and increase your risk of failing the assessment task. To avoid late penalties, students require an approved extension that is registered in the offical university Assessment Extension System and showing in Moodle gradebook.
1 Online Quiz(zes)
Overview and Purpose:
This assessment will measure your knowledge of essential content for novice level paediatric occupational therapy. To ensure academic integrity, all students will be supervised in class to complete two 90-minute Quizzes. Students will be permitted to bring relevant class handouts and one hard copy textbook into the quizzes. No online browsing or searching will be permitted for the Quizzes. GenAI tools are not permitted, including smart glasses or other new technology.
The Module 1 Quiz will cover topics from Weeks 1-4 of the unit. The Module 2 Quiz will cover topics from Weeks 7-9 of the unit. Each quiz is worth 20% with the overall assessment worth 40%. There is a must pass mark of 50% for the whole task. This means that you must obtain at least 20/40 marks for both quizzes to pass the task.
Academic Integrity:
It is common knowledge among academic staff that frequently students get together in groups to perform online quizzes that are intended to be individual assessment tasks. Although some students have admitted doing quizzes in groups, it is a blatant breach of academic integrity that needs to be addressed. The increasing use of GenAI tools to complete assessments also warrants management by teaching staff to avoid students passing assessments but not retaining sufficient knowledge or skills essential for further learning and professional practice.
- To ensure fairness and authenticity of assessment for all students, both the Module 1 and Module 2 Quizzes for OCCT12003 will be supervised in the classroom from 9am-10.45am in Week 6 and Week 10.
- There will be a 15-minute arrival and set up time from 9.00am- 9.15am.
- Only students attending in person on campus with their student ID card will have access to the Quiz.
- You will be supervised and be given from 9.15am-10.45am to complete each Module Quiz.
- Latecomers after 9.10am will not be admitted. You will need to apply for an extension and arrange another time to be supervised by staff to do the Quiz. If you are visibly unwell you will be asked to leave the Quiz room. You will also need to apply for an extension if you are sick on the day (please provide a medical certificate to the Assessment Extension System).
- Mobile phones must be turned off and not accessed during the Quiz.
- If any student is caught browsing online, accessing a mobile phone or using any kind of AI tools during either Quiz, they will be reported to the Deputy Dean of Learning and Teaching for academic misconduct.
Essential content:
Class handouts will have essential content that is part of the quiz tagged with an Asterix *. This means that the topic on the slide and its associated readings will form at least one question within the quiz for that Module. Not all information needed for the quiz questions will be on the slide- you will need to take notes from the oral content delivered as well. The system of highlighting topics for quiz content will help you to focus your revision and to select material to bring into each quiz.
Limited open book:
As there is a concurrent user limit for the e-books in the library, it is not equitable for students to access any online readings to complete the quiz. However, students will be permitted to bring the prescribed textbook as a hard copy into the quiz. Printed copies of the CRO selected readings from the prescribed text are also permitted. Students will also be permitted to bring class handouts or paper copies of journal articles to refer to in order to respond to the Quiz questions.
Types of Quiz questions included:
There are only a few traditional multiple-choice questions in the online quizzes as it is statistically highly likely that a student can guess the correct answer without really understanding it. Therefore, to better evaluate how well you have been able to take in and apply the knowledge you have been taught, there are a variety of other question types that have been included. Partially correct responses will be given a portion of the total mark. Questions may be weighted according to their complexity and time expected to complete. The question types include:
- Drag and drop text onto an image
- Drag and drop words into text
- Matching items from a list to a description or statement
- True and False matrices
- Short answers (only correct spelling will be marked correct)
- Multiple selection of correct responses from a list
- Select all correct missing words from a list
- Read a short case scenario and choose the best response from a list
- Combined question types
2
Other
Module 1 Quiz will be held in class in Week 6, Module 2 Quiz will be held in class in Week 10.
To be fair to all students, results will be released once ALL students (including any with extensions) have completed each quiz. This may be anywhere from two days to two weeks after each scheduled quiz.
Module 1 Quiz topics, number of questions and distribution of marks available:
- Diagnostic information (2 x 1-mark Questions, 3 X 0.5-mark Questions)
- Evaluation tools (2 X 1.5-mark Questions, 3 X 1-mark Questions)
- Models for practice (3 X 2-mark Questions)
- Prompts, cues and managing children’s behaviour (4 X 1-mark Questions, 1 x 0.5-mark Question)
Module 2 Quiz topics, number of questions and distribution of marks available:
- Goal setting (2 X 2-mark Questions, 3 x 1-mark Questions, 1 X 0.5-mark Question)
- The CO-OP approach (3 x 1-mark Questions, 2 X 0.5-mark Questions)
- Sensory processing (6 X 0.5 marks Questions)
- Session plans (1 x 1-mark Question)
- Play (1 X 2-mark Question, 2 x 1-mark Questions, 1 X 0.5-mark Question)
There is no marking rubric for this Assessment task.
- Identify key cultural, developmental and environmental factors influencing the occupational performance of infants and children
- Explain and demonstrate the use of allocated evaluation tools for children with specific impairments
- Create occupation-focused goals and recommendations for assigned paediatric contexts.
- Apply professional reasoning to present evidence-based occupational therapy interventions for paediatric cases.
2 Portfolio
Overview and Purpose:
In this two-part assessment, you will prepare, create and submit a range of portfolio task items. The paediatric occupational therapy case materials you present in the Portfolio represent your application of Occupational Therapy Process Framework (4th ed.) (OTPF-4) Evaluation and Intervention skills, along with your emerging skills for inter-professional practice. The portfolio simulates tasks that a paediatric occupational therapist would typically follow when planning and carrying out therapy.
Part A will include a video of yourself carrying out an evaluation with a real child, along with copies of your completed evaluation tool and a written reflection on your own performance.
In Part B, you will construct a written report using information from a case scenario used during the term, and an example clinical intervention session for the case scenario child. You will submit your records from the interprofessional education team meetings and a written reflection on your learning of key "threshold concepts" that inspire your future knowledge goals for paediatric occupational therapy.
The activities that generate your portfolio task items are all simulated clinical practice tasks and can be counted (up to specified maximum hours) in your Work Integrated Learning (WIL) hours Wiki.
Academic Integrity
It is expected that you will manually produce the required task content. The use of generative AI is not permitted. Tools for editing videos, text and referencing may be used if acknowledged and explained in the CB84 assignment coversheet.
List of required Portfolio items.
Please ensure that you submit all required items to Moodle. You may incur a late penalty for Part A and/or Part B for late submission of any one item. You cannot obtain any marks for work that is not submitted. Here is a checklist and word count for all the items you must submit:
PART A (due Week 7):
- Occupational Therapy Academic Coversheet
- Child evaluation using the ASQ-3 (Video URL)
- Evaluation records from child evaluation (no word limit)
- Written reflection on using the ASQ-3 (800 words ± 10%)
- APA 7 Reference list citing the ASQ-3 tool, professional literature supporting your reflective practice and other sources you used for Part A.
PART B (due Week 12):
- Occupational Therapy Academic Coversheet
- Occupational Profile Report (800 words ± 10%)
- Clinical session plan (2000 words ± 10%)
- IPE documents: Meeting #1 and #2 action plan templates and Meeting #1 and #2 observation templates (Action plans no word limit, Meeting observations suggest around 500 words each)
- Paediatric learning reflection, learning goals and strategies (no word limit - suggestion of 600 words total)
- APA 7 Reference list of supporting evidence for Clinical Session Plan activities, professional literature to support your reflective practice, learning goals, goal achievement strategies and other sources you used for Part B.
Please note:
- Detailed instructions for preparing the required content for each Portfolio task item are available in Moodle in the Assessment Tile.
- Templates and examples are available in the Assessment Resources folder.
- Required filename structures in the A2 Portfolio Instructions 2025 must be used so your work will download automatically from Moodle for marking.
- Late penalties will be applied for this Task as outlined in the Term Specific information.
Submit all files with required filename structure to Moodle by due dates. Part A is due Tuesday 29 April (Week 7), 11.55pm; Part B is due Friday 6 June (Week 12), 11.55pm.
Feedback returned via Moodle Gradebook: Part A, Monday Week 10; Part B, prior to Certification of Grades.
The full marking rubrics for Portfolio Part A and Portfolio Part B are available on Moodle.
Grade calculation
The total of 120 marks will be divided by 2 to obtain your final Portfolio Assessment grade out of 60. Marks will be distributed as outlined below:
Part A (45 marks)
Video (15 marks)
- Provides a video of self and child during the evaluation session
Evaluation Tool (15 marks)
- Evaluation tool pages and summary are presented using medicolegal standards for documentation.
Professional Learning (10 marks)
- Demonstrates insight into own performance evaluating the child: 5 marks
- Communicates an appropriate level of critical reflection on own performance: 5 marks
References and use of APA 7 (5 marks)
- At least three references are from high quality sources and cited in APA 7 style
Part B (75 marks)
Occupational Profile Report (15 marks)
- Provides a meaningful narrative flow of the child’s patterns of engagement, occupational strengths, interests, values, supports and barriers: 5 marks
- Explains reasoning for follow up actions that link to priority occupational performance needs: 5 marks
- Readability and flow of the report demonstrates health literacy principles: 5 marks
Clinical Session Plan (20 marks)
- Behavioural objectives for each activity contribute towards the child achieving the overall session goal: 5 marks
- Session duration and sequence of activities is optimal for child’s age and expected attention span: 2.5 marks
- Activity can be carried out by an unfamiliar person: 2.5 marks
- Activities selected use occupation creatively to engage the child: 2.5 marks
- Scaffolding includes fading and adding of appropriate cues, prompts and grading: 2.5 marks
- Rationales for session activities provide professional reasoning and evidence to support inclusion: 5 marks
IPE Records (10 marks)
- Complete IPE records for Meetings #1 and #2 are professionally documented using medicolegal guidelines: 5 marks
- Provides responses to all questions for Meeting #1 observations: 2.5 marks
- Provides responses to all questions for Meeting #2 observations: 2.5 marks
Professional Learning (20 marks)
- Communicates an appropriate level of critical reflection on threshold concepts and paediatric occupational therapy: 10 marks
- Paediatric occupational therapy learning goals are written using the behavioural objective style and link to the identified knowledge gaps: 5 marks
- Strategy provides achievable methods of meeting learning goal #1: 2.5 marks
- Strategy provides achievable methods of meeting learning goal #2: 2.5 marks
References (10 marks)
- At least five references are from high quality sources and cited in APA 7 style: 10 marks
- Identify key cultural, developmental and environmental factors influencing the occupational performance of infants and children
- Explain and demonstrate the use of allocated evaluation tools for children with specific impairments
- Create occupation-focused goals and recommendations for assigned paediatric contexts.
- Apply professional reasoning to present evidence-based occupational therapy interventions for paediatric cases.
3 Online resource/s
Overview and Purpose
The purpose of this task is to ensure you are meeting your Work Integrated Learning (WIL) requirements, as mandated by the World Federation of Occupational Therapy (WFOT).
You will complete a Moodle Wiki to specify the WIL hours you have completed across the term. All students must complete a minimum of 25 WIL hours. Your hours must be signed off by the Unit Coordinator by the due date.
Note: To ensure you can participate in the Evaluation Intensive WIL experience (Week 5), you must upload all evidence to SONIA online as per the “Mandatory Checks Guide- Occupational Therapy (Honours)” document. This will be monitored by the WIL team (wil-hmas@cqu.edu.au), who will notify the Unit Coordinator in Week 3 about any student not compliant with their mandatory checks, as listed below:
- Immunisations
- Student Declaration & Confidentiality pledge
- Working with Children Check (QLD Blue Card)
- National Criminal Record check
- First Aid and CPR
- CQUniversity Compliance
If you have incomplete SONIA checks you will not be able to participate in the Week 5 evaluation intensive, which may impact your progression in the CB84 course.
Important: For Year 2, you do not need to complete the Queensland Health Requirements and Compliance checks as these must be completed in Term 1 Year 3 before you start professional practice placements in OCCT13009.
Instructions for completing the WIL hours log
You will complete the Moodle Wiki (located in the WIL HOURS LOG tile of the CB84 Professional Occupational Therapy Practice Moodle site) detailing your individual hours of Work Integrated Learning (WIL) associated with your intensive and simulation learning for sign off by the Unit Coordinator.
It will become YOUR RESPONSIBILITY to update and maintain accurate all records of your accumulated WIL hours throughout the CB84 course to ensure you meet the 1000 hours target. It is strongly recommended you use the CB84 Moodle site to do this so all of your records are in the one location and easily accessible to you.
For this first experience your hours log will be monitored by OCCT12003 teaching staff. You must document and have signed by the OCCT12003 Unit Coordinator a minimum of 25 WIL hours for this unit. The WIL hours do not form part of your summative grade however the 25 WIL hours minimum requirement ensures that you meet the total 1000 hours of professional practice required to graduate.
Important: If you have recorded fewer than the 25 minimum WIL hours you may need to perform additional simulated learning tasks to meet the minimum hours requirement. It is important that you regularly attend classes, the intensives and IPE meetings to ensure that you will meet the minimum hours requirement.
What can I include in my WIL Hours log Moodle Wiki?
You can include:
- The Week 5 and Week 12 infant simulation intensives and preparation- up to 12 hours
- The IPE case meetings and preparation- up to 6 hours
- Portfolio tasks- up to 7 hours
- The Deadly Ears guest speaker presentation up to 2 hours
- Anything else that you have checked with the Unit Coordinator is eligible to be counted as WIL. Principles from the "Occupational Therapy Council Accrediation Standards Explanatory guide: the use of simulation in practice education/fieldwork" (2020) will be applied to judge the potential inclusion of any activity as WIL.
Why are there maximum hours for each item?
As per the OTCouncil guidelines above, there are restrictions for the hours of simulated practice learning that can be counted towards your 1000 hours of practice. The maximum limits ensure you do not go over the 200 hours permitted of simulated practice learning in this unit and across the whole CB84 course.
How do I record my WIL hours in the Moodle Wiki?
Detailed instructions for editing your individual WIL hours Wiki page are available on Moodle.
Here is an example WIL hours log Wiki entry:
| Week | Date | Activities | Time spent | UC signature |
| 5 | 4/4/23 |
|
TOTAL= 5.25hrs |
leave blank |
- Include the actual dates, time spent, using a minimum increment of 0.25 hours, and a brief description of the type of WIL activity undertaken.
- Leave the UC signature column blank for checking. If you change the log once a row has been signed by the UC, please delete the signature to indicate that it needs to be rechecked.
- Ensure that the total hours for each week are calculated and shown- do not include a total that represents cumulative hours as this makes it harder to check your calculation.
- We will check your Wiki during the term, usually around Week 6, to troubleshoot any issues you may have with entering your details, and again at the end of the term for final marking.
Week 12 Friday (6 June 2025) 11:55 pm AEST
You do not need to submit any files to Moodle. Make sure all relevant WIL activites are entered into the CB84 Wiki for teaching staff to check.
Exam Week Friday (20 June 2025)
Outcome published in Gradebook, incomplete students will be emailed as per Assessment Criteria below.
There are three possible outcomes from this Pass/Fail task:
1. Pass:
- All WIL hours are checked as complete, your Hurdle Task will be marked as a Pass in Moodle Gradebook.
2. Interim PO Grade:
- Offered for a limited time for incomplete hours: Students will receive a message via email advising them to follow up their WIL hours log Wiki that shows less than 25 WIL hours and complete it by a strict deadline (to be advised).
3. Fail:
- If you do not complete your Wiki to show evidence of completing a minimum of 25 WIL hours within 2 weeks of the Hurdle Task due date, at Certification of Grades you will receive a Fail for this Hurdle task and subsequently for the OCCT12003 unit.
There is no marking rubric associated with this Pass/Fail task.
- Demonstrate professional and ethical behaviours consistent with a paediatric occupational therapy practiitioner.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
