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College of Health Sciences

Department of Occupational Therapy


Student Handbook
Academic Year 2013-2014
Master of
Science in
Occupational
Therapy

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Welcome

Welcome to the Alabama State University (ASU) Department of Occupational Therapy.
We share in your excitement as you begin your academic journey in occupational
therapy education. You have selected a dynamic and rewarding career choice. It is our
hope that you will find this educational experience to be innovative and unlike any other.

Purpose of the Handbook

The purpose of this handbook is to provide you with the framework for the ASU OT
Program. In this edition, you will find departmental policies and procedures that govern
you, our occupational therapy student. It is your responsibility to know and understand
the information presented in this handbook. If you are unsure about information
presented, please seek clarification by directing your questions to the faculty. The
faculty reserves the right to revise policies and procedures found in this handbook at
any time. If changes are made to this document, you will be notified of them in writing.

Alabama State University: College of Health Sciences

Alabama State University Mission

Alabama State University is a student-centered, nurturing, comprehensive and diverse
public historically black University committed to achieving excellence in teaching,
research and public service. The University fulfills its mission through fostering critical
thought, artistic creativity, professional competence and responsible citizenship in its
students; by adding to the body of knowledge to enhance the quality of life through
research and discovery; and by helping to advance the state and nation through
thoughtful public service. Offering baccalaureate through doctorate degrees, the
University maintains a scholarly and creative faculty, state-of-the-art facilities, and a
living atmosphere in which all members of the campus community can work and learn in
pleasant and rewarding surroundings. Consistent with its assurance that neither race,
gender nor economic status inhibits intelligence, creativity or achievement, ASU offers a
bridge to success for those who commit to pursuing the building blocks of development,
focus, persistence and reward.

College of Health Sciences Mission

To produce a cadre of skilled, compassionate, culturally competent health care
professionals who are able to practice in a variety of settings and provide services to
both the traditional and underserved communities.

Brief History

The Alabama State University Board of Trustees formally established the College of
Health Sciences (COHS) in May 2000. The Department of Occupational Therapy is one
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of seven programs offered in the College of Health Sciences. The ASU Occupational
Therapy Program admitted the first cohort of students in 1998 and received its full
accreditation status in 2000. The program initially offered the Bachelor of Science
degree in Occupational Therapy. However, the program transitioned to the entry-level
Masters degree in 2007 and the first class was admitted in the summer of 2007.

Alabama State University was founded in Marion, Ala., in 1867, by a group of nine
former slaves now known as the Marion Nine. Weve transcended our roots as a
historically black university and welcome students of all races. Learn more.

Accreditation


The ASU Occupational Therapy Program has been fully accredited by the Accreditation
Council for Occupational Therapy Education (ACOTE) of the American Occupational
Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite 200, Bethesda,
MD 20814-3449. AOTA's phone number is 301-652-AOTA and can be found online at
www.aota.org. Graduates of the ASU OT Program are qualified to sit for the national
certification examination of the occupational therapist administered by the National
Board for Certification in Occupational Therapy (NBCOT). After successful completion
of this exam, the individual will be an Occupational Therapist, Registered (OTR). Most
states, including Alabama, require licensure in order to practice.

Vision

Centennial Vision Statement
We envision that occupational therapy is a powerful, widely recognized, science-driven,
and evidence-based profession with a globally connected and diverse workforce
meeting society's occupational needs (American Occupational Therapy Association,
2006).

ASU OT Vision Statement
We strive to advance occupational therapy as a leading profession in promoting health,
productivity, and quality of life of individuals and society through the therapeutic
application of occupation. Whose life will you touch?

ASU Department of Occupational Therapy Mission

The mission of the Occupational Therapy Program at Alabama State University is to
serve the city of Montgomery, the state, the nation and global community. The program
is also designed for those students whose interests and aptitude carry them beyond
routine classroom experiences. The curriculum, through a logical and developmental
sequence of learning and service create an interdisciplinary environment that will
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prepare and graduate proficient entry-level therapists who demonstrate competency in
evidenced-based clinical practice in the profession of occupational therapy.

Additionally, the curriculum:
1. Prepares students to work with diverse populations in varied settings.
2. Promotes critical thinking, ethical decision making skills, and clinical reasoning to
further knowledge of occupation and efficacy of practice and research.
3. Develops professionals who are able to communicate, understand and apply the
science of occupation and who are dedicated to a lifelong learning process.
4. Involves faculty and students in public service programs by providing them with
research based guidance on policy and program approaches and initiatives for
addressing community problems.
5. Strives to improve the underrepresentation of minorities in the field of
occupational therapy.
6. Fosters an environment that supports experiential and self-directed learning and
promotes personal and professional development for eligible students,
regardless of socioeconomic status.
7. Emphasizes the role of purposeful activity and occupation and adaptation in
development throughout the lifespan.

Philosophy

Occupational therapy views humans holistically, which includes aspects of social, moral,
cultural, ethical, physical, developmental, temporal, spiritual, and mental well-being.
Through the interaction of these contexts, humans evolve, change, and adapt.
Occupational therapy educators promote the use of purposeful activity and occupation
to facilitate health and well-being utilizing a client-centered approach.

The profession of occupational therapy is unique and dynamic and serves to assist the
community in attaining overall health and wellness. The central foci of occupational
therapy are the concepts of purposeful activity and occupation. Occupation is the
dominant activity of human beings that includes serious, productive pursuits and playful,
creative and festive behaviors. It is the result of evolutionary processes culminating in
the biological, psychological, and social needs for both playful and productive activity.

Kielhofner, Forsyth and Barrett (2003) asserted that:
1. Occupation is dynamic and context dependent.
2. Occupation is essential to self-organization.
3. Practitioners must actively use theory as a way to understand clients and decide
the course of occupational therapy.

Occupation can be used to facilitate adaptation to the environment or facilitate the
deliberate manipulation of the environment. The evolution of occupation can be
affected by age, environment, disease, and other factors. The absence or disruption of
occupation is a threat to the health and well being of the individual. In contrast, the
selection of an appropriate occupation is an effective means of restoring health and
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function. Occupations have purpose and are performed with different outcomes in mind
(Baum & Christiansen, 2005).

The philosophy of education reflects our beliefs regarding the complexity and diversity
of our students, and their varying needs during the learning process. Moving from
undergraduate to graduate education, the educational philosophy rests upon the
principles of adult learning (Cross, 1981; Knowles, 1984). Adult learning is best
facilitated by what Malcolm Knowles describes as the design of learning which
emphasizes the following: (1) students need to know why they need to learn something,
(2) students need to learn experientially, (3) students approach learning as problem
solving, and (4) students learn best when the topic is of immediate value. Cross
characteristics of adults as learners, emphasizes the experience of the learner, adaptive
teaching/learning strategies, personal development, and autonomy.

We believe occupational therapy education should promote the integration of theoretical
constructs and frames of reference to guide occupational therapy practice. It is through
collaborative learning experiences, experiential learning, and critical inquiry that
students build knowledge, skills, and abilities to readily identify occupation and its use
as the primary method of assessment, intervention, and health promotion. By
encouraging critical inquiry and clinical reasoning, students are empowered with the
tools to adapt and facilitate the clients engagement in occupation to support
participation in a dynamic and diverse world.

Program Description and Curriculum Design

Our beliefs regarding the complexity and diversity of our students and their varying
needs during the learning process, lead us to follow the logical sequence of the
Developmental Model. The curriculum is based on the developmental learning
continuum with interprofessional and adult learning principles. The program design is
an integrated series of 7 academic terms, including the successful completion of 24
weeks of Level II Fieldwork and a research project (Capstone) suitable for scholarly
publication and/or presentation.

The Developmental Model serves as the basis for the curriculum design and therefore
serves as the premise for course content, scope and sequence. Each semester is
designed to introduce material from simple to complex and is situated within the
curriculum to serve as the foundation for future courses. Students are involved in
interprofessional and OT specific foundational courses during the first year that
introduce material, with later courses building upon that basic introduction. In later
semesters, students begin to apply concepts first in classroom laboratories and then in
actual clinical settings. The threads that bind the curriculum are research, occupation,
professional behaviors, and clinical reasoning. For example, concepts of research are
introduced in OTH 5110-Fundamentals of OT Practice. In this course students are
engaged in a library media technology workshop, where they learn to access
information from print media and electronic databases. A skills competency checklist
verifies the students level of competency. They are then introduced to Evidence Based
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Practice, in an interprofessional course, in HSC-5006 Intro to Research & Evidence
Based Practice. They continue to explore and grow in the understanding and use of
research and evidence in many courses including HSC 5005 Neuroscience, OTH 5302-
Disease and Occupation, and OTH 6434 Physical Dysfunction. Through these
experiences, students become consumers and contributors of OT research and
research in related fields. In HSC 5006 Intro to Research & Evidence Based Practice,
the students are instructed in the basic tenants of the research process, they identify
possible topics for research, etc. The student selects a topic for research and
independently researches the professional literature regarding the topic and based on
current literature; the student develops a research design in the second year (OTH 6408
Research Topics). With input from an assigned research advisor over a period of four
academic terms, the student integrates knowledge obtained during the didactic and
clinical portions of the program to produce a professional grade Capstone during the
final semester in HSC 5099 Capstone that is suitable for publication and/or professional
presentation.

Recurring themes of person, environment, occupation and performance were derived
from the PEOP Model. These themes can be found progressively interwoven, again
from simple to complex, throughout the curriculum. As students matriculate, they gain
knowledge, skills, abilities and attitudes that encourage new behaviors and develop
clinical reasoning skills necessary to enter the profession as a proficient entry-level
practitioner.

Occupation is a life-long occurrence that evolves and adapts throughout the life span of
the individual. Therefore, it is logical for students to study in the same manner. The
evolution of occupation can be affected by age, environment, disease and especially
developmental and psychological well being. Therefore students are first introduced to
developmental issues. These components serve as the foundation for all intervention,
physical, developmental and psychological. The absence or disruption of occupation is
a threat to the health and well being of the individual. In contrast, the selection of an
appropriate occupation is an effective means of restoring health and function. Utilizing
a client-centered approach is fundamental to the practice of occupational therapy. The
student must be able to understand all aspect of the person, including the environment
and occupational performance issues when assessing the client and choosing
appropriate activities (occupations) for intervention.

Viewing the individual holistically, from a developmental standpoint, allows for the
exploration of the contextual dimensions of occupation, which impacts the individuals
quality of life. In addition to traditional methods, team-based learning experiences,
experiential learning, face to face labs, and case-based instruction are used to help
progress knowledge, skills and abilities of the student by readily identifying function and
dysfunction and utilizing theoretical constructs, frames of reference and evidence based
practice to guide, debate and reflect upon occupational therapy practice. This is
accomplished through the use of taxonomy (Blooms) of behaviors that are identified
and integrated into course objectives and student evaluations to facilitate a
developmental approach to skill, knowledge and ability attainment. Students progress
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from active learners to autonomous learners, from concrete thinkers to abstract problem
solvers and from consumers of research to producers of research.

The themes of person, environment, occupation and performance are progressively
introduced throughout the curriculum and they provide the basic tenants for all future
clinical reasoning. In the first two semesters, the student will obtain knowledge and
comprehension of the material presented. They will be introduced to and will be able to
describe the multi-dimensional aspects of the person, environment, occupation and
performance. With the start of their clinical education (in the third semester), the
student will progress from a classroom learner to a clinical observer and learner. They
will apply previously learned concepts as they examine and interpret aspects of the
person, environment, occupation and performance in the clinical and research setting.
During the fourth semester, the student will analyze the impact of impairments, activity
limitations and participation restrictions on the person, environment, occupation, and
performance. Moving to the final semester of didactic coursework in conjunction with
service learning, the student will synthesis information as demonstrated by their ability
to articulate, formulate and propose appropriate interventions and utilize occupation in
the therapeutic approach to the person, environment, occupation and performance. In
the final two semesters of the program, the student will evaluate all previous knowledge
to assess, choose and revise various methods of the OT process to perform proficiently
in the clinic or research venue as an entry-level professional.

Overview of the Curriculum

The developmental model serves as the theoretical foundation for the ASU OT
Program. This model is rooted in developmental psychology and learning theory.
It promotes the cognitive and affective growth of the student at each level of the
learning continuum and serves as the basis for the programs curriculum design.
Each semester is designed to introduce material from simple to complex through
successive stages and is situated within the curriculum to serve as the
foundation for future courses.
Building upon the developmental theoretical foundation, recurring themes of
person, environment, occupation and performance were derived from the
Person, Environment, Occupational, and Performance (PEOP) Model.
The PEOP Model is a good fit at ASU because it works well with the
developmental curriculum design. Because of the uniqueness of the Universitys
mission, this framework allows faculty and student learners to recognize and
appreciate differences in individuals in the context in which they exist.

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Curricula Threads: Illustrated



Program Goals

Graduates of Alabama State University Occupational Therapy Program will:
1. Expand scholastic skills for personal, occupational, and professional growth.
2. Develop a dedication to life-long learning and commitment to public/community
service.
3. Demonstrate professional behaviors that are congruent with the core values and
code of ethics and standards of the occupational therapy profession.
4. Utilize the occupational therapy practice framework as a guide for decision
making regarding patient care and outcomes.
5. Use evidence based practice as a means to identify and guide best occupational
therapy practice.
6. Examine the impact of physical, social, temporal, cognitive, psychological,
spiritual, environmental, and cultural contexts that impact occupational
performance.
7. Evaluate and develop goals and intervention plans in conjunction with the client,
their support system, and other healthcare team members to provide a
comprehensive, holistic and client-centered approach to care.
8. Understand the importance of advocacy and promotion of the occupational
therapy profession, as well as the role of other health professionals and the
importance of the interprofessional team.
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9. Participate as consumers and producers of research.
10. Be competent as an entry level therapist with the ability to work in a diverse
healthcare delivery system and appreciate the different roles of occupational
therapists working in varying healthcare systems.
11. Be competent in communication skills, leadership, and critical thinking.
12. In some instances, represent the pool of underrepresented minorities in the field
of occupational therapy.

These educational goals are dynamic and interdependent of each other. Throughout the
educational process, the program strives to provide a firm support system, nourish
students as a whole person, and draw upon and strengthen their cultural and academic
roots so that they may be transplanted to any environment and adapt to varied
applications of occupational therapy practice.

Educational Outcomes

The objectives of the Alabama State University Occupational Therapy Program are to
prepare generalist therapists that:
1. Demonstrate entry-level occupational therapy clinical skills.
2. Demonstrate positive professional behaviors that accurately reflect one's
professional disposition.
3. Develop essential knowledge and skills to contribute to the advancement of
occupational therapy through goal-oriented professional and scholarly activities.
4. Apply principles and constructs of ethics to individual, institutional, and societal
issues, and articulate justifiable resolutions to these issues and act in an ethical
manner.
5. Address the needs of individuals, organizations, and populations, appreciating
the influence of the physical, social, temporal, cognitive, psychological, spiritual,
environmental, and cultural contexts on the individual, and examining
opportunities for full participation in meaningful occupations.
6. Identify health impairments and analyze their impact on occupational
performance throughout the life span.

Statement on Interprofessional Education

Healthcare providers are expected to work collaboratively with the common goal of
building an optimal healthcare system. Health professions education programs are
expected prepare graduates for collaborative practice to ensure that consumers needs
are maximally met. It is incumbent upon Health professions education programs to
ensure that its graduates are ready to take on this collaborative practice role.
In 2010, the faculty members of the College of Health Sciences at Alabama State
University began discussions about the value of implementing interprofessional
education (IPE). The goal of implementing IPE was to prepare students to work in
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collaborative environments and to appreciate the role that different providers play. The
College used the document titled Core Competencies for Interprofessional Collaborative
Practice (Interprofessional Education Collaborative, 2011) to help guide is planning.
In the Fall of 2012, four professional programs within the College (OT, PT, P&O, RC)
participated in shared course programming. A total of 9 Occupational Therapy courses
(designated as HSC) were indentified and set up to be interprofessional courses. The
instructors for these courses are also interprofessional and breakout sessions are
utilized as appropriate for each discipline. We believe this arrangement allows students
firsthand experience in collaborative practice.
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Course Sequence

Fall 1 Year 1
HSC 5001 Advanced Gross Human Anatomy
w/Lab(6)
HSC 5003 Patient Care Concepts I-Lab course (1)
HSC 5004 Intro to Rehabilitation Professions (1)
OTH 5110 Fundamentals of Occupational Therapy (2)
OTH 5120 Ethics and Professional Development (2)
OTH 5130 Theory of Occupational Therapy (2)

Total Credit Hours: 14
Fall 2 Year 2
HSC 5009 Assistive Technology (2)
OTH 6404 Fieldwork Level I (2 of 3) (1)
OTH 6408 Research Topics (1)
OTH 6410 Community Based Intervention (2)
OTH 6412 Therap. Measurement & Intervention &
Special Topics (3)
OTH 6434 Physical Dysfunction I /Lab (4)
OTH 6435 Psychosocial Dysfunction I w/Lab (4)

Total Credit Hours: 17
Spring 1 Year 1
HSC 5005 Neuroscience w/Lab (4)
HSC 5006 Intro to Research & Evidence Based
Practice (2)
OTH 5210 Occupation Through the Life Span (3)
OTH 5211 Analysis of Occupation (3)
OTH 5212 Therapeutic Measurement (3)

Total Credit Hours: 15
Spring 2 Year 2
HSC 5099 Capstone (3)
OTH 6504 Fieldwork Level I [3 of 3] (1)
OTH 6509 Professional Seminar (2)
OTH 6520 Documentation & Professional Writing (3)
OTH 6534 Physical Dysfunction II w/Lab (4)
OTH 6535 Psychosocial Dysfunction II w/Lab (4)

Total Credit Hours: 17
Summer 1 Year 1
HSC 5007 Research in Health Professions (2)
HSC 5008 Pharmacology (2)
OTH 5301 Administration and Management (2)
OTH 5302 Disease and Occupation (3)
OTH 5304 Fieldwork Level 1 (1of 3) (1)

Total Credit Hours: 10
Summer 2 Year 2
OTH 6604 Fieldwork Level II [A] (8)

Total Credit Hours: 8
Fall 3 Year 3
OTH 7704 Fieldwork Level II [B] (8)


Total Credit Hours: 8
Total Credit Hours: 89

*The prefix HSC indicates interprofessional courses. These may contain Occupational
Therapy, Physical Therapy, Prosthetics and Orthotic and/or Rehabilitation Counseling
students. *The prefix OTH indicates courses for OT students only.
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Essential Functions of Occupational Therapy Students

High academic standards are an essential component of occupational therapy
education. In addition to academic standards, there are essential performance
requirements necessary for the occupational therapy student to possess during the
educational process before entering professional practice. Prior to enrolling as an
occupational therapy student, it is vital that students understand these requirements, as
they are necessary for success in both classroom and clinical fieldwork experiences.
Students must be able to complete these essential tasks, with or without reasonable
accommodations.

A reasonable accommodation is any action that helps to alleviate a substantial
disadvantage due to an impairment or medical condition. Reasonable accommodations
do NOT exempt a student from task engagement or performance. In context,
reasonable accommodations are put in place to enable a qualified person with a
disability to fully undertake the job tasks, without which they would potentially be
restricted due to an impairment or medical condition.
Students seeking accommodations must first provide appropriate and current
documentation verifying the disability and meet the requirements of the Rehabilitation
Act of 1973 and/or the American with Disabilities Act of 1990. Students with special
needs should contact the University Counseling Center (334) 229-4382 or the
Americans with Disabilities Act Coordinator (334) 229-6995. After receiving
accommodations from the University Counseling Center, students must advise and
provide the appropriate documentation to the instructor of record within the first week of
class.

ASU OT Student Essential Functions

All ASU OT students must demonstrate each essential function consistently, with or
without reasonable accommodations. Students who seek reasonable accommodations
will be referred to the University Counseling Center. The OT faculty will work with the
student and the Counseling Center to determine how to meet the needs of the student.
For example, the University may assist a student with a disclosed documented disability
in performing a required tasks (for example, providing extra time on an exam or
providing enlarged print on handouts).

General Abilities
In order to effectively deliver occupational therapy services, students must be able to
functionally use the senses of touch, hearing, vision, taste, smell, pressure/temperature
recognition, and a sense of position, equilibrium and movement. Students must be able
to perceive these sensations, analyze it and integrate it for functional use in the
evaluation and treatment of clients.

Students must also be able to meet the standards for each course in the curriculum.
They must be able to complete all readings, assignments and activities without
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assistance. They must be able to complete a CPR (cardiopulmonary resuscitation
course) at the health professional level. Students must demonstrate appropriate and up
to date health status, to include all required vaccines, booster and/or tests (such as
tuberculosis). In some cases, students may be required to complete a background
check (this is required for many fieldwork settings).

Communication Skills
Students must be able to read, write, speak and understand English at a level
consistent with adequate patient care. They must be able to communicate verbally and
nonverbally, to include the ability to understand a client or family members verbal and
nonverbal cues that might indicate a change in mood, activity, or health level. Students
must be able to demonstrate the ability to communicate with faculty, staff, classmates,
clients, family members and other professionals in a manner that is sensitive, respectful
and professional.

Social/Interpersonal Skills
Each student must maintain his/her own emotional health and stability to allow him/her
to exercise good judgment in all aspects of patient care. Students must demonstrate
mature behaviors in all situations involving clients and other professionals. They must
maintain professional and ethical behaviors at all time and be willing to adapt to
changing environments and demonstrate flexibility. Students must be able to participate
as a member of a group and team. Students must be respectful and willing to work with
classmates, clients and coworkers with cultural, moral or other differences. They must
be able to verbally impart information and clinical findings with confidence and in a
manner that others can understand. Students must be able to tolerate physically and
emotionally taxing workloads and to function under stress. Personal appearance and
hygiene should be professional and in accordance with fieldwork requirements.
Students must also demonstrate a sense of personal responsibility and independence in
the completion of tasks and assignments.

Observational Skills
Observation is a key skill in the practice of occupational therapy. Students must be able
to observe demonstrations and activities in all courses. They must be able to accurately
observe and record occurrences close at hand and at a distance. Students must be
able to visually identify and/or differentiate between occurrences including, but not
limited to, physical structures, changes in body language, alterations in health or illness
and safety issues.

Cognitive/Critical Thinking Skills
Students must apply critical thinking processes and problem-solving skills in the
classroom and in fieldwork settings. They must demonstrate the ability to plan, assess,
evaluate, measure, calculate, and analyze data, orally and in written reports. Students
must demonstrate sound judgment and follow all safety procedures established in the
classroom and fieldwork settings. Decisions must reflect thoughtful deliberation and
sound clinical judgments. Students must be able to compare and identify differences in
clients performances, modify treatment interventions as appropriate, give and receive
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constructive feedback, meet deadlines and maintain confidentiality and professional and
institutional standards.

Motor Skills
Occupational therapy requires physical ability and performance. Students must be able
to perform gross and fine motor movements to provide occupational therapy services,
operate equipment and complete clinical duties. Students must have the physical
strength and abilities to perform typical clinical tasks such as lifting, turning, transferring
and/or exercising a client. Students must be able to physically handle clients in a
manner that is safe for the client and the student. The student must also be physically
able to complete tasks required for evaluation and treatment of clients, which may
include manual muscle testing, postural support/handling techniques, range of motion,
and emergency interventions.

Summary
Occupational therapy students must be capable of social, cognitive, sensory, and motor
skills that will be needed in the classroom and the clinical fieldwork setting. These
essential functions are not intended to exclude anyone from applying to the
occupational therapy program at Alabama State University. They are designed to
provide students with an accurate picture of the skills required for didactic and fieldwork
education while enrolled, and for employment in the occupational therapy field.

Alabama State University is in full compliance with Section 504 of the Rehabilitation Act
and the Americans with Disabilities Act. Students with disabilities are encouraged to
apply to the program. However, if a student does not feel he/she will be able to meet all
the requirements detailed above, it is imperative that he/she discusses their concerns
with the ASU Occupational Therapy faculty at the start of the program.

Nondiscrimination Statement

Alabama State University is dedicated to equality of opportunity within its community.
Accordingly, Alabama State University does not practice or condone discrimination, in
any form, against students, employees or applicants on the grounds of race, color,
national origin, religion, sex, age, qualified disability, or status as a veteran. Alabama
State University commits itself to positive action to secure equal opportunity regardless
of these characteristics.

Alabama State University is firmly committed to the principle of providing equal
education and employment opportunities for individuals with disabilities in compliance
with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990. Students with documented special needs should contact the University
Counseling Center at (334) 229-4382.
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Student Responsibilities

Advisement
Students who have been admitted to the Master of Science Degree Occupational
Therapy Program will be assigned an advisor from the faculty of the department.
Students are encouraged to make appointments to see their advisors on a regular basis,
and schedule a minimum of one one-to-one meeting each semester to discuss the
development of the students professional abilities and academic progress. Advisors
should be sought out when problems interfere with classroom or clinical performance.
Each student is required to complete the Professional Behaviors Self-Assessment as
part of the initial advisement at program entry and again at graduation clearance
advisement; the assessments will be discussed with the advisor at each interval.

Classification
Students are identified by the cohort number to which they belong. Each entering class
of students is assigned a number upon admission. Students are admitted to the ASU
School of Graduate Studies as Conditional Graduate Student Status. The status
changes to Regular Graduate Student Status once 12 credits hours have been
successfully completed, barring any probationary actions. At this juncture, students are
deemed admitted to the ASU OT Program of Study.

Catalog Requirements and Time Limits
Degree requirements and other university regulations are established by the catalog
current at the time of initial enrollment, and the student is entitled to complete
requirements under the catalog within an eight-year period. The student may elect to
satisfy requirements under the latest catalog, provided all requirements of the current
catalog elected are satisfied within an eight-year period. Students who fail to complete
requirements under one catalog within the eight-year period must fulfill requirements of
the current catalog. Students whose eight-year catalog entitlement expires as a result of
discontinued enrollment are subject to the requirements of the catalog current at the
time of re-enrollment. Students who transfer to another institution lose entitlement under
the catalog of initial entry and, upon readmission, are governed by the catalog current at
that time. The institution reserves the right to correct, alter, amend or modify any item
contained in the catalog. Any such changes will be shown in the schedule book of
classes or in the correction sheet to the schedule book and on the student's individual
program of study (curriculum guide).

Withdrawal from the University
A student who wishes to withdraw from the university must file an official notice with the
Office of Records and Registration. One of the following methods may be used:

1. Completion of the official withdrawal from the university form in the office
of records and registration, or

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2. Submission of a letter to the Office of Records and Registration indicating
a request to be withdrawn, via mail or fax.

Requests for withdrawal from the university must be received in the Office of Records
and Registration by the last day of classes of the semester the student wishes to be
withdrawn. Students who officially withdraw will receive W grade designations for the
term of withdrawal (See the ASU School of Graduate Studies Catalog).

Expenses
A list of expenses and fees is found in the university course book, published
online each academic term. All fees and charges are subject to change without prior
notice. Course specific lab fees may be set, and will be due during registration. Outside
of the listing provided below, there will be incidental expenses for classes including but
not limited to fieldwork. All expenses related to the program are the responsibility
of the student.

Books:
The expense for textbooks for the occupational therapy courses varies
with each semester. Many of the books purchased in the first year will be
used throughout the program and clinical practice. It is recommended that
students keep their books for reference in other courses, fieldwork
experiences and their professional career.

Memberships:
Membership in state and national OT organizations (AOTA, ALOTA and
ASU SOTA) is strongly recommended. As a point of reference, most
academic scholarships require membership in professional
organizations.

Insurance:
Student Malpractice Liability is payable once per year. Each student is
responsible for remitting payment by the established deadline to the
academic fieldwork coordinator. If this fee is not paid, students are not
permitted to participate in fieldwork courses.

Travel Expenses:
Students are responsible for their own living and travel expenses while in
class and on fieldwork assignments.

Criminal Background and Drug Tests:
A criminal background check and drug test may be required by some
fieldwork sites. It is the students responsibility to comply with
these requirements. Students are responsible for all costs associated with
these requirements.
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ID Tag:
A student ID badge is provided by the department during the first semester
of year one. Only one badge will be issued. A replacement badge will
cost student $10 payable to the SOTA fund.

TB testing:
Each student is required to maintain annual TB skin tests/chest x-ray results
with the Department of Occupational Therapy. Students must submit records to
the AFWC. Students may obtain the TB skin test free of charge at the
Montgomery County Health Department or they may use ASU Student Health
Services or their own physician. The student is responsible for any charges.

CPR Certification:
Students must be CPR certified before semester two. The
cost is at the expense of the student. The American Heart Association Basic
Lifesaver Course (BLS) for Healthcare Professionals is the recommended
course students should complete. Some fieldwork site will not accept
certification from other sources.

Class Requirements

Attendance
Each student is expected to attend all lectures, seminars, laboratories and fieldwork for
each registered class, including the first class session, in order to verify registration with
instructors and to complete all work assigned for the course. Failure to observe this
policy may seriously jeopardize a students academic standing.

If a student does not attend class during the first week (first five instructional days) of
the semester and does not give prior notification to the instructor of reasons for absence
and intent to attend the class, the student will be dropped from the course.

A student is permitted one (1) unexcused absence for each credit hour generated by the
class. For example, two (2) absences are allowed in a two-hour class. Excessive
absenteeism, whether excused or unexcused, may result in a students course grade
being reduced or in assignment of a grade of F.

At the beginning of the class, the instructor is responsible for having listed on his or her
syllabus the University Attendance Policy. The student will be held responsible for
adhering to the University Attendance Policy. Instructors of courses are not obligated to
provide makeup opportunities for students who are absent, unless the absences have
been officially approved.

An officially approved absence, however, merely give the individual who missed the
class an opportunity to make up the work and in no way excuses him or her from the
work required. Official excuses are granted by the Office of Student Affairs for
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authorized university activities, verified personal illness or illness or death in the
immediate family.

Absences will count from the first day of registration for each course. Students receiving
veterans benefits are required to attend classes according to the regulations of the
Veterans Administration in addition to those regulations set by the university for all
students. It is the responsibility of the instructor to keep an accurate attendance record
of all students enrolled. Students should understand that absences may jeopardize their
grades. It is the responsibility of the student to withdraw from the university or drop a
course. - Adopted by the ASU Board of Trustees on May, 2009

Additionally, all ASU OT students are expected to attend any activity identified as
required by the program faculty. This includes any assigned experiences related to
classroom instruction, including but not limited to fieldwork.

Classroom Expectations
Each student is expected to be prepared for class (i.e. punctual). All required
textbooks, supplies, and instructional materials must be brought to each class meeting.
Individual course instructors will define their classroom policies at the beginning of the
semester; refer to the course syllabus.

Contact Information
Students must provide the university with a current local and home address at the time
of registration and complete a change of address form whenever the address(es)
change. It is a students responsibility to make certain that accurate address information
is on file at all times. Update your address at the Office of the Registrar in person, by
letter, by fax (334) 834-0336, or on the web. Legal name changes are also processed
through the Office of the Registrar. Student records will not reflect any changes until
this step is completed. The ASU OT Program should also be notified in writing anytime
student contact information changes.

Dress Code
A neat, clean, well-groomed and modest appearance is required at all times. Safety of
students and patients is imperative. No tight, torn, revealing, distracting, ragged clothes
(such as halter tops, bare midriffs, or sagging pants) are permitted. Excessive jewelry,
distracting hairstyles/colors, and facial piercings are discouraged. Obscene,
suggestive, and offensive symbols or words on clothing or visible body art (i.e.
tattoos) are inappropriate. Skirts should be no more than three inches above the knee.
Short shorts are inappropriate for class wear. Walking shorts are acceptable. Hats for
either men or women are not to be worn in the classroom. If in doubt, do not wear it.

Fieldwork sites may require a specific form of dress (e.g. scrubs). Students are
responsible for acquiring the required apparel. Denim is never appropriate for
fieldwork-unless specified otherwise. Students who violate the dress code will be
asked to leave the classroom or fieldwork site. This will count as an unexcused
absence.

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An Alabama State University Occupational Therapy Program patch is available
through the department for use on lab coats, if required by the fieldwork site.

Grading Scale

In the ASU OT Program, students are required to maintain a cumulative grade point
average of 3.0 on a 4.0 point scale. Grades are assigned as follows:

A = 90 100%
B = 80 89%
C = 75 79%
D = 70 74%
F = Below 69%

Academic Integrity

Academic dishonesty occurs when a student misrepresents her/his work. It also occurs
when a student violates the academic rights of another student. Please refer to the
ASU School of Graduate Studies Catalog for additional details.

Forms of Academic Dishonesty
Academic dishonesty includes, but is not limited to:
a. using unauthorized notes during examinations
b. copying from another student's assignment/paper
c. stealing test items or conveying test items or answer sheets to other students
d. plagiarizing (see below)
e. submitting the same paper, or substantially similar papers, to meet the
requirements of more than one course without the approval of the instructor(s)
f. submitting papers or assignments written by another person (student,
commercial agency, from the Internet, etc.)
g. consenting to having one's work used by another student as her/his own
h. sabotaging another student's studies and/or work (e.g. - for example, hiding
or stealing class notes, sabotaging a project through non-participation, or
altering/deleting data in another student's computer account
i. falsifying data, by fabricating or altering experimental data, or deliberately
concealing/distorting the true nature of such data and
j. depriving other students of necessary course materials by stealing books,
periodicals, or other materials from libraries, AV centers, labs, etc.

Plagiarizing
Plagiarism is the inclusion of someone else's words, ideas or data as one's own work
without reference. When a student submits work for credit that includes the words, ideas
or data of others, the source of that information must be acknowledged through
complete, accurate and specific references, and, if verbatim statements are included,
through quotation marks as well. By placing his/her name on work submitted for credit,
the student certifies the originality of all work not otherwise identified by appropriate
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acknowledgments. Plagiarism covers unpublished as well as published sources.
Examples of plagiarism include, but are not limited to:

a. quoting another person's actual words, complete sentences or paragraphs, or
entire pieces of written work without acknowledgment of the source
b. using another person's ideas, opinions or theory, even if completely
paraphrased in one's own words, without acknowledgment of the source (i.e.
copy and paste work)
c. borrowing facts, statistics, or other illustrative materials that are not clearly common
knowledge without acknowledgment of the source
d. copying another student's essay test answers
e. copying, or allowing another student to copy a computer file that contains another
student's assignment, and submitting it in part or in its entirety, as one's own work or
f. working together on an assignment, sharing the computer files and programs
involved, and then submitting individual copies of the assignment as one's own
individual work.

Consequences of Academic Dishonesty
Cases of academic dishonesty will be subject to one or more of the following consequences:
a. loss of credit for the test or work in question
b. failing grade in the course
c. probationary status, for a prescribed period of time or
d. dismissal from the program.

Depending on the nature of the offense, the level of disciplinary action will be determined by
the faculty, Program Director and/or the Academic Dean. In the case of a student caught
stealing library, AV materials, or equipment the student will automatically be dismissed from
the Occupational Therapy Program. If the student disputes any charges or consequences,
the student may invoke the established grievance procedure.

Academic Standards for Progression in the Occupational Therapy Program:

Review: At the completion of each academic term, the Occupational Therapy
faculty will review each student's academic and clinical performance to determine
if academic and clinical standards have been met to allow progression and/or
graduation. A graduate student whose cumulative GPA in all graduate courses
falls below 3.0 for two academic terms is subject to academic dismissal. The
faculty reserves the right to examine extenuating circumstances in each case of
non-acceptable academic and/or fieldwork performance. Students who withdraw
from a course or fieldwork may be dismissed from the program.

Use of Non-Academic Criteria: Progression in the occupational therapy program
is not exclusively based upon satisfactory completion of academic coursework and
fieldwork requirements. Ethical, personal, legal, and professional conduct carries
significant consideration within the ASU occupational therapy educational
program. A student who successfully completes all academic and fieldwork
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requirements but who is not recommended for retention by the Occupational
Therapy faculty shall receive a written explanation. This explanation will come
from the Program Director and will state the reasons for non-progression. The
student shall have the right to due process by following the academic appeals
procedure as outlined in The Pilot, Official Student Handbook of Alabama State
University.

Standards for Academic Progression: Students must pass all OT coursework
and fieldwork satisfactorily with a grade of A, B, or C and maintain a minimum
cumulative GPA of 3.0 on a 4.0 grade scale. If the standards for progression are
not maintained, the student will be placed on academic probation by the ASU
School of Graduate Studies. The student will have two consecutive terms to
achieve a cumulative GPA of 3.0 to clear academic probation. The student will be
evaluated by the Occupational Therapy Academic Committee for continuance in
the program.

In addition to academic requirements, students may be dismissed from the
program for a variety of reasons including but not limited to:
unacceptable academic performance as detailed above,
unacceptable fieldwork performance (refer to ASU Fieldwork Handbook),
plagiarism,
theft of library, program, or clinical materials,
unprofessional or inappropriate behavior,
plead guilty to or been convicted of a misdemeanor or criminal offense,
any activity that violates the AOTA Standards of Practice for
Occupational Therapy, the AOTA Code of Ethics, and/or the NBCOT
Code of Conduct.

Re-entry: Occupational therapy courses are offered only once per year. Any
student who is dismissed from the program or withdraws from the program may
reapply for admission. However, readmission is NOT guaranteed and the student
must complete the admissions readmission requirements in their entirety by the
established deadline. Students readmitted to the program will not graduate with
their originally assigned cohort. The delay in graduation may be up to one year.
Readmission to the program is at the sole discretion of the Occupational Therapy
Admissions Committee.

Student Grievance Policy
The academic and fieldwork complaint process is as follows: A student who believes an
academic or fieldwork evaluation is inaccurate, should discuss the evaluation with the
immediate faculty member. In the case of a fieldwork experience, the clinical instructor
is the immediate faculty member. If the fieldwork issue remains unresolved, the student
should contact the academic fieldwork coordinator. Most concerns are resolved this
way. However, if it is not possible for the student to resolve the problem with the
immediate faculty member and/or the academic fieldwork coordinator, then the
department chair should be contacted. If the concern is not resolved by discussion with
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the department chair, or if the department chair is the object of the concern, then the
student may request that the college dean meet jointly with the student and faculty
member to resolve the complaint. The college dean may involve others in resolving the
matter if, in his or her discretion, it seems appropriate, including asking a panel to hear
the concern. Additional information can be found in The Pilot, Official Student
Handbook of Alabama State University under Academic Rights and Responsibilities.

Professional Behaviors

As part of the ASU Occupational Therapy Program, students are required to
demonstrate professional behaviors at all times. Expressions of professionalism include
mindfulness, being self-aware, appropriately interacting with others, and performing acts
of service. Throughout the course of this program, students will have opportunities to
engage in meaningful occupations and activities that promote personal and professional
growth. Activities include, but are not limited to, continuing education, service-learning,
research, mentoring, volunteering, and promoting the occupational therapy profession.

At the start of the first semester, each student will be required to meet with his or her
assigned advisor to discuss the professional behaviors/service learning requirements of
the program and complete a self-assessment of professional behaviors. In partial
fulfillment of the Masters program, each student will be required to participate in
professional/service learning activities that equate to a minimum of 100 points.
Verification must be provided as evidence of completion. Class activities/course-related
assignments CANNOT be used to obtain these points. Students who sign up/volunteer
and do not meet their service obligations will be penalized (5 point deduction) if
appropriate professional communications (e.g. courtesy call) do not occur in a timely
manner; no-shows will not be tolerated.

Completion of this requirement is a core objective for OTH-626 Professional Behaviors
course and must be completed before the midterm week of the semester that OTH 626
is offered. Students are encouraged to maintain a separate copy of all documents
submitted as the final product, a professional portfolio. The professional portfolio will
not be returned to the student.

A listing of activities that are approved for credit appear in the appendix of this
handbook. Student may be granted opportunities to engage in other activities that are
not listed with prior approval by the students faculty advisor.

Graduation

Our hope is that every student admitted to the ASU Occupational Therapy Program will
participate in commencement exercises. The University has two graduations per
academic year occurring in the Spring and Fall semesters. Students must complete the
intent to graduate process with the University by the deadline outlined on the academic
calendar. This process must be completed in person on campus.

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Requirements for Graduation
Candidates for the Master's of Science in Occupational Therapy degree must:
1. Fulfill the central requirements for graduation as established by Alabama State
University. (See the ASU School of Graduate Studies Catalog)

2. Fulfill the catalog requirements and time limits at the time of initial enrollment
as established by Alabama State University. (See the ASU School of Graduate
Studies Catalog)

3. Successfully completed all academic coursework and fieldwork (See the
program of study/sequence of courses/curriculum guide).

4. Complete the Professional Behaviors Self-Assessment.

5. Complete all Level II Fieldwork within 18 months of the completion of didactic
coursework.

6. Successfully complete the Occupational Therapy Comprehensive Exam, prior
to starting Level II Fieldwork.

Central Requirements for Degrees
A candidate for the master's degree in OT must:

1. Earn not fewer than 89 semester hours in the planned program of study.

2. Make application for graduation through the Office of Records and
Registration according to the dates outlined in the university calendar.

3. Earn the last 73 hours at the university, unless excused by the dean of the
college in which the candidate is enrolled.

4. Earn a cumulative grade point average of at least 3.0 (B).

5. Complete all requirements for the degree to be conferred.

6. Satisfy the faculty of the college or school that the candidate is a suitable
representative of Alabama State University.

7. Fulfill all financial obligations to the university.
Curriculum changes made pursuant to federal and state governmental agencies are
exceptions to the student's entitlement to complete requirements under the catalog that
is current at the time of initial enrollment.



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Fieldwork

Purpose of Fieldwork Education
Fieldwork education is a crucial part of professional preparation and is best integrated
as a component of the curriculum design. Fieldwork experiences should be
implemented and evaluated for their effectiveness by the educational institution. The
experience should provide the student with the opportunity to carry out professional
responsibilities under supervision and for professional role modeling. The academic
fieldwork coordinator is responsible for the programs compliance with fieldwork
education requirements.

The goal of Level I fieldwork is to introduce students to the fieldwork experience, to
apply knowledge to practice, and to develop understanding of the needs of clients. The
goal of Level II fieldwork is to develop competent, entry-level, generalist occupational
therapists. Level II fieldwork must be integral to the programs curriculum design and
must include an in-depth experience in delivering occupational therapy services to
clients, focusing on the application of purposeful and meaningful occupation and
research, administration, and management of occupational therapy services. It is
recommended that the student be exposed to a variety of clients across the life span
and to a variety of settings.

ASU Student Handbook for Fieldwork Education
The Department of Occupational Therapy provides students with exposure to hospital,
community, and/or school-based settings (traditional and non-traditional) throughout
Level I and Level II fieldwork experiences. The programs curriculum supports many
areas of practice across the lifespan and fieldwork experiences are reflective of this.
The ASU OT Student Handbook for Fieldwork Education has been developed to outline
the policies, processes, and procedures related to fieldwork education. Each student
enrolled in the program is issued this handbook during the program orientation.

University Services/Resources

The Pilot
The Pilot is the official student handbook for Alabama State University students. This
document communicates important information about your rights as a student. It details
policies and procedures related to governance of student life on and off campus. The
handbook also outlines your rights to due process related to violation of student judicial
policies and other matters regarding judicial procedures and affairs. This handbook can
be retrieved from: http://www.alasu.edu/current-students/handbook--policies/index.aspx

ASU School of Graduate Studies Catalog
The Alabama State University Graduate Catalog is the primary general information
publication for the School for Graduate Studies. It is intended to provide information for
both prospective and continuing students in the pursuance of a graduate degree;
additionally, it is a source of information for other individuals interested in graduate
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education at ASU. This catalog can be downloaded by visiting:
http://www.alasu.edu/academics/graduate-studies/index.aspx

Registration
Hornets Web is ASUs online student and faculty system that allows you to perform a
number of functions including online registration, transcript requests, balance inquiries,
class schedule printing and more. Login instructions can be found online at:
www.alasu.edu under the Hornets Web tab.

Identification Cards
Students are issues a university student identification card upon enrollment. This card
will also be validated for use in the library. The Department of Occupational Therapy
also issues each student a programmatic identification card that is worn during
activities/functions that represent the program (i.e. fieldwork, service-learning, and
fieldtrips).

Parking
The Alabama State University Department of Public Safety (ASUDPS) is charged with
the enforcement tasks detailed herein. ASUDPS employs POLICE OFFICERS, vested
with full law enforcement powers, identical to the local police officers and sheriffs in your
community. It is the police officers responsibility to enforce ALL state statutes and city
ordinances and assist in the administration of University regulations. Included with law
enforcement duties are those of traffic control and parking regulations.

It is the responsibility of each individual who drives a motor vehicle to campus to
register that vehicle with ASUDPS. Permanent parking permits are purchased through
the Business Office. Temporary parking permits are available through ASUDPS, located
in the basement of Beverly Hall. All motor vehicle responsibility, issued tickets and
assessed fines lie with the registered parking permit holder and/or the driver of the
vehicle.

Student parking is available at the John L. Buskey Health Sciences Center in Lot H. All
spaces with yellow paint lines are open for general parking. All other spaces are
restricted/reserved.

Library Services
The Levi Watkins Learning Center (LWLC) has been recently redesigned and has
approximately 46,000 square feet of space. The Health Science Librarian, Mrs. Inga
Moten, is located on the 2
nd
floor and can be reached at 334.229.1074 or by email at
imoten@alasu.edu. The library can be accessed online at http://www.lib.alasu.edu/.

Books and Supplies
Books and supplies can be purchased on campus at the University Bookstore. The
University Bookstore is operated by Follett Corporation, Inc. It is located in the
University annex at the corner of Hall Street and Carter Hill Road. The online location is
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available by clicking Quicklinks at the top of the www.alasu.edu homepage and then
clicking Bookstore.

Academic Computing
Our campus features a number of computing labs and support facilities designed to
enhance your academic experience. The technology support staff strives to offer
friendly, prompt customer service when problems arise with technology-related
hardware, software or Internet and connectivity. Labs are conveniently located in the
John Buskey Health Sciences Center as well as across the university campus for your
convenience. Additional information can be found at http://www.alasu.edu/current-
students/computing--lab-services/index.aspx.

Student Housing
All students interested in applying for on-campus housing should contact the Housing
Office at (334) 229-6856, 229-4357, 229-4647, or 229-4860 (MondayFriday, 8 a.m. to
5 p.m.). More information is available at http://www.alasu.edu/current-
students/housing/index.aspx.

Financial Aid
Financial assistance may be available through the Department of Occupational Therapy
as well as other sources. In order to maintain a scholarship provided by the
Occupational Therapy Department, the student must meet the established criteria.
These scholarships are contingent upon funding. Departmental scholarships may not be
used for prerequisite classes, or classes previously taken or failed. Students must also
maintain a full course load in order to receive the scholarship.

Scholarships from outside sources may have different requirements; the student is
responsible for seeking out those guidelines.

Student Health Services
The University Health Services Center seeks to safeguard the health of students. The
Center provides counseling to promote wholesome mental and physical health habits.
With the exception of Wednesday, a physician is available on campus for two hours
daily. The physician, however, is on call 24 hours a day. Emergency first aid and limited
medical care are available. Additionally, a newly established Wellness Program with
appropriate equipment that can be utilized by students, faculty and staff is available. For
the benefit of on-campus students, the center facilities include a well-equipped modem
infirmary. Day beds are available for short durations and for minor illnesses. A nurse is
always on duty when a student is confined to bed. An injured/ill student should contact
the residence hall staff, resident assistant or campus police for after hours care. The
university physician may be contacted and/or a referral will be made to the appropriate
municipal hospital.

Depending on the need, an ambulance or paramedic unit will be dispatched to campus
for transportation to the hospital. Upon completion of registration to the university, all
undergraduate and graduate students are automatically covered under a group sickness
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and accident insurance policy. This policy may not cover the total hospital cost. Under
such conditions, the student is responsible for any excess in hospital charges. The
policy also carries a $5,000 life insurance benefit and a $10,000 accidental death
benefit.

Security and Building Access
Students are able to access the Buskey Health Sciences Center after hours and on the
weekend by using a key card and door keypad door codes. Each student is issued a
card upon registration and is responsible for keeping the issued card in their
possession. The card and door codes are not authorized for use by anyone other than
the individual that it is assigned to. Report lost or stolen cards immediately to the
Department of Occupational Therapy Staff Associate. A fee of $100 is assessed for
lost, stolen, and/or damaged key cards.

Career Services
The University has a Career Development Office that assists students with job
placement. In addition, the department posts notices of openings for therapists. The
numbers and types of opportunities in the field vary depending on the geographic area;
however, many opportunities exist for the graduate who is flexible on the type of setting
and location.

Counseling Center/Disability Services
Our University Counseling Center assists students with any issues relating to
adjustment to college life, including educational, social, emotional, and personal
concerns. Learn more. The University Counseling Center is staffed with concerned
professionals who listen, care and help make the ASU experience productive, rewarding
and satisfying. The Center offers a variety of programs to help students learn to cope,
identify choices, make better decisions and turn problems into learning experiences.
The Counseling Center is located in McGehee Hall in Room 109.

Students with documented disabilities are entitled to receive reasonable
accommodations that enable them to participate in and benefit from all educational
programs and activities at Alabama State University as mandated by Americans with
Disabilities Act of 1990 and Section 504 of the Rehabilitation Act. Alabama State
University offers a variety of support services for students with disabilities. Learn more.

Testing Center
The Testing Center provides a variety of services for the entire university. Among the
services offered are national examinations, university required examinations, test
administration for institutional programs, test scoring, and test interpretation. Testing
dates for the academic period are announced at the beginning of the year. Students are
urged to obtain a schedule from the testing office (McGehee Hall, Room 105) for
information concerning testing dates.

Students who have should contact the ASU Testing Center at 334-229-4385.
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Food Service
There are several places to eat on the ASU campus: Fred Shuttlesworth Dining Hall,
Sports Page Snack Bar and ASU Carry Out.

If you live in one of ASUs residence halls, then your meal plan is covered under room
and board. When you arrive on campus, youll receive an ID card that entitles you to 19
meals per week in the university dining hall or a meal equivalent in the Sports Page
Snack Bar and ASU Carry Out.
If you live off-campus or at home, you can purchase meals in the dining halls at a cost
of $5 for breakfast, $6 for lunch and $7 for dinner, or visit the Sports Page Snack Bar
and ASU Carry Out for a la carte food items. You also can buy a meal plan with a valid
class schedule. Contact Housing for meal plan pricing and information.

Student Organizations

Alabama State University Student Occupational Therapy Association (SOTA)
SOTA is an organization focused on promoting knowledge and interest in the field of
occupational therapy and serving the community through occupation-based volunteer
experiences. SOTA benefits the general ECU population by stimulating interest in
occupational therapy as a post-baccalaureate allied health major. Please contact the
SOTA advisor for details regarding membership and meeting schedules.

Epsilon Tau Sigma Honor Society Theta Chapter
This professional honor society inducts students enrolled in the College of Health
Sciences annually. Additional information regarding qualifications is provided to
students by the advisor.

Alabama Occupational Therapy Association (ALOTA)
ALOTA is the professional association for occupational therapy practice in the state of
Alabama. Occupational therapy students are strongly encouraged to join this
association as it promotes advocacy for the profession. Membership information can be
found online at www.alota.org.

American Occupational Therapy Association (AOTA)
AOTA is the national professional association for occupational therapy practice. Each
student enrolled in the ASU OT Program is advised to become a member of this
association upon entry into the educational program of study. Please visit
www.aota.org for membership details.

Licensure and Certification
In January 2010, the Occupational Therapy Program was reaccredited by the
Accreditation Council for Occupational Therapy Education (ACOTE) of the American
Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite
200, Bethesda, MD 20814-3449. Graduates of the ASU OT Program are eligible to sit
for the National Board for Certification in Occupational Therapy Examination because
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the program is fully accredited. After successful completion of this exam, the individual
will be an Occupational Therapist Registered (OTR). Most states require licensure in
order to practice; however, state licenses are usually based on the results of the
NBCOT Certification Examination. In Alabama, contact the Alabama State Board for
Occupational Therapy at www.asbot@ot.alabama.gov.

Faculty and Staff

Angela Davis, EdD, MPA, OTR/L
Professor/ Recruitment Chair
(334) 229-5612
adavis@alasu.edu

Susan Denham, EdD,MS, OTR/L, CHT
Professor
Department Chair/Admissions Chair
(334) 229-5611
sdenham@alasu.edu

Jewell Dickson,OTD, MPH, OTR/L, ATP
Assistant Professor
SOTA Advisor
(334) 229-8410
jdickson@alasu.edu

Mary Beth Downs, PhD
Professor
(334) 229-8779
mdowns@alasu.edu

Greshundria Raines, OTD, MPA, OTR/L, CAPS
Associate Professor & Academic Fieldwork Coordinator
Program Director
(334) 229-5602
graines@alasu.edu

Teresa McCall, MPA
Staff Associate
(334) 229-5056
tmccall@alasu.edu
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APPENDIX

AOTA Code of Ethics

Occupational Therapy Code of Ethics and Ethics Standards (2010)

PREAMBLE
The American Occupational Therapy Association (AOTA) Occupational Therapy Code
of Ethics and Ethics Standards (2010) (Code and Ethics Standards) is a public
statement of principles used to promote and maintain high standards of conduct within
the profession. Members of AOTA are committed to promoting inclusion, diversity,
independence, and safety for all recipients in various stages of life, health, and illness
and to empower all beneficiaries of occupational therapy. This commitment extends
beyond service recipients to include professional colleagues, students, educators,
businesses, and the community.

Fundamental to the mission of the occupational therapy profession is the therapeutic
use of everyday life activities (occupations) with individuals or groups for the purpose of
participation in roles and situations in home, school, workplace, community, and other
settings. Occupational therapy addresses the physical, cognitive, psychosocial,
sensory, and other aspects of performance in a variety of contexts to support
engagement in everyday life activities that affect health, well being, and quality of life
AOTA, 2004). Occupational therapy personnel have an ethical responsibility primarily to
recipients of service and secondarily to society.

The Occupational Therapy Code of Ethics and Ethics Standards (2010) was tailored to
address the most prevalent ethical concerns of the profession in education, research,
and practice. The concerns of stakeholders including the public, consumers, students,
colleagues, employers, research participants, researchers, educators, and practitioners
were addressed in the creation of this document. A review of issues raised in ethics
cases, member questions related to ethics, and content of other professional codes of
ethics were utilized to ensure that the revised document is applicable to occupational
therapists, occupational therapy assistants, and students in all roles.

The historical foundation of this Code and Ethics Standards is based on ethical
reasoning surrounding practice and professional issues, as well as on empathic
reflection regarding these interactions with others (see e.g., AOTA, 2005, 2006). This
reflection resulted in the establishment of principles that guide ethical action, which
goes beyond rote following of rules or application of principles. Rather, ethical action is
a manifestation of moral character and mindful reflection. It is a commitment to benefit
others, to virtuous practice of artistry and science, to genuinely good behaviors, and to
noble acts of courage.

While much has changed over the course of the professions history, more has
remained the same. The profession of occupational therapy remains grounded in seven
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core concepts, as identified in the Core Values and Attitudes of Occupational Therapy
Practice (AOTA, 1993): altruism, equality, freedom, justice, dignity, truth, and prudence.
Altruism is the individuals ability to place the needs of others before their own. Equality
refers to the desire to promote fairness in interactions with others. The concept of
freedom and personal choice is paramount in a profession in which the desires of the
client must guide our interventions. Occupational therapy practitioners, educators, and
researchers relate in a fair and impartial manner to individuals with whom they interact
and respect and adhere to the applicable laws and standards regarding their area of
practice, be it direct care, education, or research (justice). Inherent in the practice of
occupational therapy is the promotion and preservation of the individuality and dignity of
the client, by assisting him or her to engage in occupations that are meaningful to him or
her regardless of level of disability. In all situations, occupational therapists,
occupational therapy assistants, and students must provide accurate information, both
in oral and written form (truth). Occupational therapy personnel use their clinical and
ethical reasoning skills, sound judgment, and reflection to make decisions to direct them
in their area(s) of practice (prudence). These seven core values provide a foundation by
which occupational therapy personnel guide their interactions with others, be they
students, clients, colleagues, research participants, or communities. These values also
define the ethical principles to which the profession is committed and which the public
can expect.

The Occupational Therapy Code of Ethics and Ethics Standards (2010) is a guide to
professional conduct when ethical issues arise. Ethical decision making is a process
that includes awareness of how the outcome will impact occupational therapy clients in
all spheres. Applications of Code and Ethics Standards Principles are considered
situation-specific, and where a conflict exists, occupational therapy personnel will
pursue responsible efforts for resolution. These Principles apply to occupational therapy
personnel engaged in any professional role, including elected and volunteer leadership
positions.

The specific purposes of the Occupational Therapy Code of Ethics and Ethics
Standards (2010) are to
1. Identify and describe the principles supported by the occupational therapy profession.
2. Educate the general public and members regarding established principles to which
occupational therapy personnel are accountable.
3. Socialize occupational therapy personnel to expected standards of conduct.
4. Assist occupational therapy personnel in recognition and resolution of ethical
dilemmas.

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The Occupational Therapy Code of Ethics and Ethics Standards (2010) define the set of
principles that apply to occupational therapy personnel at all levels:

DEFINITIONS
Recipient of service: Individuals or groups receiving occupational therapy.
Student: A person who is enrolled in an accredited occupational therapy
education program.
Research participant: A prospective participant or one who has agreed to
participate in an approved research project.
Employee: A person who is hired by a business (facility or organization) to
provide occupational therapy services.
Colleague: A person who provides services in the same or different business
(facility or organization) to which a professional relationship exists or may exist.
Public: The community of people at large.

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BENEFICENCE
Principle 1. Occupational therapy personnel shall demonstrate a concern for the
well-being and safety of the recipients of their services.
Beneficence includes all forms of action intended to benefit other persons. The term
beneficence connotes acts of mercy, kindness, and charity (Beauchamp & Childress,
2009). Forms of beneficence typically include altruism, love, and humanity. Beneficence
requires taking action by helping others, in other words, by promoting good, by
preventing harm, and by removing harm. Examples of beneficence include protecting
and defending the rights of others, preventing harm from occurring to others, removing
conditions that will cause harm to others, helping persons with disabilities, and rescuing
persons in danger (Beauchamp & Childress, 2009).
Occupational therapy personnel shall
A. Respond to requests for occupational therapy services (e.g., a referral) in a timely
manner as determined by law, regulation, or policy.
B. Provide appropriate evaluation and a plan of intervention for all recipients of
occupational therapy services specific to their needs.
C. Reevaluate and reassess recipients of service in a timely manner to determine if
goals are being achieved and whether intervention plans should be revised.
D. Avoid the inappropriate use of outdated or obsolete tests/assessments or data
obtained from such tests in making intervention decisions or recommendations.
E. Provide occupational therapy services that are within each practitioners level of
competence and scope of practice (e.g., qualifications, experience, the law).
F. Use, to the extent possible, evaluation, planning, intervention techniques, and
therapeutic equipment that are evidence-based and within the recognized scope
of occupational therapy practice.
G. Take responsible steps (e.g., continuing education, research, supervision,
training) and use careful judgment to ensure their own competence and weigh
potential for client harm when generally recognized standards do not exist in
emerging technology or areas of practice.
H. Terminate occupational therapy services in collaboration with the service recipient
or responsible party when the needs and goals of the recipient have been met or
when services no longer produce a measurable change or outcome.
I. Refer to other health care specialists solely on the basis of the needs of the client.
J. Provide occupational therapy education, continuing education, instruction, and
training that are within the instructors subject area of expertise and level of
competence.
K. Provide students and employees with information about the Code and Ethics
Standards, opportunities to discuss ethical conflicts, and procedures for reporting
unresolved ethical conflicts.
L. Ensure that occupational therapy research is conducted in accordance with
currently accepted ethical guidelines and standards for the protection of research
participants and the dissemination of results.
M. Report to appropriate authorities any acts in practice, education, and research
that appear unethical or illegal.

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N. Take responsibility for promoting and practicing occupational therapy on the basis of
current knowledge and research and for further developing the professions body of
knowledge.

NONMALEFICENCE
Principle 2. Occupational therapy personnel shall intentionally refrain from
actions that cause harm.
Nonmaleficence imparts an obligation to refrain from harming others (Beauchamp &
Childress, 2009). The principle of nonmaleficence is grounded in the practitioners
responsibility to refrain from causing harm, inflicting injury, or wronging others. While
beneficence requires action to incur benefit, nonmaleficence requires non-action to
avoid harm (Beauchamp & Childress, 2009). Nonmaleficence also includes an
obligation to not impose risks of harm even if the potential risk is without malicious or
harmful intent. This principle often is examined under the context of due care. If the
standard of due care outweighs the benefit of treatment, then refraining from treatment
provision would be ethically indicated (Beauchamp & Childress, 2009).
Occupational therapy personnel shall
A. Avoid inflicting harm or injury to recipients of occupational therapy services,
students, research participants, or employees.
B. Make every effort to ensure continuity of services or options for transition to
appropriate services to avoid abandoning the service recipient if the current
provider is unavailable due to medical or other absence or loss of employment.
C. Avoid relationships that exploit the recipient of services, students, research
participants, or employees physically, emotionally, psychologically, financially,
socially, or in any other manner that conflicts or interferes with professional
judgment and objectivity.
D. Avoid engaging in any sexual relationship or activity, whether consensual or
nonconsensual, with any recipient of service, including family or significant other,
student, research participant, or employee, while a relationship exists as an
occupational therapy practitioner, educator, researcher, supervisor, or employer.
E. Recognize and take appropriate action to remedy personal problems and
limitations that might cause harm to recipients of service, colleagues, students,
research participants, or others.
F. Avoid any undue influences, such as alcohol or drugs, that may compromise the
provision of occupational therapy services, education, or research.
G. Avoid situations in which a practitioner, educator, researcher, or employer is
unable to maintain clear professional boundaries or objectivity to ensure the
safety and well-being of recipients of service, students, research participants,
and employees.
H. Maintain awareness of and adherence to the Code and Ethics Standards when
participating in volunteer roles.
I. Avoid compromising client rights or well-being based on arbitrary administrative
directives by exercising professional judgment and critical analysis.

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J. Avoid exploiting any relationship established as an occupational therapist or
occupational therapy assistant to further ones own physical, emotional, financial,
political, or business interests at the expense of the best interests of recipients of
services, students, research participants, employees, or colleagues.
K. Avoid participating in bartering for services because of the potential for
exploitation and conflict of interest unless there are clearly no contraindications
or bartering is a culturally appropriate custom.
L. Determine the proportion of risk to benefit for participants in research prior to
implementing a study.

AUTONOMY AND CONFIDENTIALITY
Principle 3. Occupational therapy personnel shall respect the right of the
individual to self-determination.
The principle of autonomy and confidentiality expresses the concept that practitioners
have a duty to treat the client according to the clients desires, within the bounds of
accepted standards of care and to protect the clients confidential information. Often
autonomy is referred to as the self-determination principle. However, respect for
autonomy goes beyond acknowledging an individual as a mere agent and also
acknowledges a persons right to hold views, to make choices, and to take actions
based on personal values and beliefs (Beauchamp & Childress, 2009, p. 103).
Autonomy has become a prominent principle in health care ethics; the right to make a
determination regarding care decisions that directly impact the life of the service
recipient should reside with that individual. The principle of autonomy and confidentiality
also applies to students in an educational program, to participants in research studies,
and to the public who seek information about occupational therapy services.
Occupational therapy personnel shall
A. Establish a collaborative relationship with recipients of service including families,
significant others, and caregivers in setting goals and priorities throughout the
intervention process. This includes full disclosure of the benefits, risks, and
potential outcomes of any intervention; the personnel who will be providing the
intervention(s); and/or any reasonable alternatives to the proposed intervention.
B. Obtain consent before administering any occupational therapy service, including
evaluation, and ensure that recipients of service (or their legal representatives)
are kept informed of the progress in meeting goals specified in the plan of
intervention/care. If the service recipient cannot give consent, the practitioner
must be sure that consent has been obtained from the person who is legally
responsible for that recipient.
C. Respect the recipient of services right to refuse occupational therapy services
temporarily or permanently without negative consequences.
D. Provide students with access to accurate information regarding educational
requirements and academic policies and procedures relative to the occupational
therapy program/educational institution.
E. Obtain informed consent from participants involved in research activities, and
ensure that they understand the benefits, risks, and potential outcomes as a
result of their participation as research subjects.

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F. Respect research participants right to withdraw from a research study without
consequences.
G. Ensure that confidentiality and the right to privacy are respected and maintained
regarding all information obtained about recipients of service, students, research
participants, colleagues, or employees. The only exceptions are when a
practitioner or staff member believes that an individual is in serious foreseeable
or imminent harm. Laws and regulations may require disclosure to appropriate
authorities without consent.
H. Maintain the confidentiality of all verbal, written, electronic, augmentative, and
non-verbal communications, including compliance with HIPAA regulations.
I. Take appropriate steps to facilitate meaningful communication and comprehension
in cases in which the recipient of service, student, or research participant has
limited ability to communicate (e.g., aphasia or differences in language, literacy,
culture).
J. Make every effort to facilitate open and collaborative dialogue with clients and/or
responsible parties to facilitate comprehension of services and their potential
risks/benefits.

SOCIAL JUSTICE
Principle 4. Occupational therapy personnel shall provide services in a fair and
equitable manner.
Social justice, also called distributive justice, refers to the fair, equitable, and
appropriate distribution of resources. The principle of social justice refers broadly to the
distribution of all rights and responsibilities in society (Beauchamp & Childress, 2009).
In general, the principle of social justice supports the concept of achieving justice in
every aspect of society rather than merely the administration of law. The general idea is
that individuals and groups should receive fair treatment and an impartial share of the
benefits of society. Occupational therapy personnel have a vested interest in addressing
unjust inequities that limit opportunities for participation in society (Braveman & Bass-
Haugen, 2009). While opinions differ regarding the most ethical approach to addressing
distribution of health care resources and reduction of health disparities, the issue of
social justice continues to focus on limiting the impact of social inequality on health
outcomes.
Occupational therapy personnel shall
A. Uphold the professions altruistic responsibilities to help ensure the common
good.
B. Take responsibility for educating the public and society about the value of
occupational therapy services in promoting health and wellness and reducing the
impact of disease and disability.
C. Make every effort to promote activities that benefit the health status of the
community.
D. Advocate for just and fair treatment for all patients, clients, employees, and
colleagues, and encourage employers and colleagues to abide by the highest
standards of social justice and the ethical standards set forth by the occupational
therapy profession.
E. Make efforts to advocate for recipients of occupational therapy services to
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obtain needed services through available means.
F. Provide services that reflect an understanding of how occupational therapy
service delivery can be affected by factors such as economic status, age,
ethnicity, race, geography, disability, marital status, sexual orientation, gender,
gender identity, religion, culture, and political affiliation.
G. Consider offering pro bono (for the good) or reduced-fee occupational therapy
services for selected individuals when consistent with guidelines of the employer,
third-party payer, and/or government agency.

PROCEDURAL JUSTICE
Principle 5. Occupational therapy personnel shall comply with institutional rules,
local, state, federal, and international laws and AOTA documents applicable to
the profession of occupational therapy.
Procedural justice is concerned with making and implementing decisions according to
fair processes that ensure fair treatment (Maiese, 2004). Rules must be impartially
followed and consistently applied to generate an unbiased decision. The principle of
procedural justice is based on the concept that procedures and processes are
organized in a fair manner and that policies, regulations, and laws are followed. While
the law and ethics are not synonymous terms, occupational therapy personnel have an
ethical responsibility to uphold current reimbursement regulations and state/territorial
laws governing the profession. In addition, occupational therapy personnel are ethically
bound to be aware of organizational policies and practice guidelines set forth by
regulatory agencies established to protect recipients of service, research participants,
and the public.
Occupational therapy personnel shall
A. Be familiar with and apply the Code and Ethics Standards to the work setting, and
share them with employers, other employees, colleagues, students, and
researchers.
B. Be familiar with and seek to understand and abide by institutional rules, and when
those rules conflict with ethical practice, take steps to resolve the conflict.
C. Be familiar with revisions in those laws and AOTA policies that apply to the
profession of occupational therapy and inform employers, employees,
colleagues, students, and researchers of those changes.
D. Be familiar with established policies and procedures for handling concerns about
the Code and Ethics Standards, including familiarity with national, state, local,
district, and territorial procedures for handling ethics complaints as well as
policies and procedures created by AOTA and certification, licensing, and
regulatory agencies.
E. Hold appropriate national, state, or other requisite credentials for the occupational
therapy services they provide.
F. Take responsibility for maintaining high standards and continuing competence in
practice, education, and research by participating in professional development
and educational activities to improve and update knowledge and skills.
G. Ensure that all duties assumed by or assigned to other occupational therapy
personnel match credentials, qualifications, experience, and scope of practice.
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H. Provide appropriate supervision to individuals for whom they have supervisory
responsibility in accordance with AOTA official documents and local, state, and
federal or national laws, rules, regulations, policies, procedures, standards, and
guidelines.
I. Obtain all necessary approvals prior to initiating research activities.
J. Report all gifts and remuneration from individuals, agencies, or companies in
accordance with employer policies as well as state and federal guidelines.
K. Use funds for intended purposes, and avoid misappropriation of funds.
L. Take reasonable steps to ensure that employers are aware of occupational
therapys ethical obligations as set forth in this Code and Ethics Standards and of
the implications of those obligations for occupational therapy practice, education,
and research.
M. Actively work with employers to prevent discrimination and unfair labor practices,
and advocate for employees with disabilities to ensure the provision of
reasonable accommodations.
N. Actively participate with employers in the formulation of policies and procedures
to ensure legal, regulatory, and ethical compliance.
O. Collect fees legally. Fees shall be fair, reasonable, and commensurate with
services delivered. Fee schedules must be available and equitable regardless of
actual payer reimbursements/contracts.
P. Maintain the ethical principles and standards of the profession when participating
in a business arrangement as owner, stockholder, partner, or employee, and
refrain from working for or doing business with organizations that engage in
illegal or unethical business practices (e.g., fraudulent billing, providing
occupational therapy services beyond the scope of occupational therapy
practice).

VERACITY
Principle 6. Occupational therapy personnel shall provide comprehensive,
accurate, and objective information when representing the profession.
Veracity is based on the virtues of truthfulness, candor, and honesty. The principle of
veracity in health care refers to comprehensive, accurate, and objective transmission of
information and includes fostering the clients understanding of such information
(Beauchamp & Childress, 2009). Veracity is based on respect owed to others. In
communicating with others, occupational therapy personnel implicitly promise to speak
truthfully and not deceive the listener. By entering into a relationship in care or research,
the recipient of service or research participant enters into a contract that includes a right
to truthful information (Beauchamp & Childress, 2009). In addition, transmission of
information is incomplete without also ensuring that the recipient or participant
understands the information provided. Concepts of veracity must be carefully balanced
with other potentially competing ethical principles, cultural beliefs, and organizational
policies. Veracity ultimately is valued as a means to establish trust and strengthen
professional relationships. Therefore, adherence to the Principle also requires
thoughtful analysis of how full disclosure of information may impact outcomes.


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Occupational therapy personnel shall
A. Represent the credentials, qualifications, education, experience, training, roles,
duties, competence, views, contributions, and findings accurately in all forms of
communication about recipients of service, students, employees, research
participants, and colleagues.
B. Refrain from using or participating in the use of any form of communication that
contains false, fraudulent, deceptive, misleading, or unfair statements or claims.
C. Record and report in an accurate and timely manner, and in accordance with
applicable regulations, all information related to professional activities.
D. Ensure that documentation for reimbursement purposes is done in accordance
with applicable laws, guidelines, and regulations.
E. Accept responsibility for any action that reduces the publics trust in occupational
therapy.
F. Ensure that all marketing and advertising are truthful, accurate, and carefully
presented to avoid misleading recipients of service, students, research
participants, or the public.
G. Describe the type and duration of occupational therapy services accurately in
professional contracts, including the duties and responsibilities of all involved
parties.
H. Be honest, fair, accurate, respectful, and timely in gathering and reporting fact-
based information regarding employee job performance and student
performance.
I. Give credit and recognition when using the work of others in written, oral, or
electronic media.
J. Not plagiarize the work of others.

FIDELITY
Principle 7. Occupational therapy personnel shall treat colleagues and other
professionals with respect, fairness, discretion, and integrity.
The principle of fidelity comes from the Latin root fidelis meaning loyal. Fidelity refers to
being faithful, which includes obligations of loyalty and the keeping of promises and
commitments (Veatch & Flack, 1997). In the health professions, fidelity refers to
maintaining good-faith relationships between various service providers and recipients.
While respecting fidelity requires occupational therapy personnel to meet the clients
reasonable expectations (Purtillo, 2005), Principle 7 specifically addresses fidelity as it
relates to maintaining collegial and organizational relationships. Professional
relationships are greatly influenced by the complexity of the environment in which
occupational therapy personnel work. Practitioners, educators, and researchers alike
must consistently balance their duties to service recipients, students, research
participants, and other professionals as well as to organizations that may influence
decision-making and professional practice.
Occupational therapy personnel shall
A. Respect the traditions, practices, competencies, and responsibilities of their own
and other professions, as well as those of the institutions and agencies that
constitute the working environment.
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B. Preserve, respect, and safeguard private information about employees,
colleagues, and students unless otherwise mandated by national, state, or local
laws or permission to disclose is given by the individual.
C. Take adequate measures to discourage, prevent, expose, and correct any
breaches of the Code and Ethics Standards and report any breaches of the
former to the appropriate authorities.
D. Attempt to resolve perceived institutional violations of the Code and Ethics
Standards by utilizing internal resources first.
E. Avoid conflicts of interest or conflicts of commitment in employment, volunteer
roles, or research.
F. Avoid using ones position (employee or volunteer) or knowledge gained from that
position in such a manner that gives rise to real or perceived conflict of interest
among the person, the employer, other Association members, and/or other
organizations.
G. Use conflict resolution and/or alternative dispute resolution resources to resolve
organizational and interpersonal conflicts.
H. Be diligent stewards of human, financial, and material resources of their
employers, and refrain from exploiting these resources for personal gain.


References
American Occupational Therapy Association. (1993). Core values and attitudes of
occupational therapy practice. American Journal of Occupational Therapy, 47,
10851086.
American Occupational Therapy Association. (2005). Occupational therapy code of
ethics (2005). American Journal of Occupational Therapy, 59, 639642.
American Occupational Therapy Association. (2006). Guidelines to the occupational
therapy code of ethics. American Journal of Occupational Therapy, 60, 652658.
American Occupational Therapy Association. (2004). Policy 5.3.1: Definition of
occupational therapy practice for State Regulation. American Journal of
Occupational Therapy, 58, 694-695.
Beauchamp, T. L., & Childress, J. F. (2009). Principles of biomedical ethics (6th ed.).
New York: Oxford University Press.
Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An
evolving discourse in occupational therapy research and intervention. American
Journal of Occupational Therapy, 63, 712.
Maiese, M. (2004). Procedural justice. Retrieved July 29, 2009, from
http://www.beyondintractability.org/essay/procedural_justice/
Purtillo, R. (2005). Ethical dimensions in the health professions (4th ed.). Philadelphia:
Elsevier/Saunders.
Veatch, R. M., & Flack, H. E. (1997). Case studies in allied health ethics. Upper Saddle
River, NJ: Prentice-Hall.

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Authors
Ethics Commission (EC):
Kathlyn Reed, PhD, OTR, FAOTA, MLIS, Chairperson
Barbara Hemphill, DMin, OTR, FAOTA, FMOTA, Chair-Elect
Ann Moodey Ashe, MHS, OTR/L
Lea C. Brandt, OTD, MA, OTR/L
J oanne Estes, MS, OTR/L
Loretta J ean Foster, MS, COTA/L
Donna F. Homenko, RDH, PhD
Craig R. J ackson, J D, MSW
Deborah Yarett Slater, MS, OT/L, FAOTA, Staff Liaison

Adopted by the Representative Assembly 2010CApr17.



Note. This document replaces the following rescinded Ethics documents 2010CApril18:
the Occupational Therapy Code of Ethics (2005) (American Journal of Occupational
Therapy, 59, 639642); the Guidelines to the Occupational Therapy Code of Ethics
(American Journal of Occupational Therapy, 60, 652658); and the Core Values and
Attitudes of Occupational Therapy Practice (American Journal of Occupational Therapy,
47, 10851086).

Copyright 2010 by the American Occupational Therapy Association, Inc. To be
published in 2010 in the American Journal of Occupational Therapy, 64
(November/December Supplement).



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NBCOT CANDIDATE/CERTIFICANT CODE OF CONDUCT

Preamble
The National Board for Certification in Occupational Therapy, Inc. ("NBCOT," formerly
known as AOTCB) is a professional organization that supports and promotes
occupational therapy practitioner certification. This Candidate/Certificant Code of
Conduct enables NBCOT to define and clarify the professional responsibilities for
present and future NBCOT certificants, i.e., OCCUPATIONAL THERAPIST
IFIED OCCUPATIONAL


It is vital that NBCOT certificants conduct their work in a professional manner to earn
and maintain the confidence and respect of recipients of occupational therapy,
colleagues, employers, students, and the public.

As certified professionals in the field of occupational therapy, NBCOT certificants will at
all times act with integrity and adhere to high standards for personal and professional
conduct, accept responsibility for their actions, both personally and professionally,
continually seek to enhance their professional capabilities, practice with fairness and
honesty, abide by all federal, state, and local laws and regulations, and encourage
others to act in a professional manner consistent with the certification standards and
responsibilities set forth below.

Where the term "certificant" is used, the term "applicant or candidate" is included in its
scope.

Principle 1
Certificants shall provide accurate and truthful representations to NBCOT concerning all
information related to aspects of the Certification Program, including, but not limited to,
the submission of information:
On the examination and certification renewal applications, and renewal audit form;
Requested by NBCOT for a disciplinary action situation or
Requested by NBCOT concerning allegations related to: o Test security violations
and/or disclosure of confidential examination material content to unauthorized parties;
o Misrepresentations by a certificant regarding his/her credential(s) and/or
education;
o The unauthorized use of NBCOTs intellectual property, certification marks, and
other copyrighted materials.


Principle 2
Certificants who are the subject of a complaint shall cooperate with NBCOT concerning
investigations of violations of the Candidate/Certificant Code of Conduct, including the
collection of relevant information.NBCOT Candidate/Certificant Code of Conduct Page2
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Principle 3
Certificants shall be accurate, truthful, and complete in any and all communications
relating to their education, professional work, research, and contributions to the field of
occupational therapy.

Principle 4
Certificants shall comply with laws, regulations, and statutes governing the practice of
occupational therapy.

Principle 5
Certificants shall not have been convicted of a crime, the circumstances of which
substantially relate to the practice of occupational therapy or indicate an inability to
engage in the practice of occupational therapy safely, and/or competently.

Principle 6
Certificants shall not engage in behavior or conduct, unlawful or otherwise that causes
them to be, or reasonably perceived to be, a threat or potential threat to the health, well-
being, or safety of recipients or potential recipients of occupational therapy services.

Principle 7
Certificants shall not engage in the practice of occupational therapy while ones ability to
practice is impaired due to chemical (i.e., legal and/or illegal) drug or alcohol abuse.




2010 National Board for Certification in Occupational Therapy, Inc. NBCOT is a
service and trademark of the National Board for Certification in Occupational Therapy,
Inc. OTR is a certification mark of the National Board for Certification in Occupational
Therapy, Inc., COTA is a certification mark of the National Board for Certification in
Occupational Therapy, Inc., all marks are registered in the United States of America.


Approved June 2002
Revised February 2003
Revised June 2006
Revised October 2008
Revised January 2010


Copyright 2010, NBCOT, Inc.


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Professional Behaviors
As part of the ASU Occupational Therapy Program, students are required to
demonstrate professional behaviors at all times. Expressions of professionalism include
mindfulness, being self-aware, appropriately interacting with others, and performing acts
of service. Throughout the course of this program, students will have opportunities to
engage in meaningful occupations and activities that promote personal and professional
growth. Activities include, but are not limited to, continuing education, service-learning,
research, mentoring, volunteering, and promoting the occupational therapy profession.

At the start of the first semester, each student will be required to meet with his or her
assigned advisor to discuss the professional behaviors/service learning requirements of
the program and complete a self-assessment of professional behaviors. In partial
fulfillment of the Masters program, each student will be required to participate in
professional/service learning activities that equate to a minimum of 100 points.
Verification must be provided as evidence of completion. Class activities/course-related
assignments CANNOT be used to obtain these points. Students who sign up/volunteer
and do not meet their service obligations will be penalized (5 point deduction) if
appropriate professional communications (e.g. courtesy call) do not occur in a timely
manner; no-shows will not be tolerated.

Completion of this requirement is a core objective for OTH-626 Professional Behaviors
course and must be completed before the midterm week of the semester that OTH 626
is offered. Students are encouraged to maintain a separate copy of all documents
submitted as the final product, a professional portfolio. The professional portfolio will
not be returned to the student.

A listing of activities that are approved for credit appear below. Student may be granted
opportunities to engage in other activities that are not listed with prior approval by the
students faculty advisor.

Membership in professional organizations (10 points each)
SOTA
AOTA
ALOTA

Promoting the Profession and ASU (10 points each)
Career Day
OT Month
ASU Activities
Recruitment

Continuing Education Events (10 points each)
AOTA Conference
ALOTA Conference
Internet or Mail-in
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Research and Scholarly Events
Attending Research Presentations outside of class requirement (5 points)
Attending Recruitment/Educational Events by potential employers (5 points)
Presenting at a Conference (20 points)
Research Assistant to faculty (20 points)

Other (10 points)
Mentor or study partner (must have approval of advisor)
Holding office in academic/social organization
Academic awards or honors
Volunteer work (outside of required hours for admission)
Special projects/essay contest entry
Attending SOTA meetings (5 points) can earn up to 20 points

According to the national service-learning clearinghouse, service-learning is a teaching
and learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience, teach civic responsibility, and strengthen
communities.

Service-learning requirement (Mandatory - 25points)
Adopt-A-School
Habitat for Humanity
Recycling Program (MARC)
Mentorship Program
Public Health Initiative-(AIDS, drugs, alcohol, mental health, pregnancy, birth
control, obesity, STDs, etc.,)
Excel Rehab Play Group
MACOA activities- Meals on Wheels
Other as permitted by faculty


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PROFESSIONAL BEHAVIORS/SERVICE LEARNING
VERIFICATION DOCUMENTATION

Students Name __________________________________ Page _____ of _____

Date Activity Number
Hours
Total
Points
Supporting
Documents?
Yes or No












I attest that the above information is true.

Students signature Date

Advisors signature Date
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Oath for ASU Occupational Therapists

As I enter the profession of occupational therapy, I solemnly and willingly pledge the
following:

o I will respect the rights and dignity of all individuals and will provide
compassionate care.

o I will be trustworthy towards the consumers of occupational therapy
services and in every other aspect of occupational therapy practice.

o I will place the welfare of those I serve above my own self-interest.

o I will exercise sound judgment and comply with the laws and regulations
that govern occupational therapy practice.

o I will maintain professional competence and promote the highest
standards for occupational therapy practice.

o I will address the needs of society and strive to effect changes that benefit
individual consumers, their communities, and populations as a whole.

o I will respect the rights, knowledge, and skills of colleagues and other
health care professional.

o I will also seek consultation whenever the welfare of the client warrants.

Thus, with this pledge, I freely accept the responsibilities that accompany the
practice of occupational therapy as an Alabama State University Occupational
Therapy Program Graduate.