9 Pediatric Occupational Therapy Participation Assessment and Intervention Competency

Dr. Linda Struckmeyer

Course: Occupation-based Practice, Participation, and Health (OTH 6622C)


Students administered an evaluation virtually (with an adolescent) then developed an intervention that the student then simulated with a peer and recorded as a telehealth intervention. The topic was based around occupational participation and had to include a handwashing activity as well as a client-centered activity for participation in an area identified in the assessment. Students then uploaded the video and their corresponding summary of the assessment along with intervention goals.

Assignment Goals/ Outcomes

  1. Students will demonstrate competency in planning and carrying out a telehealth intervention.
  2. Students will demonstrate an evidence-based, fun, handwashing activity appropriate for an adolescent.

Assignment Setup (Instructor)

In Canvas had to set up assignment including:

  • develop and post instructions
  • develop and post rubric
  • set up partners in Canvas (people tab)

and provided students with a consent form for assessment section of assignment and importance of de-identifying/removing any HIPAA information prior to discussing assessment results with their intervention peer

Student Instructions

Participation and Health Intervention Competency for Children & Youth (Pairs)


The purpose of this assignment is to:

    1. Provide students with experience in clinical reasoning skills for interventions related to adolescent participation and health in (simulated) community settings
    2. Give students the opportunity to practice selecting, analyzing, and teaching a client-centered activity
    3. Expose students to the various ways an activity can be graded to make it either harder or easier
    4. Familiarize students with how to react to (simulated) clinical situations while doing an activity with an adolescent client (simulated/psychomotor skills)

To meet these goals students will participate in a simulated clinical experience where each student will have the opportunity to be a therapist and a client. Professional dress (in polo’s if you have them, if they are in Gainesville other professional dress is ok) required. Also professional background (not in bed, at desk or table- like if you were a working from home professional OT)

Class Location

Online – schedule with competency partner during class time April 21 or 22.

Activity Explanation

Session 1

1. 15 minutes. Therapist #1 treats client #1 (partners listed in Canvas)

a. Intro to goals for session
b. Hand-washing activity
c. Activity related to CAPE/PAC results

2. 10-15 minutes.

Not Recorded:
a. Client #1 gives peer feedback to therapist #1
b. Therapist #2 (was client #1) prepares for next session

Session 2

1. 15 minutes. Therapist #2 treats client #2

a. Intro to goals for session
b. Hand-washing activity
c. Activity related to CAPE/PAC results

2. 10-15 minutes.

Not Recorded:
a. Client #2 gives peer feedback to therapist #2

The student therapist will have administered the CAPE/PAC to an adolescent client. The student therapist will provide the assessment results to their student peer partner who will simulate the assessed level of interest and participation of the adolescent evaluated. The student therapist will plan an activity that should be active, engaging, and designed to promote participation. Ideas for activities available are from topics covered in class and in the text books. Each student will be responsible for performing the following items as both the therapist and the client.

Prior to the Competency as the Therapist

  1. Provide your client with results from the CAPE/PAC and choose an appropriate activity to perform with your client. This should be based on your client’s level of participation and interests as identified on the CAPE/PAC. Write a one-paragraph summary of your results (page3)
  2. Complete the treatment plan form with goals for session (page 3)
  3. Practice recording and saving a session for upload. (can be Zoom, YouTube (private link)
  4. Upload the following (a, b, c are all on the template form at end of these instructions)
  5. A one-paragraph summary of the CAPE/PAC results
  6. The intervention plan with two goals for the session (1 for hand-washing)
  7. One evidence-based reference that was not provided in class resources/readings related to the CAPE/PAC activity/goal chosen APA Style Guide
  8. CAPE/PAC score sheets (can be jpeg or scan)

During the Competency as the (Student) Therapist

Record yourself and the screen as you engage your client in a hand-washing activity then in another activity to promote participation as related to CAPE/PAC results.

During the Competency as a Client

  1. Portray the given CAPE/PAC adolescent while the therapist is teaching you an activity
  2. After (not recorded) – Provide feedback to the therapist on how well s/he:
    • Was prepared for the session (that was done prior to the lab)
    • Presented the activity
    • Graded the activity to accommodate your limitations

At the End of the Session

Upload the media recording of the competency telehealth session.

Grading Rubric: 20 points detailed rubric in Canvas
Professional dress: (polo if available) as therapist required & professional work setting (background)

Grading (Instructor/TA)

Instructor and TA Lindsey Telg, OTR/L used rubric in Canvas.

Tips and Suggestions for Instructors

  • This could be repurposed for any skill you want the student to be able to demonstrate
  • Zoom recordings worked best for students to upload
  • Keep recordings to 15 minutes or less
  • Use speed up feature on video for some sections of recording
  • Have frequently used comments saved on a word document to cut and paste into rubric comments

Keywords: intervention, simulate(simulation), (virtual) evaluation, client-centered activity, clinical, recording


No Walls Teaching: The Book Copyright © by Dr. Linda Struckmeyer. All Rights Reserved.

Share This Book