When you earn an occupational therapy assistant degree, you get hands-on training to work with patients of all ages — helping them develop fine-motor skills, improve hand-eye coordination and enhance their social skills. Support your patients as they work on the skills they need to become more independent in day-to-day tasks.
Looking for the right occupational therapy assistant school? ACC’s 20-month Occupational Therapy Assistant program helps prepare you through classroom, lab and real-world experience. Train to help patients with physical impairments, mental illness, or developmental challenges. Gain knowledge that helps prepare you to work with children with sensory processing disorders, learning challenges and more.
Find an Occupational Therapy Assistant program near you. Our program is available at our Orange County campus in Anaheim.
This program is taught in a blended format combining online classes with in-person instruction.
Is the Occupational Therapy Assistant Training Program Right for you?
Create environmental and task-related adaptations to improve patients’ ability to perform daily activities such as dressing and bathing.
Practice measuring and recording patient heart rates.
Record patients’ progress, report to occupational therapists and carry out other administrative tasks.
Learn more about what's in store for you in the Occupational Therapy Assistant associate of occupational science degree program. For more on occupational therapy assistant courses, visit the college catalog.
Course Number |
Title |
Clock Hours | Quarter Credits |
---|---|---|---|
ANAT200 | Introduction to Anatomy and Physiology | 20 | 2.0 |
ENGL100 | Written Communications I † | 40 | 4.0 |
ANAT200-L | Introduction to Anatomy and Physiology Lab | 40 | 2.0 |
MATH100 | College Mathematics I | 40 | 4.0 |
PSYC100 | Introduction to Psychology † | 40 | 4.0 |
Totals |
180 | 16.0 |
Course Number: ANAT200 |
|
---|---|
Title | Introduction to Anatomy and Physiology |
Clock Hours | 20 |
Quarter Credits | 2.0 |
Course Number: ENGL100 |
|
Title | Written Communications I † |
Clock Hours | 40 |
Quarter Credits | 4.0 |
Course Number: ANAT200-L |
|
Title | Introduction to Anatomy and Physiology Lab |
Clock Hours | 40 |
Quarter Credits | 2.0 |
Course Number: MATH100 |
|
Title | College Mathematics I |
Clock Hours | 40 |
Quarter Credits | 4.0 |
Course Number: PSYC100 |
|
Title | Introduction to Psychology † |
Clock Hours | 40 |
Quarter Credits | 4.0 |
TOTALS |
|
Clock Hours | 180 |
Quarter Credits | 16.0 |
Course Number |
Title |
Clock Hours | Clinical Hours | Quarter Credits | |
---|---|---|---|---|---|
ANAT206 | Anatomy and Physiology for Rehab Professionals ‡ | 60 | 0 | 4.0 | |
This course is a continuation of ANATOMY 200, designed for the student in the rehab profession, with a focus on the muscloskeletal and nervous systems. In this course, students will further explore body tissues, the nervous system and the skeletal and muscular systems in depth. This will ensure the students are well prepared for what they may encounter in the clinical setting and be able to identify specific bones and muscles, including their origin, insertion, and innervation. | |||||
OTA100 | Principles of OT | 20 | 0 | 2.0 | |
This course presents an introduction to occupational therapy, including the historical development, philosophy, models of practice, theoretical concepts, and the influence of socioeconomic status and ethnicity on occupational performance. Emphasis is on the roles of the occupational therapy assistant. Topics include the role of occupations and activities in daily life and health and wellness; education and functions of occupational therapy professionals in the US and abroad; an introduction to the Occupational Therapy Practice Framework III (OTPF III) as it applies to clients and influences practice; current health care environment and the emphasis on client participation. | |||||
HP205 | Professional Communication for Health Professionals ‡ | 50 | 0 | 3.0 | |
Professional Communications for the Health Professionals prepares students to produce verbal and written communications appropriate to practice environments and community. Emphasis is placed on communicating in a manner that is sensitive to age, gender, culture and/or socioeconomic status. The course further expands on the importance of communicating to the client and public the value of occupation in the achievement of health that was introduced in Principles of Occupational Therapy. Documentation skills in OTA200 and OTA210 are introduced in are further developed, incorporating commonly accepted medical terminology and occupational therapy language. | |||||
OTA130 | Conditions in Occupational Therapy I ‡ | 60 | 0 | 4.0 | |
This course is the first in a series of two courses that apply knowledge of conventional anatomy and physiology as a basis for understanding how disease and injury are disruptors for occupational performance; this course focuses on pediatric and mental health conditions. Emphasis is placed on the clients' experience of the disease or injury (client-centered) and how that influences the quality and degree to which they are able to engage in daily occupations, while also addressing underlying neurological mechanisms where relevant. Students will be introduced to therapy interventions and learn the role of OT practitioners in the management of disease. Students will begin to build the research skills that will help identify evidence-based OT interventions associated with specific pathologies. Attention to infection control and treatment techniques related to each condition will be emphasized. | |||||
OTA170 | Conditions in Occupational Therapy II ‡ | 60 | 0 | 4.0 | |
This course is the second in a series of two courses that apply knowledge of conventional anatomy and physiology as a basis for understanding how disease and injury are disruptors for occupational performance; this course focuses on physical conditions. Emphasis is placed on the clients' experience of the disease or injury (client-centered) and how that influences the quality and degree to which they are able to engage in daily occupations, while also addressing underlying neurological mechanisms where relevant. Students will be introduced to therapy interventions and learn the role of OT practitioners in the management of disease. Students will begin to build the research skills that will help identify evidence-based OT interventions associated with specific pathologies. Attention to vital signs assessment and treatment techniques related to each condition will be emphasized. | |||||
OTA200 | Therapeutic use of Occupations ‡ | 60 | 0 | 4.0 | |
This course builds on foundational concepts introduced in OTA 100. The OTPF 3rd ed. is explored as a tool to understand occupation, occupational performance and engagement. Occupational and activity analysis methods are introduced and applied to occupations representing lifespan periods. Teaching-learning principles and techniques and the role of practice models, frames of reference, and evidence-based practice are incorporated into learning activities. Introduction to professional documentation and official documents informing OT practice are covered. | |||||
OTA210 | Human Structure and Function in Occupational Therapy ‡ | 60 | 0 | 4.0 | |
This course uses the knowledge gained from anatomy and physiology and applies it to the physiological and mechanical principles of movement, specifically during occupational performance. This will include the study of the function of the skeletal, muscular and neuromuscular systems during normal performance and how pathology of these systems impacts the performance of occupations. The OTPF III will be emphasized as it pertains to client factors. In total, over the term, the student will have 60 contact hours. | |||||
MDTR400 | Medical Terminology † | 10 | 0 | 1.0 | |
This course is an introduction to basic medical terminology and prepares students for more advanced coursework in subsequent courses such as microbiology, pathophysiology, and pharmacology classes by providing an introduction to general medical terminology. Students will study the roots, prefixes, suffixes, and abbreviations as well as general terms and their appropriate usage in medical practice. | |||||
OTA220 | Group Dynamics and Leadership ‡ | 30 | 0 | 2.0 | |
This course emphasizes experiential learning and understanding of group dynamics. The focus is placed on group process, group roles, and the relationship of the self to the group. Concepts taught include group development, roles and functions of groups, decision making, followership, leadership, conflict resolution, negotiation, and relational communication. Students will learn about frames of reference and practice models used to plan and lead therapeutic groups designed for varied client populations. | |||||
OTA225 | Introduction to Fieldwork | 20 | 0 | 1.0 | |
This course is designed to prepare students for their fieldwork experiences. Lab instruction will include topics relevant to safe and ethical occupational therapy practice in any setting, including patient confidentiality and HIPAA, OT Code of Ethics, diversity, and inter-disciplinary teamwork. Students will earn CPR and basic first aid certificates, and will be guided through the process of being medically cleared for client contact in a practice setting. Students will also learn and practice skills relevant to professional communication (written and verbal) and collaboration, legal and ethical issues in fieldwork and practice, and will address supervisory issues relevant to practice settings with or without occupational therapy services, in order to best prepare for Level 1 Fieldwork experiences. | |||||
OTA245 | Occupational Performance from Birth to Adolescence ‡ | 80 | 0 | 5.0 | |
The first in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of the pediatric population at home, at work and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. | |||||
OTA230 | Level I Fieldwork | 80 | 60 | 3.0 | |
This is a health-related, work-based learning experience in which emphasis is placed on development of professional behaviors, communication skills, and beginning intervention skills within a practice setting. Structured assignments will be focused on identifying supports and barriers to occupational performance within the site’s population, and on identifying strategies and interventions to enhance occupational performance. Students will work directly with clients (adults and/or children) with a variety of diagnoses and needs. Throughout the experience, students will address the psychological and social needs of the site’s population. Students will complete several standardized assessments and develop and lead psychosocially-oriented groups. Students will gain experience with documentation and intervention planning. Direct supervision will be provided by a qualified professional at the site. FWI provides students with opportunities to apply general skills learned in previous courses and specific skills learned in co-requisite OT courses. An accompanying lab allows students to share and process their experiences as a group and to develop and practice relevant skills. | |||||
OTA250 | Occupational Therapy Services in Psychosocial Settings ‡ | 60 | 0 | 4.0 | |
This course will examine the occupational therapy process in relation to individuals with psychosocial disorders and disruptions. Topics include assessment/evaluation tools and techniques, frames of reference, group processes and group dynamics, psychiatric diagnosis based on the current Diagnostic and Statistical Manual, effective documentation skills, and intervention strategies specific to this population. Using the OTPF III as a guide, students build their abilities to plan, implement and evaluate interventions for persons representing the full lifespan. Personal and professional development as a professional responsibility is included. | |||||
OTA260 | Occupational Performance in Adulthood ‡ | 80 | 0 | 5.0 | |
The second in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of adults at home, at work and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. | |||||
HP220 | Inter-professional Collaborative Practice & Cultural Competence in Healthcare ‡ | 40 | 0 | 3.0 | |
This course advances students’ knowledge and skill in professional and legal communications used with a wide range of audiences involved in health services delivery. Emphasis is placed on effective inter-professional team skills and the specific roles of OT practitioners, as well as Occupational Therapy's contributions to health promotion. Students further examine cultural factors impacting service delivery. Additional topics include state and federal regulation, quality improvement and supervision of nonprofessional personnel. | |||||
OTA270 | Occupational Performance in the Elderly ‡ | 80 | 0 | 5.0 | |
The third in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of the elderly at home, in work-related environments, in temporary and long-term institutional settings, and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. Students are exposed to specialized interventions such as low vision, fall prevention and driver rehabilitation. | |||||
OTA280 | OTA Clinical Competency | 30 | 0 | 2.0 | |
This course provides an opportunity for OTA students to advance and review key practice skills essential for successful OTA performance at fieldwork sites. Through a blended lecture and in-class lab, students will gain the knowledge, skills, and confidence to perform successfully in varied practice settings with a wide range of client populations. The primary focus will be to review and demonstrate competent performance in all essential skills for safe practice as an OTA student under the supervision of a licensed OT. | |||||
HP230 | Business Concepts in Healthcare ‡ | 20 | 0 | 2.0 | |
This course is designed to introduce basic management concepts and an overview of federal and state systems and structures impacting OT practice. Students will explore responsibilities of practice managers with further identification of sociopolitical challenges specific to the healthcare setting. Topics such as advocacy for clients and the profession, credentialing and licensure, reimbursement, marketing, quality improvement, supervision of personnel and students, professional development, and liability issues will be covered. | |||||
OTA300A | Level II Fieldwork A § | 340 | 320 | 12.5 | |
This is the first of two 350 hour culminating fieldwork experiences that provides students the opportunity to integrate and build on earlier knowledge, skills and clinical experiences from quarters 1-5. Students apply critical thinking and problem solving skills in real fieldwork practice settings. Students, under the supervision of a qualified OT practitioner, work directly with clients (adults and children) with a wide variety of diagnoses and occupational disruptions. | |||||
OTA300B | Level II Fieldwork B § | 340 | 320 | 12.5 | |
This is the second of two 350 hour culminating fieldwork experiences that provides students the opportunity to integrate and build on earlier knowledge, skills and clinical experiences from quarters 1-5. Students apply critical thinking and problem solving skills in real fieldwork practice settings. Students, under the supervision of a qualified OT practitioner, work directly with clients (adults and children) with a wide variety of diagnoses and occupational disruptions. | |||||
Totals |
1580 | 700 | 83.0 |
Course Number: ANAT206 |
|
---|---|
This course is a continuation of ANATOMY 200, designed for the student in the rehab profession, with a focus on the muscloskeletal and nervous systems. In this course, students will further explore body tissues, the nervous system and the skeletal and muscular systems in depth. This will ensure the students are well prepared for what they may encounter in the clinical setting and be able to identify specific bones and muscles, including their origin, insertion, and innervation. | |
Title | Anatomy and Physiology for Rehab Professionals ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: OTA100 |
|
This course presents an introduction to occupational therapy, including the historical development, philosophy, models of practice, theoretical concepts, and the influence of socioeconomic status and ethnicity on occupational performance. Emphasis is on the roles of the occupational therapy assistant. Topics include the role of occupations and activities in daily life and health and wellness; education and functions of occupational therapy professionals in the US and abroad; an introduction to the Occupational Therapy Practice Framework III (OTPF III) as it applies to clients and influences practice; current health care environment and the emphasis on client participation. | |
Title | Principles of OT |
Clock Hours | 20 |
Clinical Hours | 0 |
Quarter Credits | 2.0 |
Course Number: HP205 |
|
Professional Communications for the Health Professionals prepares students to produce verbal and written communications appropriate to practice environments and community. Emphasis is placed on communicating in a manner that is sensitive to age, gender, culture and/or socioeconomic status. The course further expands on the importance of communicating to the client and public the value of occupation in the achievement of health that was introduced in Principles of Occupational Therapy. Documentation skills in OTA200 and OTA210 are introduced in are further developed, incorporating commonly accepted medical terminology and occupational therapy language. | |
Title | Professional Communication for Health Professionals ‡ |
Clock Hours | 50 |
Clinical Hours | 0 |
Quarter Credits | 3.0 |
Course Number: OTA130 |
|
This course is the first in a series of two courses that apply knowledge of conventional anatomy and physiology as a basis for understanding how disease and injury are disruptors for occupational performance; this course focuses on pediatric and mental health conditions. Emphasis is placed on the clients' experience of the disease or injury (client-centered) and how that influences the quality and degree to which they are able to engage in daily occupations, while also addressing underlying neurological mechanisms where relevant. Students will be introduced to therapy interventions and learn the role of OT practitioners in the management of disease. Students will begin to build the research skills that will help identify evidence-based OT interventions associated with specific pathologies. Attention to infection control and treatment techniques related to each condition will be emphasized. | |
Title | Conditions in Occupational Therapy I ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: OTA170 |
|
This course is the second in a series of two courses that apply knowledge of conventional anatomy and physiology as a basis for understanding how disease and injury are disruptors for occupational performance; this course focuses on physical conditions. Emphasis is placed on the clients' experience of the disease or injury (client-centered) and how that influences the quality and degree to which they are able to engage in daily occupations, while also addressing underlying neurological mechanisms where relevant. Students will be introduced to therapy interventions and learn the role of OT practitioners in the management of disease. Students will begin to build the research skills that will help identify evidence-based OT interventions associated with specific pathologies. Attention to vital signs assessment and treatment techniques related to each condition will be emphasized. | |
Title | Conditions in Occupational Therapy II ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: OTA200 |
|
This course builds on foundational concepts introduced in OTA 100. The OTPF 3rd ed. is explored as a tool to understand occupation, occupational performance and engagement. Occupational and activity analysis methods are introduced and applied to occupations representing lifespan periods. Teaching-learning principles and techniques and the role of practice models, frames of reference, and evidence-based practice are incorporated into learning activities. Introduction to professional documentation and official documents informing OT practice are covered. | |
Title | Therapeutic use of Occupations ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: OTA210 |
|
This course uses the knowledge gained from anatomy and physiology and applies it to the physiological and mechanical principles of movement, specifically during occupational performance. This will include the study of the function of the skeletal, muscular and neuromuscular systems during normal performance and how pathology of these systems impacts the performance of occupations. The OTPF III will be emphasized as it pertains to client factors. In total, over the term, the student will have 60 contact hours. | |
Title | Human Structure and Function in Occupational Therapy ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: MDTR400 |
|
This course is an introduction to basic medical terminology and prepares students for more advanced coursework in subsequent courses such as microbiology, pathophysiology, and pharmacology classes by providing an introduction to general medical terminology. Students will study the roots, prefixes, suffixes, and abbreviations as well as general terms and their appropriate usage in medical practice. | |
Title | Medical Terminology † |
Clock Hours | 10 |
Clinical Hours | 0 |
Quarter Credits | 1.0 |
Course Number: OTA220 |
|
This course emphasizes experiential learning and understanding of group dynamics. The focus is placed on group process, group roles, and the relationship of the self to the group. Concepts taught include group development, roles and functions of groups, decision making, followership, leadership, conflict resolution, negotiation, and relational communication. Students will learn about frames of reference and practice models used to plan and lead therapeutic groups designed for varied client populations. | |
Title | Group Dynamics and Leadership ‡ |
Clock Hours | 30 |
Clinical Hours | 0 |
Quarter Credits | 2.0 |
Course Number: OTA225 |
|
This course is designed to prepare students for their fieldwork experiences. Lab instruction will include topics relevant to safe and ethical occupational therapy practice in any setting, including patient confidentiality and HIPAA, OT Code of Ethics, diversity, and inter-disciplinary teamwork. Students will earn CPR and basic first aid certificates, and will be guided through the process of being medically cleared for client contact in a practice setting. Students will also learn and practice skills relevant to professional communication (written and verbal) and collaboration, legal and ethical issues in fieldwork and practice, and will address supervisory issues relevant to practice settings with or without occupational therapy services, in order to best prepare for Level 1 Fieldwork experiences. | |
Title | Introduction to Fieldwork |
Clock Hours | 20 |
Clinical Hours | 0 |
Quarter Credits | 1.0 |
Course Number: OTA245 |
|
The first in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of the pediatric population at home, at work and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. | |
Title | Occupational Performance from Birth to Adolescence ‡ |
Clock Hours | 80 |
Clinical Hours | 0 |
Quarter Credits | 5.0 |
Course Number: OTA230 |
|
This is a health-related, work-based learning experience in which emphasis is placed on development of professional behaviors, communication skills, and beginning intervention skills within a practice setting. Structured assignments will be focused on identifying supports and barriers to occupational performance within the site’s population, and on identifying strategies and interventions to enhance occupational performance. Students will work directly with clients (adults and/or children) with a variety of diagnoses and needs. Throughout the experience, students will address the psychological and social needs of the site’s population. Students will complete several standardized assessments and develop and lead psychosocially-oriented groups. Students will gain experience with documentation and intervention planning. Direct supervision will be provided by a qualified professional at the site. FWI provides students with opportunities to apply general skills learned in previous courses and specific skills learned in co-requisite OT courses. An accompanying lab allows students to share and process their experiences as a group and to develop and practice relevant skills. | |
Title | Level I Fieldwork |
Clock Hours | 80 |
Clinical Hours | 60 |
Quarter Credits | 3.0 |
Course Number: OTA250 |
|
This course will examine the occupational therapy process in relation to individuals with psychosocial disorders and disruptions. Topics include assessment/evaluation tools and techniques, frames of reference, group processes and group dynamics, psychiatric diagnosis based on the current Diagnostic and Statistical Manual, effective documentation skills, and intervention strategies specific to this population. Using the OTPF III as a guide, students build their abilities to plan, implement and evaluate interventions for persons representing the full lifespan. Personal and professional development as a professional responsibility is included. | |
Title | Occupational Therapy Services in Psychosocial Settings ‡ |
Clock Hours | 60 |
Clinical Hours | 0 |
Quarter Credits | 4.0 |
Course Number: OTA260 |
|
The second in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of adults at home, at work and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. | |
Title | Occupational Performance in Adulthood ‡ |
Clock Hours | 80 |
Clinical Hours | 0 |
Quarter Credits | 5.0 |
Course Number: HP220 |
|
This course advances students’ knowledge and skill in professional and legal communications used with a wide range of audiences involved in health services delivery. Emphasis is placed on effective inter-professional team skills and the specific roles of OT practitioners, as well as Occupational Therapy's contributions to health promotion. Students further examine cultural factors impacting service delivery. Additional topics include state and federal regulation, quality improvement and supervision of nonprofessional personnel. | |
Title | Inter-professional Collaborative Practice & Cultural Competence in Healthcare ‡ |
Clock Hours | 40 |
Clinical Hours | 0 |
Quarter Credits | 3.0 |
Course Number: OTA270 |
|
The third in a sequence of courses addressing the emergence of occupational behaviors, skills and life roles in humans throughout the lifespan. This course presents theoretical frameworks and models for understanding the occupational nature of the elderly at home, in work-related environments, in temporary and long-term institutional settings, and in the community. Approaches to applying the occupational therapy process by the occupational therapy assistant is studied within the contexts of a variety of disorders, conditions and circumstances affecting this period of human development. Varied service delivery contexts are considered along with the performance expectations of the OTA in each setting. Students are exposed to specialized interventions such as low vision, fall prevention and driver rehabilitation. | |
Title | Occupational Performance in the Elderly ‡ |
Clock Hours | 80 |
Clinical Hours | 0 |
Quarter Credits | 5.0 |
Course Number: OTA280 |
|
This course provides an opportunity for OTA students to advance and review key practice skills essential for successful OTA performance at fieldwork sites. Through a blended lecture and in-class lab, students will gain the knowledge, skills, and confidence to perform successfully in varied practice settings with a wide range of client populations. The primary focus will be to review and demonstrate competent performance in all essential skills for safe practice as an OTA student under the supervision of a licensed OT. | |
Title | OTA Clinical Competency |
Clock Hours | 30 |
Clinical Hours | 0 |
Quarter Credits | 2.0 |
Course Number: HP230 |
|
This course is designed to introduce basic management concepts and an overview of federal and state systems and structures impacting OT practice. Students will explore responsibilities of practice managers with further identification of sociopolitical challenges specific to the healthcare setting. Topics such as advocacy for clients and the profession, credentialing and licensure, reimbursement, marketing, quality improvement, supervision of personnel and students, professional development, and liability issues will be covered. | |
Title | Business Concepts in Healthcare ‡ |
Clock Hours | 20 |
Clinical Hours | 0 |
Quarter Credits | 2.0 |
Course Number: OTA300A |
|
This is the first of two 350 hour culminating fieldwork experiences that provides students the opportunity to integrate and build on earlier knowledge, skills and clinical experiences from quarters 1-5. Students apply critical thinking and problem solving skills in real fieldwork practice settings. Students, under the supervision of a qualified OT practitioner, work directly with clients (adults and children) with a wide variety of diagnoses and occupational disruptions. | |
Title | Level II Fieldwork A § |
Clock Hours | 340 |
Clinical Hours | 320 |
Quarter Credits | 12.5 |
Course Number: OTA300B |
|
This is the second of two 350 hour culminating fieldwork experiences that provides students the opportunity to integrate and build on earlier knowledge, skills and clinical experiences from quarters 1-5. Students apply critical thinking and problem solving skills in real fieldwork practice settings. Students, under the supervision of a qualified OT practitioner, work directly with clients (adults and children) with a wide variety of diagnoses and occupational disruptions. | |
Title | Level II Fieldwork B § |
Clock Hours | 340 |
Clinical Hours | 320 |
Quarter Credits | 12.5 |
TOTALS |
|
Clock Hours | 1580 |
Clinical Hours | 700 |
Quarter Credits | 83.0 |
TOTAL CREDIT HOURS: 99.0
The Occupational Therapy Assistant program curriculum exposes students to traditional areas of practice where occupational therapy professionals deliver their services. These include, but are not limited to:
Students in OTA school will also have direct exposure to emerging practice areas, specifically to the driver rehabilitation program.
Through the OTA program, students have the opportunity to learn how to implement care plans, educate patients and caregivers, be sensitive to patients’ different cultural backgrounds, and collaborate with other healthcare professionals to provide the best possible care.
Personal attitude is very important in the delivery of healthcare. As such, occupational therapy assistant school emphasizes students’ awareness of their own behavioral strengths and weaknesses using a modified form of the Generic Abilities Assessment tool.
The Occupational Therapy Assistant (Associate of Occupational Science) program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) (ACOTE 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814; Phone: 301-652-AOTA / www.acoteonline.org).
Graduates of the accredited Occupational Therapy Assistant program are eligible to take the national certification examination for the occupation therapy assistant administered by the National Board for Certification in Occupational Therapy (NBCOT). Note that a felony conviction may affect a graduate‘s ability to perform fieldwork, take the NBCOT certification examination, and attain state licensure. Program performance data can be accessed via the following link: https://www.nbcot.org/Educators-Folder/SchoolPerformance.
ACOTE® accredited occupational therapy and occupational therapy assistant educational programs satisfy the states’ educational requirements in all states, the District of Columbia, and Puerto Rico. Students graduating from an ACOTE® accredited occupational therapy and occupational therapy assistant educational program are eligible to take the National Board for Certification in Occupational Therapy (NBCOT) certification exam and apply for licensure in all states, the District of Columbia, and Puerto Rico. For more information regarding state qualifications and licensure requirements, please refer to the AOTA State Licensure webpage.
Our admissions advisors and financial aid advisors are here to support you. They can help you figure out the cost of occupational therapy assistant school and help you explore financial aid options.
To learn more about ACC’s Occupational Therapy Assistant program cost, access our tuition info.
Financial aid and scholarships are available for those who qualify.
Graduation Year | Students Entering/Graduating | Graduation Rate |
---|---|---|
2022 | 36/27 | 75% |
2023 | 38/28 | 73% |
2024 | 32/32 | 100% |
TOTAL | 106/87 | 82% |
Looking for more information about what ACC's Physical Therapist Assistant training program has to offer? Our brochure has important details about the program including:
Download the brochure to explore everything that ACC’s Occupational Therapy Assistant program has to offer and take the next step toward your future in healthcare.
Occupational Therapy Assistants (OTAs), work closely with occupational therapists to lead patients through exercises and therapies. OTAs are an important part of a team that’s dedicated to helping patients develop skills for day-to-day living.
They can work with adults who have been through accidents or illnesses, helping ensure they can do daily tasks like buttoning their shirts or making breakfast. They also work with individuals who have mental illness, cognitive impairments, psychosocial dysfunction or developmental challenges. Additionally, OTAs can also work with children who have sensory processing disorders or learning challenges, helping them develop fine-motor skills, hand-eye coordination, social skills and more.1
Here are some things occupational therapy assistants do:
1Occupational Therapy (for Parents) - Nemours Kids Health, Finlan , kidshealth.org/en/parents/occupational-therapy.html
3Occupational Therapy Assistants and Aides : Occupational Outlook Handbook www.bls.gov/ooh/healthcare/occupational-therapy-assistants-and-aides.htm#tab-2
If you want a hands-on career that has you working with people one-on-one to help improve patients’ quality of life and independence, you might enjoy occupational therapy.
Here are some of the top skills and attributes that make for a great occupational therapy assistant:
Active listening – A good occupational therapy assistant can actively listen to their patients and understand their unique needs and goals.
Communication – Because occupational therapy assistants work directly with patients, they must be able to communicate effectively with them, explaining exercises, adaptive devices, and more.
Social perceptiveness - Being aware of and understanding patients’ reactions helps occupational therapy assistants provide patient-centered service.
Service orientation – A great occupational therapy assistant has a passion for helping patients and for providing the best care possible.
Instructing – Occupational therapy assistants must be able to lead patients through exercises and teach them how to properly use any assistive devices.
The Occupational Therapy Assistant (Associate of Occupational Science) program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) (ACOTE 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929; Phone: 301-652-AOTA / www.acoteonline.org).
Graduates of the accredited Occupational Therapy Assistant program are eligible to take the national certification examination for the occupation therapy assistant administered by the National Board for Certification in Occupational Therapy (NBCOT). Note that a felony conviction may affect a graduate‘s ability to perform fieldwork, take the NBCOT certification examination, and attain state licensure.
ACOTE® accredited occupational therapy and occupational therapy assistant educational programs satisfy the states’ educational requirements in all states, the District of Columbia, and Puerto Rico. Students graduating from an ACOTE® accredited occupational therapy and occupational therapy assistant educational program are eligible to take the National Board for Certification in Occupational Therapy (NBCOT) certification exam and apply for licensure in all states, the District of Columbia, and Puerto Rico. For more information regarding state qualifications and licensure requirements, please refer to the AOTA State Licensure webpage.
Graduation Year | Students Entering / Graduating | Graduation Rate |
---|---|---|
2020 | 50/40 | 80% |
2021 | 29/28 | 96.6% |
2022 | 36/27 | 75% |
TOTAL | 159/95 | 82.6% |
Occupational therapy assistants can work in a variety of settings, including:
1California Employment Development Department Occupation Profile, Occupational Therapy Assistants
Our philosophical belief is that humans are active beings—and the Occupational Therapy Assistant class curriculum encourages students to become active in their own process of learning. The class curriculum follows a human developmental model (biological and psychological) as the conceptual framework and the three domains of Bloom’s Taxonomy of Learning Domains.
The human developmental model is used to guide college students in developing their clinical skills, and in understanding the impact of challenges on occupational performance during the life span of individuals. The three domains of Bloom’s taxonomy (knowledge, skills and attitude) are applied throughout the class curriculum.
The class curriculum has been developed to promote the development and shaping of intellectual skills. Students will recognize facts, procedural patterns and concepts. The acquisition of skills pertinent to the profession, such as practice of hands-on activities, is of utmost importance and is used extensively throughout the school's program.
Through a combination of classroom instruction and fieldwork experience, you’ll gain skills that will help prepare you to work with a diverse range of patients, including adults with mental illness, children with disabilities, people recovering from accidents/injuries and more.
The Occupational Therapy Assistant program is 99 quarter credits to be completed in 20 months. The last four months of the school's program are dedicated to full-time fieldwork experience (clinical education under the supervision of an OTA or OT professional).
General Education Courses:
Introduction to Anatomy and Physiology
Introduction to Anatomy and Physiology – Lab
Written Communications I
College Mathematics I
Introduction to Psychology
Core Occupational Therapy Assistant and Other Courses:
Anatomy and Physiology for Rehab Professionals
Principles of OT
Conditions in Occupational Therapy I
Therapeutic Use of Occupations
Conditions in Occupational Therapy II
Medical Terminology
Human Structure and Function in Occupational Therapy
Professional Communication for Health Professionals
Group Dynamics and Leadership
Introduction to Fieldwork
Occupational Performance from Birth and Adolescence
Level I Field Work
Occupational Therapy Services in Psychosocial Settings
Occupational Performance in Adulthood
Inter-professional Collaborative Practice and Cultural Competence in Healthcare
Occupational Performance in the Elderly
OTA Clinical Competency
Business Concepts in Healthcare
Level II Fieldwork A
Level II Fieldwork B
For a complete description of coursework in these modules, please refer to the ACC Catalog.
Students can earn their occupational therapy assistant associate degree in as little as 20 months.
Our admissions advisors and financial aid advisors are here to support you. They can help you figure out the occuptational therapy assistant school cost and help you explore financial aid options.
To learn more about ACC’s Occupational Therapy Assistant program cost, access our tuition info.
Yes, financial aid and scholarships are available for those who qualify.
Yes! ACC's Occupational Therapy Assistant program includes over 700 hours of field work which gives students the opportunity to demonstrate and reinforce the knowledge and skills they acquired learning hands-on throughout the training program.
Our Occupational Therapy Assistant (OTA) program gives you an education modeled after real-life situations, allowing you to make a real impact on people's lives in a rewarding and growing career.
Dr. Vicky Vu has been a pediatric occupational therapist for 27 years with clinical expertise in developmental movement assessment, neurodevelopmental treatment, feeding and swallowing, and infant massage. She started her career at California Children Services servicing children with neuromuscular diseases in an outpatient setting, consulting in the home and school. She transitioned to academia for 5 years serving OTA students. For the past 9 years, she became a neonatal therapist in the NICU at Children’s Hospital of Orange County promoting OT practice in palliative care. In addition, she created the Brachial Plexus Palsy clinic with Dr. Amber Leis. She is now the Program Director for the OTA program at American Career College. She has always been dedicated to the growth and empowerment of children of all disabilities in their journey to independence.
"The reason why I got into occupational therapy … it started at a young age, actually I had cancer when I was a little girl, back in 2004, and I had an occupational therapist helping me to rehabilitate, so it stuck with me, and yeah, actually I’m doing that now."
- Genevieve G. ‘18
So, you’re interested in becoming an occupational therapy assistant. You’ve done your research into what an OTA does, where and how they work and who they help, and you think it may be the right fit for you.
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