1
2018 Accreditation Council for Occupational Therapy Education (ACOTE
®
) Standards and Interpretive Guide
(effective July 31, 2020)
August 2020 Interpretive Guide Version
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
PREAMBLE
The dynamic nature of contemporary
health and human services delivery
systems provides opportunities for the
occupational therapist to possess the
necessary knowledge and skills as a direct
care provider, consultant, educator,
manager, leader, researcher, and advocate
for the profession and the consumer.
A graduate from an ACOTE-accredited
doctoral-degree-level occupational therapy
program must
Have acquired, as a foundation for
professional study, a breadth and
depth of knowledge in the liberal arts
and sciences and an understanding of
issues related to diversity.
Be educated as a generalist with a
broad exposure to the delivery models
and systems used in settings where
occupational therapy is currently
practiced and where it is emerging as a
service.
Have achieved entry-level competence
through a combination of didactic,
fieldwork, and capstone education.
Be prepared to evaluate and choose
appropriate theory to inform practice.
Be prepared to articulate and apply
occupational therapy theory through
evidence-based evaluations and
interventions to achieve expected
outcomes as related to occupation.
The dynamic nature of contemporary
health and human services delivery
systems requires the occupational therapist
to possess basic skills as a direct care
provider, consultant, educator, manager,
leader, researcher, and advocate for the
profession and the consumer.
A graduate from an ACOTE-accredited
master’s-degree-level occupational therapy
program must
Have acquired, as a foundation for
professional study, a breadth and
depth of knowledge in the liberal arts
and sciences and an understanding of
issues related to diversity.
Be educated as a generalist with a
broad exposure to the delivery models
and systems used in settings where
occupational therapy is currently
practiced and where it is emerging as
a service.
Have achieved entry-level competence
through a combination of didactic and
fieldwork education.
Be prepared to choose appropriate
theory to inform practice.
Be prepared to articulate and apply
occupational therapy theory through
evidence-based evaluations and
interventions to achieve expected
outcomes as related to occupation.
The dynamic nature of contemporary
health and human services delivery
systems requires the occupational therapy
assistant to possess basic skills as a direct
care provider, educator, manager, leader,
and advocate for the profession and the
consumer.
A graduate from an ACOTE-accredited
baccalaureate-degree-level occupational
therapy assistant program must
Have acquired an educational
foundation in the liberal arts and
sciences, including a focus on issues
related to diversity.
Be educated as a generalist with a
broad exposure to the delivery models
and systems used in settings where
occupational therapy is currently
practiced and where it is emerging as
a service.
Have achieved entry-level competence
through a combination of didactic and
fieldwork education.
Define theory as it applies to practice.
Be prepared to articulate and apply
occupational therapy principles and
intervention tools to achieve expected
outcomes as related to occupation.
Be prepared to articulate and apply
therapeutic use of occupations with
persons, groups, and populations for
The dynamic nature of contemporary
health and human services delivery
systems requires the occupational therapy
assistant to possess basic skills as a direct
care provider, educator, manager, leader,
and advocate for the profession and the
consumer.
A graduate from an ACOTE-accredited
associate-degree-level occupational therapy
assistant program must
Have acquired an educational
foundation in the liberal arts and
sciences, including a focus on issues
related to diversity.
Be educated as a generalist with a
broad exposure to the delivery models
and systems used in settings where
occupational therapy is currently
practiced and where it is emerging as a
service.
Have achieved entry-level competence
through a combination of didactic and
fieldwork education.
Define theory as it applies to practice.
Be prepared to articulate and apply
occupational therapy principles and
intervention tools to achieve expected
outcomes as related to occupation.
Be prepared to articulate and apply
therapeutic use of occupations with
persons, groups, and populations for
2
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
Be prepared to articulate and apply
therapeutic use of occupations with
persons, groups, and populations for
the purpose of facilitating
performance and participation in
activities, occupations, and roles and
situations in home, school, workplace,
community, and other settings, as
informed by the Occupational
Therapy Practice Framework.
Be able to plan and apply evidence-
based occupational therapy
interventions to address the physical,
cognitive, functional cognitive,
psychosocial, sensory, and other
aspects of performance in a variety of
contexts and environments to support
engagement in everyday life activities
that affect health, well-being, and
quality of life, as informed by the
Occupational Therapy Practice
Framework.
Be prepared to be a lifelong learner to
keep current with evidence-based
professional practice.
Uphold the ethical standards, values,
and attitudes of the occupational
therapy profession.
Understand the distinct roles and
responsibilities of the occupational
therapist and the occupational
therapy assistant in the supervisory
process for service delivery.
Be prepared to effectively collaborate
with and supervise occupational
therapy assistants in service delivery.
Be prepared to effectively
communicate and work
interprofessionally with all who
Be prepared to articulate and apply
therapeutic use of occupations with
persons, groups, and populations for
the purpose of facilitating
performance and participation in
activities, occupations, and roles and
situations in home, school, workplace,
community, and other settings, as
informed by the Occupational
Therapy Practice Framework.
Be able to plan and apply evidence-
based occupational therapy
interventions to address the physical,
cognitive, functional cognitive,
psychosocial, sensory, and other
aspects of performance in a variety of
contexts and environments to support
engagement in everyday life activities
that affect health, well-being, and
quality of life, as informed by the
Occupational Therapy Practice
Framework.
Be prepared to be a lifelong learner to
keep current with evidence-based
professional practice.
Uphold the ethical standards, values,
and attitudes of the occupational
therapy profession.
Understand the distinct roles and
responsibilities of the occupational
therapist and the occupational
therapy assistant in the supervisory
process for service delivery.
Be prepared to effectively collaborate
with and supervise occupational
therapy assistants in service delivery.
Be prepared to effectively
communicate and work
interprofessionally with all who
the purpose of facilitating
performance and participation in
activities, occupations, and roles and
situations in home, school, workplace,
community, and other settings, as
informed by the Occupational
Therapy Practice Framework.
Be able to apply evidence-based
occupational therapy interventions to
address the physical, cognitive,
functional cognitive, psychosocial,
sensory, and other aspects of
performance in a variety of contexts
and environments to support
engagement in everyday life activities
that affect health, well-being, and
quality of life, as informed by the
Occupational Therapy Practice
Framework.
Be prepared to be a lifelong learner to
keep current with evidence-based
professional practice.
Uphold the ethical standards, values,
and attitudes of the occupational
therapy profession.
Understand the distinct roles and
responsibilities of the occupational
therapist and the occupational therapy
assistant in the supervisory process
for service delivery.
Be prepared to effectively collaborate
with occupational therapists in
service delivery.
Be prepared to effectively
communicate and work
interprofessionally with all who
provide services and programs for
persons, groups, and populations.
the purpose of facilitating
performance and participation in
activities, occupations, and roles and
situations in home, school, workplace,
community, and other settings, as
informed by the Occupational
Therapy Practice Framework.
Be able to apply evidence-based
occupational therapy interventions to
address the physical, cognitive,
functional cognitive, psychosocial,
sensory, and other aspects of
performance in a variety of contexts
and environments to support
engagement in everyday life activities
that affect health, well-being, and
quality of life, as informed by the
Occupational Therapy Practice
Framework.
Be prepared to be a lifelong learner to
keep current with evidence-based
professional practice.
Uphold the ethical standards, values,
and attitudes of the occupational
therapy profession.
Understand the distinct roles and
responsibilities of the occupational
therapist and the occupational
therapy assistant in the supervisory
process for service delivery.
Be prepared to effectively collaborate
with occupational therapists in
service delivery.
Be prepared to effectively
communicate and work
interprofessionally with all who
provide services and programs for
persons, groups, and populations.
3
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
provide services and programs for
persons, groups, and populations.
Be prepared to advocate as a
professional for access to
occupational therapy services offered
and for the recipients of those
services.
Be prepared to be an effective
consumer of the latest research and
knowledge bases that support
occupational therapy practice and
contribute to the growth and
dissemination of research and
knowledge.
Demonstrate in-depth knowledge of
delivery models, policies, and systems
related to practice in settings where
occupational therapy is currently
practiced and settings where it is
emerging.
Demonstrate active involvement in
professional development, leadership,
and advocacy.
Demonstrate the ability to synthesize
in-depth knowledge in a practice area
through the development and
completion of a doctoral capstone in
one or more of the following areas:
clinical practice skills, research skills,
administration, leadership, program
and policy development, advocacy,
education, and theory development.
provide services and programs for
persons, groups, and populations.
Be prepared to advocate as a
professional for access to
occupational therapy services offered
and for the recipients of those
services.
Be prepared to be an effective
consumer of the latest research and
knowledge bases that support
occupational therapy practice and
contribute to the growth and
dissemination of research and
knowledge.
Demonstrate active involvement in
professional development, leadership,
and advocacy.
Be prepared to advocate as a
professional for access to occupational
therapy services offered and for the
recipients of those services.
Demonstrate active involvement in
professional development, leadership,
and advocacy.
Demonstrate the ability to synthesize
in-depth knowledge in a practice area
through the development and
completion of a baccalaureate project
in one or more of the following areas:
clinical practice skills, administration,
leadership, advocacy, and education.
Be prepared to advocate as a
professional for access to occupational
therapy services offered and for the
recipients of those services.
Demonstrate active involvement in
professional development, leadership,
and advocacy.
FOR ALL STANDARDS LISTED BELOW, IF ONE COMPONENT OF THE STANDARD IS NONCOMPLIANT, THE ENTIRE STANDARD WILL BE CITED. THE PROGRAM MUST DEMONSTRATE
COMPLIANCE WITH ALL COMPONENTS OF THE STANDARD IN ORDER FOR THE AREA OF NONCOMPLIANCE TO BE REMOVED.
4
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
SECTION A: GENERAL REQUIREMENTS
A.1.0. SPONSORSHIP AND ACCREDITATION
A.1.1. Institutional Accreditation
A.1.1.
The sponsoring institution(s) and
affiliates, if any, must be accredited by a
nationally recognized institutional
accrediting authority. For programs in
countries other than the United States,
ACOTE will determine an equivalent
external review process.
The sponsoring institution(s) and
affiliates, if any, must be accredited by a
nationally recognized institutional
accrediting authority. For programs in
countries other than the United States,
ACOTE will determine an equivalent
external review process.
The sponsoring institution(s) and affiliates,
if any, must be accredited by a nationally
recognized institutional accrediting
authority.
The sponsoring institution(s) and affiliates,
if any, must be accredited by a nationally
recognized institutional accrediting
authority.
A.1.2. Institutional Authority
A.1.2.
Sponsoring institution(s) must be
authorized under applicable law or other
acceptable authority to provide a program
of postsecondary education and have
appropriate doctoral degree–granting
authority.
Sponsoring institution(s) must be
authorized under applicable law or other
acceptable authority to provide a program
of postsecondary education and have
appropriate degree-granting authority.
Sponsoring institution(s) must be
authorized under applicable law or other
acceptable authority to provide a program
of postsecondary education and have
appropriate degree-granting authority, or
the institution must be a program offered
within the military services.
Sponsoring institution(s) must be
authorized under applicable law or other
acceptable authority to provide a program
of postsecondary education and have
appropriate degree-granting authority, or
the institution must be a program offered
within the military services.
A.1.3. Institutional Setting
A.1.3.
Accredited occupational therapy
educational programs must be established
in senior colleges, universities, or medical
schools.
Accredited occupational therapy
educational programs must be established
in senior colleges, universities, or medical
schools.
Accredited occupational therapy assistant
educational programs must be established
in community, technical, junior, and senior
colleges; universities; medical schools; or
military institutions.
Accredited occupational therapy assistant
educational programs must be established
in community, technical, junior, and senior
colleges; universities; medical schools;
vocational schools or institutions; or
military institutions.
A.1.4. Sponsoring Institution Responsibilities
A.1.4.
The sponsoring institution(s) must
assume primary responsibility for
appointment of faculty, admission of
students, and curriculum planning at all
locations where the program is offered.
This would include course content,
satisfactory completion of the educational
program, and granting of the degree. The
sponsoring institution(s) must also be
responsible for the coordination of
classroom teaching and supervised
fieldwork practice and for providing
assurance that the practice activities
assigned to students in a fieldwork setting
are appropriate to the program.
The sponsoring institution(s) must
assume primary responsibility for
appointment of faculty, admission of
students, and curriculum planning at all
locations where the program is offered.
This would include course content,
satisfactory completion of the educational
program, and granting of the degree. The
sponsoring institution(s) must also be
responsible for the coordination of
classroom teaching and supervised
fieldwork practice and for providing
assurance that the practice activities
assigned to students in a fieldwork setting
are appropriate to the program.
The sponsoring institution(s) must
assume primary responsibility for
appointment of faculty, admission of
students, and curriculum planning at all
locations where the program is offered.
This would include course content,
satisfactory completion of the educational
program, and granting of the degree. The
sponsoring institution(s) must also be
responsible for the coordination of
classroom teaching and supervised
fieldwork practice and for providing
assurance that the practice activities
assigned to students in a fieldwork setting
are appropriate to the program.
The sponsoring institution(s) must
assume primary responsibility for
appointment of faculty, admission of
students, and curriculum planning at all
locations where the program is offered.
This would include course content,
satisfactory completion of the educational
program, and granting of the degree. The
sponsoring institution(s) must also be
responsible for the coordination of
classroom teaching and supervised
fieldwork practice and for providing
assurance that the practice activities
assigned to students in a fieldwork setting
are appropriate to the program.
5
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
THE DEGREES MOST COMMONLY
CONFERRED ARE THE OCCUPATIONAL
THERAPY DOCTORATE (OTD) AND DOCTOR
OF OCCUPATIONAL THERAPY (DrOT).
THE DEGREES MOST COMMONLY
CONFERRED ARE THE MASTER OF
OCCUPATIONAL THERAPY (MOT), MASTER
OF SCIENCE IN OCCUPATIONAL THERAPY
(MSOT), AND MASTER OF SCIENCE (MS).
PROGRAMS OFFERING COMBINED
BACCALAUREATE/MASTER’S (BS/MS OR
BS/MOT) DEGREES ARE STRONGLY
ENCOURAGED TO AVOID USING
“BACCALAUREATE IN OCCUPATIONAL
THERAPY” AS THE BACCALAUREATE
PORTION OF THE DEGREE NAME TO AVOID
CONFUSING THE PUBLIC. DEGREE NAMES
FOR THE BACCALAUREATE PORTION OF
THE PROGRAM MOST COMMONLY USED
ARE “BACCALAUREATE IN HEALTH
SCIENCES,” “BACCALAUREATE IN ALLIED
HEALTH,” “BACCALAUREATE IN
OCCUPATIONAL SCIENCE,” AND
“BACCALAUREATE IN HEALTH STUDIES.”
THE DEGREES MOST COMMONLY
CONFERRED ARE THE BACHELOR OF
SCIENCE (BS) AND THE BACHELOR OF
ARTS (BA).
THE DEGREES MOST COMMONLY
CONFERRED ARE THE ASSOCIATE OF
APPLIED SCIENCE (AAS) AND ASSOCIATE
OF SCIENCE (AS).
A.1.5. Notification Requirements
A.1.5.
The program must:
Inform ACOTE of the transfer of
program sponsorship or change of the
institution’s name within 30 days of
the transfer or change.
Inform ACOTE within 30 days of the
date of notification of any adverse
accreditation action taken to change
the sponsoring institution’s
accreditation status to probation or
withdrawal of accreditation.
Notify and receive ACOTE approval
for any significant program changes
prior to the admission of students
into the new/changed program.
Inform ACOTE within 30 days of the
resignation of the program director
or appointment of a new or interim
program director.
Pay accreditation fees within 90 days
of the invoice date.
The program must:
Inform ACOTE of the transfer of
program sponsorship or change of
the institution’s name within 30 days
of the transfer or change.
Inform ACOTE within 30 days of the
date of notification of any adverse
accreditation action taken to change
the sponsoring institution’s
accreditation status to probation or
withdrawal of accreditation.
Notify and receive ACOTE approval
for any significant program changes
prior to the admission of students
into the new/changed program.
Inform ACOTE within 30 days of the
resignation of the program director
or appointment of a new or interim
program director.
Pay accreditation fees within 90 days
of the invoice date.
The program must:
Inform ACOTE of the transfer of
program sponsorship or change of
the institution’s name within 30 days
of the transfer or change.
Inform ACOTE within 30 days of the
date of notification of any adverse
accreditation action taken to change
the sponsoring institution’s
accreditation status to probation or
withdrawal of accreditation.
Notify and receive ACOTE approval
for any significant program changes
prior to the admission of students
into the new/changed program.
Inform ACOTE within 30 days of the
resignation of the program director
or appointment of a new or interim
program director.
Pay accreditation fees within 90 days
of the invoice date.
The program must:
Inform ACOTE of the transfer of
program sponsorship or change of
the institution’s name within 30 days
of the transfer or change.
Inform ACOTE within 30 days of the
date of notification of any adverse
accreditation action taken to change
the sponsoring institution’s
accreditation status to probation or
withdrawal of accreditation.
Notify and receive ACOTE approval
for any significant program changes
prior to the admission of students
into the new/changed program.
Inform ACOTE within 30 days of the
resignation of the program director
or appointment of a new or interim
program director.
Pay accreditation fees within 90 days
of the invoice date.
6
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
Submit a Report of Self-Study and
other required reports (e.g., Interim
Report, Plan of Correction, Progress
Report) within the period of time
designated by ACOTE. All reports
must be complete and contain all
requested information.
Agree to a site visit date before the end
of the period for which accreditation
was previously awarded.
Demonstrate honesty and integrity in
all interactions with ACOTE.
Comply with the current
requirements of all ACOTE policies.
Submit a Report of Self-Study and
other required reports (e.g., Interim
Report, Plan of Correction, Progress
Report) within the period of time
designated by ACOTE. All reports
must be complete and contain all
requested information.
Agree to a site visit date before the end
of the period for which accreditation
was previously awarded.
Demonstrate honesty and integrity in
all interactions with ACOTE.
Comply with the current
requirements of all ACOTE policies.
Submit a Report of Self-Study and
other required reports (e.g., Interim
Report, Plan of Correction, Progress
Report) within the period of time
designated by ACOTE. All reports
must be complete and contain all
requested information.
Agree to a site visit date before the end
of the period for which accreditation
was previously awarded.
Demonstrate honesty and integrity in
all interactions with ACOTE.
Comply with the current
requirements of all ACOTE policies.
Submit a Report of Self-Study and
other required reports (e.g., Interim
Report, Plan of Correction, Progress
Report) within the period of time
designated by ACOTE. All reports
must be complete and contain all
requested information.
Agree to a site visit date before the end
of the period for which accreditation
was previously awarded.
Demonstrate honesty and integrity in
all interactions with ACOTE.
Comply with the current
requirements of all ACOTE policies.
A.2.0. ACADEMIC RESOURCES
A.2.1. Program Director
A.2.1.
The program must identify an
individual as the program director who
is assigned to the occupational
therapy educational program as a full-
time core faculty member as defined
by ACOTE. The director may be
assigned other institutional duties
that do not interfere with the
management and administration of
the program. The institution must
document that the program director
has sufficient release time to ensure
that the needs of the program are
being met.
The program director must be an
initially certified occupational
therapist who is licensed or otherwise
regulated according to regulations in
the state(s) or jurisdiction(s) in which
the program is located. The program
director must hold a doctoral degree
awarded by an institution that is
accredited by an institutional
accrediting body recognized by the
U.S. Department of Education (USDE).
The program must identify an
individual as the program director who
is assigned to the occupational
therapy educational program as a full-
time core faculty member as defined
by ACOTE. The director may be
assigned other institutional duties
that do not interfere with the
management and administration of
the program. The institution must
document that the program director
has sufficient release time to ensure
that the needs of the program are
being met.
The program director must be an
initially certified occupational
therapist who is licensed or otherwise
regulated according to regulations in
the state(s) or jurisdiction(s) in which
the program is located. The program
director must hold a doctoral degree
awarded by an institution that is
accredited by an institutional
accrediting body recognized by the
U.S. Department of Education (USDE).
The program must identify an
individual as the program director who
is assigned to the occupational
therapy educational program as a full-
time core faculty member as defined
by ACOTE. The director may be
assigned other institutional duties
that do not interfere with the
management and administration of
the program. The institution must
document that the program director
has sufficient release time to ensure
that the needs of the program are
being met.
The program director must be an
initially certified occupational
therapist or occupational therapy
assistant who is licensed or otherwise
regulated according to regulations in
the state(s) or jurisdiction(s) in which
the program is located. The program
director must hold a minimum of a
master’s degree awarded by an
institution that is accredited by an
institutional accrediting body
recognized by the U.S. Department of
The program must identify an
individual as the program director who
is assigned to the occupational
therapy educational program as a full-
time core faculty member as defined
by ACOTE. The director may be
assigned other institutional duties
that do not interfere with the
management and administration of
the program. The institution must
document that the program director
has sufficient release time to ensure
that the needs of the program are
being met.
The program director must be an
initially certified occupational
therapist or occupational therapy
assistant who is licensed or otherwise
regulated according to regulations in
the state(s) or jurisdiction(s) in which
the program is located. The program
director must hold a minimum of a
master’s degree awarded by an
institution that is accredited by an
institutional accrediting body
recognized by the U.S. Department of
7
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
The doctoral degree is not limited to
a doctorate in occupational therapy.
For degrees from institutions in
countries other than the United States,
ACOTE will determine an alternative
and equivalent external review
process.
The program director must have a
minimum of 8 years of documented
experience in the field of occupational
therapy. This experience must include:
o Clinical practice as an
occupational therapist.
o Administrative experience
including, but not limited to,
program planning and
implementation, personnel
management, evaluation, and
budgeting.
o Scholarship (e.g., scholarship of
application, scholarship of
teaching and learning).
o Understanding of the role of the
occupational therapy assistant.
o At least 3 years of experience in a
full-time academic appointment
with teaching responsibilities at
the postbaccalaureate level.
The program director must be
responsible for the management and
administration of the program,
including planning, evaluation,
budgeting, selection of faculty and
staff, maintenance of accreditation,
and commitment to strategies for
professional development.
The program director position cannot
be shared.
The doctoral degree is not limited to
a doctorate in occupational therapy.
For degrees from institutions in
countries other than the United States,
ACOTE will determine an alternative
and equivalent external review
process.
The program director must have a
minimum of 8 years of documented
experience in the field of occupational
therapy. This experience must include:
o Clinical practice as an
occupational therapist.
o Administrative experience
including, but not limited to,
program planning and
implementation, personnel
management, evaluation, and
budgeting.
o Scholarship (e.g., scholarship of
application, scholarship of
teaching and learning).
o Understanding of the role of the
occupational therapy assistant.
o At least 3 years of experience in a
full-time academic appointment
with teaching responsibilities at
the postsecondary level.
The program director must be
responsible for the management and
administration of the program,
including planning, evaluation,
budgeting, selection of faculty and
staff, maintenance of accreditation,
and commitment to strategies for
professional development.
The program director position cannot
be shared.
Education (USDE). The master’s
degree is not limited to a master’s
degree in occupational therapy.
For degrees from institutions in
countries other than the United
States, ACOTE will determine an
alternative and equivalent external
review process.
The program director must have a
minimum of 5 years of documented
experience in the field of
occupational therapy. This
experience must include:
o Clinical practice as an
occupational therapist or
occupational therapy assistant.
o Administrative experience
including, but not limited to,
program planning and
implementation, personnel
management, evaluation, and
budgeting.
o Scholarship (e.g., scholarship of
application, scholarship of
teaching and learning).
o Understanding of and experience
with occupational therapy
assistants.
o At least 2 years of experience in a
full-time academic appointment
with teaching responsibilities at
the postsecondary level.
The program director must be
responsible for the management and
administration of the program,
including planning, evaluation,
budgeting, selection of faculty and
staff, maintenance of accreditation,
and commitment to strategies for
professional development.
The program director position cannot
be shared.
Education (USDE). The master’s
degree is not limited to a master’s
degree in occupational therapy.
For degrees from institutions in
countries other than the United
States, ACOTE will determine an
alternative and equivalent external
review process.
The program director must have a
minimum of 5 years of documented
experience in the field of occupational
therapy. This experience must
include:
o Clinical practice as an
occupational therapist or
occupational therapy assistant.
o Administrative experience
including, but not limited to,
program planning and
implementation, personnel
management, evaluation, and
budgeting.
o Scholarship (e.g., scholarship of
application, scholarship of
teaching and learning).
o Understanding of and experience
with occupational therapy
assistants.
o At least 2 years of experience in a
full-time academic appointment
with teaching responsibilities at
the postsecondary level.
The program director must be
responsible for the management and
administration of the program,
including planning, evaluation,
budgeting, selection of faculty and
staff, maintenance of accreditation,
and commitment to strategies for
professional development.
The program director position cannot
be shared.
8
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A DOCTORAL, MASTER’S, OR BACCALAUREATE DEGREE THAT WAS AWARDED PRIOR TO JULY 1, 2015, FROM AN INSTITUTION THAT WAS NOT ACCREDITED BY A NATIONALLY
RECOGNIZED INSTITUTIONAL ACCREDITING AGENCY IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD ONLY IF THE INSTITUTION IS SEEKING OR HAS BEEN AWARDED
NATIONAL INSTITUTUIONAL ACCREDITATION SINCE THAT TIME.
A.2.2. FTE Faculty Composition
A.2.2.
(No related Standard)
(No related Standard)
The program must have at least three full-
time equivalent (FTE) faculty positions at
each accredited location where the
program is offered.
At a minimum, each program must have a
core faculty who is an occupational
therapist and a core faculty who is an
occupational therapy assistant.
The program must have at least two full-
time equivalent (FTE) faculty positions at
each accredited location where the
program is offered.
At a minimum, each program must have a
core faculty who is an occupational
therapist and a core faculty who is an
occupational therapy assistant.
IN ORDER TO DEMONSTRATE COMPLIANCE WITH THIS STANDARD, THERE MUST BE ONE
CORE FACULTY MEMBER WHO IS PRIMARILY PRACTICING AS AN OCCUPATIONAL
THERAPIST AND ONE CORE FACULTY MEMBER WHO IS PRIMARILY PRACTICING AS AN
OCCUPATIONAL THERAPY ASSISTANT. FOR THE PURPOSE OF THIS STANDARD, PRACTICE IS
CONSIDERED EITHER OTA CLINICAL PRACTICE OR OTA EDUCATION.
A.2.3. Program Director and Faculty Qualifications
A.2.3.
The program director and faculty must
possess:
The academic and experiential
qualifications and backgrounds
(identified in documented
descriptions of roles and
responsibilities) that are necessary to
meet program objectives and the
mission of the institution.
Documented expertise in their area(s)
of teaching responsibility and
knowledge of the content delivery
method (e.g., distance learning).
Evidence of expertise in teaching
assignments might include
documentation of continuing
professional development, relevant
experience, faculty development plan
reflecting acquisition of new content,
incorporation of feedback from
course evaluations, and other sources.
The expertise necessary to ensure
appropriate curriculum design,
The program director and faculty must
possess:
The academic and experiential
qualifications and backgrounds
(identified in documented
descriptions of roles and
responsibilities) that are necessary to
meet program objectives and the
mission of the institution.
Documented expertise in their area(s)
of teaching responsibility and
knowledge of the content delivery
method (e.g., distance learning).
Evidence of expertise in teaching
assignments might include
documentation of continuing
professional development, relevant
experience, faculty development plan
reflecting acquisition of new content,
incorporation of feedback from
course evaluations, and other sources.
The expertise necessary to ensure
appropriate curriculum design,
The program director and faculty must
possess:
The academic and experiential
qualifications and backgrounds
(identified in documented
descriptions of roles and
responsibilities) that are necessary to
meet program objectives and the
mission of the institution.
Documented expertise in their area(s)
of teaching responsibility and
knowledge of the content delivery
method (e.g., distance learning).
Evidence of expertise in teaching
assignments might include
documentation of continuing
professional development, relevant
experience, faculty development plan
reflecting acquisition of new content,
incorporation of feedback from
course evaluations, and other sources.
The expertise necessary to ensure
appropriate curriculum design,
The program director and faculty must
possess:
The academic and experiential
qualifications and backgrounds
(identified in documented
descriptions of roles and
responsibilities) that are necessary to
meet program objectives and the
mission of the institution.
Documented expertise in their area(s)
of teaching responsibility and
knowledge of the content delivery
method (e.g., distance learning).
Evidence of expertise in teaching
assignments might include
documentation of continuing
professional development, relevant
experience, faculty development plan
reflecting acquisition of new content,
incorporation of feedback from
course evaluations, and other sources.
The expertise necessary to ensure
appropriate curriculum design,
9
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
content delivery, and program
evaluation.
content delivery, and program
evaluation.
content delivery, and program
evaluation.
content delivery, and program
evaluation.
A.2.4. Academic Fieldwork Coordinator
A.2.4.
The program must identify an individual
for the role of academic fieldwork
coordinator who is specifically
responsible for the program’s compliance
with the fieldwork requirements of
Standards Section C.1.0 and is assigned to
the occupational therapy educational
program as a full-time core faculty
member as defined by ACOTE. The
academic fieldwork coordinator may be
assigned other institutional duties that do
not interfere with the management and
administration of the fieldwork program.
The institution must document that the
academic fieldwork coordinator has
sufficient release time and support to
ensure that the needs of the fieldwork
program are being met.
This individual must be an occupational
therapist who is licensed or otherwise
regulated according to regulations in the
state(s) or jurisdiction(s) in which the
program is located. The academic
fieldwork coordinator must have at least 2
years of clinical practice experience as an
occupational therapist and hold a doctoral
degree awarded by an institution that is
accredited by a USDE-recognized
institutional accrediting body.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
The program must identify an individual
for the role of academic fieldwork
coordinator who is specifically
responsible for the program’s compliance
with the fieldwork requirements of
Standards Section C.1.0 and is assigned to
the occupational therapy educational
program as a full-time core faculty
member as defined by ACOTE. The
academic fieldwork coordinator may be
assigned other institutional duties that do
not interfere with the management and
administration of the fieldwork program.
The institution must document that the
academic fieldwork coordinator has
sufficient release time and support to
ensure that the needs of the fieldwork
program are being met.
This individual must be an occupational
therapist who is licensed or otherwise
regulated according to regulations in the
state(s) or jurisdiction(s) in which the
program is located. The academic
fieldwork coordinator must have at least 2
years of clinical practice experience as an
occupational therapist and hold a
minimum of a master’s degree awarded by
an institution that is accredited by a USDE-
recognized institutional accrediting body.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
The program must identify an individual
for the role of academic fieldwork
coordinator who is specifically
responsible for the program’s compliance
with the fieldwork requirements of
Standards Section C.1.0 and is assigned to
the occupational therapy educational
program as a full-time core faculty
member as defined by ACOTE. The
academic fieldwork coordinator may be
assigned other institutional duties that do
not interfere with the management and
administration of the fieldwork program.
The institution must document that the
academic fieldwork coordinator has
sufficient release time and support to
ensure that the needs of the fieldwork
program are being met.
This individual must be an occupational
therapist or occupational therapy
assistant who is licensed or otherwise
regulated according to regulations in the
state(s) or jurisdiction(s) in which the
program is located. The academic
fieldwork coordinator must have at least 2
years of clinical practice experience as an
occupational therapist or occupational
therapy assistant and hold a minimum of a
baccalaureate degree awarded by an
institution that is accredited by a USDE-
recognized institutional accrediting body.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
The program must identify an individual
for the role of academic fieldwork
coordinator who is specifically responsible
for the program’s compliance with the
fieldwork requirements of Standards
Section C.1.0 and is assigned to the
occupational therapy educational program
as a full-time core faculty member as
defined by ACOTE. The academic
fieldwork coordinator may be assigned
other institutional duties that do not
interfere with the management and
administration of the fieldwork program.
The institution must document that the
academic fieldwork coordinator has
sufficient release time and support to
ensure that the needs of the fieldwork
program are being met.
This individual must be an occupational
therapist or occupational therapy assistant
who is licensed or otherwise regulated
according to regulations in the state(s) or
jurisdiction(s) in which the program is
located. The academic fieldwork
coordinator must have at least 2 years of
clinical practice experience as an
occupational therapist or occupational
therapy assistant and hold a minimum of a
baccalaureate degree awarded by an
institution that is accredited by a USDE-
recognized institutional accrediting body.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
A DOCTORAL, MASTER’S, OR BACCALAUREATE DEGREE THAT WAS AWARDED PRIOR TO JULY 1, 2015, FROM AN INSTITUTION THAT WAS NOT ACCREDITED BY A NATIONALLY
RECOGNIZED INSTITUTIONAL ACCREDITING AGENCY IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD ONLY IF THE INSTITUTION IS SEEKING OR HAS BEEN AWARDED
NATIONAL INSTITUTUIONAL ACCREDITATION SINCE THAT TIME.
10
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.2.5. Doctoral Capstone Coordinator
A.2.5.
The program must identify an individual
for the role of capstone coordinator who is
specifically responsible for the program’s
compliance with the capstone
requirements of Standards Section D.1.0
and is assigned to the occupational
therapy educational program as a full-time
core faculty member as defined by ACOTE.
The capstone coordinator may be assigned
other institutional duties that do not
interfere with the management and
administration of the capstone program.
The institution must document that the
capstone coordinator has sufficient
release time and support to ensure that
the needs of the capstone program are
being met.
This individual must be an occupational
therapist who is licensed or otherwise
regulated according to regulations in the
state(s) or jurisdiction(s) in which the
program is located. The capstone
coordinator must hold a doctoral degree
awarded by an institution that is
accredited by a USDE-recognized
institutional accrediting body.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
(No related Standard)
(No related Standard)
(No related Standard)
A DOCTORAL DEGREE THAT WAS
AWARDED PRIOR TO JULY 1, 2015, FROM
AN INSTITUTION THAT WAS NOT
ACCREDITED BY A NATIONALLY
RECOGNIZED INSTITUTIONAL
ACCREDITING AGENCY IS CONSIDERED
ACCEPTABLE TO MEET THIS STANDARD
ONLY IF THE INSTITUTION IS SEEKING OR
HAS BEEN AWARDED NATIONAL
INSTITUTIONAL ACCREDITATION SINCE
THAT TIME.
11
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.2.6. Licensed OT and OTA Faculty
A.2.6.
Core faculty who are occupational therapy
practitioners and teaching occupational
therapy content must be currently licensed
or otherwise regulated in the state or
jurisdiction as an occupational therapist or
occupational therapy assistant.
Faculty in residence and teaching at
additional locations must be currently
licensed or otherwise regulated according
to regulations in the state(s) or
jurisdiction(s) in which the additional
location is located.
For programs outside of the United States
or its jurisdictions, core faculty who are
occupational therapists or occupational
therapy assistants and who are teaching
occupational therapy content must be
currently licensed or regulated in
accordance with their country’s
regulations.
Core faculty who are occupational therapy
practitioners and teaching occupational
therapy content must be currently licensed
or otherwise regulated in the state or
jurisdiction as an occupational therapist or
occupational therapy assistant.
Faculty in residence and teaching at
additional locations must be currently
licensed or otherwise regulated according
to regulations in the state(s) or
jurisdiction(s) in which the additional
location is located.
For programs outside of the United States
or its jurisdictions, core faculty who are
occupational therapists or occupational
therapy assistants and who are teaching
occupational therapy content must be
currently licensed or regulated in
accordance with their country’s
regulations.
Core faculty who are occupational therapy
practitioners and teaching occupational
therapy content must be currently licensed
or otherwise regulated in the state or
jurisdiction as an occupational therapist or
occupational therapy assistant.
Faculty in residence and teaching at
additional locations must be currently
licensed or otherwise regulated according
to regulations in the state(s) or
jurisdiction(s) in which the additional
location is located.
For programs outside of the United States
or its jurisdictions, core faculty who are
occupational therapists or occupational
therapy assistants and who are teaching
occupational therapy content must be
currently licensed or regulated in
accordance with their country’s
regulations.
Core faculty who are occupational therapy
practitioners and teaching occupational
therapy content must be currently licensed
or otherwise regulated in the state or
jurisdiction as an occupational therapist or
occupational therapy assistant.
Faculty in residence and teaching at
additional locations must be currently
licensed or otherwise regulated according
to regulations in the state(s) or
jurisdiction(s) in which the additional
location is located.
For programs outside of the United States
or its jurisdictions, core faculty who are
occupational therapists or occupational
therapy assistants and who are teaching
occupational therapy content must be
currently licensed or regulated in
accordance with their country’s
regulations.
A.2.7. Faculty Degrees
A.2.7.
All full-time core faculty who are
occupational therapy practitioners
teaching in the program must hold a
doctoral degree awarded by an institution
that is accredited by a USDE-recognized
institutional accrediting body. The
doctoral degree is not limited to a
doctorate in occupational therapy.
At least 50% of full-time core faculty must
have a post-professional doctorate.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
The majority of full-time core faculty who
are occupational therapy practitioners
teaching in the program must hold a
doctoral degree. All full-time faculty must
hold a minimum of a master’s degree. All
degrees must be awarded by an institution
that is accredited by a USDE-recognized
institutional accrediting body. The degrees
are not limited to occupational therapy.
At least 50% of full-time core faculty must
hold a doctoral degree. The program
director is counted as a faculty member.
At least 25% of full-time core faculty must
have a post-professional doctorate.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
The majority of full-time core faculty who
are occupational therapy practitioners
teaching in the program must hold a
minimum of a master’s degree awarded by
an institution that is accredited by a USDE-
recognized regional accrediting body. All
full-time faculty must hold a minimum of a
baccalaureate degree that is awarded by
an institution that is accredited by a USDE-
recognized institutional accrediting body.
The degrees are not limited to
occupational therapy.
At least 50% of full-time core faculty must
hold a minimum of a master’s degree. The
program director is counted as a faculty
member.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
All full-time core faculty who are
occupational therapy practitioners
teaching in the program must hold a
minimum of a baccalaureate degree
awarded by an institution that is
accredited by a USDE-recognized
institutional accrediting body. The degrees
are not limited to occupational therapy.
For degrees from institutions in countries
other than the United States, ACOTE will
determine an alternative and equivalent
external review process.
12
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A DOCTORAL, MASTER’S, OR BACCALAUREATE DEGREE THAT WAS AWARDED PRIOR TO JULY 1, 2015, FROM AN INSTITUTION THAT WAS NOT ACCREDITED BY A NATIONALLY
RECOGNIZED INSTITUTIONAL ACCREDITING AGENCY IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD ONLY IF THE INSTITUTION IS SEEKING OR HAS BEEN AWARDED
NATIONAL INSTITUTUIONAL ACCREDITATION SINCE THAT TIME.
A.2.8. Site Coordinator
A.2.8.
For programs with additional location(s),
the program must identify a full-time core
faculty member who is an occupational
therapist as site coordinator at each
location who is responsible for ensuring
uniform implementation of the program
and ongoing communication with the
program director.
For programs with additional location(s),
the program must identify a full-time core
faculty member who is an occupational
therapist as site coordinator at each
location who is responsible for ensuring
uniform implementation of the program
and ongoing communication with the
program director.
For programs with additional location(s),
the program must identify a full-time core
faculty member who is an occupational
therapy practitioner as site coordinator at
each location who is responsible for
ensuring uniform implementation of the
program and ongoing communication
with the program director.
For programs with additional location(s),
the program must identify a full-time core
faculty member who is an occupational
therapy practitioner as site coordinator at
each location who is responsible for
ensuring uniform implementation of the
program and ongoing communication with
the program director.
A.2.9. Sufficient Faculty
A.2.9.
The occupational therapy faculty at each
location where the program is offered must
be sufficient in number to ensure
appropriate curriculum design, content
delivery, and program evaluation. Multiple
adjuncts, part-time faculty, or full-time
faculty may be configured to meet this goal.
Faculty responsible for content related to
research methodology and mentoring
students on scholarly projects must
demonstrate ongoing scholarly
achievement and research expertise.
The occupational therapy faculty at each
location where the program is offered must
be sufficient in number to ensure
appropriate curriculum design, content
delivery, and program evaluation. Multiple
adjuncts, part-time faculty, or full-time
faculty may be configured to meet this goal.
Faculty responsible for content related to
research methodology and mentoring
students on scholarly projects must
demonstrate ongoing scholarly
achievement and research expertise.
The occupational therapy assistant faculty
at each location where the program is
offered must be sufficient in number to
ensure appropriate curriculum design,
content delivery, and program evaluation.
Multiple adjuncts, part-time faculty, or
full-time faculty may be configured to
meet this goal.
The occupational therapy assistant faculty
at each location where the program is
offered must be sufficient in number to
ensure appropriate curriculum design,
content delivery, and program evaluation.
Multiple adjuncts, part-time faculty, or
full-time faculty may be configured to
meet this goal.
A.2.10. Clerical and Support Staff
A.2.10.
Clerical and support staff must be
provided to the program, consistent with
institutional practice, to meet
programmatic, administrative, fieldwork
and doctoral capstone requirements,
including support for any portion of the
program offered by distance education.
Clerical and support staff must be
provided to the program, consistent with
institutional practice, to meet
programmatic, administrative, and
fieldwork requirements, including support
for any portion of the program offered by
distance education.
Clerical and support staff must be
provided to the program, consistent with
institutional practice, to meet
programmatic, administrative, fieldwork,
and baccalaureate project requirements,
including support for any portion of the
program offered by distance education.
Clerical and support staff must be
provided to the program, consistent with
institutional practice, to meet
programmatic ,administrative, and
fieldwork requirements, including support
for any portion of the program offered by
distance education.
A.2.11. Budget
A.2.11.
The program must be allocated a budget
of regular institutional funds, not
including grants, gifts, and other restricted
sources, sufficient to implement and
maintain the objectives of the program
and to fulfill the program’s obligation to
matriculated and entering students.
The program must be allocated a budget
of regular institutional funds, not
including grants, gifts, and other restricted
sources, sufficient to implement and
maintain the objectives of the program
and to fulfill the program’s obligation to
matriculated and entering students.
The program must be allocated a budget
of regular institutional funds, not
including grants, gifts, and other restricted
sources, sufficient to implement and
maintain the objectives of the program
and to fulfill the program’s obligation to
matriculated and entering students.
The program must be allocated a budget of
regular institutional funds, not including
grants, gifts, and other restricted sources,
sufficient to implement and maintain the
objectives of the program and to fulfill the
program’s obligation to matriculated and
entering students.
13
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.2.12. Adequate Space
A.2.12.
Adequate classroom and laboratory
space, including storing and securing
of equipment and supplies, must be
provided by the institution and
assigned to the occupational therapy
program on a priority basis. If
laboratory space is provided by
another institution or agency, there
must be a written and signed
agreement to ensure assignment of
space for program use.
The program director and faculty
must have office space consistent
with institutional practice.
Adequate space must be provided for
the private advising of students.
Adequate classroom and laboratory
space, including storing and securing
of equipment and supplies, must be
provided by the institution and
assigned to the occupational therapy
program on a priority basis. If
laboratory space is provided by
another institution or agency, there
must be a written and signed
agreement to ensure assignment of
space for program use.
The program director and faculty
must have office space consistent
with institutional practice.
Adequate space must be provided for
the private advising of students.
Adequate classroom and laboratory
space, including storing and securing
of equipment and supplies, must be
provided by the institution and
assigned to the occupational therapy
assistant program on a priority basis.
If laboratory space is provided by
another institution or agency, there
must be a written and signed
agreement to ensure assignment of
space for program use.
The program director and faculty
must have office space consistent
with institutional practice.
Adequate space must be provided for
the private advising of students.
Adequate classroom and laboratory
space, including storing and securing
of equipment and supplies, must be
provided by the institution and
assigned to the occupational therapy
assistant program on a priority basis.
If laboratory space is provided by
another institution or agency, there
must be a written and signed
agreement to ensure assignment of
space for program use.
The program director and faculty
must have office space consistent
with institutional practice.
Adequate space must be provided for
the private advising of students.
A.2.13. Equipment, Supplies, and Evaluative and Treatment Methodologies
A.2.13.
Appropriate and sufficient equipment
and supplies must be provided by the
institution for student use during the
didactic, fieldwork, and doctoral
capstone components of the
curriculum.
Students must be given access and
opportunity to use the evaluative and
treatment methodologies that reflect
current evidence-based practice in the
geographic area served by the
program.
Appropriate and sufficient equipment
and supplies must be provided by the
institution for student use during the
didactic and fieldwork components of
the curriculum.
Students must be given access and
opportunity to use the evaluative and
treatment methodologies that reflect
current evidence-based practice in
the geographic area served by the
program.
Appropriate and sufficient equipment
and supplies must be provided by the
institution for student use during the
didactic, fieldwork, and baccalaureate
project components of the
curriculum.
Students must be given access and
opportunity to use the evaluative and
treatment methodologies that reflect
current evidence-based practice in
the geographic area served by the
program.
Appropriate and sufficient equipment
and supplies must be provided by the
institution for student use during the
didactic and fieldwork components of
the curriculum.
Students must be given access and
opportunity to use the evaluative and
treatment methodologies that reflect
current evidence-based practice in
the geographic area served by the
program.
A.2.14. Library, Reference Materials, Instructional Aids, and Technology
A.2.14.
Students must have ready access to a
supply of current and relevant books,
journals, periodicals, computers,
software, and other reference
materials needed to meet the
requirements of the curriculum. This
may include, but is not limited to,
libraries, online services, interlibrary
loan, support, and resource centers.
Students must have ready access to a
supply of current and relevant books,
journals, periodicals, computers,
software, and other reference
materials needed to meet the
requirements of the curriculum. This
may include, but is not limited to,
libraries, online services, interlibrary
loan, support, and resource centers.
Students must have ready access to a
supply of current and relevant books,
journals, periodicals, computers,
software, and other reference
materials needed to meet the
requirements of the curriculum. This
may include, but is not limited to,
libraries, online services, interlibrary
loan, support, and resource centers.
Students must have ready access to a
supply of current and relevant books,
journals, periodicals, computers,
software, and other reference
materials needed to meet the
requirements of the curriculum. This
may include, but is not limited to,
libraries, online services, interlibrary
loan, support, and resource centers.
14
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
Instructional aids and technology
must be available in sufficient
quantity and quality to be consistent
with the program objectives and
teaching methods. Student support
services must also be available.
Instructional aids and technology
must be available in sufficient
quantity and quality to be consistent
with the program objectives and
teaching methods. Student support
services must also be available.
Instructional aids and technology
must be available in sufficient
quantity and quality to be consistent
with the program objectives and
teaching methods. Student support
services must also be available.
Instructional aids and technology
must be available in sufficient
quantity and quality to be consistent
with the program objectives and
teaching methods. Student support
services must also be available.
A.2.15. Distance Education
A.2.15.
If any portion of the program is offered
through distance education, it must include:
A process through which the program
establishes that the student who
registers in a distance education
course or program is the same
student who participates in and
completes the program and receives
academic credit.
Technology and resources that are
adequate to support a distance-
learning environment.
A process to ensure that faculty are
adequately trained and skilled to use
distance education methodologies.
The program must provide documentation
of the processes involved and evidence of
implementation.
If any portion of the program is offered
through distance education, it must include:
A process through which the program
establishes that the student who
registers in a distance education
course or program is the same
student who participates in and
completes the program and receives
academic credit.
Technology and resources that are
adequate to support a distance-
learning environment.
A process to ensure that faculty are
adequately trained and skilled to use
distance education methodologies.
The program must provide documentation
of the processes involved and evidence of
implementation.
If any portion of the program is offered
through distance education, it must include:
A process through which the program
establishes that the student who
registers in a distance education
course or program is the same
student who participates in and
completes the program and receives
academic credit.
Technology and resources that are
adequate to support a distance-
learning environment.
A process to ensure that faculty are
adequately trained and skilled to use
distance education methodologies.
The program must provide documentation
of the processes involved and evidence of
implementation.
If any portion of the program is offered
through distance education, it must include:
A process through which the program
establishes that the student who
registers in a distance education
course or program is the same
student who participates in and
completes the program and receives
academic credit.
Technology and resources that are
adequate to support a distance-
learning environment.
A process to ensure that faculty are
adequately trained and skilled to use
distance education methodologies.
The program must provide documentation
of the processes involved and evidence of
implementation.
A.3.0. STUDENTS
A.3.1. Admission Criteria
A.3.1.
Admission of students to the occupational
therapy program must be made in
accordance with the practices of the
institution. There must be stated
admission criteria that are clearly defined
and published and reflective of the
demands of the program.
Admission of students to the occupational
therapy program must be made in
accordance with the practices of the
institution. There must be stated
admission criteria that are clearly defined
and published and reflective of the
demands of the program.
Admission of students to the occupational
therapy assistant program must be made
in accordance with the practices of the
institution. There must be stated
admission criteria that are clearly defined
and published and reflective of the
demands of the program.
Admission of students to the occupational
therapy assistant program must be made
in accordance with the practices of the
institution. There must be stated
admission criteria that are clearly defined
and published and reflective of the
demands of the program.
A.3.2. Admission Policies
A.3.2.
Policies pertaining to standards for
admission, advanced placement, transfer
of credit, credit for experiential learning
(if applicable), and prerequisite
educational or work experience
Policies pertaining to standards for
admission, advanced placement, transfer
of credit, credit for experiential learning
(if applicable), and prerequisite
educational or work experience
Policies pertaining to standards for
admission, advanced placement, transfer
of credit, credit for experiential learning
(if applicable), and prerequisite
educational or work experience
Policies pertaining to standards for
admission, advanced placement, transfer
of credit, credit for experiential learning (if
applicable), and prerequisite educational
or work experience requirements must be
15
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
requirements must be readily accessible
to prospective students and the public.
requirements must be readily accessible
to prospective students and the public.
requirements must be readily accessible
to prospective students and the public.
readily accessible to prospective students
and the public.
A.3.3. Credit for Previous Courses/Work Experience
A.3.3.
The program must document
implementation of a mechanism to ensure
that students receiving credit for previous
courses and/or work experience have met
the content requirements of the
appropriate doctoral Standards.
The program must document
implementation of a mechanism to ensure
that students receiving credit for previous
courses and/or work experience have met
the content requirements of the
appropriate master’s Standards.
The program must document
implementation of a mechanism to ensure
that students receiving credit for previous
courses and/or work experience have met
the content requirements of the
appropriate baccalaureate Standards.
The program must document
implementation of a mechanism to ensure
that students receiving credit for previous
courses and/or work experience have met
the content requirements of the
appropriate associate’s Standards.
A.3.4. Criteria for Successful Completion
A.3.4.
Criteria for successful completion of each
segment of the educational program and
for graduation must be given in advance to
each student.
Criteria for successful completion of each
segment of the educational program and
for graduation must be given in advance to
each student.
Criteria for successful completion of each
segment of the educational program and
for graduation must be given in advance to
each student.
Criteria for successful completion of each
segment of the educational program and
for graduation must be given in advance to
each student.
A.3.5. Evaluation on a Regular Basis
A.3.5.
Evaluation must occur on a regular basis
and feedback must be provided in a timely
fashion in the following areas:
Student progress
Professional behaviors
Academic standing
Evaluation must occur on a regular basis
and feedback must be provided in a timely
fashion in the following areas:
Student progress
Professional behaviors
Academic standing
Evaluation must occur on a regular basis
and feedback must be provided in a timely
fashion in the following areas:
Student progress
Professional behaviors
Academic standing
Evaluation must occur on a regular basis
and feedback must be provided in a timely
fashion in the following areas:
Student progress
Professional behaviors
Academic standing
A.3.6. Student Support Services
A.3.6.
Students must be informed of and have
access to the student support services that
are provided to other students in the
institution. Distance students must have
access to the same resources as campus
students.
Students must be informed of and have
access to the student support services that
are provided to other students in the
institution. Distance students must have
access to the same resources as campus
students.
Students must be informed of and have
access to the student support services that
are provided to other students in the
institution. Distance students must have
access to the same resources as campus
students.
Students must be informed of and have
access to the student support services that
are provided to other students in the
institution. Distance students must have
access to the same resources as campus
students.
A.3.7. Advising by Faculty
A.3.7.
Advising related to professional
coursework, professional behaviors,
fieldwork education, and the doctoral
capstone must be the responsibility of the
occupational therapy faculty.
Advising related to professional
coursework, professional behaviors, and
fieldwork education must be the
responsibility of the occupational therapy
faculty.
Advising related to coursework in the
occupational therapy assistant program,
professional behaviors, fieldwork
education, and the baccalaureate project
must be the responsibility of the
occupational therapy assistant faculty.
Advising related to coursework in the
occupational therapy assistant program,
professional behaviors, and fieldwork
education must be the responsibility of the
occupational therapy assistant faculty.
16
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.4.0. PUBLIC INFORMATION & POLICIES
A.4.1. Accurate Program Publications
A.4.1.
All program publications and
advertising—including, but not limited to,
academic calendars, announcements,
catalogs, handbooks, and websites—must
accurately reflect the program offered.
All program publications and
advertising—including, but not limited to,
academic calendars, announcements,
catalogs, handbooks, and websites—must
accurately reflect the program offered.
All program publications and
advertising—including, but not limited to,
academic calendars, announcements,
catalogs, handbooks, and websites—must
accurately reflect the program offered.
All program publications and
advertising—including, but not limited to,
academic calendars, announcements,
catalogs, handbooks, and websites—must
accurately reflect the program offered.
A.4.2. Publication of Program Outcomes
A.4.2.
Accurate and current information
regarding student and program outcomes
must be readily available to the public on
the program’s web page. At a minimum,
the following data must be reported
separately as well as totaled for each of
the previous 3 years:
Program graduates
Graduation rates
The program must provide the direct link
to the National Board for Certification in
Occupational Therapy (NBCOT®)
program data results on the program’s
home page.
Accurate and current information
regarding student and program outcomes
must be readily available to the public on
the program’s web page. At a minimum,
the following data must be reported
separately as well as totaled for each of
the previous 3 years:
Program graduates
Graduation rates
The program must provide the direct link
to the National Board for Certification in
Occupational Therapy (NBCOT®)
program data results on the program’s
home page.
Accurate and current information
regarding student and program outcomes
must be readily available to the public on
the program’s web page. At a minimum,
the following data must be reported
separately as well as totaled for each of
the previous 3 years:
Program graduates
Graduation rates
The program must provide the direct link
to the National Board for Certification in
Occupational Therapy (NBCOT®)
program data results on the program’s
home page.
Accurate and current information
regarding student and program outcomes
must be readily available to the public on
the program’s web page. At a minimum,
the following data must be reported
separately as well as totaled for each of the
previous 3 years:
Program graduates
Graduation rates
The program must provide the direct link
to the National Board for Certification in
Occupational Therapy (NBCOT®) program
data results on the program’s home page.
PROGRAMS MAY USE EITHER CALENDAR YEAR OR ACADEMIC YEAR WHEN PUBLISHING THE TOTAL NUMBER OF PROGRAM GRADUATES AND GRADUATION RATES FROM THE
PREVIOUS 3 YEARS AS LONG AS THE TIME FRAME IS CLEARLY DELINEATED. THE NUMBER OF PROGRAM GRADUATES MUST BE TOTALED FOR THE 3-YEAR REPORTING PERIOD. IF
THE PROGRAM HAS ONLY ONE OR TWO YEARS OF GRADUATE DATA, THIS MUST BE MADE AVAILABLE AND TOTALED. THE TOTAL MAY BE IN THE FORM OF A NARRATIVE OR
WITHIN A GRID. THE TOTAL NUMBER OF PROGRAM GRADUATES AND GRADUATION RATES MUST BE POSTED ON THE PROGRAM’S WEB PAGE. THE PROGRAM MUST PROVIDE AN
ACTIVE DIRECT LINK TO THE NBCOT PROGRAM DATA RESULTS ON THE PROGRAM’S HOME PAGE: HTTPS://WWW.NBCOT.ORG/EN/EDUCATORS/HOME#SCHOOLPERFORMANCE
(PREFERRED LINK) OR HTTPS://SECURE.NBCOT.ORG/DATA/SCHOOLSTATS.ASPX.
A.4.3. Publication of ACOTE Information
A.4.3.
The program’s accreditation status and
the name, address, and telephone number
of ACOTE must be published in all of the
following materials used by the
institution: catalog, website, and program-
related brochures or flyers available to
prospective students. An active link to
www.acoteonline.org must be provided on
the program’s home page.
The program’s accreditation status and
the name, address, and telephone number
of ACOTE must be published in all of the
following materials used by the
institution: catalog, website, and program-
related brochures or flyers available to
prospective students. An active link to
www.acoteonline.org must be provided on
the program’s home page.
The program’s accreditation status and
the name, address, and telephone number
of ACOTE must be published in all of the
following materials used by the
institution: catalog, website, and program-
related brochures or flyers available to
prospective students. An active link to
www.acoteonline.org must be provided on
the program’s home page.
The program’s accreditation status and the
name, address, and telephone number of
ACOTE must be published in all of the
following materials used by the
institution: catalog, website, and program-
related brochures or flyers available to
prospective students. An active link to
www.acoteonline.org must be provided on
the program’s home page.
17
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
SAMPLE WORDING: “THE OCCUPATIONAL THERAPY/OCCUPATIONAL THERAPY ASSISTANT PROGRAM IS ACCREDITED BY THE ACCREDITATION COUNCIL FOR OCCUPATIONAL
THERAPY EDUCATION (ACOTE) OF THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION (AOTA), LOCATED AT 6116 EXECUTIVE BOULEVARD, SUITE 200, NORTH BETHESDA, MD
20852-4929. ACOTE’S TELEPHONE NUMBER, C/O AOTA, IS (301) 652-AOTA, AND ITS WEB ADDRESS IS WWW.ACOTEONLINE.ORG.”
A.4.4. Published Policies and Procedures
A.4.4.
The program must have documented
policies and procedures, which are made
available to students and ensure the
consistent application of each of the
following:
Policy and procedures for processing
student and faculty grievances must
be defined and published.
Student withdrawal and refunds of
tuition and fees must be published
and made known to all applicants.
Student probation, suspension, and
dismissal must be published and
made known.
Appropriate use of equipment and
supplies and for all educational
activities that have implications for the
health and safety of clients, students,
and faculty (including infection control
and evacuation procedures) must be
documented and made known.
Graduation requirements, tuition, and
fees must be accurately stated,
published, and made known to all
applicants. When published fees are
subject to change, a statement to that
effect must be included. This includes
fees associated with distance
education.
The program must have documented
policies and procedures, which are made
available to students and ensure the
consistent application of each of the
following:
Policy and procedures for processing
student and faculty grievances must
be defined and published.
Student withdrawal and refunds of
tuition and fees must be published
and made known to all applicants.
Student probation, suspension, and
dismissal must be published and
made known.
Appropriate use of equipment and
supplies and for all educational
activities that have implications for the
health and safety of clients, students,
and faculty (including infection control
and evacuation procedures) must be
documented and made known.
Graduation requirements, tuition,
and fees must be accurately stated,
published, and made known to all
applicants. When published fees are
subject to change, a statement to that
effect must be included. This includes
fees associated with distance
education.
The program must have documented
policies and procedures, which are made
available to students and ensure the
consistent application of each of the
following:
Policy and procedures for processing
student and faculty grievances must
be defined and published.
Student withdrawal and refunds of
tuition and fees must be published
and made known to all applicants.
Student probation, suspension, and
dismissal must be published and
made known.
Appropriate use of equipment and
supplies and for all educational
activities that have implications for the
health and safety of clients, students,
and faculty (including infection control
and evacuation procedures) must be
documented and made known.
Graduation requirements, tuition,
and fees must be accurately stated,
published, and made known to all
applicants. When published fees are
subject to change, a statement to that
effect must be included. This includes
fees associated with distance
education.
The program must have documented
policies and procedures, which are made
available to students and ensure the
consistent application of each of the
following:
Policy and procedures for processing
student and faculty grievances must
be defined and published.
Student withdrawal and refunds of
tuition and fees must be published
and made known to all applicants.
Student probation, suspension, and
dismissal must be published and
made known.
Appropriate use of equipment and
supplies and for all educational
activities that have implications for the
health and safety of clients, students,
and faculty (including infection control
and evacuation procedures) must be
documented and made known.
Graduation requirements, tuition, and
fees must be accurately stated,
published, and made known to all
applicants. When published fees are
subject to change, a statement to that
effect must be included. This includes
fees associated with distance
education.
PROGRAMS MUST DISPLAY THE COST OF ATTENDANCE FOR THE OT/OTA PROGRAM, WHICH INCLUDES CURRENT TUITION AND FEES AS WELL AS THE TOTAL COST OF ATTENDING
AND COMPLETING THE OCCUPATIONAL THERAPY OR OCCUPATIONAL THERAPY ASSISTANT PROGRAM. THIS INFORMATION MUST BE DISPLAYED ON THE PROGRAM’S HOME PAGE
OR A LINK TO THE INFORMATION POSTED ON THE PROGRAM’S HOMEPAGE. COMPLIANCE WITH THE REQUIRED COST OF ATTENDANCE INFORMATION IS EFFECTIVE 2/1/2021.
A.4.5. Ability to Benefit
A.4.5.
A program admitting students on the basis
of ability to benefit (defined by the USDE
as admitting students who do not have
A program admitting students on the basis
of ability to benefit (defined by the USDE
as admitting students who do not have
A program admitting students on the basis
of ability to benefit (defined by the USDE
as admitting students who do not have
A program admitting students on the basis
of ability to benefit (defined by the USDE
as admitting students who do not have
18
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
either a high school diploma or its
equivalent) must publicize its objectives,
assessment measures, and means of
evaluating the student’s ability to benefit.
either a high school diploma or its
equivalent) must publicize its objectives,
assessment measures, and means of
evaluating the student’s ability to benefit.
either a high school diploma or its
equivalent) must publicize its objectives,
assessment measures, and means of
evaluating the student’s ability to benefit.
either a high school diploma or its
equivalent) must publicize its objectives,
assessment measures, and means of
evaluating the student’s ability to benefit.
A.4.6. Progression, Retention, Graduation, Certification, and Credentialing Requirements
A.4.6.
Documentation of all progression,
retention, graduation, certification, and
credentialing requirements must be
published and made known to applicants.
A statement on the program’s website
about the potential impact of a felony
conviction on a graduate’s eligibility for
certification and credentialing must be
provided.
Documentation of all progression,
retention, graduation, certification, and
credentialing requirements must be
published and made known to applicants.
A statement on the program’s website
about the potential impact of a felony
conviction on a graduate’s eligibility for
certification and credentialing must be
provided.
Documentation of all progression,
retention, graduation, certification, and
credentialing requirements must be
published and made known to applicants.
A statement on the program’s website
about the potential impact of a felony
conviction on a graduate’s eligibility for
certification and credentialing must be
provided.
Documentation of all progression,
retention, graduation, certification, and
credentialing requirements must be
published and made known to applicants.
A statement on the program’s website
about the potential impact of a felony
conviction on a graduate’s eligibility for
certification and credentialing must be
provided.
SAMPLE WORDING: “GRADUATES OF THE PROGRAM WILL BE ELIGIBLE TO SIT FOR THE
NATIONAL CERTIFICATION EXAMINATION FOR THE OCCUPATIONAL THERAPIST,
ADMINISTERED BY THE NATIONAL BOARD FOR CERTIFICATION IN OCCUPATIONAL
THERAPY (NBCOT®). AFTER SUCCESSFUL COMPLETION OF THIS EXAM, THE GRADUATE
WILL BE AN OCCUPATIONAL THERAPIST, REGISTERED (OTR). IN ADDITION, ALL STATES
REQUIRE LICENSURE TO PRACTICE; HOWEVER, STATE LICENSES ARE USUALLY BASED
ON THE RESULTS OF THE NBCOT CERTIFICATION EXAMINATION. A FELONY
CONVICTION MAY AFFECT A GRADUATE’S ABILITY TO SIT FOR THE NBCOT
CERTIFICATION EXAMINATION OR ATTAIN STATE LICENSURE.”
SAMPLE WORDING: “GRADUATES OF THE PROGRAM WILL BE ELIGIBLE TO SIT FOR THE
NATIONAL CERTIFICATION EXAMINATION FOR THE OCCUPATIONAL THERAPY
ASSISTANT, ADMINISTERED BY THE NATIONAL BOARD FOR CERTIFICATION IN
OCCUPATIONAL THERAPY (NBCOT®). AFTER SUCCESSFUL COMPLETION OF THIS EXAM,
THE GRADUATE WILL BE A CERTIFIED OCCUPATIONAL THERAPY ASSISTANT (COTA). IN
ADDITION, ALL STATES REQUIRE LICENSURE TO PRACTICE; HOWEVER, STATE LICENSES
ARE USUALLY BASED ON THE RESULTS OF THE NBCOT CERTIFICATION EXAMINATION. A
FELONY CONVICTION MAY AFFECT A GRADUATE’S ABILITY TO SIT FOR THE NBCOT
CERTIFICATION EXAMINATION OR ATTAIN STATE LICENSURE.”
A.4.7. Completion in a Timely Manner
A.4.7.
The program must have a documented
and published policy to ensure that
students complete all graduation,
fieldwork, and the doctoral capstone
requirements in a timely manner. This
policy must include a statement that all
Level II fieldwork and the doctoral
capstone must be completed within a time
frame established by the program.
The program must have a documented
and published policy to ensure that
students complete all graduation and
fieldwork requirements in a timely
manner. This policy must include a
statement that all Level II fieldwork must
be completed within a time frame
established by the program.
The program must have a documented
and published policy to ensure that
students complete all graduation,
fieldwork, and the baccalaureate project
requirements in a timely manner. This
policy must include a statement that all
Level II fieldwork and the baccalaureate
project must be completed within a time
frame established by the program.
The program must have a documented and
published policy to ensure that students
complete all graduation and fieldwork
requirements in a timely manner. This
policy must include a statement that all
Level II fieldwork must be completed
within a time frame established by the
program.
SAMPLE WORDING: “STUDENTS MUST
COMPLETE ALL LEVEL II FIELDWORK AND
THE DOCTORAL CAPSTONE WITHIN [XX]
MONTHS FOLLOWING COMPLETION OF THE
DIDACTIC PORTION OF THE PROGRAM.”
SAMPLE WORDING: “STUDENTS MUST
COMPLETE ALL LEVEL II FIELDWORK
WITHIN [XX] MONTHS FOLLOWING
COMPLETION OF THE DIDACTIC PORTION
OF THE PROGRAM.”
SAMPLE WORDING: “STUDENTS MUST
COMPLETE ALL LEVEL II FIELDWORK AND
THE BACCALAUREATE PROJECT WITHIN
[XX] MONTHS FOLLOWING COMPLETION OF
THE DIDACTIC PORTION OF THE PROGRAM.”
SAMPLE WORDING: “STUDENTS MUST
COMPLETE ALL LEVEL II FIELDWORK
WITHIN [XX] MONTHS FOLLOWING
COMPLETION OF THE DIDACTIC PORTION
OF THE PROGRAM.”
19
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.4.8. Student Records
A.4.8.
Records regarding student admission,
enrollment, fieldwork, doctoral capstone,
and achievement must be maintained and
kept in a secure setting consistent with
Family Educational Rights and Privacy Act
regulations. Grades and credits for courses
must be recorded on students’ transcripts
and permanently maintained by the
sponsoring institution.
Records regarding student admission,
enrollment, fieldwork, and achievement
must be maintained and kept in a secure
setting consistent with Family Educational
Rights and Privacy Act regulations. Grades
and credits for courses must be recorded
on students’ transcripts and permanently
maintained by the sponsoring institution.
Records regarding student admission,
enrollment, fieldwork, baccalaureate
project, and achievement must be
maintained and kept in a secure setting
consistent with Family Educational Rights
and Privacy Act regulations. Grades and
credits for courses must be recorded on
students’ transcripts and permanently
maintained by the sponsoring institution.
Records regarding student admission,
enrollment, fieldwork, and achievement
must be maintained and kept in a secure
setting consistent with Family Educational
Rights and Privacy Act regulations. Grades
and credits for courses must be
recorded on students’ transcripts and
permanently maintained by the
sponsoring institution.
A.5.0. CURRICULUM FRAMEWORK
The curriculum framework is a description of the program that includes the program’s mission, philosophy, and curriculum design.
A.5.1. Curriculum—Preparation to Practice as a Generalist
A.5.1.
The curriculum must include preparation
to practice as a generalist with a broad
exposure to practice settings (e.g., school,
hospital, community, long-term care) and
practice areas, including new and
emerging areas (as defined by the
program). The curriculum must prepare
students to work with a variety of
populations including, but not limited to,
infants, children, adolescents, adults, and
older adults in areas of physical and
mental health.
The curriculum must include preparation
for practice as a generalist with a broad
exposure to practice settings (e.g., school,
hospital, community, long-term care) and
practice areas, including new and
emerging areas (as defined by the
program). The curriculum must prepare
students to work with a variety of
populations including, but not limited to,
infants, children, adolescents, adults, and
older adults in areas of physical and
mental health.
The curriculum must include preparation
for practice as a generalist with a broad
exposure to practice settings (e.g., school,
hospital, community, long-term care) and
practice areas, including new and
emerging areas (as defined by the
program). The curriculum must prepare
students to work with a variety of
populations including, but not limited to,
infants, children, adolescents, adults, and
older adults in areas of physical and
mental health.
The curriculum must include preparation
for practice as a generalist with a broad
exposure to practice settings (e.g., school,
hospital, community, long-term care) and
practice areas, including new and
emerging areas (as defined by the
program). The curriculum must prepare
students to work with a variety of
populations including, but not limited to,
infants, children, adolescents, adults, and
older adults in areas of physical and
mental health.
A.5.2. Curriculum—Preparation and Application of In-depth Knowledge
A.5.2.
The curriculum design must include
course objectives and learning activities
demonstrating preparation and
application of in-depth knowledge in
practice skills, research skills,
administration, leadership, program and
policy development, advocacy, education,
or theory through a combination of a
capstone experience and a capstone
project.
(No related Standard)
The curriculum design must include
course objectives and learning activities
demonstrating preparation and
application of in-depth knowledge in
practice skills, administration, leadership,
advocacy, or education through the
baccalaureate project.
(No related Standard)
A.5.3. Program Length
A.5.3.
The occupational therapy doctoral degree
must be awarded after a period of study
such that the total time to the degree,
including both preprofessional and
professional preparation, equals a
The program must document a system and
rationale for ensuring that the length of
study of the program is appropriate to the
expected learning and competence of the
graduate.
The program must document a system and
rationale for ensuring that the length of
study of the program is appropriate to the
expected learning and competence of the
graduate.
The program must document a system and
rationale for ensuring that the length of
study of the program is appropriate to the
expected learning and competence of the
graduate.
20
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
minimum of 6 FTE academic years. The
program must document a system and
rationale for ensuring that the length of
study of the program is appropriate to the
expected learning and competence of the
graduate.
A.5.4. Program Mission and Philosophy
A.5.4.
The statement of the mission of the
occupational therapy program must:
o Be consistent with and
supportive of the mission of the
sponsoring institution.
o Explain the unique nature of the
program and how it helps fulfill
or advance the mission of the
sponsoring institution, including
religious missions.
The statement of philosophy of the
occupational therapy program must:
o Reflect the current published
philosophy of the profession.
o Include a statement of the
program’s fundamental beliefs
about human beings and how
they learn.
The statement of the mission of the
occupational therapy program must:
o Be consistent with and
supportive of the mission of the
sponsoring institution.
o Explain the unique nature of the
program and how it helps fulfill
or advance the mission of the
sponsoring institution, including
religious missions.
The statement of philosophy of the
occupational therapy program must:
o Reflect the current published
philosophy of the profession.
o Include a statement of the
program’s fundamental beliefs
about human beings and how
they learn.
The statement of the mission of the
occupational therapy assistant
program must:
o Be consistent with and
supportive of the mission of the
sponsoring institution.
o Explain the unique nature of the
program and how it helps fulfill
or advance the mission of the
sponsoring institution, including
religious missions.
The statement of philosophy of the
occupational therapy assistant
program must:
o Reflect the current published
philosophy of the profession.
o Include a statement of the
program’s fundamental beliefs
about human beings and how
they learn.
The statement of the mission of the
occupational therapy assistant
program must:
o Be consistent with and
supportive of the mission of the
sponsoring institution.
o Explain the unique nature of the
program and how it helps fulfill
or advance the mission of the
sponsoring institution, including
religious missions.
The statement of philosophy of the
occupational therapy assistant
program must:
o Reflect the current published
philosophy of the profession.
o Include a statement of the
program’s fundamental beliefs
about human beings and how
they learn.
A.5.5. Curriculum Design
A.5.5.
The curriculum design must reflect the
mission and philosophy of both the
occupational therapy program and the
institution and must provide the basis for
program planning, implementation, and
evaluation. The design must identify
curricular threads and educational goals
and describe the selection of the content,
scope, and sequencing of coursework.
The instructional design must reflect the
curriculum and ensure appropriate
content delivery.
The curriculum design must reflect the
mission and philosophy of both the
occupational therapy program and the
institution and must provide the basis for
program planning, implementation, and
evaluation. The design must identify
curricular threads and educational goals
and describe the selection of the content,
scope, and sequencing of coursework.
The instructional design must reflect the
curriculum and ensure appropriate
content delivery.
The curriculum design must reflect the
mission and philosophy of both the
occupational therapy assistant program and
the institution and must provide the basis
for program planning, implementation, and
evaluation. The design must identify
curricular threads and educational goals
and describe the selection of the content,
scope, and sequencing of coursework.
The instructional design must reflect the
curriculum and ensure appropriate
content delivery.
The curriculum design must reflect the
mission and philosophy of both the
occupational therapy assistant program and
the institution and must provide the basis
for program planning, implementation, and
evaluation. The design must identify
curricular threads and educational goals
and describe the selection of the content,
scope, and sequencing of coursework.
The instructional design must reflect the
curriculum and ensure appropriate
content delivery.
21
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
A.5.6. Scholarship Agenda
A.5.6.
The program must have a documented
agenda of scholarship that reflects the
curriculum design and mission of the
program and institution.
The program must have a documented
agenda of scholarship that reflects the
curriculum design and mission of the
program and institution.
The program must have a documented
agenda of scholarship that reflects the
curriculum design and mission of the
program and institution.
The program must have a documented
agenda of scholarship that reflects the
curriculum design and mission of the
program and institution.
A.5.7. Written Syllabi and Assessment Strategies
A.5.7.
The program must have written syllabi for
each course that include course objectives
and learning activities that, in total, reflect
all course content required by the
Standards. Instructional methods (e.g.,
presentations, demonstrations, discussion)
used to accomplish course objectives must
be documented. Programs must also
demonstrate the consistency between
course syllabi and the curriculum design.
Assessment strategies to assure the
acquisition of knowledge, skills, attitudes,
professional behaviors, and competencies
must be aligned with course objectives
and required for progress in the program
and graduation.
The program must have written syllabi for
each course that include course objectives
and learning activities that, in total, reflect
all course content required by the
Standards. Instructional methods (e.g.,
presentations, demonstrations, discussion)
used to accomplish course objectives must
be documented. Programs must also
demonstrate the consistency between
course syllabi and the curriculum design.
Assessment strategies to assure the
acquisition of knowledge, skills, attitudes,
professional behaviors, and competencies
must be aligned with course objectives
and required for progress in the program
and graduation.
The program must have written syllabi for
each course that include course objectives
and learning activities that, in total, reflect
all course content required by the
Standards. Instructional methods (e.g.,
presentations, demonstrations, discussion)
used to accomplish course objectives must
be documented. Programs must also
demonstrate the consistency between
course syllabi and the curriculum design.
Assessment strategies to assure the
acquisition of knowledge, skills, attitudes,
professional behaviors, and competencies
must be aligned with course objectives
and required for progress in the program
and graduation.
The program must have written syllabi for
each course that include course objectives
and learning activities that, in total, reflect
all course content required by the
Standards. Instructional methods (e.g.,
presentations, demonstrations, discussion)
used to accomplish course objectives must
be documented. Programs must also
demonstrate the consistency between
course syllabi and the curriculum design.
Assessment strategies to assure the
acquisition of knowledge, skills, attitudes,
professional behaviors, and competencies
must be aligned with course objectives
and required for progress in the program
and graduation.
A.6.0. STRATEGIC PLAN AND PROGRAM ASSESSMENT
For programs that are offered at more than one location, the program’s strategic plan, evaluation plan, and results of ongoing evaluation must address each program location as a
component of the overall plan.
A.6.1. Strategic Plan
A.6.1.
The program must document a current
strategic plan that articulates the
program’s future vision and scholarship
agenda, which guides the program (e.g.,
faculty recruitment and professional
growth, scholarship, changes in the
curriculum design, priorities in academic
resources, procurement of fieldwork and
doctoral capstone sites). A program
strategic plan must reflect a minimum of a
3-year period and include, but need not be
limited to:
Evidence that the plan is based on
program evaluation and an analysis of
external and internal environments.
The program must document a current
strategic plan that articulates the
program’s future vision and scholarship
agenda, which guides the program (e.g.,
faculty recruitment and professional
growth, scholarship, changes in the
curriculum design, priorities in academic
resources, procurement of fieldwork
sites). A program strategic plan must
reflect a minimum of a 3-year period and
include, but need not be limited to:
Evidence that the plan is based on
program evaluation and an analysis of
external and internal environments.
The program must document a current
strategic plan that articulates the
program’s future vision and scholarship
agenda, which guides the program (e.g.,
faculty recruitment and professional
growth, scholarship, changes in the
curriculum design, priorities in academic
resources, procurement of fieldwork sites
and baccalaureate project). A program
strategic plan must reflect a minimum of a
3-year period and include, but need not be
limited to:
Evidence that the plan is based on
program evaluation and an analysis of
external and internal environments.
The program must document a current
strategic plan that articulates the
program’s future vision and scholarship
agenda, which guides the program (e.g.,
faculty recruitment and professional
growth, scholarship, changes in the
curriculum design, priorities in academic
resources, procurement of fieldwork
sites). A program strategic plan must
reflect a minimum of a 3-year period and
include, but need not be limited to:
Evidence that the plan is based on
program evaluation and an analysis of
external and internal environments.
22
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
Long-term goals that address the
vision and mission of both the
institution and the program, as well
as specific needs of the program.
Specific measurable action steps with
expected timelines by which the
program will reach its long-term goals.
Person(s) responsible for action steps.
Evidence of periodic updating of action
steps and long-term goals as they are
met or as circumstances change.
Long-term goals that address the
vision and mission of both the
institution and the program, as well
as specific needs of the program.
Specific measurable action steps with
expected timelines by which the
program will reach its long-term goals.
Person(s) responsible for action steps.
Evidence of periodic updating of action
steps and long-term goals as they are
met or as circumstances change.
Long-term goals that address the
vision and mission of both the
institution and the program, as well
as specific needs of the program.
Specific measurable action steps with
expected timelines by which the
program will reach its long-term goals.
Person(s) responsible for action steps.
Evidence of periodic updating of action
steps and long-term goals as they are
met or as circumstances change.
Long-term goals that address the
vision and mission of both the
institution and the program, as well
as specific needs of the program.
Specific measurable action steps with
expected timelines by which the
program will reach its long-term goals.
Person(s) responsible for action steps.
Evidence of periodic updating of action
steps and long-term goals as they are
met or as circumstances change.
A.6.2. Professional Development Plans
A.6.2.
The program director and each faculty
member who teaches two or more courses
must have a current written professional
growth and development plan. Each plan
must contain the signature of the faculty
member and supervisor (electronic/typed
signature is acceptable). At a minimum,
the plan must include, but need not be
limited to:
Goals to enhance the faculty
member’s ability to fulfill designated
responsibilities (e.g., goals related to
areas of teaching responsibility,
teaching effectiveness, scholarly
activity).
Evidence of currency in the areas of
teaching responsibilities.
Specific measurable action steps with
expected timelines by which the
faculty member will achieve the goals.
Evidence of annual updates of action
steps and goals as they are met or as
circumstances change.
Identification of the ways in which the
faculty member’s professional
development plan will contribute to
attaining the program’s strategic goals.
The program director and each faculty
member who teaches two or more courses
must have a current written professional
growth and development plan. Each plan
must contain the signature of the faculty
member and supervisor (electronic/typed
signature is acceptable). At a minimum,
the plan must include, but need not be
limited to:
Goals to enhance the faculty
member’s ability to fulfill designated
responsibilities (e.g., goals related to
areas of teaching responsibility,
teaching effectiveness, scholarly
activity).
Evidence of currency in the areas of
teaching responsibilities.
Specific measurable action steps with
expected timelines by which the
faculty member will achieve the goals.
Evidence of annual updates of action
steps and goals as they are met or as
circumstances change.
Identification of the ways in which the
faculty member’s professional
development plan will contribute to
attaining the program’s strategic goals.
The program director and each faculty
member who teaches two or more courses
must have a current written professional
growth and development plan. Each plan
must contain the signature of the faculty
member and supervisor (electronic/typed
signature is acceptable). At a minimum,
the plan must include, but need not be
limited to:
Goals to enhance the faculty
member’s ability to fulfill designated
responsibilities (e.g., goals related to
areas of teaching responsibility,
teaching effectiveness, scholarly
activity).
Evidence of currency in the areas of
teaching responsibilities.
Specific measurable action steps with
expected timelines by which the
faculty member will achieve the goals.
Evidence of annual updates of action
steps and goals as they are met or as
circumstances change.
Identification of the ways in which the
faculty member’s professional
development plan will contribute to
attaining the program’s strategic goals.
The program director and each faculty
member who teaches two or more courses
must have a current written professional
growth and development plan. Each plan
must contain the signature of the faculty
member and supervisor (electronic/typed
signature is acceptable). At a minimum,
the plan must include, but need not be
limited to:
Goals to enhance the faculty
member’s ability to fulfill designated
responsibilities (e.g., goals related to
areas of teaching responsibility,
teaching effectiveness, scholarly
activity).
Evidence of currency in the areas of
teaching responsibilities.
Specific measurable action steps with
expected timelines by which the
faculty member will achieve the goals.
Evidence of annual updates of action
steps and goals as they are met or as
circumstances change.
Identification of the ways in which the
faculty member’s professional
development plan will contribute to
attaining the program’s strategic goals.
23
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
The individual faculty member’s
designated responsibilities (e.g., every
plan does not need to include
scholarly activity if this is not part of
the faculty member’s responsibilities.
Similarly, if the faculty member’s
primary role is research, he or she
may not need a goal related to
teaching effectiveness).
The individual faculty member’s
designated responsibilities (e.g., every
plan does not need to include
scholarly activity if this is not part of
the faculty member’s responsibilities.
Similarly, if the faculty member’s
primary role is research, he or she
may not need a goal related to
teaching effectiveness).
The individual faculty member’s
designated responsibilities (e.g.,
every plan does not need to include
scholarly activity if this is not part of
the faculty member’s
responsibilities).
The individual faculty member’s
designated responsibilities (e.g.,
every plan does not need to include
scholarly activity if this is not part of
the faculty member’s
responsibilities).
A.6.3. Program Evaluation
A.6.3.
Programs must routinely secure and
document sufficient qualitative and
quantitative information to allow for
analysis about the extent to which the
program is meeting its stated goals and
objectives to inform strategic changes. This
must include, but need not be limited to:
Faculty effectiveness in their assigned
teaching responsibilities.
Effectiveness of instructional design.
Students’ competency in professional
behaviors.
Students’ progression through the
program.
Student retention rates.
Fieldwork and doctoral capstone
performance evaluation.
Student evaluation of fieldwork and
the doctoral capstone experience.
Evaluation of doctoral capstone
outcomes.
Student satisfaction with the program.
Graduates’ performance on the
NBCOT certification exam.
Graduates’ job placement and
performance as determined by
employer satisfaction.
Graduates’ scholarly activity (e.g.,
presentations, publications, grants
obtained, state and national
leadership positions, awards).
Programs must routinely and
systematically analyze data to determine
Programs must routinely secure and
document sufficient qualitative and
quantitative information to allow for
analysis about the extent to which the
program is meeting its stated goals and
objectives to inform strategic changes. This
must include, but need not be limited to:
Faculty effectiveness in their assigned
teaching responsibilities.
Effectiveness of instructional design.
Students’ competency in professional
behaviors.
Students’ progression through the
program.
Student retention rates.
Fieldwork performance evaluation.
Student evaluation of fieldwork
experience.
Student satisfaction with the program.
Graduates’ performance on the
NBCOT certification exam.
Graduates’ job placement and
performance as determined by
employer satisfaction.
Programs must routinely and
systematically analyze data to determine
the extent to which the program is
meeting its stated goals and objectives. An
annual report summarizing analysis of
data and planned action responses must
be maintained.
Programs must routinely secure and
document sufficient qualitative and
quantitative information to allow for
analysis about the extent to which the
program is meeting its stated goals and
objectives to inform strategic changes. This
must include, but need not be limited to:
Faculty effectiveness in their assigned
teaching responsibilities.
Effectiveness of instructional design.
Students’ competency in professional
behaviors.
Students’ progression through the
program.
Student retention rates.
Fieldwork and baccalaureate project
performance evaluation.
Student evaluation of fieldwork and
the baccalaureate project experience.
Evaluation of baccalaureate project
outcomes.
Student satisfaction with the program.
Graduates’ performance on the
NBCOT certification exam.
Graduates’ job placement and
performance as determined by
employer satisfaction.
Programs must routinely and
systematically analyze data to determine
the extent to which the program is
meeting its stated goals and objectives. An
annual report summarizing analysis of
Programs must routinely secure and
document sufficient qualitative and
quantitative information to allow for
analysis about the extent to which the
program is meeting its stated goals and
objectives to inform strategic changes. This
must include, but need not be limited to:
Faculty effectiveness in their assigned
teaching responsibilities.
Effectiveness of instructional design.
Students’ competency in professional
behaviors.
Students’ progression through the
program.
Student retention rates.
Fieldwork performance evaluation.
Student evaluation of fieldwork
experience.
Student satisfaction with the program.
Graduates’ performance on the
NBCOT certification exam.
Graduates’ job placement and
performance as determined by
employer satisfaction.
Programs must routinely and
systematically analyze data to determine
the extent to which the program is
meeting its stated goals and objectives. An
annual report summarizing analysis of
data and planned action responses must
be maintained.
24
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
the extent to which the program is
meeting its stated goals and objectives. An
annual report summarizing analysis of
data and planned action responses must
be maintained.
The results of ongoing evaluation must be
appropriately reflected in the program’s
strategic plan, curriculum, and other
dimensions of the program.
The results of ongoing evaluation must be
appropriately reflected in the program’s
strategic plan, curriculum, and other
dimensions of the program.
data and planned action responses must
be maintained.
The results of ongoing evaluation must be
appropriately reflected in the program’s
strategic plan, curriculum, and other
dimensions of the program.
The results of ongoing evaluation must be
appropriately reflected in the program’s
strategic plan, curriculum, and other
dimensions of the program.
A.6.4. Certification Exam Pass Rate
A.6.4.
The average pass rate over the 3 most
recent calendar years for graduates
attempting the national certification exam
within 12 months of graduation from the
program must be 80% or higher
(regardless of the number of attempts). If
a program has fewer than 25 test takers in
the 3 most recent calendar years, the
program may include test takers from
additional years until it reaches 25 or until
the 5 most recent calendar years are
included in the total. Programs that did
not have candidates who sat for the exam
in each of the 3 most recent calendar years
must meet the required 80% pass rate
each year until data for 3 calendar years
are available.
The average pass rate over the 3 most
recent calendar years for graduates
attempting the national certification exam
within 12 months of graduation from the
program must be 80% or higher
(regardless of the number of attempts). If
a program has fewer than 25 test takers in
the 3 most recent calendar years, the
program may include test takers from
additional years until it reaches 25 or until
the 5 most recent calendar years are
included in the total. Programs that did
not have candidates who sat for the exam
in each of the 3 most recent calendar years
must meet the required 80% pass rate
each year until data for 3 calendar years
are available.
The average pass rate over the 3 most
recent calendar years for graduates
attempting the national certification exam
within 12 months of graduation from the
program must be 80% or higher
(regardless of the number of attempts). If
a program has fewer than 25 test takers in
the 3 most recent calendar years, the
program may include test takers from
additional years until it reaches 25 or until
the 5 most recent calendar years are
included in the total. Programs that did
not have candidates who sat for the exam
in each of the 3 most recent calendar years
must meet the required 80% pass rate
each year until data for 3 calendar years
are available.
The average pass rate over the 3 most
recent calendar years for graduates
attempting the national certification exam
within 12 months of graduation from the
program must be 80% or higher
(regardless of the number of attempts). If
a program has fewer than 25 test takers in
the 3 most recent calendar years, the
program may include test takers from
additional years until it reaches 25 or until
the 5 most recent calendar years are
included in the total. Programs that did
not have candidates who sat for the exam
in each of the 3 most recent calendar years
must meet the required 80% pass rate
each year until data for 3 calendar years
are available.
SECTION B: CONTENT REQUIREMENTS
The content requirements are written as expected student outcomes. Faculty are responsible for developing learning activities and evaluation methods to document that students
meet these outcomes. Level II Fieldwork, the Baccalaureate Project, or the Doctoral Capstone Experience and Project syllabi may not be used to document compliance with a section
B content Standard.
B.1.0. FOUNDATIONAL CONTENT REQUIREMENTS
Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social, and behavioral sciences supports an
understanding of occupation across the lifespan. If the content of the Standard is met through prerequisite coursework, the application of foundational content in the sciences must
also be evident in professional coursework. The student will be able to:
25
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.1.1. Human Body, Development, and Behavior
B.1.1.
Demonstrate knowledge of:
The structure and function of the
human body to include the biological
and physical sciences, neurosciences,
kinesiology, and biomechanics.
Human development throughout the
lifespan (infants, children, adolescents,
adults, and older adults). Course
content must include, but is not limited
to, developmental psychology.
Concepts of human behavior to
include the behavioral sciences, social
sciences, and science of occupation.
Demonstrate knowledge of:
The structure and function of the
human body to include the biological
and physical sciences, neurosciences,
kinesiology, and biomechanics.
Human development throughout the
lifespan (infants, children, adolescents,
adults, and older adults). Course
content must include, but is not limited
to, developmental psychology.
Concepts of human behavior to
include the behavioral sciences, social
sciences, and science of occupation.
Demonstrate knowledge of:
The structure and function of the
human body to include the biological
and physical sciences, neurosciences,
kinesiology, and biomechanics.
Human development throughout the
lifespan (infants, children, adolescents,
adults, and older adults). Course
content must include, but is not limited
to, developmental psychology.
Concepts of human behavior to
include the behavioral sciences, social
sciences, and science of occupation.
Demonstrate knowledge of:
The structure and function of the
human body to include the biological
and physical sciences, neurosciences,
kinesiology, and biomechanics.
Human development throughout the
lifespan (infants, children, adolescents,
adults, and older adults). Course
content must include, but is not limited
to, developmental psychology.
Concepts of human behavior to
include the behavioral sciences, social
sciences, and science of occupation.
B.1.2. Sociocultural, Socioeconomic, Diversity Factors, and Lifestyle Choices
B.1.2.
Apply, analyze, and evaluate the role of
sociocultural, socioeconomic, and diversity
factors, as well as lifestyle choices in
contemporary society to meet the needs of
persons, groups, and populations. Course
content must include, but is not limited to,
introductory psychology, abnormal
psychology, and introductory sociology or
introductory anthropology.
Apply and analyze the role of sociocultural,
socioeconomic, and diversity factors, as
well as lifestyle choices in contemporary
society to meet the needs of persons,
groups, and populations. Course content
must include, but is not limited to,
introductory psychology, abnormal
psychology, and introductory sociology or
introductory anthropology.
Apply knowledge and appreciation of the
role of sociocultural, socioeconomic, and
diversity factors, as well as lifestyle
choices in contemporary society to meet
the needs of persons, groups, and
populations (e.g., principles of psychology,
sociology, and abnormal psychology).
Explain the role of sociocultural,
socioeconomic, and diversity factors, as
well as lifestyle choices in contemporary
society to meet the needs of persons,
groups, and populations (e.g., principles of
psychology, sociology, and abnormal
psychology).
B.1.3. Social Determinants of Health
B.1.3.
Demonstrate knowledge of the social
determinants of health for persons,
groups, and populations with or at risk for
disabilities and chronic health conditions.
This must include an analysis of the
epidemiological factors that impact the
public health and welfare of populations.
Demonstrate knowledge of the social
determinants of health for persons,
groups, and populations with or at risk for
disabilities and chronic health conditions.
This must include an analysis of the
epidemiological factors that impact the
public health and welfare of populations.
Demonstrate knowledge of the social
determinants of health for persons,
groups, and populations with or at risk for
disabilities and chronic health conditions.
This must include an understanding of the
epidemiological factors that impact the
public health and welfare of populations.
Demonstrate knowledge of the social
determinants of health for persons,
groups, and populations with or at risk for
disabilities and chronic health conditions.
This must include an understanding of the
epidemiological factors that impact the
public health and welfare of populations.
B.1.4. Quantitative Statistics and Qualitative Analysis
B.1.4.
Demonstrate the ability to use quantitative
statistics and qualitative analysis to
interpret tests and measurements for the
purpose of establishing and delivering
evidence-based practice.
Demonstrate the ability to use quantitative
statistics and qualitative analysis to
interpret tests and measurements for the
purpose of establishing and delivering
evidence-based practice.
(No related Standard)
(No related Standard)
26
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.2.0. OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES
Current and relevant interprofessional perspectives including rehabilitation, disability, and developmental as well as person/population-environment-occupation models, theories
and frameworks of practice. The program must facilitate the development of the performance criteria listed below. The student will be able to:
B.2.1. Scientific Evidence, Theories, Models of Practice, and Frames of Reference
B.2.1.
Apply, analyze, and evaluate scientific
evidence, theories, models of practice, and
frames of reference that underlie the
practice of occupational therapy to guide
and inform interventions for persons,
groups, and populations in a variety of
practice contexts and environments.
Apply, analyze, and evaluate scientific
evidence, theories, models of practice, and
frames of reference that underlie the
practice of occupational therapy to guide
and inform interventions for persons,
groups, and populations in a variety of
practice contexts and environments.
Apply scientific evidence, theories, models
of practice, and frames of reference that
underlie the practice of occupational
therapy to guide and inform interventions
for persons, groups, and populations in a
variety of practice contexts and
environments.
Apply scientific evidence, theories, models
of practice, and frames of reference that
underlie the practice of occupational
therapy to guide and inform interventions
for persons, groups, and populations in a
variety of practice contexts and
environments.
B.2.2. Theory Development
B.2.2.
Explain the process of theory development
in occupational therapy and its desired
impact and influence on society.
Explain the process of theory development
and its importance to occupational
therapy.
Define the process of theory development
and its importance to occupational
therapy.
Define the process of theory development
and its importance to occupational
therapy.
B.3.0. BASIC TENETS OF OCCUPATIONAL THERAPY
Coursework must facilitate development of the performance criteria listed below. The student will be able to:
B.3.1. OT History, Philosophical Base, Theory, and Sociopolitical Climate
B.3.1.
Analyze and evaluate occupational
therapy history, philosophical base,
theory, and sociopolitical climate and their
importance in meeting society’s current
and future occupational needs as well as
how these factors influence and are
influenced by practice.
Analyze occupational therapy history,
philosophical base, theory, and
sociopolitical climate and their
importance in meeting society’s current
and future occupational needs as well as
how these factors influence and are
influenced by practice.
Apply knowledge of occupational therapy
history, philosophical base, theory, and
sociopolitical climate and their
importance in meeting society’s current
and future occupational needs as well as
how these factors influence and are
influenced by practice.
Apply knowledge of occupational therapy
history, philosophical base, theory, and
sociopolitical climate and their importance
in meeting society’s current and future
occupational needs as well as how these
factors influence and are influenced by
practice.
B.3.2. Interaction of Occupation and Activity
B.3.2.
Apply, analyze, and evaluate the interaction
of occupation and activity, including areas
of occupation, performance skills,
performance patterns, context(s)
and environments, and client factors.
Apply, analyze, and evaluate the interaction
of occupation and activity, including areas
of occupation, performance skills,
performance patterns, context(s) and
environments, and client factors.
Demonstrate knowledge of and apply the
interaction of occupation and activity,
including areas of occupation, performance
skills, performance patterns, context(s)
and environments, and client factors.
Demonstrate knowledge of and apply the
interaction of occupation and activity,
including areas of occupation, performance
skills, performance patterns, context(s) and
environments, and client factors.
B.3.3. Distinct Nature of Occupation
B.3.3.
Explain to consumers, potential
employers, colleagues, third-party payers,
regulatory boards, policymakers, and the
general public the distinct nature of
occupation and the evidence that
occupation supports performance,
participation, health, and well-being.
Explain to consumers, potential
employers, colleagues, third-party payers,
regulatory boards, policymakers, and the
general public the distinct nature of
occupation and the evidence that
occupation supports performance,
participation, health, and well-being.
Explain to consumers, potential
employers, colleagues, third-party payers,
regulatory boards, policymakers, and the
general public the distinct nature of
occupation and the evidence that
occupation supports performance,
participation, health, and well-being.
Explain to consumers, potential
employers, colleagues, third-party payers,
regulatory boards, policymakers, and the
general public the distinct nature of
occupation and the evidence that
occupation supports performance,
participation, health, and well-being.
27
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.3.4. Balancing Areas of Occupation, Role in Promotion of Health, and Prevention
B.3.4.
Apply, analyze, and evaluate scientific
evidence to explain the importance of
balancing areas of occupation; the role of
occupation in the promotion of health; and
the prevention of disease, illness, and
dysfunction for persons, groups, and
populations.
Apply and analyze scientific evidence to
explain the importance of balancing areas
of occupation; the role of occupation in the
promotion of health; and the prevention of
disease, illness, and dysfunction for
persons, groups, and populations.
Demonstrate knowledge of scientific
evidence as it relates to the importance of
balancing areas of occupation; the role of
occupation in the promotion of health; and
the prevention of disease, illness, and
dysfunction for persons, groups, and
populations.
Demonstrate knowledge of scientific
evidence as it relates to the importance of
balancing areas of occupation; the role of
occupation in the promotion of health; and
the prevention of disease, illness, and
dysfunction for persons, groups, and
populations.
B.3.5. Effects of Disease Processes
B.3.5.
Analyze and evaluate the effects of disease
processes including heritable diseases,
genetic conditions, mental illness, disability,
trauma, and injury on occupational
performance.
Analyze the effects of disease processes
including heritable diseases, genetic
conditions, mental illness, disability,
trauma, and injury on occupational
performance.
Demonstrate knowledge of the effects of
disease processes including heritable
diseases, genetic conditions, mental illness,
disability, trauma, and injury on
occupational performance.
Demonstrate knowledge of the effects of
disease processes including heritable
diseases, genetic conditions, mental illness,
disability, trauma, and injury on
occupational performance.
B.3.6. Activity Analysis
B.3.6.
Demonstrate activity analysis in areas of
occupation, performance skills,
performance patterns, context(s) and
environments, and client factors to
formulate the intervention plan.
Demonstrate activity analysis in areas of
occupation, performance skills,
performance patterns, context(s) and
environments, and client factors to
formulate the intervention plan.
Demonstrate activity analysis in areas of
occupation, performance skills,
performance patterns, context(s) and
environments, and client factors to
implement the intervention plan.
Demonstrate activity analysis in areas of
occupation, performance skills,
performance patterns, context(s) and
environments, and client factors to
implement the intervention plan.
B.3.7. Safety of Self and Others
B.3.7.
Demonstrate sound judgment in regard to
safety of self and others and adhere to
safety regulations throughout the
occupational therapy process as
appropriate to the setting and scope of
practice. This must include the ability to
assess and monitor vital signs (e.g., blood
pressure, heart rate, respiratory status,
and temperature) to ensure that the client
is stable for intervention.
Demonstrate sound judgment in regard to
safety of self and others and adhere to
safety regulations throughout the
occupational therapy process as
appropriate to the setting and scope of
practice. This must include the ability to
assess and monitor vital signs (e.g., blood
pressure, heart rate, respiratory status,
and temperature) to ensure that the client
is stable for intervention.
Demonstrate sound judgment in regard to
safety of self and others and adhere to
safety regulations throughout the
occupational therapy process as
appropriate to the setting and scope of
practice. This must include the ability to
assess and monitor vital signs (e.g., blood
pressure, heart rate, respiratory status,
and temperature) to ensure that the client
is stable for intervention.
Demonstrate sound judgment in regard to
safety of self and others and adhere to
safety regulations throughout the
occupational therapy process as
appropriate to the setting and scope of
practice. This must include the ability to
assess and monitor vital signs (e.g., blood
pressure, heart rate, respiratory status,
and temperature) to ensure that the client
is stable for intervention.
B.4.0.
REFERRAL, SCREENING, EVALUATION, AND INTERVENTION PLAN
The process of referral, screening, evaluation, and diagnosis as related to
occupational performance and participation must be client centered; culturally
relevant; and based on theoretical perspectives, models of practice, frames of
reference, and available evidence.
INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION
The process of formulation and implementation of the therapeutic intervention
plan to facilitate occupational performance and participation must be client
centered and culturally relevant; reflective of current and emerging occupational
SCREENING, EVALUATION, AND INTERVENTION PLAN
The process of screening and evaluation as related to occupational performance and
participation must be conducted under the supervision of and in cooperation with
the occupational therapist and must be client centered; culturally relevant; and
based on theoretical perspectives, models of practice, frames of reference, and
available evidence. These processes must consider the needs of persons, groups, and
populations.
INTERVENTION AND IMPLEMENTATION
The process of intervention to facilitate occupational performance and participation
must be done under the supervision of and in cooperation with the occupational
28
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
therapy practice; based on available evidence; and based on theoretical
perspectives, models of practice, and frames of reference.
These processes must consider the needs of persons, groups, and populations.
The program must facilitate development of the performance criteria listed
below. The student will be able to:
therapist and must be client centered, culturally relevant, reflective of current
occupational therapy practice, and based on available evidence.
The program must facilitate development of the performance criteria listed below.
The student will be able to:
B.4.1. Therapeutic Use of Self
B.4.1.
Demonstrate therapeutic use of self,
including one’s personality, insights,
perceptions, and judgments, as part of the
therapeutic process in both individual and
group interaction.
Demonstrate therapeutic use of self,
including one’s personality, insights,
perceptions, and judgments, as part of the
therapeutic process in both individual and
group interaction.
Demonstrate therapeutic use of self,
including one’s personality, insights,
perceptions, and judgments, as part of the
therapeutic process in both individual and
group interaction.
Demonstrate therapeutic use of self,
including one’s personality, insights,
perceptions, and judgments, as part of the
therapeutic process in both individual and
group interaction.
B.4.2. Clinical Reasoning
B.4.2.
Demonstrate clinical reasoning to evaluate,
analyze, diagnose, and provide occupation-
based interventions to address client
factors, performance patterns, and
performance skills.
Demonstrate clinical reasoning to evaluate,
analyze, diagnose, and provide occupation-
based interventions to address client
factors, performance patterns, and
performance skills.
Demonstrate clinical reasoning to address
occupation-based interventions, client
factors, performance patterns, and
performance skills.
Demonstrate clinical reasoning to address
occupation-based interventions, client
factors, performance patterns, and
performance skills.
B.4.3. Occupation-Based Interventions
B.4.3.
Utilize clinical reasoning to facilitate
occupation-based interventions that
address client factors. This must include
interventions focused on promotion,
compensation, adaptation, and prevention.
Utilize clinical reasoning to facilitate
occupation-based interventions that
address client factors. This must include
interventions focused on promotion,
compensation, adaptation, and prevention.
Utilize clinical reasoning to facilitate
occupation-based interventions that
address client factors. This must include
interventions focused on promotion,
compensation, adaptation, and prevention.
Utilize clinical reasoning to facilitate
occupation-based interventions that
address client factors. This must include
interventions focused on promotion,
compensation, adaptation, and prevention.
B.4.4. Standardized and Nonstandardized Screening and Assessment Tools
B.4.4.
Evaluate client(s)’ occupational
performance, including occupational
profile, by analyzing and selecting
standardized and non-standardized
screenings and assessment tools to
determine the need for occupational
therapy intervention(s). Assessment
methods must take into consideration
cultural and contextual factors of the client.
Interpret evaluation findings of
occupational performance and participation
deficits to develop occupation-based
intervention plans and strategies.
Intervention plans and strategies must be
client centered, culturally relevant,
Evaluate client(s)’ occupational
performance, including occupational
profile, by analyzing and selecting
standardized and non-standardized
screenings and assessment tools to
determine the need for occupational
therapy intervention(s). Assessment
methods must take into consideration
cultural and contextual factors of the client.
Interpret evaluation findings of
occupational performance and participation
deficits to develop occupation-based
intervention plans and strategies.
Intervention plans and strategies must be
client centered, culturally relevant,
Contribute to the evaluation process of
client(s)’ occupational performance,
including an occupational profile, by
administering standardized and
nonstandardized screenings and
assessment tools and collaborating in the
development of occupation-based
intervention plans and strategies.
Explain the importance of using
psychometrically sound assessment tools
when considering client needs, and cultural
and contextual factors to deliver evidence-
based intervention plans and strategies.
Intervention plans and strategies must be
client centered, culturally relevant,
Contribute to the evaluation process of
client(s)’ occupational performance,
including an occupational profile, by
administering standardized and
nonstandardized screenings and
assessment tools and collaborating in the
development of occupation-based
intervention plans and strategies.
Explain the importance of using
psychometrically sound assessment tools
when considering client needs, and cultural
and contextual factors to deliver evidence-
based intervention plans and strategies.
Intervention plans and strategies must be
client centered, culturally relevant,
29
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
reflective of current occupational therapy
practice, and based on available evidence.
reflective of current occupational therapy
practice, and based on available evidence.
reflective of current occupational therapy
practice, and based on available evidence.
reflective of current occupational therapy
practice, and based on available evidence.
B.4.5. Application of Assessment Tools and Interpretation of Results
B.4.5.
Select and apply assessment tools,
considering client needs, and cultural and
contextual factors.
Administer selected standardized and
nonstandardized assessments using
appropriate procedures and protocols.
Interpret the results based on psychometric
properties of tests considering factors that
might bias assessment results (e.g., culture
and disability status related to the person
and context).
Select and apply assessment tools,
considering client needs, and cultural and
contextual factors.
Administer selected standardized and
nonstandardized assessments using
appropriate procedures and protocols.
Interpret the results based on psychometric
properties of tests considering factors that
might bias assessment results (e.g., culture
and disability status related to the person
and context).
(No related Standard)
(No related Standard)
B.4.6. Reporting Data
B.4.6.
Collect, analyze, and report data in a
systematic manner for evaluation of client
and practice outcomes. Report evaluation
results and modify practice as needed.
Collect, analyze, and report data in a
systematic manner for evaluation of client
and practice outcomes. Report evaluation
results and modify practice as needed.
Under the direction of an occupational
therapist, collect, organize, and report on
data for evaluation of client outcomes.
Under the direction of an occupational
therapist, collect, organize, and report on
data for evaluation of client outcomes.
B.4.7. Interpret Standardized Test Scores
B.4.7.
Interpret criterion-referenced and norm-
referenced standardized test scores on the
basis of an understanding of sampling,
normative data, standard and criterion
scores, reliability, and validity.
Interpret criterion-referenced and norm-
referenced standardized test scores on the
basis of an understanding of sampling,
normative data, standard and criterion
scores, reliability, and validity.
(No related Standard)
(No related Standard)
B.4.8. Interpret Evaluation Data
B.4.8.
Interpret the evaluation data in relation to
accepted terminology of the profession
and explain the findings to the
interprofessional team.
Interpret the evaluation data in relation to
accepted terminology of the profession
and explain the findings to the
interprofessional team.
(No related Standard)
(No related Standard)
B.4.9. Remediation and Compensation
B.4.9.
Design and implement intervention
strategies to remediate and/or
compensate for functional cognitive
deficits, visual deficits, and psychosocial
and behavioral health deficits that affect
occupational performance.
Design and implement intervention
strategies to remediate and/or
compensate for functional cognitive
deficits, visual deficits, and psychosocial
and behavioral health deficits that affect
occupational performance.
Demonstrate an understanding of the
intervention strategies that remediate
and/or compensate for functional
cognitive deficits, visual deficits, and
psychosocial and behavioral health
deficits that affect occupational
performance.
Demonstrate an understanding of the
intervention strategies that remediate
and/or compensate for functional
cognitive deficits, visual deficits, and
psychosocial and behavioral health deficits
that affect occupational performance.
30
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.4.10. Provide Interventions and Procedures
B.4.10.
Recommend and provide direct
interventions and procedures to persons,
groups, and populations to enhance safety,
health and wellness, and performance in
occupations.
This must include the ability to select and
deliver occupations and activities,
preparatory methods and tasks (including
therapeutic exercise), education and
training, and advocacy.
Recommend and provide direct
interventions and procedures to persons,
groups, and populations to enhance safety,
health and wellness, and performance in
occupations.
This must include the ability to select and
deliver occupations and activities,
preparatory methods and tasks (including
therapeutic exercise), education and
training, and advocacy.
Provide direct interventions and
procedures to persons, groups, and
populations to enhance safety, health and
wellness, and performance in occupations.
This must include the ability to select and
deliver occupations and activities,
preparatory methods and tasks (including
therapeutic exercise), education and
training, and advocacy.
Provide direct interventions and
procedures to persons, groups, and
populations to enhance safety, health and
wellness, and performance in occupations.
This must include the ability to select and
deliver occupations and activities,
preparatory methods and tasks (including
therapeutic exercise), education and
training, and advocacy.
B.4.11. Assistive Technologies and Devices
B.4.11.
Assess the need for and demonstrate the
ability to design, fabricate, apply, fit, and
train in assistive technologies and devices
(e.g., electronic aids to daily living, seating
and positioning systems) used to enhance
occupational performance and foster
participation and well-being.
Assess the need for and demonstrate the
ability to design, fabricate, apply, fit, and
train in assistive technologies and devices
(e.g., electronic aids to daily living, seating
and positioning systems) used to enhance
occupational performance and foster
participation and well-being.
Explain the need for and demonstrate
strategies with assistive technologies and
devices (e.g., electronic aids to daily living,
seating and positioning systems) used to
enhance occupational performance and
foster participation and well-being.
Explain the need for and demonstrate
strategies with assistive technologies and
devices (e.g., electronic aids to daily living,
seating and positioning systems) used to
enhance occupational performance and
foster participation and well-being.
B.4.12. Orthoses and Prosthetic Devices
B.4.12.
Assess the need for orthotics, and design,
fabricate, apply, fit, and train in orthoses
and devices used to enhance occupational
performance and participation.
Train in the safe and effective use of
prosthetic devices.
Assess the need for orthotics, and design,
fabricate, apply, fit, and train in orthoses
and devices used to enhance occupational
performance and participation.
Train in the safe and effective use of
prosthetic devices.
Explain the need for orthotics, and design,
fabricate, apply, fit, and train in orthoses
and devices used to enhance occupational
performance and participation.
Train in the safe and effective use of
prosthetic devices.
Explain the need for orthotics, and design,
fabricate, apply, fit, and train in orthoses
and devices used to enhance occupational
performance and participation.
Train in the safe and effective use of
prosthetic devices.
B.4.13. Functional Mobility
B.4.13.
Provide recommendations and training in
techniques to enhance functional mobility,
including physical transfers, wheelchair
management, and mobility devices.
Provide recommendations and training in
techniques to enhance functional mobility,
including physical transfers, wheelchair
management, and mobility devices.
Provide training in techniques to enhance
functional mobility, including physical
transfers, wheelchair management, and
mobility devices.
Provide training in techniques to enhance
functional mobility, including physical
transfers, wheelchair management, and
mobility devices.
B.4.14. Community Mobility
B.4.14.
Evaluate the needs of persons, groups, and
populations to design programs that
enhance community mobility, and
implement transportation transitions,
including driver rehabilitation and
community access.
Evaluate the needs of persons, groups, and
populations to design programs that
enhance community mobility, and
implement transportation transitions,
including driver rehabilitation and
community access.
Provide training in techniques to enhance
community mobility, and address
transportation transitions, including
driver rehabilitation and community
access.
Provide training in techniques to enhance
community mobility, and address
transportation transitions, including
driver rehabilitation and community
access.
31
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.4.15. Technology in Practice
B.4.15.
Demonstrate knowledge of the use of
technology in practice, which must include:
Electronic documentation systems
Virtual environments
Telehealth technology
Demonstrate knowledge of the use of
technology in practice, which must
include:
Electronic documentation systems
Virtual environments
Telehealth technology
Demonstrate knowledge of the use of
technology in practice, which must include:
Electronic documentation systems
Virtual environments
Telehealth technology
Demonstrate knowledge of the use of
technology in practice, which must include:
Electronic documentation systems
Virtual environments
Telehealth technology
B.4.16. Dysphagia and Feeding Disorders
B.4.16.
Evaluate and provide interventions for
dysphagia and disorders of feeding and
eating to enable performance, and train
others in precautions and techniques
while considering client and contextual
factors.
Evaluate and provide interventions for
dysphagia and disorders of feeding and
eating to enable performance, and train
others in precautions and techniques
while considering client and contextual
factors.
Demonstrate interventions that address
dysphagia and disorders of feeding and
eating, and train others in precautions and
techniques while considering client and
contextual factors.
Demonstrate interventions that address
dysphagia and disorders of feeding and
eating, and train others in precautions and
techniques while considering client and
contextual factors.
B.4.17. Superficial Thermal, Deep Thermal, and Electrotherapeutic Agents and Mechanical Devices
B.4.17.
Demonstrate knowledge and use of the safe
and effective application of superficial
thermal agents, deep thermal agents,
electrotherapeutic agents, and mechanical
devices as a preparatory measure to
improve occupational performance. This
must include indications, contraindications,
and precautions.
Demonstrate knowledge and use of the safe
and effective application of superficial
thermal agents, deep thermal agents,
electrotherapeutic agents, and mechanical
devices as a preparatory measure to
improve occupational performance. This
must include indications, contraindications,
and precautions.
Define the safe and effective application of
superficial thermal agents, deep thermal
agents, electrotherapeutic agents, and
mechanical devices as a preparatory
measure to improve occupational
performance. This must include indications,
contraindications, and precautions.
Define the safe and effective application of
superficial thermal agents, deep thermal
agents, electrotherapeutic agents, and
mechanical devices as a preparatory
measure to improve occupational
performance. This must include indications,
contraindications, and precautions.
B.4.18. Grade and Adapt Processes or Environments
B.4.18.
Assess, grade, and modify the way persons,
groups, and populations perform
occupations and activities by adapting
processes, modifying environments, and
applying ergonomic principles to reflect the
changing needs of the client, sociocultural
context, and technological advances.
Assess, grade, and modify the way persons,
groups, and populations perform
occupations and activities by adapting
processes, modifying environments, and
applying ergonomic principles to reflect the
changing needs of the client, sociocultural
context, and technological advances.
Assess, grade, and modify the way persons,
groups, and populations perform
occupations and activities by adapting
processes, modifying environments, and
applying ergonomic principles to reflect the
changing needs of the client, sociocultural
context, and technological advances.
Assess, grade, and modify the way persons,
groups, and populations perform
occupations and activities by adapting
processes, modifying environments, and
applying ergonomic principles to reflect the
changing needs of the client, sociocultural
context, and technological advances.
B.4.19. Consultative Process
B.4.19.
Demonstrate, evaluate, and plan the
consultative process with persons, groups,
programs, organizations, or communities
in collaboration with inter- and
intraprofessional colleagues.
Demonstrate, evaluate, and plan the
consultative process with persons, groups,
programs, organizations, or communities
in collaboration with inter- and
intraprofessional colleagues.
Engage in the consultative process with
persons, groups, programs, organizations,
or communities in collaboration with
inter- and intraprofessional colleagues.
Engage in the consultative process with
persons, groups, programs, organizations,
or communities in collaboration with
inter- and intraprofessional colleagues.
32
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.4.20. Care Coordination, Case Management, and Transition Services
B.4.20.
Demonstrate, evaluate, and plan care
coordination, case management, and
transition services in traditional and
emerging practice environments.
Demonstrate, evaluate, and plan care
coordination, case management, and
transition services in traditional and
emerging practice environments.
Demonstrate, evaluate, and plan care
coordination and case management.
Understand and articulate transition
services in traditional and emerging
practice environments.
Understand and articulate care
coordination, case management, and
transition services in traditional and
emerging practice environments.
B.4.21. Teaching–Learning Process and Health Literacy
B.4.21.
Demonstrate, evaluate, and utilize the
principles of the teaching–learning
process using educational methods and
health literacy education approaches:
To design activities and clinical
training for persons, groups, and
populations.
To instruct and train the client,
caregiver, family, significant others,
and communities at the level of the
audience.
Demonstrate, evaluate, and utilize the
principles of the teaching–learning
process using educational methods and
health literacy education approaches:
To design activities and clinical
training for persons, groups, and
populations.
To instruct and train the client,
caregiver, family, significant others,
and communities at the level of the
audience.
Demonstrate the principles of the teaching–
learning process using educational methods
and health literacy education approaches:
To design activities and clinical
training for persons, groups, and
populations.
To instruct and train the client,
caregiver, family, significant others,
and communities at the level of the
audience.
Demonstrate the principles of the teaching–
learning process using educational methods
and health literacy education approaches:
To design activities and clinical
training for persons, groups, and
populations.
To instruct and train the client,
caregiver, family, significant others,
and communities at the level of the
audience.
B.4.22. Need for Continued or Modified Intervention
B.4.22.
Monitor and reassess, in collaboration with
the client, caregiver, family, and significant
others, the effect of occupational therapy
intervention and the need for continued or
modified intervention.
Monitor and reassess, in collaboration with
the client, caregiver, family, and significant
others, the effect of occupational therapy
intervention and the need for continued or
modified intervention.
Monitor and reassess, in collaboration with
the client, caregiver, family, and significant
others, the effect of occupational therapy
intervention and the need for continued or
modified intervention, and communicate
the identified needs to the occupational
therapist.
Monitor and reassess, in collaboration with
the client, caregiver, family, and significant
others, the effect of occupational therapy
intervention and the need for continued or
modified intervention, and communicate
the identified needs to the occupational
therapist.
B.4.23. Effective Communication
B.4.23.
Identify occupational needs through
effective communication with patients,
families, communities, and members of
the interprofessional team in a responsive
and responsible manner that supports a
team approach to the promotion of health
and wellness.
Identify occupational needs through
effective communication with patients,
families, communities, and members of
the interprofessional team in a responsive
and responsible manner that supports a
team approach to the promotion of health
and wellness.
Identify occupational needs through
effective communication with patients,
families, communities, and members of
the interprofessional team in a responsive
and responsible manner that supports a
team approach to the promotion of health
and wellness.
Identify occupational needs through
effective communication with patients,
families, communities, and members of the
interprofessional team in a responsive and
responsible manner that supports a team
approach to the promotion of health and
wellness.
33
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.4.24. Effective Intraprofessional Collaboration
B.4.24.
Demonstrate effective intraprofessional
OT/OTA collaboration to:
Identify the role of the occupational
therapist and occupational therapy
assistant in the screening and
evaluation process.
Demonstrate and identify techniques
in skills of supervision and
collaboration with occupational
therapy assistants.
Demonstrate effective intraprofessional
OT/OTA collaboration to:
Identify the role of the occupational
therapist and occupational therapy
assistant in the screening and
evaluation process.
Demonstrate and identify techniques
in skills of supervision and
collaboration with occupational
therapy assistants.
Demonstrate effective intraprofessional
OT/OTA collaboration to explain the role
of the occupational therapy assistant and
occupational therapist in the screening
and evaluation process.
Demonstrate effective intraprofessional
OT/OTA collaboration to explain the role
of the occupational therapy assistant and
occupational therapist in the screening
and evaluation process.
B.4.25. Principles of Interprofessional Team Dynamics
B.4.25.
Demonstrate knowledge of the principles
of interprofessional team dynamics to
perform effectively in different team roles
to plan, deliver, and evaluate patient- and
population-centered care as well as
population health programs and policies
that are safe, timely, efficient, effective,
and equitable.
Demonstrate knowledge of the principles
of interprofessional team dynamics to
perform effectively in different team roles
to plan, deliver, and evaluate patient- and
population-centered care as well as
population health programs and policies
that are safe, timely, efficient, effective,
and equitable.
Demonstrate awareness of the principles
of interprofessional team dynamics to
perform effectively in different team roles
to plan, deliver, and evaluate patient- and
population-centered care as well as
population health programs and policies
that are safe, timely, efficient, effective,
and equitable.
Demonstrate awareness of the principles
of interprofessional team dynamics to
perform effectively in different team roles
to plan, deliver, and evaluate patient- and
population-centered care as well as
population health programs and policies
that are safe, timely, efficient, effective,
and equitable.
B.4.26. Referral to Specialists
B.4.26.
Evaluate and discuss mechanisms for
referring clients to specialists both
internal and external to the profession,
including community agencies.
Evaluate and discuss mechanisms for
referring clients to specialists both
internal and external to the profession,
including community agencies.
Identify and communicate to the
occupational therapist the need to refer to
specialists both internal and external to the
profession, including community agencies.
Identify and communicate to the
occupational therapist the need to refer to
specialists both internal and external to the
profession, including community agencies.
B.4.27. Community and Primary Care Programs
B.4.27.
Evaluate access to community resources,
and design community or primary care
programs to support occupational
performance for persons, groups, and
populations.
Evaluate access to community resources,
and design community or primary care
programs to support occupational
performance for persons, groups, and
populations.
Identify and communicate to the
occupational therapist the need to design
community and primary care programs to
support occupational performance for
persons, groups, and populations.
Identify and communicate to the
occupational therapist the need to design
community and primary care programs to
support occupational performance for
persons, groups, and populations.
B.4.28. Plan for Discharge
B.4.28.
Develop a plan for discharge from
occupational therapy services in
collaboration with the client and members
of the interprofessional team by reviewing
the needs of the client, caregiver, family,
and significant others; available resources;
and discharge environment.
Develop a plan for discharge from
occupational therapy services in
collaboration with the client and members
of the interprofessional team by reviewing
the needs of the client, caregiver, family,
and significant others; available resources;
and discharge environment.
Implement a discharge plan from
occupational therapy services that was
developed by the occupational therapist in
collaboration with the client and members
of the interprofessional team by reviewing
the needs of the client, caregiver, family,
and significant others; available resources;
and discharge environment.
Implement a discharge plan from
occupational therapy services that was
developed by the occupational therapist in
collaboration with the client and members
of the interprofessional team by reviewing
the needs of the client, caregiver, family,
and significant others; available resources;
and discharge environment.
34
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.4.29. Reimbursement Systems and Documentation
B.4.29.
Demonstrate knowledge of various
reimbursement systems and funding
mechanisms (e.g., federal, state, third
party, private payer), appeals mechanisms,
treatment/diagnosis codes (e.g., CPT®,
ICD, DSM® codes), and coding and
documentation requirements that affect
consumers and the practice of occupational
therapy.
Documentation must effectively
communicate the need and rationale for
occupational therapy services.
Demonstrate knowledge of various
reimbursement systems and funding
mechanisms (e.g., federal, state, third
party, private payer), appeals mechanisms,
treatment/diagnosis codes (e.g., CPT®,
ICD, DSM® codes), and coding and
documentation requirements that affect
consumers and the practice of
occupational therapy.
Documentation must effectively
communicate the need and rationale for
occupational therapy services.
Demonstrate knowledge of various
reimbursement systems and funding
mechanisms (e.g., federal, state, third
party, private payer), treatment/diagnosis
codes (e.g., CPT®, ICD, DSM® codes), and
coding and documentation requirements
that affect consumers and the practice of
occupational therapy.
Documentation must effectively
communicate the need and rationale for
occupational therapy services.
Demonstrate knowledge of various
reimbursement systems and funding
mechanisms (e.g., federal, state, third
party, private payer), treatment/diagnosis
codes (e.g., CPT®, ICD, DSM® codes), and
coding and documentation requirements
that affect consumers and the practice of
occupational therapy.
Documentation must effectively
communicate the need and rationale for
occupational therapy services.
B.5.0.
CONTEXT OF SERVICE DELIVERY, LEADERSHIP, AND MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES
Context of service delivery includes knowledge and understanding of the various contexts, such as professional, social, cultural, political, economic, and ecological, in
which occupational therapy services are provided.
Management and leadership skills of occupational therapy services include the application of principles of management and systems in the provision of occupational
therapy services to persons, groups, populations, and organizations.
The program must facilitate development of the performance criteria listed below. The student will:
B.5.1. Factors, Policy Issues, and Social Systems
B.5.1.
Identify, analyze, and evaluate the
contextual factors; current policy issues;
and socioeconomic, political, geographic,
and demographic factors on the delivery
of occupational therapy services for
persons, groups, and populations to
promote policy development and social
systems as they relate to the practice of
occupational therapy.
Identify, analyze, and evaluate the
contextual factors; current policy issues;
and socioeconomic, political, geographic,
and demographic factors on the delivery
of occupational therapy services for
persons, groups, and populations to
promote policy development and social
systems as they relate to the practice of
occupational therapy.
Identify and explain the contextual factors;
current policy issues; and socioeconomic,
political, geographic, and demographic
factors on the delivery of occupational
therapy services for persons, groups, and
populations to promote policy
development and social systems as they
relate to the practice of occupational
therapy.
Identify and explain the contextual factors;
current policy issues; and socioeconomic,
political, geographic, and demographic
factors on the delivery of occupational
therapy services for persons, groups, and
populations and social systems as they
relate to the practice of occupational
therapy.
B.5.2. Advocacy
B.5.2.
Identify, analyze, and advocate for existing
and future service delivery models and
policies, and their potential effect on the
practice of occupational therapy and
opportunities to address societal needs.
Identify, analyze, and advocate for existing
and future service delivery models and
policies, and their potential effect on the
practice of occupational therapy and
opportunities to address societal needs.
Explain the role and responsibility of the
practitioner to advocate for changes in
service delivery policies, effect changes in
the system, recognize opportunities in
emerging practice areas, and advocate for
opportunities to expand the occupational
therapy assistant’s role.
Explain the role and responsibility of the
practitioner to advocate for changes in
service delivery policies, effect changes in
the system, recognize opportunities in
emerging practice areas, and advocate for
opportunities to expand the occupational
therapy assistant’s role.
35
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.5.3. Business Aspects of Practice
B.5.3.
Demonstrate knowledge of and evaluate
the business aspects of practice including,
but not limited to, the development of
business plans, financial management,
program evaluation models, and strategic
planning.
Demonstrate knowledge of and evaluate
the business aspects of practice including,
but not limited to, the development of
business plans, financial management,
program evaluation models, and strategic
planning.
Explain the business aspects of practice
including, but not limited to, the
development of business plans, financial
management, program evaluation models,
and strategic planning.
Explain an understanding of the business
aspects of practice including, but not
limited to, financial management, billing,
and coding.
B.5.4. Systems and Structures That Create Legislation
B.5.4.
Identify and evaluate the systems and
structures that create federal and state
legislation and regulations and their
implications and effects on persons, groups,
and populations, as well as practice and
policy.
Identify and evaluate the systems and
structures that create federal and state
legislation and regulations and their
implications and effects on persons, groups,
and populations, as well as practice.
Identify the systems and structures that
create federal and state legislation and
regulations, and their implications and
effects on persons, groups, and
populations, as well as practice.
Define the systems and structures that
create federal and state legislation and
regulations, and their implications and
effects on persons, groups, and
populations, as well as practice.
B.5.5. Requirements for Credentialing and Licensure
B.5.5.
Provide care and programs that
demonstrate knowledge of applicable
national requirements for credentialing
and requirements for licensure,
certification, or registration consistent
with federal and state laws.
Provide care and programs that
demonstrate knowledge of applicable
national requirements for credentialing
and requirements for licensure,
certification, or registration consistent
with federal and state laws.
Provide care and programs that
demonstrate knowledge of applicable
national requirements for credentialing
and requirements for licensure,
certification, or registration consistent
with federal and state laws.
Provide care and programs that
demonstrate knowledge of applicable
national requirements for credentialing
and requirements for licensure,
certification, or registration consistent
with federal and state laws.
B.5.6. Market the Delivery of Services
B.5.6.
Demonstrate leadership skills in the
ability to plan, develop, organize, and
market the delivery of services to include
the determination of programmatic needs
and service delivery options, and
formulation and management of staffing
for effective service provision.
Demonstrate the ability to plan, develop,
organize, and market the delivery of
services to include the determination of
programmatic needs and service delivery
options, and formulation and management
of staffing for effective service provision.
Identify the need and demonstrate the
ability to participate in the development,
marketing, and management of service
delivery options.
Identify the need and demonstrate the
ability to participate in the development,
marketing, and management of service
delivery options.
B.5.7. Quality Management and Improvement
B.5.7.
Demonstrate leadership skills in the
ability to design ongoing processes for
quality management and improvement
(e.g., outcome studies analysis and client
engagement surveys) and develop
program changes as needed to
demonstrate quality of services and direct
administrative changes.
Demonstrate the ability to design ongoing
processes for quality management and
improvement (e.g., outcome studies
analysis and client engagement surveys)
and develop program changes as needed
to demonstrate quality of services and
direct administrative changes.
Identify the need for and evaluate
processes for quality management and
improvement (e.g., outcome studies
analysis and client engagement surveys)
and implement program changes as
needed to demonstrate quality of services.
Participate in the documentation of
ongoing processes for quality
management and improvement (e.g.,
outcome studies analysis and client
engagement surveys) and implement
program changes as needed to
demonstrate quality of services.
36
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.5.8. Supervision of Personnel
B.5.8.
Develop strategies for effective,
competency-based legal and ethical
supervision of occupational therapy and
non–occupational therapy personnel.
Analyze staff development and
professional abilities and competencies of
supervised staff as they relate to job
responsibilities.
Develop strategies for effective,
competency-based legal and ethical
supervision of occupational therapy and
non–occupational therapy personnel.
Develop strategies for effective,
competency-based legal and ethical
supervision of occupational therapy
assistants and non-occupational therapy
personnel.
Define strategies for effective,
competency-based legal and ethical
supervision of occupational therapy
assistants and non-occupational therapy
personnel.
B.6.0. SCHOLARSHIP
Promotion of science and scholarly endeavors will serve to describe and interpret the scope of the profession, build research capacity, establish new knowledge, and interpret and
apply this knowledge to practice. The program must facilitate development of the performance criteria listed below. The student will be able to:
B.6.1. Scholarly Study
B.6.1. Professional Literature and Scholarly Activities
B.6.1.
Critique quantitative and qualitative
research in order to analyze and
evaluate scholarly activities, which
contribute to the development of a
body of knowledge. This includes the:
o Level of evidence
o Validity of research studies
o Strength of the methodology
o Relevance to the profession of
occupational therapy
Locate, select, analyze, and evaluate
scholarly literature to make evidence-
based decisions.
Design and implement a scholarly
study that aligns with current research
priorities and advances knowledge
translation, professional practice,
service delivery, or professional issues
(e.g., Scholarship of Integration,
Scholarship of Application, Scholarship
of Teaching and Learning).
This may include a literature review that
requires analysis and synthesis of data.
Systematic reviews that require analysis
and synthesis of data meet the requirement
for this Standard.
Critique quantitative and qualitative
research in order to analyze and
evaluate scholarly activities, which
contribute to the development of a
body of knowledge. This includes the:
o Level of evidence
o Validity of research studies
o Strength of the methodology
o Relevance to the profession of
occupational therapy.
Locate, select, analyze, and evaluate
scholarly literature to make evidence-
based decisions.
Participate in scholarly activities that
align with current research priorities
and advances knowledge translation,
professional practice, service delivery,
or professional issues (e.g., Scholarship
of Integration, Scholarship of
Application, Scholarship of Teaching
and Learning).
This may include a literature review that
requires analysis and synthesis of data.
Systematic reviews that require analysis
and synthesis of data meet the requirement
for this Standard. A research project is not
Locate and demonstrate
understanding of professional
literature, including the quality of the
source of information, to make
evidence-based practice decisions in
collaboration with the occupational
therapist.
Explain how scholarly activities and
literature contribute to the
development of the profession.
Locate and demonstrate
understanding of professional
literature, including the quality of the
source of information, to make
evidence-based practice decisions in
collaboration with the occupational
therapist.
Explain how scholarly activities and
literature contribute to the
development of the profession.
37
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
required for this Standard, and narrative
reviews do not meet this Standard.
B.6.2. Quantitative and Qualitative Methods
B.6.2.
Select, apply, and interpret quantitative
and qualitative methods for data analysis
to include:
Basic descriptive, correlational, and
inferential quantitative statistics.
Analysis and synthesis of qualitative
data.
Demonstrate an understanding and use of
quantitative and qualitative methods for
data analysis to include:
Basic descriptive, correlational, and
inferential quantitative statistics.
Analysis and synthesis of qualitative
data.
Understand the use of quantitative and
qualitative methods for data analysis that
include:
Basic descriptive, correlational, and
inferential quantitative statistics.
Analysis and synthesis of qualitative
data.
Understand the difference between
quantitative and qualitative research
studies.
B.6.3. Scholarly Reports
B.6.3.
Create scholarly reports appropriate for
presentation or for publication in a peer-
reviewed journal that support skills of
clinical practice. The reports must be
made available to professional or public
audiences.
Demonstrate the skills necessary to write
a scholarly report in a format for
presentation or publication, which may be
made available to professional or public
audiences.
Demonstrate the skills to understand a
scholarly report.
Demonstrate the skills to understand a
scholarly report.
B.6.4. Locating and Securing Grants
B.6.4.
Demonstrate an understanding of the
process of locating and securing grants
and how grants can serve as a fiscal
resource for scholarly activities and
program development. Create grant
proposals to support scholarly activities
and program development.
Demonstrate an understanding of the
process of locating and securing grants
and how grants can serve as a fiscal
resource for scholarly activities and
program development.
(No related Standard)
(No related Standard)
B.6.5. Ethical Policies and Procedures for Research
B.6.5.
Demonstrate an understanding of how to
design a scholarly proposal in regards to
ethical policies and procedures necessary
to conduct human-subject research,
educational research, or research related
to population health.
Demonstrate an understanding of the
ethical policies and procedures for
human-subject research, educational
research, or research related to population
health.
(No related Standard)
(No related Standard)
B.6.6. Preparation for Work in an Academic Setting
B.6.6.
Demonstrate an understanding and apply
the principles of instructional design and
teaching and learning in preparation for
work in an academic setting.
Demonstrate an understanding and apply
the principles of instructional design and
teaching and learning in preparation for
work in an academic setting.
Understand the principles of instructional
design and teaching and learning in
preparation for work in an academic
setting.
Understand the principles of teaching and
learning in preparation for work in an
academic setting.
38
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
B.7.0. PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES
Professional ethics, values, and responsibilities include an understanding and appreciation of ethics and values of the profession of occupational therapy. Professional behaviors
include the ability to advocate for social responsibility and equitable services to support health equity and address social determinants of health; commit to engaging in lifelong
learning; and evaluate the outcome of services, which include client engagement, judicious health care utilization, and population health. The program must facilitate development of
the performance criteria listed below. The student will be able to:
B.7.1 Ethical Decision Making
B.7.1.
Demonstrate knowledge of the American
Occupational Therapy Association (AOTA)
Occupational Therapy Code of Ethics and
AOTA Standards of Practice and use them
as a guide for ethical decision making in
professional interactions, client
interventions, employment settings, and
when confronted with personal and
organizational ethical conflicts.
Demonstrate knowledge of the American
Occupational Therapy Association (AOTA)
Occupational Therapy Code of Ethics and
AOTA Standards of Practice and use them
as a guide for ethical decision making in
professional interactions, client
interventions, employment settings, and
when confronted with personal and
organizational ethical conflicts.
Demonstrate knowledge of the American
Occupational Therapy Association (AOTA)
Occupational Therapy Code of Ethics and
AOTA Standards of Practice and use them
as a guide for ethical decision making in
professional interactions, client
interventions, employment settings, and
when confronted with personal and
organizational ethical conflicts.
Demonstrate knowledge of the American
Occupational Therapy Association (AOTA)
Occupational Therapy Code of Ethics and
AOTA Standards of Practice and use them
as a guide for ethical decision making in
professional interactions, client
interventions, employment settings, and
when confronted with personal and
organizational ethical conflicts.
B.7.2. Professional Engagement
B.7.2.
Demonstrate knowledge of how the role of
a professional is enhanced by
participating and engaging in local,
national, and international leadership
positions in organizations or agencies.
Demonstrate knowledge of how the role of
a professional is enhanced by
participating and engaging in local,
national, and international leadership
positions in organizations or agencies.
Demonstrate knowledge of how the role of
a professional is enhanced by
participating and engaging in local,
national, and international leadership
positions in organizations or agencies.
Demonstrate knowledge of how the role of
a professional is enhanced by participating
and engaging in local, national, and
international leadership positions in
organizations or agencies.
B.7.3. Promote Occupational Therapy
B.7.3.
Promote occupational therapy by educating
other professionals, service providers,
consumers, third-party payers, regulatory
bodies, and the public.
Promote occupational therapy by educating
other professionals, service providers,
consumers, third-party payers, regulatory
bodies, and the public.
Promote occupational therapy by educating
other professionals, service providers,
consumers, third-party payers, regulatory
bodies, and the public.
Promote occupational therapy by educating
other professionals, service providers,
consumers, third-party payers, regulatory
bodies, and the public.
B.7.4. Ongoing Professional Development
B.7.4.
Identify and develop strategies for
ongoing professional development to
ensure that practice is consistent with
current and accepted standards.
Identify and develop strategies for
ongoing professional development to
ensure that practice is consistent with
current and accepted standards.
Identify and develop strategies for
ongoing professional development to
ensure that practice is consistent with
current and accepted standards.
Identify and develop strategies for
ongoing professional development to
ensure that practice is consistent with
current and accepted standards.
B.7.5. Personal and Professional Responsibilities
B.7.5.
Demonstrate knowledge of personal and
professional responsibilities related to:
Liability issues under current models
of service provision.
Varied roles of the occupational
therapist providing service on a
contractual basis.
Demonstrate knowledge of personal and
professional responsibilities related to:
Liability issues under current models
of service provision.
Varied roles of the occupational
therapist providing service on a
contractual basis.
Demonstrate knowledge of personal and
professional responsibilities related to:
Liability issues under current models
of service provision.
Varied roles of the occupational
therapy assistant providing service
on a contractual basis.
Demonstrate knowledge of personal and
professional responsibilities related to:
Liability issues under current models
of service provision.
Varied roles of the occupational
therapy assistant providing service
on a contractual basis.
39
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
SECTION C: FIELDWORK EDUCATION
C.1.0: FIELDWORK EDUCATION
Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. The fieldwork experience is designed to promote
clinical reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities.
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 the supervision of qualified personnel serving as a role model. The academic fieldwork coordinator is responsible for the program’s
compliance with fieldwork education requirements. The academic fieldwork coordinator will:
C.1.1. Fieldwork Program Reflects the Curriculum Design
C.1.1.
Ensure that the fieldwork program reflects
the sequence and scope of content in the
curriculum design, in collaboration with
faculty, so that fieldwork experiences in
traditional, nontraditional, and emerging
settings strengthen the ties between
didactic and fieldwork education.
Ensure that the fieldwork program reflects
the sequence and scope of content in the
curriculum design, in collaboration with
faculty, so that fieldwork experiences in
traditional, nontraditional, and emerging
settings strengthen the ties between
didactic and fieldwork education.
Ensure that the fieldwork program reflects
the sequence and scope of content in the
curriculum design, in collaboration with
faculty, so that fieldwork experiences in
traditional, nontraditional, and emerging
settings strengthen the ties between
didactic and fieldwork education.
Ensure that the fieldwork program reflects
the sequence and scope of content in the
curriculum design, in collaboration with
faculty, so that fieldwork experiences in
traditional, nontraditional, and emerging
settings strengthen the ties between
didactic and fieldwork education.
C.1.2. Criteria and Process for Selecting Fieldwork Sites
C.1.2.
Document the criteria and process for
selecting fieldwork sites, to include
maintaining memoranda of
understanding, complying with all site
requirements, maintaining site objectives
and site data, and communicating this
information to students prior to the start
of the fieldwork experience.
Document the criteria and process for
selecting fieldwork sites, to include
maintaining memoranda of
understanding, complying with all site
requirements, maintaining site objectives
and site data, and communicating this
information to students prior to the start
of the fieldwork experience.
Document the criteria and process for
selecting fieldwork sites, to include
maintaining memoranda of
understanding, complying with all site
requirements, maintaining site objectives
and site data, and communicating this
information to students prior to the start
of the fieldwork experience.
Document the criteria and process for
selecting fieldwork sites, to include
maintaining memoranda of understanding,
complying with all site requirements,
maintaining site objectives and site data,
and communicating this information to
students prior to the start of the fieldwork
experience.
C.1.3. Fieldwork Objectives
C.1.3.
Document that academic and fieldwork
educators agree on established fieldwork
objectives prior to the start of the
fieldwork experience, and communicate
with the student and fieldwork educator
about progress and performance
throughout the fieldwork experience.
Ensure that fieldwork objectives for all
experiences include a psychosocial
objective.
Document that academic and fieldwork
educators agree on established fieldwork
objectives prior to the start of the
fieldwork experience, and communicate
with the student and fieldwork educator
about progress and performance
throughout the fieldwork experience.
Ensure that fieldwork objectives for all
experiences include a psychosocial
objective.
Document that academic and fieldwork
educators agree on established fieldwork
objectives prior to the start of the
fieldwork experience, and communicate
with the student and fieldwork educator
about progress and performance
throughout the fieldwork experience.
Ensure that fieldwork objectives for all
experiences include a psychosocial
objective.
Document that academic and fieldwork
educators agree on established fieldwork
objectives prior to the start of the
fieldwork experience, and communicate
with the student and fieldwork educator
about progress and performance
throughout the fieldwork experience.
Ensure that fieldwork objectives for all
experiences include a psychosocial
objective.
40
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
C.1.4. Ratio of Fieldwork Educators to Students
C.1.4.
Ensure that the ratio of fieldwork
educators to students enables proper
supervision, and provides protection of
consumers, opportunities for appropriate
role modeling of occupational therapy
practice, and the ability to provide
frequent assessment of student progress
in achieving stated fieldwork objectives.
Ensure that the ratio of fieldwork
educators to students enables proper
supervision, and provides protection of
consumers, opportunities for appropriate
role modeling of occupational therapy
practice, and the ability to provide
frequent assessment of student progress
in achieving stated fieldwork objectives.
Ensure that the ratio of fieldwork
educators to students enables proper
supervision, and provides protection of
consumers, opportunities for appropriate
role modeling of occupational therapy
practice, and the ability to provide
frequent assessment of student progress
in achieving stated fieldwork objectives.
Ensure that the ratio of fieldwork
educators to students enables proper
supervision, and provides protection of
consumers, opportunities for appropriate
role modeling of occupational therapy
practice, and the ability to provide
frequent assessment of student progress
in achieving stated fieldwork objectives.
C.1.5. Sufficient Fieldwork Agreements
C.1.5.
Ensure that fieldwork agreements are
sufficient in scope and number to allow
completion of graduation requirements in
a timely manner, in accordance with the
policy adopted by the program as required
by Standard A.4.7.
Ensure that fieldwork agreements are
sufficient in scope and number to allow
completion of graduation requirements in
a timely manner, in accordance with the
policy adopted by the program as required
by Standard A.4.7.
Ensure that fieldwork agreements are
sufficient in scope and number to allow
completion of graduation requirements in
a timely manner, in accordance with the
policy adopted by the program as required
by Standard A.4.7.
Ensure that fieldwork agreements are
sufficient in scope and number to allow
completion of graduation requirements in
a timely manner, in accordance with the
policy adopted by the program as required
by Standard A.4.7.
C.1.6. Level I and II Fieldwork MOUs
C.1.6.
The program must have evidence of valid
memoranda of understanding in effect and
signed by both parties from the onset to
conclusion of the Level I fieldwork and the
Level II fieldwork if it involves an entity
outside of the academic program.
(Electronic memoranda of understanding
and signatures are acceptable.)
Responsibilities of the sponsoring
institution(s) and each fieldwork site must
be clearly documented in the memorandum
of understanding.
The program must have evidence of valid
memoranda of understanding in effect and
signed by both parties from the onset to
conclusion of the Level I fieldwork and the
Level II fieldwork if it involves an entity
outside of the academic program.
(Electronic memoranda of understanding
and signatures are acceptable.)
Responsibilities of the sponsoring
institution(s) and each fieldwork site must
be clearly documented in the memorandum
of understanding.
The program must have evidence of valid
memoranda of understanding in effect and
signed by both parties from the onset to
conclusion of the Level I fieldwork and the
Level II fieldwork if it involves an entity
outside of the academic program.
(Electronic memoranda of understanding
and signatures are acceptable.)
Responsibilities of the sponsoring
institution(s) and each fieldwork site must
be clearly documented in the memorandum
of understanding.
The program must have evidence of valid
memoranda of understanding in effect and
signed by both parties from the onset to
conclusion of the Level I fieldwork and the
Level II fieldwork if it involves an entity
outside of the academic program.
(Electronic memoranda of understanding
and signatures are acceptable.)
Responsibilities of the sponsoring
institution(s) and each fieldwork site must
be clearly documented in the memorandum
of understanding.
IF A FIELD TRIP, OBSERVATION, OR SERVICE LEARNING ACTIVITY IS USED TO COUNT TOWARD PART OF A LEVEL I FIELDWORK, THEN A MEMORANDUM OF UNDERSTANDING IS
REQUIRED. IF A FIELD TRIP, OBSERVATION, OR SERVICE LEARNING ACTIVITY IS NOT USED TO COUNT TOWARD PART OF THE LEVEL I FIELDWORK, THEN NO MEMORANDUM OF
UNDERSTANDING IS REQUIRED.
WHEN A MEMORANDUM OF UNDERSTANDING IS ESTABLISHED WITH A MULTISITE SERVICE PROVIDER (E.G., CONTRACT AGENCY, CORPORATE ENTITY), THE ACOTE STANDARDS
DO NOT REQUIRE A SEPARATE MEMORANDUM OF UNDERSTANDING WITH EACH PRACTICE SITE.
C.1.7. Fieldwork in Behavioral Health or Psychological and Social Factors
C.1.7.
At least one fieldwork experience (either
Level I or Level II) must address practice in
behavioral health, or psychological and
social factors influencing engagement in
occupation.
At least one fieldwork experience (either
Level I or Level II) must address practice in
behavioral health, or psychological and
social factors influencing engagement in
occupation.
At least one fieldwork experience (either
Level I or Level II) must address practice in
behavioral health, or psychological and
social factors influencing engagement in
occupation.
At least one fieldwork experience (either
Level I or Level II) must address practice in
behavioral health, or psychological and
social factors influencing engagement in
occupation.
41
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
The goal of Level I fieldwork is to introduce students to fieldwork, apply knowledge to practice, and develop understanding of the needs of clients. The program will:
C.1.8. Qualified Level I Fieldwork Supervisors
C.1.8.
Ensure that personnel who supervise Level
I fieldwork are informed of the curriculum
and fieldwork program design and affirm
their ability to support the fieldwork
experience. This must occur prior to the
onset of the Level I fieldwork. Examples
include, but are not limited to, currently
licensed or otherwise regulated
occupational therapists and occupational
therapy assistants, psychologists, physician
assistants, teachers, social workers,
physicians, speech language pathologists,
nurses, and physical therapists.
Ensure that personnel who supervise
Level I fieldwork are informed of the
curriculum and fieldwork program design
and affirm their ability to support the
fieldwork experience. This must occur
prior to the onset of the Level I fieldwork.
Examples include, but are not limited to,
currently licensed or otherwise regulated
occupational therapists and occupational
therapy assistants, psychologists, physician
assistants, teachers, social workers,
physicians, speech language pathologists,
nurses, and physical therapists.
Ensure that personnel who supervise
Level I fieldwork are informed of the
curriculum and fieldwork program design
and affirm their ability to support the
fieldwork experience. This must occur
prior to the onset of the Level I fieldwork.
Examples include, but are not limited to,
currently licensed or otherwise regulated
occupational therapists and occupational
therapy assistants, psychologists, physician
assistants, teachers, social workers,
physicians, speech language pathologists,
nurses, and physical therapists.
Ensure that personnel who supervise
Level I fieldwork are informed of the
curriculum and fieldwork program design
and affirm their ability to support the
fieldwork experience. This must occur
prior to the onset of the Level I fieldwork.
Examples include, but are not limited to,
currently licensed or otherwise regulated
occupational therapists and occupational
therapy assistants, psychologists, physician
assistants, teachers, social workers,
physicians, speech language pathologists,
nurses, and physical therapists.
C.1.9. Level I Fieldwork
C.1.9.
Document that Level I fieldwork is
provided to students and is not substituted
for any part of the Level II fieldwork.
Ensure that Level I fieldwork enriches
didactic coursework through directed
observation and participation in selected
aspects of the occupational therapy
process, and includes mechanisms for
formal evaluation of student performance.
The program must have clearly
documented student learning objectives
expected of the Level I fieldwork.
Level I fieldwork may be met through one
or more of the following instructional
methods:
Simulated environments
Standardized patients
Faculty practice
Faculty-led site visits
Supervision by a fieldwork educator
in a practice environment
All Level I fieldwork must be comparable
in rigor.
Document that Level I fieldwork is
provided to students and is not substituted
for any part of the Level II fieldwork.
Ensure that Level I fieldwork enriches
didactic coursework through directed
observation and participation in selected
aspects of the occupational therapy
process, and includes mechanisms for
formal evaluation of student performance.
The program must have clearly
documented student learning objectives
expected of the Level I fieldwork.
Level I fieldwork may be met through one
or more of the following instructional
methods:
Simulated environments
Standardized patients
Faculty practice
Faculty-led site visits
Supervision by a fieldwork educator
in a practice environment
All Level I fieldwork must be comparable in
rigor.
Document that Level I fieldwork is
provided to students and is not substituted
for any part of the Level II fieldwork.
Ensure that Level I fieldwork enriches
didactic coursework through directed
observation and participation in selected
aspects of the occupational therapy
process, and includes mechanisms for
formal evaluation of student performance.
The program must have clearly
documented student learning objectives
expected of the Level I fieldwork.
Level I fieldwork may be met through one
or more of the following instructional
methods:
Simulated environments
Standardized patients
Faculty practice
Faculty-led site visits
Supervision by a fieldwork educator
in a practice environment
All Level I fieldwork must be comparable
in rigor.
Document that Level I fieldwork is
provided to students and is not substituted
for any part of the Level II fieldwork.
Ensure that Level I fieldwork enriches
didactic coursework through directed
observation and participation in selected
aspects of the occupational therapy
process, and includes mechanisms for
formal evaluation of student performance.
The program must have clearly
documented student learning objectives
expected of the Level I fieldwork.
Level I fieldwork may be met through one
or more of the following instructional
methods:
Simulated environments
Standardized patients
Faculty practice
Faculty-led site visits
Supervision by a fieldwork educator
in a practice environment
All Level I fieldwork must be comparable
in rigor.
42
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational
therapists. Level II fieldwork must be integral to the program’s 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 lifespan and to a variety of settings. The program will:
The goal of Level II fieldwork is to develop competent, entry-level, generalist
occupational therapy assistants. Level II fieldwork must be integral to the program’s
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. It is recommended that the student be exposed to a
variety of clients across the lifespan and to a variety of settings. The program will:
C.1.10. Length of Level II Fieldwork
C.1.10.
Require a minimum of 24 weeks’ full-time
Level II fieldwork. This may be completed
on a part-time basis, as defined by the
fieldwork placement in accordance with
the fieldwork placement’s usual and
customary personnel policies, as long as it
is at least 50% of an FTE at that site.
The student can complete Level II fieldwork
in a minimum of one setting if it is reflective
of more than one practice area, or in a
maximum of four different settings.
Require a minimum of 24 weeks’ full-time
Level II fieldwork. This may be completed
on a part-time basis, as defined by the
fieldwork placement in accordance with
the fieldwork placement’s usual and
customary personnel policies, as long as it
is at least 50% of an FTE at that site.
The student can complete Level II fieldwork
in a minimum of one setting if it is reflective
of more than one practice area, or in a
maximum of four different settings.
Require a minimum of 16 weeks’ full-time
Level II fieldwork. This may be completed
on a part-time basis, as defined by the
fieldwork placement in accordance with
the fieldwork placement’s usual and
customary personnel policies, as long as it
is at least 50% of an FTE at that site.
The student can complete Level II fieldwork
in a minimum of one setting if it is reflective
of more than one practice area, or in a
maximum of three different settings.
Require a minimum of 16 weeks’ full-time
Level II fieldwork. This may be completed
on a part-time basis, as defined by the
fieldwork placement in accordance with
the fieldwork placement’s usual and
customary personnel policies, as long as it
is at least 50% of an FTE at that site.
The student can complete Level II fieldwork
in a minimum of one setting if it is reflective
of more than one practice area, or in a
maximum of three different settings.
C.1.11. Qualified Level II Fieldwork Supervisors
C.1.11.
Document and verify that the student is
supervised by a currently licensed or
otherwise regulated occupational
therapist who has a minimum of 1 year
full-time (or its equivalent) of practice
experience as a licensed or otherwise
regulated occupational therapist prior to
the onset of the Level II fieldwork.
Ensure that the student supervisor is
adequately prepared to serve as a
fieldwork educator prior to the Level II
fieldwork. The supervising therapist may
be engaged by the fieldwork site or by the
educational program.
Document and verify that the student is
supervised by a currently licensed or
otherwise regulated occupational
therapist who has a minimum of 1 year
full-time (or its equivalent) of practice
experience as a licensed or otherwise
regulated occupational therapist prior to
the onset of the Level II fieldwork.
Ensure that the student supervisor is
adequately prepared to serve as a
fieldwork educator prior to the Level II
fieldwork. The supervising therapist may
be engaged by the fieldwork site or by the
educational program.
Document and verify that the student is
supervised by a currently licensed or
otherwise regulated occupational
therapist or occupational therapy
assistant (under the supervision of an
occupational therapist) who has a
minimum of 1 year full-time (or its
equivalent) of practice experience as a
licensed or otherwise regulated
occupational therapist or occupational
therapy assistant prior to the onset of the
Level II fieldwork.
Ensure that the student supervisor is
adequately prepared to serve as a
fieldwork educator prior to the Level II
fieldwork. The supervising therapist may
be engaged by the fieldwork site or by the
educational program.
Document and verify that the student is
supervised by a currently licensed or
otherwise regulated occupational
therapist or occupational therapy assistant
(under the supervision of an occupational
therapist) who has a minimum of 1 year
full-time (or its equivalent) of practice
experience as a licensed or otherwise
regulated occupational therapist or
occupational therapy assistant prior to the
onset of the Level II fieldwork.
Ensure that the student supervisor is
adequately prepared to serve as a
fieldwork educator prior to the Level II
fieldwork. The supervising therapist may
be engaged by the fieldwork site or by the
educational program.
C.1.12. Evaluating the Effectiveness of Supervision
C.1.12.
Document a mechanism for evaluating the
effectiveness of supervision (e.g., student
evaluation of fieldwork) and for providing
resources for enhancing supervision
Document a mechanism for evaluating the
effectiveness of supervision (e.g., student
evaluation of fieldwork) and for providing
resources for enhancing supervision
Document a mechanism for evaluating the
effectiveness of supervision (e.g., student
evaluation of fieldwork) and for providing
resources for enhancing supervision
Document a mechanism for evaluating the
effectiveness of supervision (e.g., student
evaluation of fieldwork) and for providing
resources for enhancing supervision
43
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
(e.g., materials on supervisory skills,
continuing education opportunities,
articles on theory and practice).
(e.g., materials on supervisory skills,
continuing education opportunities,
articles on theory and practice).
(e.g., materials on supervisory skills,
continuing education opportunities,
articles on theory and practice).
(e.g., materials on supervisory skills,
continuing education opportunities,
articles on theory and practice).
C.1.13. Level II Fieldwork Supervision
C.1.13.
Ensure that Level II fieldwork supervision
is direct and then decreases to less direct
supervision as appropriate for the setting,
the severity of the client’s condition, and
the ability of the student to support
progression toward entry-level
competence.
Ensure that Level II fieldwork supervision
is direct and then decreases to less direct
supervision as appropriate for the setting,
the severity of the client’s condition, and
the ability of the student to support
progression toward entry-level
competence.
Ensure that Level II fieldwork supervision
is direct and then decreases to less direct
supervision as appropriate for the setting,
the severity of the client’s condition, and
the ability of the student to support
progression toward entry-level
competence.
Ensure that Level II fieldwork supervision
is direct and then decreases to less direct
supervision as appropriate for the setting,
the severity of the client’s condition, and
the ability of the student to support
progression toward entry-level
competence.
C.1.14. Fieldwork Supervision Where No OT Services Exist
C.1.14.
Document and verify that supervision
provided in a setting where no
occupational therapy services exist
includes a documented plan for provision
of occupational therapy services and
supervision by a currently licensed or
otherwise regulated occupational
therapist with at least 3 years’ full-time or
its equivalent of professional experience
prior to the Level II fieldwork. Supervision
must include a minimum of 8 hours of
direct supervision each week of the
fieldwork experience. An occupational
therapy supervisor must be available, via a
variety of contact measures, to the student
during all working hours. An on-site
supervisor designee of another profession
must be assigned while the occupational
therapy supervisor is off site.
Document and verify that supervision
provided in a setting where no
occupational therapy services exist
includes a documented plan for provision
of occupational therapy services and
supervision by a currently licensed or
otherwise regulated occupational
therapist with at least 3 years’ full-time or
its equivalent of professional experience
prior to the Level II fieldwork. Supervision
must include a minimum of 8 hours of
direct supervision each week of the
fieldwork experience. An occupational
therapy supervisor must be available, via a
variety of contact measures, to the student
during all working hours. An on-site
supervisor designee of another profession
must be assigned while the occupational
therapy supervisor is off site.
Document and verify that supervision
provided in a setting where no
occupational therapy services exist
includes a documented plan for provision
of occupational therapy assistant services
and supervision by a currently licensed or
otherwise regulated occupational
therapist or occupational therapy
assistant (under the direction of an
occupational therapist) with at least 3
years’ full-time or its equivalent of
professional experience prior to the Level
II fieldwork. Supervision must include a
minimum of 8 hours of direct supervision
each week of the fieldwork experience. An
occupational therapy supervisor must be
available, via a variety of contact
measures, to the student during all
working hours. An on-site supervisor
designee of another profession must be
assigned while the occupational therapy
supervisor is off site.
Document and verify that supervision
provided in a setting where no
occupational therapy services exist
includes a documented plan for provision
of occupational therapy assistant services
and supervision by a currently licensed or
otherwise regulated occupational
therapist or occupational therapy assistant
(under the direction of an occupational
therapist) with at least 3 years’ full-time or
its equivalent of professional experience
prior to the Level II fieldwork. Supervision
must include a minimum of 8 hours of
direct supervision each week of the
fieldwork experience. An occupational
therapy supervisor must be available, via a
variety of contact measures, to the student
during all working hours. An on-site
supervisor designee of another profession
must be assigned while the occupational
therapy supervisor is off site.
C.1.15. Evaluation of Student Performance on Level II Fieldwork
C.1.15.
Document mechanisms for requiring
formal evaluation of student performance
on Level II fieldwork (e.g., the AOTA
Fieldwork Performance Evaluation for the
Occupational Therapy Student or
equivalent).
Document mechanisms for requiring
formal evaluation of student performance
on Level II fieldwork (e.g., the AOTA
Fieldwork Performance Evaluation for the
Occupational Therapy Student or
equivalent).
Document mechanisms for requiring
formal evaluation of student performance
on Level II fieldwork (e.g., the AOTA
Fieldwork Performance Evaluation for the
Occupational Therapy Assistant Student or
equivalent).
Document mechanisms for requiring
formal evaluation of student performance
on Level II fieldwork (e.g., the AOTA
Fieldwork Performance Evaluation for the
Occupational Therapy Assistant Student or
equivalent).
44
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
C.1.16. Fieldwork Supervision Outside the U.S.
C.1.16.
Document and verify that students
attending Level II fieldwork outside the
United States are supervised by an
occupational therapist who graduated
from a program approved by the World
Federation of Occupational Therapists and
has at least 1 year of experience in
practice prior to the onset of Level II
fieldwork.
Document and verify that students
attending Level II fieldwork outside the
United States are supervised by an
occupational therapist who graduated
from a program approved by the World
Federation of Occupational Therapists and
has at least 1 year of experience in
practice prior to the onset of Level II
fieldwork.
Document and verify that students
attending Level II fieldwork outside the
United States are supervised by an
occupational therapist who graduated
from a program approved by the World
Federation of Occupational Therapists and
has at least 1 year of experience in
practice prior to the onset of Level II
fieldwork.
Document and verify that students
attending Level II fieldwork outside the
United States are supervised by an
occupational therapist who graduated
from a program approved by the World
Federation of Occupational Therapists and
has at least 1 year of experience in practice
prior to the onset of Level II fieldwork.
D.1.0. DOCTORAL CAPSTONE
The doctoral capstone shall be an integral part of the
program’s curriculum design. The goal of the doctoral
capstone is to provide an in-depth exposure to one or
more of the following: clinical practice skills,
research skills, administration, leadership, program
and policy development, advocacy, education, and
theory development.
The doctoral capstone consists of two parts:
Capstone project
Capstone experience
The student will complete an individual capstone
project to demonstrate synthesis and application of
knowledge gained.
The student will complete an individual 14-week
capstone experience that must be started after
completion of all coursework and Level II fieldwork,
and completion of preparatory activities defined in
D.1.3.
The doctoral capstone coordinator will:
D.1.0. BACCALAUREATE PROJECT
The goal of the baccalaureate project is
to provide an in-depth experience in
one or more of the following: clinical
practice skills, administration,
leadership, advocacy, and education.
The individual or group project allows
student(s) to demonstrate application
of knowledge gained. The baccalaureate
project shall be an integral part of the
program’s curriculum design.
The program will:
D.1.1. Doctoral Capstone Reflects Curriculum Design
D.1.1. Baccalaureate Project Reflects Curriculum Design
D.1.1.
Ensure that the doctoral capstone reflects
the sequence and scope of content in the
curriculum design so the doctoral
capstone can allow for development of in-
depth knowledge in the designated area of
interest.
(No related Standard)
Ensure that the baccalaureate project
reflects the sequence and scope of content
in the curriculum design so the
baccalaureate project can allow for
development of in-depth knowledge in the
designated area of interest.
(No related Standard)
45
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
D.1.2. Design of Doctoral Capstone
D.1.2. Design of Baccalaureate Project
D.1.2.
Ensure that the doctoral capstone is
designed through collaboration of the
faculty and student, and provided in
setting(s) consistent with the program’s
curriculum design, including
individualized specific objectives and
plans for supervision.
(No related Standard)
Ensure that the baccalaureate project is
designed through collaboration of the
faculty and the student(s), including
individualized specific objectives.
(No related Standard)
D.1.3. Preparation for Doctoral Capstone Project
D.1.3.
Ensure that preparation for the capstone
project includes a literature review, needs
assessment, goals/objectives, and an
evaluation plan. Preparation should align
with the curriculum design and sequence
and is completed prior to the
commencement of the 14-week doctoral
capstone experience.
(No related Standard)
(No related Standard)
(No related Standard)
D.1.4. MOUs for Doctoral Capstone Experience
D.1.4.
Ensure that there is a valid memorandum
of understanding for the doctoral capstone
experience, that, at a minimum, includes
individualized specific objectives, plans
for supervision or mentoring, and
responsibilities of all parties. The
memorandum of understanding must be
signed by both parties.
(No related Standard)
(No related Standard)
(No related Standard)
D.1.5. Length of Doctoral Capstone Experience
D.1.5.
Require that the length of the doctoral
capstone experience be a minimum of 14
weeks (560 hours). This may be completed
on a part-time basis and must be consistent
with the individualized specific objectives
and capstone project. No more than 20% of
the 560 hours can be completed off site
from the mentored practice setting(s), to
ensure a concentrated experience in the
designated area of interest. Time spent off
site may include independent study
activities such as research and writing.
Prior fieldwork or work experience may
not be substituted for this doctoral
capstone experience.
(No related Standard)
(No related Standard)
(No related Standard)
46
STANDARD
NUMBER
ACCREDITATION STANDARDS FOR A
DOCTORAL-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
MASTER’S-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPIST
ACCREDITATION STANDARDS FOR A
BACCALAUREATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
ACCREDITATION STANDARDS FOR AN
ASSOCIATE-DEGREE-LEVEL
EDUCATIONAL PROGRAM FOR THE
OCCUPATIONAL THERAPY ASSISTANT
D.1.6. Mentor for Doctoral Capstone
D.1.6.
Document and verify that the student is
mentored by an individual with expertise
consistent with the student’s area of focus
prior to the onset of the doctoral capstone
experience. The mentor does not have to
be an occupational therapist.
(No related Standard)
(No related Standard)
(No related Standard)
D.1.7. Evaluation of Doctoral Capstone Experiences
D.1.7. Evaluation of Baccalaureate Project
D.1.7.
Document a formal evaluation mechanism
for objective assessment of the student’s
performance during and at the completion
of the doctoral capstone experience.
(No related Standard)
Document a formal evaluation mechanism
for objective assessment of the student’s
performance during and at the completion
of the baccalaureate project.
(No related Standard)
D.1.8. Doctoral Capstone Project
D.1.8. Baccalaureate Project
D.1.8.
Ensure completion and dissemination of an
individual doctoral capstone project that
relates to the doctoral capstone experience
and demonstrates synthesis of in-depth
knowledge in the focused area of study.
(No related Standard)
Ensure completion and presentation of a
report of the individual or group project
demonstrating in-depth knowledge in the
focused area of study.
(No related Standard)
47
GLOSSARY
Accreditation Standards for a Doctoral-Degree-Level Educational Program for the Occupational Therapist,
Master’s-Degree-Level Educational Program for the Occupational Therapist, Baccalaureate-Degree-Level Educational Program for the Occupational Therapy Assistant, and
Associate-Degree-Level Educational Program for the Occupational Therapy Assistant
Definitions given below are for the purposes of this document.
ABILITY TO BENEFIT: A phrase that refers to a student who does not have a high school diploma or its recognized equivalent, but is eligible to receive funds under the Title IV Higher
Education Act programs after taking an independently administered examination and achieving a score, specified by the Secretary of the U.S. Department of Education (USDE), indicating
that the student has the ability to benefit from the education being offered.
ACADEMIC CALENDAR: The official institutional document that lists registration dates, semester/quarter stop and start dates, holidays, graduation dates, and other pertinent events.
Generally, the academic year is divided into two major semesters, each approximately 14 to 16 weeks long. A smaller number of institutions have quarters rather than semesters. Quarters
are approximately 10 weeks long; there are three major quarters and the summer session.
ACTIVITIES: Actions designed and selected to support the development of performance skills and performance patterns to enhance occupational engagement (American Occupational
Therapy Association [AOTA], 2014).
ADVOCACY: Efforts directed toward promoting occupational justice and empowering clients to seek and obtain resources to fully participate in their daily life occupations. Efforts undertaken
by the practitioner are considered advocacy, and those undertaken by the client are considered self-advocacy and can be promoted and supported by the practitioner (AOTA, 2014).
AFFILIATE: An entity that formally cooperates with a sponsoring institution in implementing the occupational therapy educational program.
AREAS OF OCCUPATION: Activities in which people engage: activities of daily living, instrumental activities of daily living, rest and sleep, education, work, play, leisure, and social participation.
ASSESSMENTS: “Specific tools or instruments that are used during the evaluation process” (AOTA, 2010, p. S107).
ASSIST: To aid, help, or hold an auxiliary position.
BACCALAUREATE PROJECT: An in-depth experience in one or more of the following areas: clinical practice skills, administration, leadership, advocacy, and education.
BEHAVIORAL HEALTH: Refers to mental/emotional well-being and/or actions that affect wellness. Behavioral health problems include substance use disorders; alcohol and drug
addiction; and serious psychological distress, suicide, and mental disorders (Substance Abuse and Mental Health Administration, 2014).
BODY FUNCTIONS: “Physiological functions of body systems (including psychological functions)” (World Health Organization [WHO], 2001).
BODY STRUCTURES: “Anatomical parts of the body, such as organs, limbs, and their components” that support body functions (WHO, 2001).
BUSINESS PLANS (DEVELOPMENT OF): The process of putting together a plan for a new endeavor that looks at the product, the marketing plan, the competition, and the personnel in an
objective and critical manner.
CAPSTONE COORDINATOR: Faculty member who is specifically responsible for the program’s compliance with the capstone requirements of Standards Section D.1.0 and is assigned to
the occupational therapy educational program as a full-time core faculty member as defined by ACOTE.
CAPSTONE EXPERIENCE: A 14-week full-time in-depth exposure in a concentrated area that may include on-site and off-site activities that meets developed goals/objectives of the
doctoral capstone.
CAPSTONE PROJECT: A project that is completed by a doctoral-level student that demonstrates the student’s ability to relate theory to practice and to synthesize in-depth knowledge in a
practice area that relates to the capstone experience.
48
CARE COORDINATION: The process that links clients with appropriate services and resources.
CASE MANAGEMENT: A system to ensure that individuals receive appropriate health care services.
CLIENT: Person or persons (including those involved in the care of a client), group (collective of individuals [e.g., families, workers, students, or community members]), or population
(collective of groups or individuals living in a similar locale [e.g., city, state, or country] or sharing the same or like concerns) (AOTA, 2014).
CLIENT-CENTERED SERVICE DELIVERY: An orientation that honors the desires and priorities of clients in designing and implementing interventions.
CLIENT FACTORS: Specific capacities, characteristics, or beliefs that reside within the person and that influence performance in occupations. Client factors include values, beliefs, and
spirituality; body functions; and body structures (AOTA, 2014).
CLINICAL REASONING: Complex multifaceted cognitive process used by practitioners to plan, direct, perform, and reflect on intervention.
COLLABORATE: To work together with a mutual sharing of thoughts and ideas.
COMPETENT: To have the requisite abilities/qualities and capacity to function in a professional environment.
CONSORTIUM: Two or more higher education institutions having a formal agreement to share resources for the operation of an educational program.
CONSUMER: The direct and/or indirect recipient of educational and/or practitioner services offered.
CONTEXT/CONTEXTUAL FACTORS AND ENVIRONMENT:
CONTEXT: The variety of interrelated conditions within and surrounding the client that influence performance. Contexts include cultural, personal, temporal, and virtual aspects.
ENVIRONMENT: The external physical and social environment that surrounds the client and in which the client’s daily life occupations occur.
CONTEXT OF SERVICE DELIVERY: The knowledge and understanding of the various contexts in which occupational therapy services are provided.
COOPERATIVE PROGRAM: Two administrative entities having a cooperative agreement to offer a single program. At least one of the entities must hold degree-granting authority as
required by the ACOTE Standards.
CRITERION-REFERENCED: Tests that compare the performance of an individual to that of another group, known as the norm group.
CULTURAL CONTEXT: Customs, beliefs, activity patterns, behavioral standards, and expectations accepted by the society of which a client is a member. The cultural context influences the
client’s identity and activity choices (AOTA, 2014).
CURRICULUM DESIGN: An overarching set of assumptions that explains how the curriculum is planned, implemented, and evaluated. Typically, a curriculum design includes educational
goals and curriculum threads and provides a clear rationale for the selection of content, the determination of scope of content, and the sequence of the content. A curriculum design is
expected to be consistent with the mission and philosophy of the sponsoring institution and the program.
CURRICULUM THREADS: Curriculum threads, or themes, are identified by the program as areas of study and development that follow a path through the curriculum and represent the
unique qualities of the program, as demonstrated by the program’s graduates. Curriculum threads are typically based on the profession’s and program’s vision, mission, and philosophy
(e.g., occupational needs of society, critical thinking/professional reasoning, diversity/globalization).
DIAGNOSIS: The process of analyzing the cause or nature of a condition, situation, or problem. Diagnosis as stated in Standard B.4.0. refers to the occupational therapist’s ability to analyze
a problem associated with occupational performance and participation.
49
DISTANCE EDUCATION: Education that uses one or more of the technologies listed below to deliver instruction to students who are separated from the instructor and to support regular
and substantive interaction between the students and the instructor, either synchronously or asynchronously. The technologies may include
the Internet
one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices
audio conferencing
video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course.
DISTANCE EDUCATION DELIVERY MODEL: There is one curriculum with some (or all) of the students receiving the didactic portion of the program taught via distance education from
the primary campus. The didactic portion of the program is delivered to all students (irrespective of whether it is delivered in person or by distance education) by the same instructors.
Students may receive the experiential and lab components either at the primary campus or at other locations.
DOCTORAL CAPSTONE: An in-depth exposure to a concentrated area, which is an integral part of the program’s curriculum design. This in-depth exposure may be in one or more of the
following areas: clinical practice skills, research skills, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development. The
doctoral capstone consists of two parts: the capstone experience and the capstone project.
DOCTORAL DEGREE—RESEARCH/SCHOLARSHIP: A PhD or other doctor's degree that requires advanced work beyond the master's level, including the preparation and defense of a
dissertation based on original research, or the planning and execution of an original project demonstrating substantial artistic or scholarly achievement. Some examples of this type of
degree include EdD, DMA, DBA, DS, DA, and DM, and others, as designated by the awarding institution (Integrated Postsecondary Education Data System [IPEDS], 2016).
DRIVER REHABILITATION: Specialized evaluation and training to develop mastery of specific skills and techniques to effectively drive a motor vehicle independently and in accordance
with state department of motor vehicles regulations.
DYSPHAGIA: Dysfunction in any stage or process of eating. It includes any difficulty in the passage of food, liquid, or medicine, during any stage of swallowing that impairs the client’s
ability to swallow independently or safely (AOTA, 2017).
EATING: “…keeping and manipulating food or fluid in the mouth and swallowing it” (AOTA, 2014, p. S19).
FEEDING: “…setting up, arranging, and bringing food [or fluid] from the plate or cup to the mouth; sometimes called self-feeding” (AOTA, 2014, p. S19).
SWALLOWING: “…moving food from the mouth to the stomach” (AOTA, 2014, p. S19).
ENTRY-LEVEL OCCUPATIONAL THERAPIST: The outcome of the occupational therapy educational and certification process; an individual prepared to begin generalist practice as an
occupational therapist with less than 1 year of experience.
ENTRY-LEVEL OCCUPATIONAL THERAPY ASSISTANT: The outcome of the occupational therapy educational and certification process; an individual prepared to begin generalist practice
as an occupational therapy assistant with less than 1 year of experience.
EVALUATION: “The process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results” (AOTA, 2010,
p. S107).
EQUITY: The absence of avoidable or remediable differences among groups of people, whether those groups are defined socially, economically, demographically, or geographically (WHO, 2017a).
EXPERIENTIAL LEARNING: Method of educating through first-hand experience. Skills, knowledge, and experience are acquired outside of the traditional academic classroom setting and
may include service learning projects.
FACULTY:
FACULTY, CORE: Faculty members employed in the occupational therapy educational program whose job responsibilities, at a minimum, include curriculum design, teaching, and
student advisement, regardless of the position title.
FACULTY, ADJUNCT: Persons who are responsible for teaching or instruction on a part-time basis. These faculty are considered nonsalaried, non-tenure-track faculty members who
are paid for each class they teach.
50
FACULTY-LED SITE VISITS: Faculty-facilitated experiences in which students will be able to participate in, observe, and/or study clinical practice first-hand.
FACULTY PRACTICE: Service provision by a faculty member(s) to persons, groups, and/or populations.
FIELDWORK COORDINATOR: Faculty member who is responsible for the development, implementation, management, and evaluation of fieldwork education.
FIELDWORK EDUCATOR: An individual, typically a clinician, who works collaboratively with the program and is informed of the curriculum and fieldwork program design. This individual
supports the fieldwork experience, serves as a role model, and holds the requisite qualifications to provide the student with the opportunity to carry out professional responsibilities
during the experiential portion of their education.
FRAME OF REFERENCE: A set of interrelated, internally consistent concepts, definitions, postulates, and principles that provide a systematic description of a practitioner’s interaction with
clients. A frame of reference is intended to link theory to practice.
FULL-TIME EQUIVALENT (FTE): An equivalent position for a full-time faculty member (as defined by the institution). A full-time equivalent can be made up of no more than three
individuals.
GRADUATION RATE: The total number of students who graduated from a program within 150% of the published length of the program, divided by the number of students on the roster
who started in the program.
HABITS: “Acquired tendencies to respond and perform in certain consistent ways in familiar environments or situations; specific, automatic behaviors performed repeatedly, relatively
automatically, and with little variation” (Boyt Schell et al., 2014, p. 1234).
HEALTH: “State of complete physical, mental, and social wellbeing, and not merely the absence of disease or infirmity” (WHO, 2006).
HEALTH INEQUITIES: Health inequities involve more than inequality with respect to health determinants and access to the resources needed to improve and maintain health or health
outcomes. They also entail a failure to avoid or overcome inequalities that infringe on fairness and human rights norms (WHO, 2017a).
HEALTH LITERACY: Degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.
(National Network of Libraries of Medicine, 2011).
HEALTH MANAGEMENT AND MAINTENANCE: Developing, managing, and maintaining routines for health and wellness promotion, such as physical fitness, nutrition, decreased health
risk behaviors, and medication routines (AOTA, 2014).
HEALTH PROMOTION: The process of enabling people to increase control over, and to improve, their health. It moves beyond a focus on individual behavior toward a wide range of social
and environmental interventions (WHO, 2017a).
HEALTH/PUBLIC POLICY: The basic policy or set of policies forming the foundation of public laws; health policy refers to specific policies as they relate to health and health care.
INDIVIDUAL VS. POPULATION VS. INSTITUTION (regarding values, customs, beliefs, policy, power/decision making): Being aware of the different needs of perspectives: of one person,
as opposed to a specific population, as opposed to the needs and concerns of a society or organization. Each has different values, needs, beliefs, and concerns. Each also may have different
degrees of power and ability to make decisions that will affect others.
INSTRUCTIONAL DESIGN: Assessment of the learning materials and methods that are aligned with the curriculum and convey content to meet the needs of the student.
INTERPROFESSIONAL COLLABORATIVE PRACTICE: “Multiple health workers from different professional backgrounds provide comprehensive services by working with patients,
families, carers, and communities to deliver the highest quality of care” (WHO, 2010).
INTERPROFESSIONAL EDUCATION: When two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes (WHO, 2010).
“An educational activity that occurs between two or more professionals within the same discipline, with a focus on participants to work together, act jointly, and cooperate” (Jung et al.,
2010, p. 235).
51
INTRAPROFESSIONAL COLLABORATIVE PRACTICE: The relationship between occupational therapists and occupational therapy assistants that is based on mutual respect, effective
communication, and professionalism to promote the highest quality of care in service delivery (Dillon, 2001).
MEMORANDUM OF UNDERSTANDING (MOU): A document outlining the terms and details of an agreement between parties, including each party’s requirements and responsibilities. A
fieldwork memorandum of understanding may be signed by any individual who is authorized by the institution to do so on its behalf.
MENTAL HEALTH: A state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is
able to make a contribution to her or his community (WHO, 2014).
MENTORING: A relationship between two people in which one person (the mentor) is dedicated to the personal and professional growth of the other (the mentee). A mentor has more
experience and knowledge than the mentee.
MISSION: A statement that explains the unique nature of a program or institution and how it helps fulfill or advance the goals of the sponsoring institution, including religious missions.
MODEL OF PRACTICE: The set of theories and philosophies that defines the views, beliefs, assumptions, values, and domain of concern of a particular profession or discipline. Models of
practice delimit the boundaries of a profession.
OCCUPATION: Daily life activities in which people engage. Occupations occur in context and are influenced by the interplay among client factors, performance skills, and performance
patterns. Occupations occur over time; have purpose, meaning, and perceived utility to the client; and can be observed by others (e.g., preparing a meal) or be known only to the person
involved (e.g., learning through reading a textbook). Occupations can involve the execution of multiple activities for completion and can result in various outcomes (AOTA, 2014).
OCCUPATIONAL PROFILE: Summary of the client’s occupational history and experiences, patterns of daily living, interests, values, and needs (AOTA, 2014).
OCCUPATIONAL THERAPY: The art and science of applying occupation as a means to effect positive, measurable change in the health status and functional outcomes of a client by a
qualified occupational therapist and/or occupational therapy assistant (as appropriate).
OCCUPATIONAL THERAPY PRACTITIONER: An individual who is initially credentialed as an occupational therapist or an occupational therapy assistant.
OCCUPATION-BASED INTERVENTION: A type of occupational therapy intervention—a client-centered intervention in which the occupational therapy practitioner and client
collaboratively select and design activities that have specific relevance or meaning to the client and support the client’s interests, needs, health, and participation in daily life.
ORGANIZATION: Entity composed of individuals with a common purpose or enterprise, such as a business, industry, or agency (AOTA, 2014).
OUTCOMES: The effect the process has had on the people targeted by it. These might include, for example, changes in their self-perceived health status or changes in the distribution of
health determinants, or factors that are known to affect their health, well-being, and quality of life (WHO, 2017b).
PARTICIPATION: Active engagement in occupations.
PERFORMANCE PATTERNS: Habits, routines, roles, and rituals used in the process of engaging in occupations or activities; these patterns can support or hinder occupational performance
(AOTA, 2014).
PERFORMANCE SKILLS: Goal-directed actions that are observable as small units of engagement in daily life occupations. They are learned and developed over time and are situated in
specific contexts and environments (Fisher & Griswold, 2014).
PHILOSOPHY: The underlying belief and value structure for a program that is consistent with the sponsoring institution and that permeates the curriculum and the teaching learning process.
PHYSICAL AGENT MODALITIES: Procedures and interventions that are systematically applied to modify specific client factors when neurological, musculoskeletal, or skin conditions are
present that may limit occupational performance (AOTA, 2012).
DEEP THERMAL AGENTS: Modalities such as therapeutic ultrasound, phonophoresis, short-wave diathermy, and other commercially available technologies.
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ELECTROTHERAPEUTIC AGENTS: Modalities that use electricity and the electromagnetic spectrum to facilitate tissue healing, improve muscle strength and endurance,
decrease edema, modulate pain, decrease the inflammatory process, and modify the healing process. Electrotherapeutic agents include but are not limited to neuromuscular
electrical stimulation (NMES), functional electrical stimulation (FES), transcutaneous electrical nerve stimulation (TENS), high-voltage galvanic stimulation for tissue and
wound repair (ESTR), high-voltage pulsed current (HVPC), direct current (DC), iontophoresis, and other commercially available technologies (Bracciano, 2008).
MECHANICAL DEVICES: Modalities such as vasopneumatic devices and continuous passive motion.
SUPERFICIAL THERMAL AGENTS: Modalities such as hydrotherapy, whirlpool, cryotherapy (cold packs, ice), fluidotherapy, hot packs, paraffin, water, infrared, and other
commercially available superficial heating and cooling technologies.
(Skills, knowledge, and competencies for entry-level practice are derived from AOTA practice documents. For institutions in states where regulations restrict the use of
physical agent modalities, it is recommended that students be exposed to the modalities offered in practice to allow students’ knowledge and expertise with the modalities in
preparation for the NBCOT examination and for practice outside of the state in which the educational institution resides.)
POPULATION-BASED INTERVENTIONS: Interventions focused on promoting the overall health status of the community by preventing disease, injury, disability, and premature death. A
population-based health intervention can include assessment of the community’s needs, health promotion and public education, disease and disability prevention, monitoring of services, and
media interventions. Most interventions are tailored to reach a subset of a population, although some may be targeted toward the population at large. Populations and subsets may be defined
by geography, culture, race and ethnicity, socioeconomic status, age, or other characteristics. Many of these characteristics relate to the health of the described population (Keller et al., 2002).
POPULATION HEALTH: “The health outcomes of a group of individuals including the distribution of such outcomes within the group” (Kindig & Stoddart, 2003, p. 381).
“Population health outcomes are the product of multiple determinants of health, including medical care, public health, genetics, behaviors, social factors, and environmental factors”
(Institute of Medicine [IOM], 2015, para. 4).
POPULATIONS: Collective of groups of individuals living in a similar locale (e.g., city, state, country) or sharing the same or like characteristics or concerns (AOTA, 2014).
POST-PROFESSIONAL DOCTORATE: “The highest award a student can earn for graduate study” (IPEDS, 2016) and that is conferred upon completion of a program providing the
knowledge and skills beyond the basic entry level for persons who are already occupational therapy practitioners (AOTA, 2016).
PREPARATORY METHODS AND TASKS: Methods and tasks that prepare the client for occupational performance, used either as part of a treatment session in preparation for or
concurrently with occupations and activities or as a home-based engagement to support daily occupational performance. Often preparatory methods are interventions that are done to
clients without their active participation and involve modalities, devices, or techniques (AOTA, 2014).
PREVENTION: Education or health promotion efforts designed to identify, reduce, or prevent the onset and reduce the incidence of unhealthy conditions, risk factors, diseases, or injuries
(AOTA, 2013a).
PRIMARY CARE PROGRAMS: The provision of integrated, accessible health care services by clinicians who are accountable for addressing a large majority of personal health care needs,
developing a sustained partnership with patients, and practicing in the context of family and community (IOM, 1994; Patient Protection and Affordable Care Act of 2010, 2012)
PROGRAM DIRECTOR (associate-degree-level and baccalaureate-degree-level occupational therapy assistant): An initially certified occupational therapist or occupational therapy
assistant who is licensed or credentialed according to regulations in the state or jurisdiction in which the program is located. The program director must hold a minimum of a master’s
degree.
PROGRAM DIRECTOR (master’s-degree-level and doctoral-degree level occupational therapist): An initially certified occupational therapist who is licensed or credentialed according to
regulations in the state or jurisdiction in which the program is located. The program director must hold a doctoral degree.
PROGRAM EVALUATION: A continuing system for routinely and systematically analyzing data to determine the extent to which the program is meeting its stated goals and objectives.
PSYCHOSOCIAL FACTORS: “Psychosocial as pertaining to the influence of social factors on an individual’s mind or behaviour, and to the interrelation of behavioural and social factors”
(Martikainen et al., 2002, p. 1091).
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RECOGNIZED NATIONAL INSTITUTIONAL ACCREDITING AUTHORITY: National institutional accrediting agencies recognized by the USDE to accredit postsecondary educational
institutions. The purpose of recognition is to ensure that the accrediting agencies are reliable authorities for evaluating quality education or training programs in the institutions they
accredit.
National institutional accrediting bodies recognized by USDE:
Accrediting Bureau of Health Education Schools (ABHES)
Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC/WASC)
Accrediting Commission for Senior Colleges and Universities, Western Association of Schools and Colleges (ACSCU/WASC)
Accrediting Commission of Career Schools and Colleges (ACCSC)
Accrediting Council for Continuing Education and Training (ACCET)
Council on Occupational Education (COE)
Distance Education Accrediting Commission (DEAC)
Higher Learning Commission, North Central Association of Colleges and Schools (HLC)
Middle States Commission on Higher Education, Middle States Association of Colleges and Schools (MSCHE)
New England Commission of Higher Education (NECHE)
New York State Board of Regents
Northwest Commission on Colleges and Universities (NWCCU)
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
REFLECTIVE PRACTICE: Thoughtful consideration of one’s experiences and knowledge when applying such knowledge to practice. Reflective practice includes being coached by
professionals.
RELEASE TIME: Period when a person is freed from regular duties, especially teaching, to allow time for other tasks or activities.
RETENTION RATE: A measure of the rate at which students persist in their educational program, calculated as the percentage of students on the roster after the add period, from the
beginning of the previous academic year who are again enrolled at, or graduated prior to, the beginning of the subsequent academic year.
SCHOLARSHIP: “A systematic investigation…designed to develop or to contribute to generalizable knowledge” (Public Welfare: Protection of Human Subjects, 2009). Scholarship is made
public, subject to review, and part of the discipline or professional knowledge base (Glassick et al., 1997). It allows others to build on it and further advance the field (AOTA, 2009).
SCHOLARSHIP AGENDA: Captures scholarship in the areas of teaching, research, and/or service. It engages faculty in academically relevant works that simultaneously meet
campus mission and goals, meet the needs of the program, and are reflected in the curriculum design.
SCHOLARSHIP OF DISCOVERY: Engagement in activity that leads to the development of knowledge for its own sake. The Scholarship of Discovery encompasses original
research that contributes to expanding the knowledge base of a discipline (Boyer, 1990).
SCHOLARSHIP OF INTEGRATION: Investigations making creative connections both within and across disciplines to integrate, synthesize, interpret, and create new
perspectives and theories (Boyer, 1990).
SCHOLARSHIP OF APPLICATION: Practitioners apply the knowledge generated by Scholarship of Discovery or Integration to address real problems at all levels of society
(Boyer, 1990). In occupational therapy, an example would be the application of theoretical knowledge to practice interventions or to teaching in the classroom.
SCHOLARSHIP OF TEACHING AND LEARNING: “Involves the systematic study of teaching and/or learning and the public sharing and review of such work through
presentations, publications, and performances” (McKinney, 2007, p. 10).
SENIOR COLLEGE: A college that holds degree-granting authority that includes baccalaureate-degree-level education.
SIMULATED ENVIRONMENTS: A setting that provides an experience similar to a real-world setting in order to allow clients to practice specific occupations (e.g., driving simulation center,
bathroom or kitchen centers in a rehabilitation unit, work hardening units or centers).
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SKILL: The ability to use one’s knowledge effectively and readily in execution or performance.
SOCIAL DETERMINANTS OF HEALTH: Conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life. These
forces and systems include economic policies and systems, development agendas, social norms, social policies, and political systems (WHO, 2017c).
SPONSORING INSTITUTION: The identified legal entity that assumes total responsibility for meeting the minimal standards for ACOTE accreditation.
STANDARDIZED PATIENT: An individual who has been trained to portray in a consistent, standardized manner, a patient/client with occupational needs.
STRATEGIC PLAN: A comprehensive plan that articulates the program’s future vision and guides the program development (e.g., faculty recruitment and professional growth, changes in
the curriculum design, priorities in academic resources, procurement of fieldwork sites). A program’s strategic plan must include, but need not be limited to
Evidence that the plan is based on program evaluation and an analysis of external and internal environments
Long-term goals that address the vision and mission of both the institution and program, as well as specific needs of the program
Specific measurable action steps with expected timelines by which the program will reach its long-term goals
Person(s) responsible for action steps
Evidence of periodic updating of action steps and long-term goals as they are met or as circumstances change.
SUPERVISE: To direct and inspect the performance of workers or work.
SUPERVISION, DIRECT: Two-way communication that occurs in real time and offers both audio and visual capabilities to ensure opportunities for timely feedback.
SUPERVISOR: One who ensures that tasks assigned to others are performed correctly and efficiently.
THEORY: A set of interrelated concepts used to describe, explain, or predict phenomena.
TELEHEALTH: The application of evaluative, consultative, preventative, and therapeutic services delivered through telecommunication and information technologies. Occupational
therapy services provided by means of a telehealth service delivery model can be synchronous, that is, delivered through interactive technologies in real time, or asynchronous, using
store-and-forward technologies. Occupational therapy practitioners can use telehealth as a mechanism to provide services at a location that is physically distant from the client, thereby
allowing for services to occur where the client lives, works, and plays, if that is needed or desired (AOTA, 2013b).
TRANSFER OF CREDIT: A term used in higher education to award a student credit for courses earned in another institution prior to admission to the occupational therapy or occupational
therapy assistant program.
VIRTUAL ENVIRONMENTS: An environment in which communication occurs by means of airwaves or computers in the absence of physical contact. The virtual context includes simulated,
real-time, or near-time environments such as chat rooms, email, video conferencing, or radio transmissions; remote monitoring via wireless sensors; or computer-based data collection.
WELLNESS: Perception of and responsibility for psychological and physical well-being as these contribute to overall satisfaction with one’s life situation (Boyt Schell et al., 2014, p. 1243).
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