COURSE OF TREATMENT PROGRAM
An OTRP practitioner
shall assess an individual’s
Areas of Occupation, Performance Skills, Client Factors,Performance Patterns, Activity Demands; and Context and Environment.
All areas evaluated must have afunctional implication and outcome. Likewise, the areas assessed must be addressed during intervention.
An OTRP practitioner shall develop and document an intervention plan based on analysis of the OT assessment
data and the individual’s expect
ed outcome after the intervention.
The intervention plan must state goals that areclear, measurable, behavioral, achievable, functional, and appropriate to the individual. The assessment andintervention plan must be communicated to the appropriate persons.
An OTRP practitioner shall educate the individual, significant others, or legal guardian, non-certified OT personnel,and non-OT staff, as appropriate, in activities that support the established intervention plan. The OTRP practitioner shall communicate the risks and benefits of the intervention.
Information regarding community resources relevant
to the practice of the practitioner must be maintained. For example, a pediatric OTRP should assist his client’s
family in seeking appropriate educational placement in the community.
An OTRP practitioner shall discontinue service when the individual has achieved pre-determined goals or has achieved maximum benefits from OT services.
A discharge plan must be formulated, documenting changesbetween the initial and current states of functional ability and deficits in Areas of Occupation, Performance Skills,Client Factors, Performance Patterns, Activity Demands; and Context and Environment. Recommendations forfollow-up or re-evaluation may also be included when applicable.
The American Occupational Therapy Association (AOTA) has a publication,
A Guide to Self-Appraisal
, which explains issues related toestablishing, maintaining, and measuring competency in OT. An abridged version may be found in OT Week Mag
azine’s issue (June 19 1997,
vol 11, #25).
The American Occupational Therapy Association (AOTA)
Guidelines to the Occupational Therapy Code of Ethics
IntroductionThe Guidelines to the Occupational Therapy Code of Ethics are organized under main topics that reflect the issuesthat members of the American Occupational Therapy Association (AOTA) most frequently raise. The topic headingsare honesty, communication, ensuring the common good, competence, confidentiality, conflict of interest, theimpaired practitioner, sexual relationships, and payment for services. Following each heading is a brief descriptionof the topic and a general description of the desired behaviors. Several statements that are examples of desiredaction in more specific situations follow these descriptions. The final section of the paper describes steps that canbe taken to resolve ethical issues.The Guidelines to the Occupational Therapy Code of Ethics are overarching statements of morally correct action.The Guidelines also indicate a level of expected professional behavior. The Guidelines can be used to provideclarification when a perplexing problem arises, can be used as educational or supervisory tools, and can be used toeducate the public. The Guidelines, Core Values and Attitudes of Occupational Therapy Practice (AOTA, 1993), andthe Code of Ethics (AOTA, 1994) are all aspirational rather than legal documents. These documents are designed tobe used together in the deliberation of ethical concerns. The Guidelines are moral and philosophical statementsthat encourage occupational therapy practitioners to attain a high level of professional behavior. They also bind theprofession to the singular purpose of assuring the public of high-quality occupational therapy services. Thefollowing terms are used throughout this document and are defined as follows:Occupational Therapist - Any individual initially certified to practice as an occupational therapist or licensed orregulated by a state, district, commonwealth or territory of the United States to practice as an occupationaltherapist.