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Graduation Results

The total number of graduates from the University of Southern Indiana Occupational Therapy Assistant program during the 3-year period of 2019-2021 was 72 with an overall graduation rate of 91.31%.

Graduation Year Students Admitted Students Graduated Graduation %
2022 24 24 100%
2021 21 17 80.95%
2020 29 28 96.55%
Total 74 69 93.24%

Students must complete Level II fieldwork within 18 months following completion of the didactic portion of the program.

NBCOT Program Results
Program results from the National Board for Certification in Occupational Therapy (NBCOT) can be found online at https://secure.nbcot.org/data/schoolstats.aspx

Occupational Therapy Assistant Program Learning Outcomes

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. (AOTA, 2018)
  • 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. (AOTA, 2018)
  • Define theory as it applies to practice. (AOTA, 2018)
  • Be prepared to articulate and apply occupational therapy principles and intervention tools to achieve expected outcomes as related to occupation. (AOTA, 2018)
  • 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. (AOTA, 2018)
  • 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. (AOTA, 2018)
  • 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. (AOTA, 2018)
  • Understand the distinct roles and responsibilities of the occupational therapist and the occupational therapy assistant in the supervisory process for service delivery. (AOTA, 2018)
  • Be prepared to effectively collaborate with occupational therapists in service delivery. (AOTA, 2018)
  • Be prepared to effectively communicate and work interprofessionally with all who provide services and programs for persons, groups, and populations. (AOTA, 2018)
  • Be prepared to advocate as a professional for access to occupational therapy services offered and for the recipients of those services. (AOTA, 2018)
  • Demonstrate active involvement in professional development, leadership, and advocacy. (AOTA, 2018)

Retrieved on 3.8.2022 from Accreditation Council for Occupational Therapy Education. (2018). 2018 ACOTE® standards and interpretive guide (effective July 31, 2020) – August 2021 interpretive guide version. Retrieved from https://acoteonline.org/accreditation-explained/standards/

Class of 2022 cohort sitting on USI fountain