Progressive student expectations based on AOTA's fieldwork evaluation.

Abstract

Behavioral statements for each item of the FWE were developed according to a developmental learning hierarchy and then organized into specific categories and time frames. The performance expectations are presented to occupational therapy students in Level II fieldwork in the areas of psychiatry and physical disabilities; a similar process was used to develop performance expectations for the Level II fieldwork of those studying to be occupational therapy assistants. The advantages of this system over the system we had used previously were readily apparent: Supervisor preparation time was considerably reduced, and the content and format of the supervisory meetings changed. Meetings are now spent productively discussing strengths and patterns of behaviors, rather than reviewing endless lists of behavioral statements.