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These Illinois skill standards for dental assistant are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as the establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format and occupational earnings and employment information. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 112 skill standards are categorized into these 15 areas: infection control (17 standards); patient/client preparation (9); basic chairside functions (7); advanced chairside functions (10); expanded chairside functions (3); preventive procedures (8); dental imaging (13); restorative procedures (2); prosthodontics (8); endodontics (4); oral and maxillofacial surgery (7); orthodontics (7); instrument maintenance (9); communication (3); and management functions (5). (YLB)

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for graduates to be able to perform proficiently when they graduate from an Ohio specialization workforce development program for dental assistants. The introduction explains the following: (1) critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills; (2) the competency profile can be used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs; and (3) the specialization competency profile is organized so that it can be clustered or grouped in a modular approach. The overview of the occupation, addressed to the reader considering preparing to be a dental assistant, describes general duties, some specific tasks, employment opportunities, length of program, type of program (classroom instruction and/or work experience), and types of certificates and/or degrees. The competencies are grouped under broader skills that are, in turn, categorized under these 13 major topics: dental assistant orientation; dental anatomy; infection control and hazards management; general health; emergency procedures; preventive dental assisting procedures; chairside assistance; dental specialties; dental laboratory procedures; dental office procedures; radiographic procedures; communications; and professionalism. (YLB)

This Ideabook is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated way. Section 1 discusses integrating the curriculum, rationale for using the curriculum, and how the book helps teachers modify their instructional programs to more closely match demands and realities of the real world. Secretary's Commission on Achieving Necessary Skills (SCANS) competencies and SCANS foundation skills and qualities are listed. Section 2 looks at the three levels of integration: infusion; linked; and multidisciplinary. Section 3 presents strategies and activities a teacher can use to make academic instruction more integrated, divided into these areas: teach thinking strategies; use authentic assessment tools; use rubrics and periodicals; simulate the workplace; incorporate projects; use demonstrations and discovery; use planning tools that support integration; and devise joint plans with other teachers. Section 4, focusing on the information superhighway, covers the Internet, World Wide Web, e-mail, newsgroups, mailing lists, and Web sites. Section 5 describes curricular resources for applied communications, mathematics, and science; applied communications; applied mathematics and science; applied mathematics; applied science. Contact information is also provided. Section 6 contains excerpts from the Occupational Competency Analysis Profile for diversified health occupations. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II consists of the curriculum guides for three categories of courses for dental assisting technology: (1) dental assisting technology courses--orientation, materials, dental science I, chairside assisting I, dental radiology I, practice management, dental science II, clinical experience I, dental radiology II, chairside assisting II, dental health education, clinical experience II, and chairside assisting III; (2)related vocational-technical course--fundamentals of microcomputer applications; and (3) related academic courses--English composition I and II, oral communications (principles of speech), anatomy and physiology I and II, general biology I and II, microbiology, general chemistry I, general chemistry laboratory I, general chemistry II, general chemistry laboratory II, principles of chemistry I and II, general psychology I, nutrition, college algebra, survey of physics I, trigonometry, introduction to computer concepts, and music appreciation. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This publication contains worker task lists and supplementary information for eight occupations in the health and human services cluster: (1) criminal justice; (2) protective services; (3) dental assistant; (4) dental hygienist; (5) diagnostic medical sonographer; (6) medical office assistant; (7) fire medic; and (8) parks and recreation manager. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is provided for seven of the occupations: (1) criminal justice--traits/attitudes, knowledge, skills, and education, and trends; (2) protective services--knowledge and skills; (3) dental assistant--traits and attitudes, knowledge and skills; (4) dental hygienist---traits and attitudes, knowledge and skills; (5) sonographer---traits and attitudes, knowledge and skills, trends, certification/professional associations, core competencies, education and careers; (6) medical office assistant---traits and attitudes, knowledge and skills, equipment, tools, and supplies; and (7) parks and recreation manager---traits and attitudes, knowledge and skills, professional affiliations/certification, equipment, core competencies, career ladder, secondary school coursework, and trends. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for allied health I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both clusters, and section II contains outlines of the instructional units required in each cluster. Units in cluster I are as follows: course overview; career awareness and exploration; medical, legal, and ethical responsibility; universal precautions; safety; medical terminology; body structure and function and applied skills; and human growth and development. Units in cluster II include the following: computers in the health care system, therapeutic health care careers, emergency health care careers, psychosocial health care careers, patient contact care careers, public health careers, diagnostic and laboratory health care careers, health care administrative careers, employability skills, dental health care careers, support services in health care careers, and animal health care careers. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter the dental assistant occupation. The competencies are clustered into 11 units that cover the following topics: infection control and hazards management; general health; emergency procedures; preventive dental assisting procedures; chairside assistance; dental specialties; dental laboratory procedures; dental office procedures; radiographic procedures; communications; and professionalism. In addition, employability competencies are grouped into 12 units: career development; decision making and problem solving; work ethic; job-seeking skills; job retention and career advancement skills; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in dental assisting occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students must master; and a specific list of academic competencies needed for dental assisting. (KC)

This list consists of essential competencies from the following specialized Ohio Competency Analysis Profile: Dental Assistant; Medical Assistant; and Nurse Aide. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for diversified health occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the four units are as follows: nurse aide, medical assisting, dental assisting, and employability skills. (KC)

Under the Idaho state system for curriculum development in vocational education, Technical Committees made up solely of industry personnel are responsible for drawing up task lists for each program. Accordingly, a task list for dental assistants was drawn up and used as a basis for revising the curriculum guide for fundamentals of dental assisting and expanded functions. The two volumes of the guide contain seven modules. Module 1, Fundamentals for Dental Assisting, consists of an instructor's guide with teaching guidelines, supplemental module, and a module on introduction to dental materials. Module 2, Applications of Pit and Fissure Sealants, includes a self-study module with course description, evaluation form, informational material, study questions, and references. Module 3, Temporary Crown Restorations, provides an instructor's guide detailing course requirements, materials and supplies; testing procedures; and a student module with course outline, informational material, and study questions. Module 4, Polishing Amalgam, consists of a self-study module with course outline, evaluation form, informational material, study questions, and references. Module 5, Aiding in the Administration of Nitrous Oxide-Oxygen Analgesia, contains an instructor/student module with course outline, informational material, self-examination, and bibliography. Module 6, Taking Alginate Impressions, provides a self-study module with course description, evaluation form, information material, study questions, and references. Module 7, Coronal Polishing, consists of an instructor's guide with a synopsis, outline of kinds of background knowledge students should have, lists of terminology and objectives, student module with course outline, informational material, and study questions. Each module contains a final examination with answer key. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for dental assistants. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 13 units are as follows: infection control and hazards management; general health; emergency procedures; preventive dental assisting procedures; chairside assistance; dental specialties; dental laboratory procedures; dental office procedures; radiographic procedures; communications; mathematics; professionalism; and employability skills. (KC)

Designed to meet the job-related metric measurement needs of students interested in becoming dental assistants, this instructional package is one of five for the health occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

The curriculum guide is designed to provide students with realistic training in theory and practice within the secondary educational framework and prepare them for entry into an occupation or continuing postsecondary education. The learning modules are grouped into branches pertaining to the broad categories of health services and cosmetology. Each unit plan consists of a description of the area under consideration, estimated hours of instruction, behavioral objectives, a module outline, a list of useful curriculum materials and resources, laboratory activities, and laboratory materials. The health occupations curriculum covers the following topics: personal awareness, fundamental health care and first aid, sciences, understanding human behavior, body mechanics, diagnostic data collection, pharmacology, therapeutic procedures, patient care, advanced nursing skills, advanced clinical skills, medical/dental office skills, dental anatomy and physiology, sterilization and disinfections, dental materials, laboratory procedures, chairside procedures, and dental radiology. The cosmetology curriculum covers: hand and foot care; hair pieces; hair, scalp, and facial treatment; facial makeup; distributive education skills; electricity and light therapy; hair coloring; hair shaping; hair waving and relaxing; hair styling; and shop operation. Since the curriculum calls for individualized learning, the program can range from one semester to two years of training. (MW)

The teacher's manual presents learning activities for occupations in the health cluster intended for special needs students at the middle school level. The eight occupations addressed in the manual are orderly, mental retardation aide, dental assistant, sanitary assistant, occupational therapist, kitchen worker, rehabilitation counselor, and child care attendant. Each unit contains suggested behavioral objectives, practical requirements for someone filling the specific position, activities, equipment and supplies, and community resources. Also available is a teacher evaluation form and a list of multimedia references. (LJ)

This publication contains statewide standards for the dental assisting program in Georgia. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (KC)

This program guide contains the standard dental assisting curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level dental assistants, and includes job skills in the technical areas of preventive dentistry; four-handed dentistry; chairside assisting with emphasis in diagnostics, operative, fixed prosthodontics, pediatric dentistry, orthodontic procedures, endodontic procedures, surgical specialties, and expanded functions; dental practice management; and dental radiology. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: three general core courses (English, mathematics, and psychology); fundamental occupational courses (nutrition and diet therapy, basic human biology, head and neck anatomy, preventive dentistry, microbiology and infection control, oral anatomy, oral pathology and therapeutics, and scopes of professional practice), and specific occupational courses (dental assisting--diagnostic, operative, fixed prosthodontics; specialities; surgical specialties; expanded functions; dental practice--management; dental radiology; and dental practicums I-VII). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix includes an equipment list. (KC)

Statistical data on many aspects of dental and allied dental personnel supply, distribution, characteristics, and education and on certain other aspects of dental services are presented and discussed. The data on dentist supply show the national trend in the supply of active dentists since 1950 and the concurrent changes in dentist-to-population ratios, as well as increases in the number of dentists in each specialty and State and region. The geographic maldistribution of dentists is examined. Data are presented on dental practice characteristics, including type of dental employment, employment of dental auxiliary personnel, number of patient visits, and income. Trends in the number of dental schools, student enrollment, and graduates are discussed and documented. Data are presented on the supply of allied dental personnel, including dental hygienists, dental assistants, and dental laboratory technicians, and on the availability of training programs for these types of personnel. The utilization of dental services by the public is explored in terms of the percent of persons who have visited a dentist within a year, the average number of dental visits, and the types of services received. Trend data are presented on national health expenditures and dental expenditures from 1950 through 1970. Insurance coverage for dental care is discussed. Data are presented on the oral health status of the U.S. population, as indicated by the number of decayed, missing, and filled teeth; the extent of periodontal disease; and the prevalence of edentulous arches. A statistical summary of the 1975 flouridation census is also included. (SC)

Designed to provide entry level apprentice skills to persons who wish to become skilled, specialist level workers as dental assistants, these course materials supplement laboratory or on-the-job learning situations. One of a number of military-developed curriculum packages selected for adaptation to civilian vocational curriculum and instruction, the course contains a considerable amount of review material and is stated to be suitable for beginning students with background in the basic sciences. Each chapter in the four-volume set is organized around learning objectives, accompanied by text with criterion exercises and answers keyed to the text for self-evaluation. Each volume also has a review examination containing questions keyed to the objectives; no answers are provided. Volume I, Administration, Safety, and Maintenance, discusses the professional-client relationship and general safety practices. Volume 2, Basic Dental Sciences, covers oral anatomy, physiology, and pathology; dental therapeutics; and basic microbiology and sterilization. Volume 3, Dental Instruments and Materials, describes the uses of general, restorative, and specialty instruments; and dental materials. It is accompanied by supplementary foldout charts. Volume 4, Clinical Procedures, describes preventative dentistry programs, dental radiology, general assisting procedures, and specialties. (MEK)

This instructional modular unit with instructor's guide provides materials on aspects of one of the major systems of the human body--the circulatory system. Its purpose is to introduce the student to the structures and functions of the human circulatory system--and the interrelationships of the two--and to familiarize the student with some of the terms and concepts necessary for an understanding of the circulatory system. The modular unit is made up of several components: a pretest; five instructional modules with objectives, informative materials, and corresponding post-tests; optional activities for the students; and a glossary of terms used in the unit. Topics covered in the modules include an introduction to the circulatory system, the blood, the heart, blood vessels, and the lymphatic system. The instructor's guide provides suggestions for effective use of the materials, including descriptions of each component, use of the components, scoring the post-tests, and answers to the post-tests. Three additional modules on the respiratory, musculoskeletal, and digestive systems are available separately (see Note). (YLB)

This instructional modular unit wlth instructor's guide provides materials on important aspects of one of the major systems of the human body--the digestive system. Its purpose is to introduce the student to the structures and functions of the human digestive system--and the interrelationships of the two--and to familiarize the student with some of the terms and concepts necessary for an understanding of the digestive system. The modular unit is made up of several components: a pretest; four instructional modules with objectives, informative materials, and corresponding post-tests; optional activities for the students; and a glossary of terms used in the unit. Topics covered in the modules include an introduction to the digestive system, alimentary tract, accessory organs, and the utilization of food. The instructor's guide provides suggestions for effective use of the materials, including descriptions of each component, use of the components, scoring the post-tests, and answers to the post-tests. Three additional modules on the respiratory musculoskeletal, and circulatory systems are available separately (see Note). (YLB)

This instructional modular unit with instructor's guide provides materials on aspects of one of the major systems of the human body--the respiratory system. Its purpose is to introduce the student to the structures and functions of the human respiratory system--and the interrelationships of the two--and to famlliarize the student with some of the terms and concepts necessary for an understanding of the respiratory system. The modular unit is made up of several components: a pretest; four instructional modules with objectives, informative materials, and corresponding post-tests; optional activities for the students; and a glossary of terms used in the unit. Topics covered in the modules include an introduction to the respiratory system, upper respiratory tract, the lungs, and respiration. The instructor's guide provides suggestions for effective use of the materials, including descriptions of each component, use of the components, scoring the post-tests and answers to the post-tests. Three additional modules on the circulatory, musculoskeletal system, and digestive systems are available separately (see Note). (YLB)

This instructional modular unit with instructor's guide provides materials on aspects of one of the major systems of the human body--the musculoskeletal system. Its purpose is to introduce the student to the structures and functions of the human musculoskeletal system--and the interrelationships of the two--and to familiarize the student with some of the terms and concepts necessary for an understanding of the musculoskeletal system. The modular unit is made up of several components: a pretest; seven instructional modules with objectives, informative materials, and corresponding post-tests; optional activities for the students; and a glossary of terms used in the unit. Topics covered in the modules include an introduction to the skeletal system, axial skeleton, appendicular skeleton, an introduction to the muscular system, major muscles of the body, supporting structures of the musculoskeletal system, and movements. The instructor's guide provides suggestions for effective use of the materials, including descriptlons of each component, use of the components, scoring the post-tests, and answers to the post-tests. Three additional modules on the respiratory, circulatory, and digestive systems are available separately (see Note). (YLB)

This document outlines the steps in the process of converting military training materials in physician and dental assistant education to competency-based learning modules for use in the civilian sector. Subsections discuss the activity and any problems or issues involved for 14 steps. The 14 steps are as follow: establish liaison to obtain military materials, assemble and compare military materials, obtain civilian curricula, become aquainted with materials and issues of the profession and its training, obtain/develop a list of practitioner competencies, assemble advisory board, design format for converted materials, convert/develop military materials, initiate review procedures, develop field test procedure, develop organization and utilization guidelines, and print revised modules and make available. Appendixes, amounting to over one-half of the document, include these sample materials, review questionnaire, module, answer sheets, and competency matrix. (YLB)

Intended to assist the vocational teacher in designing and implementing a cluster program in health occupations, this guide suggests ideas for teaching the specific knowledge and skills that qualify students for entry-level employment in the health occupations field. The knowledge and skills are applicable to 12 occupations: dental assistant; dental hygienist; dental lab technician; emergency medical technician; medical assistant; medical lab assistant; nursing assistant; nurse, general duty; occupational therapy assistant; physical therapy assistant; respiratory therapist; and surgical technician. The guide is also suitable for preparing students to enter advanced training programs. Section 1, Cluster Organization and Implementation, addresses goal-based planning and provides a proposed cluster curriculum, sample curriculum schedule, descriptions of course content, and current Oregon manpower data. In section 2, Instructional Emphasis Areas, are contained course goals and learning activities for six allied support courses: Human Body Structure and Function, Microbes and Disease, Health Team Relations, Patient Relations, and Health Care Skills I and II. Section 3, Assessment, briefly discusses group and individual approaches. The appendix includes lists of equipment and supplies, resources, and career opportunities; information on Health Occupations Students of America; clinical experience checklist; and occupational analysis data. (YLB)

This report provides vocational teachers with readability information for selected vocational texts. Selected texts are categorized and appear in charts according to 21 vocational programs: accounting, air conditioning and refrigeration, automotive shop (automotive body and fender repair, automotive mechanics), aviation shop, business, carpentry, cosmetology, data processor-computer operator, design-drafting-engineering, electronics, farm management--mechanics and production, fashion design, food science, graphic arts, health care (practical nursing--dental assistant, medical assistant), heating and plumbing, machine shop (machinists, metallurgy, tools), secretarial science--stenographer and related occupations, sheet metal, typing and related occupations, and welding. The mean reading level (in terms of grade level), of each text are given based upon these readability formulas: Flesch, Forecast, Dale-Chall, Fry, and Raygor. Other information provided for each includes title, author, year, publisher, and source of information. (YLB)

This document describes a project that provided vocational skills and job-specific English-as-a-second-language (ESL) training to Spanish-speaking adults in Lincoln, Rhode Island. Project BILLET (Bilingual Learning and Employment Training) offered training in five vocational skill areas: machine technology, welding technology, geriatric nursing assistant, dental/clerical assistant, and word processing/data entry. The Project BILLET curriculum package is composed of two major sections. The first section consists of an introduction to the structure and purpose of bilingual vocational training. This section describes the project's target population, goals, objectives, and methodologies, as well as staffing patterns and program components. The program components include recruitment, assessment and selection criteria, vocational skills instruction, ESL instruction, work readiness instruction, and job development and placement. The second section describes the courses, instructional methods, and techniques as well as the instructional materials and resources for both the vocational and language skills components. (KC)