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New Mexico Occupational Therapy — Requirements & Free Practice

US-NM · License preparation

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Occupational Therapist License

License to practice as an occupational therapist under the Occupational Therapy Act.

Licensing authority: board of examiners for occupational therapy · Application information

Emergency licensure following a federally declared disaster
Disaster Area
Currently licensed and in good standing, or otherwise meeting New Mexico licensure requirements, in a state in which a federal disaster has been declared; application within the four months following the declared disaster, with proof of residency and employment in the disaster area (16.15.2.17(A) NMAC).
Duration
The emergency license expires four months after issue unless the Board approves a renewal application (16.15.2.17(D) NMAC).
Licensure by endorsement (reciprocity from another state)
Conduct
No record of unprofessional conduct or incompetence; disqualifying criminal convictions are listed in 16.15.2.9(J) NMAC.
Education
Completed the academic requirements of an occupational therapy educational program accredited by ACOTE, or for a foreign program one accepted by NBCOT (Section 61-12A-11(A)(1) NMSA 1978; 16.15.2.11 NMAC).
Fieldwork
Completed at least twenty-four weeks of supervised fieldwork experience or generally recognized past standards at the time of graduation (Section 61-12A-11(A)(2) NMSA 1978).
Nbcot Verification
Written verification of certification received directly from NBCOT (16.15.2.9(E) NMAC).
Other State License
Applicant for licensure by reciprocity from another state; must submit all requirements of 16.15.2.9 NMAC, including verification of licensure from each state where currently and previously licensed (16.15.2.12 NMAC; 16.15.2.9(E)(2) NMAC).
Licensure by examination
Conduct
No record of unprofessional conduct or incompetence; disqualifying criminal convictions are listed in 16.15.2.9(J) NMAC.
Education
Completed the academic requirements of an occupational therapy educational program accredited by ACOTE, or for a foreign program one accepted by NBCOT (Section 61-12A-11(A)(1) NMSA 1978; 16.15.2.11 NMAC).
Fieldwork
Completed at least twenty-four weeks of supervised fieldwork experience or generally recognized past standards at the time of graduation (Section 61-12A-11(A)(2) NMSA 1978).
Nbcot Verification
Written verification of certification received directly from NBCOT (16.15.2.9(E) NMAC).
Expedited licensure by endorsement (Section 61 1 31.1 NMSA 1978)
Eligible Jurisdiction
Holds a current unrestricted license in good standing in an eligible jurisdiction; applicants licensed in American Samoa or the U.S. Virgin Islands are not eligible (16.15.7.7(G), 16.15.7.8 NMAC).
Exam Timing
The expedited licensing rule (16.15.7.10 NMAC) lists no examination among the application contents, while 16.15.2.8 NMAC states that all applicants for licensure must pass the NBCOT examination and the New Mexico jurisprudence exam, and the Board application manual requires a passing jurisprudence attempt before the application can continue ("If you have not passed, you will not be able to continue the application."). A licensee whose original jurisdiction did not require the NBCOT examination must pass it and the state law examination before renewal: "the licensee shall be required to take and pass an examination prescribed by the national board for certification in occupational therapy or the board, and an examination on the state laws, rules and regulations that pertain to the practice of occupational therapy in New Mexico as a prerequisite to license renewal" (16.15.7.11(B) NMAC).
License Type
The expedited license is a provisional license conferring the same rights as a regular license, valid for one year; a regular license is issued upon renewal (16.15.7.7(B), 16.15.7.11, 16.15.7.13 NMAC).
Nbcot Discretion
Section 61-12A-14(B) NMSA 1978: if the out-of-state licensee was licensed in a jurisdiction that did not require passage of the national examination, the Board may require the licensee to pass that examination to continue to be licensed in New Mexico.
Expedited licensure for military service members, spouses, dependents and veterans (Section 61 1 34 NMSA 1978)
Exam Timing
The expedited licensing rule (16.15.7.12 NMAC) lists no examination among the application contents, while 16.15.2.8 NMAC states that all applicants for licensure must pass the NBCOT examination and the New Mexico jurisprudence exam, and the Board application manual requires a passing jurisprudence attempt before the application can continue ("If you have not passed, you will not be able to continue the application."). A licensee whose original jurisdiction did not require the NBCOT examination must pass it and the state law examination before renewal: "the licensee shall be required to take and pass an examination prescribed by the national board for certification in occupational therapy or the board, and an examination on the state laws, rules and regulations that pertain to the practice of occupational therapy in New Mexico as a prerequisite to license renewal" (16.15.7.13(B) NMAC).
Fee Waiver
A military service member or veteran issued an expedited license is not charged initial licensing or renewal fees for the first three years (16.15.7.12(E) NMAC).
License Type
The expedited license is a provisional license conferring the same rights as a regular license, valid for one year; a regular license is issued upon renewal (16.15.7.7(B), 16.15.7.11, 16.15.7.13 NMAC).
Military Status
Military service member, spouse, surviving spouse, dependent child or honorably discharged veteran with the documentation listed in 16.15.7.12(A)(3) NMAC; holds a current unrestricted license in good standing in another jurisdiction, including a branch of the United States armed forces.
Nbcot Discretion
Section 61-12A-14(B) NMSA 1978: if the out-of-state licensee was licensed in a jurisdiction that did not require passage of the national examination, the Board may require the licensee to pass that examination to continue to be licensed in New Mexico.
Reactivation from inactive status

All of the following:

Competency
Additional proof of competency as requested and prescribed by the Board is required after five years of inactive status (16.15.2.15(C)(4) NMAC).
Inactive License
Holds a license transferred to inactive status; submits a renewal form, the annual renewal fee, and continuing education for each year of inactive status (Section 61-12A-17 NMSA 1978; 16.15.2.15(C) NMAC).
Out Of State Practice
A verification of employment form for licensees who practiced outside New Mexico while inactive (16.15.2.15(C)(6) NMAC).
Reinstatement of a license lapsed for more than one year with continued practice in another state

All of the following:

Application
Initial application, application fee, current year renewal fee, 15 continuing education hours per lapsed year not exceeding 75 hours or evidence of meeting the other jurisdiction's continuing education requirement, and verification of all current unrestricted licenses (16.15.2.16(B) NMAC).
Lapse
License lapsed in New Mexico for more than one year with evidence of continued practice under an unrestricted license, registration or certification in another state (16.15.2.16(B) NMAC).
Reinstatement of a license lapsed for less than one year

All of the following:

Lapse
License lapsed for less than one year; renewal form, late fee, required continuing education, and an attestation of no practice in New Mexico while expired (16.15.2.16(A) NMAC).
Annual license renewal
No examination is required for this applicant pathway.
Late Renewal
A license expired for five years or less may be renewed with a late fee and continuing education for the expired period; after more than five years a new license must be obtained (Section 61-12A-15(C) NMSA 1978).
Renewal
Annual renewal by October 1 on the Board form or online, with the annual renewal fee and proof of 15 continuing education contact hours per year (Section 61-12A-15(B) NMSA 1978; 16.15.2.13, 16.15.4.8 NMAC).

Official no-examination sources

Effective from 2023-06-27.

Full licensure after not practicing for more than three years or since graduation
Continuing Education
15 continuing education contact hours for each year not practicing, not to exceed 75 hours, pre-approved by the Board (16.15.2.14(B)(3) NMAC).
Nbcot At Board Discretion
The NBCOT examination is one form of additional evidence of competency the Board may require: "the board may require the applicant to provide or demonstrate additional evidence of his or her competency to practice (e.g. passage of the national board for certification in occupational therapy exam, AOTA courses, university sponsored courses, supervision or mentorship." (16.15.2.14(B)(4) NMAC).
Non Practice
Has not practiced since graduation from an occupational therapy program, or has not practiced as an occupational therapist or occupational therapy assistant for more than three years (16.15.2.14(B) NMAC).

Occupational Therapy Assistant License

License to practice as an occupational therapy assistant under the Occupational Therapy Act, requiring a signed, current statement of supervision by the responsible occupational therapist.

Licensing authority: board of examiners for occupational therapy · Application information

Emergency licensure following a federally declared disaster
Disaster Area
Currently licensed and in good standing, or otherwise meeting New Mexico licensure requirements, in a state in which a federal disaster has been declared; application within the four months following the declared disaster, with proof of residency and employment in the disaster area (16.15.2.17(A) NMAC).
Duration
The emergency license expires four months after issue unless the Board approves a renewal application (16.15.2.17(D) NMAC).
Licensure by endorsement (reciprocity from another state)
Conduct
No record of unprofessional conduct or incompetence; disqualifying criminal convictions are listed in 16.15.2.9(J) NMAC.
Education
Completed the academic requirements of an occupational therapy educational program accredited by ACOTE, or for a foreign program one accepted by NBCOT (Section 61-12A-11(A)(1) NMSA 1978; 16.15.2.11 NMAC).
Fieldwork
Completed at least sixteen weeks of supervised fieldwork experience or generally recognized past standards at the time of graduation (Section 61-12A-11(A)(2) NMSA 1978).
Nbcot Verification
Written verification of certification received directly from NBCOT (16.15.2.9(E) NMAC).
Other State License
Applicant for licensure by reciprocity from another state; must submit all requirements of 16.15.2.9 NMAC, including verification of licensure from each state where currently and previously licensed (16.15.2.12 NMAC; 16.15.2.9(E)(2) NMAC).
Supervision
Signed statement of supervision by the responsible occupational therapist filed within 20 business days of starting employment (Section 61-12A-11(B) NMSA 1978; 16.15.2.9(F) NMAC).
Licensure by examination
Conduct
No record of unprofessional conduct or incompetence; disqualifying criminal convictions are listed in 16.15.2.9(J) NMAC.
Education
Completed the academic requirements of an occupational therapy educational program accredited by ACOTE, or for a foreign program one accepted by NBCOT (Section 61-12A-11(A)(1) NMSA 1978; 16.15.2.11 NMAC).
Fieldwork
Completed at least sixteen weeks of supervised fieldwork experience or generally recognized past standards at the time of graduation (Section 61-12A-11(A)(2) NMSA 1978).
Nbcot Verification
Written verification of certification received directly from NBCOT (16.15.2.9(E) NMAC).
Supervision
Signed statement of supervision by the responsible occupational therapist filed within 20 business days of starting employment (Section 61-12A-11(B) NMSA 1978; 16.15.2.9(F) NMAC).
Expedited licensure by endorsement (Section 61 1 31.1 NMSA 1978)
Eligible Jurisdiction
Holds a current unrestricted license in good standing in an eligible jurisdiction; applicants licensed in American Samoa or the U.S. Virgin Islands are not eligible (16.15.7.7(G), 16.15.7.8 NMAC).
Exam Timing
The expedited licensing rule (16.15.7.10 NMAC) lists no examination among the application contents, while 16.15.2.8 NMAC states that all applicants for licensure must pass the NBCOT examination and the New Mexico jurisprudence exam, and the Board application manual requires a passing jurisprudence attempt before the application can continue ("If you have not passed, you will not be able to continue the application."). A licensee whose original jurisdiction did not require the NBCOT examination must pass it and the state law examination before renewal: "the licensee shall be required to take and pass an examination prescribed by the national board for certification in occupational therapy or the board, and an examination on the state laws, rules and regulations that pertain to the practice of occupational therapy in New Mexico as a prerequisite to license renewal" (16.15.7.11(B) NMAC).
License Type
The expedited license is a provisional license conferring the same rights as a regular license, valid for one year; a regular license is issued upon renewal (16.15.7.7(B), 16.15.7.11, 16.15.7.13 NMAC).
Nbcot Discretion
Section 61-12A-14(B) NMSA 1978: if the out-of-state licensee was licensed in a jurisdiction that did not require passage of the national examination, the Board may require the licensee to pass that examination to continue to be licensed in New Mexico.
Expedited licensure for military service members, spouses, dependents and veterans (Section 61 1 34 NMSA 1978)
Exam Timing
The expedited licensing rule (16.15.7.12 NMAC) lists no examination among the application contents, while 16.15.2.8 NMAC states that all applicants for licensure must pass the NBCOT examination and the New Mexico jurisprudence exam, and the Board application manual requires a passing jurisprudence attempt before the application can continue ("If you have not passed, you will not be able to continue the application."). A licensee whose original jurisdiction did not require the NBCOT examination must pass it and the state law examination before renewal: "the licensee shall be required to take and pass an examination prescribed by the national board for certification in occupational therapy or the board, and an examination on the state laws, rules and regulations that pertain to the practice of occupational therapy in New Mexico as a prerequisite to license renewal" (16.15.7.13(B) NMAC).
Fee Waiver
A military service member or veteran issued an expedited license is not charged initial licensing or renewal fees for the first three years (16.15.7.12(E) NMAC).
License Type
The expedited license is a provisional license conferring the same rights as a regular license, valid for one year; a regular license is issued upon renewal (16.15.7.7(B), 16.15.7.11, 16.15.7.13 NMAC).
Military Status
Military service member, spouse, surviving spouse, dependent child or honorably discharged veteran with the documentation listed in 16.15.7.12(A)(3) NMAC; holds a current unrestricted license in good standing in another jurisdiction, including a branch of the United States armed forces.
Nbcot Discretion
Section 61-12A-14(B) NMSA 1978: if the out-of-state licensee was licensed in a jurisdiction that did not require passage of the national examination, the Board may require the licensee to pass that examination to continue to be licensed in New Mexico.
Reactivation from inactive status

All of the following:

Competency
Additional proof of competency as requested and prescribed by the Board is required after five years of inactive status (16.15.2.15(C)(4) NMAC).
Inactive License
Holds a license transferred to inactive status; submits a renewal form, the annual renewal fee, and continuing education for each year of inactive status (Section 61-12A-17 NMSA 1978; 16.15.2.15(C) NMAC).
Out Of State Practice
A verification of employment form for licensees who practiced outside New Mexico while inactive (16.15.2.15(C)(6) NMAC).
Reinstatement of a license lapsed for more than one year with continued practice in another state

All of the following:

Application
Initial application, application fee, current year renewal fee, 15 continuing education hours per lapsed year not exceeding 75 hours or evidence of meeting the other jurisdiction's continuing education requirement, and verification of all current unrestricted licenses (16.15.2.16(B) NMAC).
Lapse
License lapsed in New Mexico for more than one year with evidence of continued practice under an unrestricted license, registration or certification in another state (16.15.2.16(B) NMAC).
Reinstatement of a license lapsed for less than one year

All of the following:

Lapse
License lapsed for less than one year; renewal form, late fee, required continuing education, and an attestation of no practice in New Mexico while expired (16.15.2.16(A) NMAC).
Annual license renewal
No examination is required for this applicant pathway.
Late Renewal
A license expired for five years or less may be renewed with a late fee and continuing education for the expired period; after more than five years a new license must be obtained (Section 61-12A-15(C) NMSA 1978).
Renewal
Annual renewal by October 1 on the Board form or online, with the annual renewal fee and proof of 15 continuing education contact hours per year (Section 61-12A-15(B) NMSA 1978; 16.15.2.13, 16.15.4.8 NMAC).
Supervision
An occupational therapy assistant confirms at renewal that the statement of supervision is unchanged, or submits a new one (16.15.2.13(D) NMAC).

Official no-examination sources

Effective from 2023-06-27.

Full licensure after not practicing for more than three years or since graduation
Continuing Education
15 continuing education contact hours for each year not practicing, not to exceed 75 hours, pre-approved by the Board (16.15.2.14(B)(3) NMAC).
Nbcot At Board Discretion
The NBCOT examination is one form of additional evidence of competency the Board may require: "the board may require the applicant to provide or demonstrate additional evidence of his or her competency to practice (e.g. passage of the national board for certification in occupational therapy exam, AOTA courses, university sponsored courses, supervision or mentorship." (16.15.2.14(B)(4) NMAC).
Non Practice
Has not practiced since graduation from an occupational therapy program, or has not practiced as an occupational therapist or occupational therapy assistant for more than three years (16.15.2.14(B) NMAC).

Provisional Permit

Provisional permit to practice occupational therapy under the supervision of a licensed occupational therapist while awaiting the NBCOT examination and its results, pending certification as an occupational therapist or occupational therapy assistant.

Licensing authority: Board of Examiners for Occupational Therapy · Application information

Provisional permit pending certification as an occupational therapist

All of the following:

Duration
Valid for no more than six months; void if the holder does not sit for the NBCOT examination within six months, and invalidated upon notice of failing it (16.15.2.10(C), (D), (I) NMAC).
Education
Completed the education and experience requirements of the Occupational Therapy Act for an occupational therapist (Section 61-12A-13 NMSA 1978; 16.15.2.10(A) NMAC).
Exam Application
Has applied for the NBCOT Occupational Therapist Registered (OTR) examination; any previous failure of the NBCOT certification examination prevents issuance (16.15.2.10(A), (E) NMAC).
Not Certified
Available only to a person who has not received NBCOT certification (Board FAQ).
Supervision
Signed current statement of supervision by the responsible occupational therapist filed with the Board (Section 61-12A-11(B) NMSA 1978; 16.15.2.10(F) NMAC).
Provisional permit pending certification as an occupational therapy assistant

All of the following:

Duration
Valid for no more than six months; void if the holder does not sit for the NBCOT examination within six months, and invalidated upon notice of failing it (16.15.2.10(C), (D), (I) NMAC).
Education
Completed the education and experience requirements of the Occupational Therapy Act for an occupational therapy assistant (Section 61-12A-13 NMSA 1978; 16.15.2.10(A) NMAC).
Exam Application
Has applied for the NBCOT Certified Occupational Therapy Assistant (COTA) examination; any previous failure of the NBCOT certification examination prevents issuance (16.15.2.10(A), (E) NMAC).
Not Certified
Available only to a person who has not received NBCOT certification (Board FAQ).
Supervision
Signed current statement of supervision by the responsible occupational therapist filed with the Board (Section 61-12A-11(B) NMSA 1978; 16.15.2.10(F) NMAC).

OTR exam

Format
Three- and four-option single-response multiple-choice items and six-option multi-select scenario sets
Exam questions
180 items
Examination outline
  • Domain 1 — Evaluation and Assessment: Acquire information regarding factors that influence occupational performance on an ongoing basis throughout the occupational therapy process. (23%)
    • Task 1: Identify the influence of development and lived experience; body functions and body structures; values, beliefs, and spirituality; and identity on occupational performance.
    • Task 1 knowledge 1: Impact of typical development and aging on occupational performance, health, and wellness across the life span.
    • Task 1 knowledge 2: Expected patterns, progressions, and prognoses associated with conditions that limit occupational performance. Examples include signs and symptoms of disease; stages of disease; secondary complications.
    • Task 1 knowledge 3: Impact of body functions and body structures on occupational performance. Examples include cognitive impairments; congenital anomalies.
    • Task 1 knowledge 4: Influence of lived experiences and identity on occupational performance. Examples include history of trauma and adverse childhood events; socioeconomic status; gender, race, culture, religion.
    • Task 2: Assess a client’s functional skills, roles, prioritized needs and wants, and performance context to evaluate their occupational performance.
    • Task 2 knowledge 1: Resources and considerations for acquiring information about the client’s current condition and occupational performance. Examples include referrals; client records; developmental history; Individualized Education Program (IEP) plans; theoretical approach and frame of reference.
    • Task 2 knowledge 2: Administration, purpose, indications, advantages, and limitations of standardized and nonstandardized screening and assessment tools. Examples include criterion-referenced tests; norm-referenced tests; client and caregiver interviews; observation.
    • Task 2 knowledge 3: Internal and external factors influencing a client’s engagement in occupation. Examples include roles, habits, routines, and rituals; environmental context; family and social supports; medication side effects and interactions; mental health.
    • Task 3: Perform an activity analysis to determine the influence of task demands, current conditions, performance skills, and context on occupation.
    • Task 3 knowledge 1: Task requirements, steps to task completion, and task demands across contexts or settings.
    • Task 3 knowledge 2: Personal and environmental factors that facilitate or inhibit task completion or occupational engagement. Examples include compensation patterns; role of performance context; influence of current conditions.
  • Domain 2 — Analysis, Interpretation, and Planning: Formulate conclusions regarding client needs and priorities to develop and monitor an intervention plan throughout the occupational therapy process. (23%)
    • Task 1: Synthesize assessment results to determine eligibility for services and establish a client-centered intervention plan.
    • Task 1 knowledge 1: Interpretation and analysis of quantitative assessments. Examples include statistical terminology; scoring; limitations of scores; client reactions to testing.
    • Task 1 knowledge 2: Interpretation of qualitative findings. Examples include occupational profile; outcomes of needs assessment; results from interviews or observations.
    • Task 1 knowledge 3: Integration and application of quantitative assessment results and qualitative findings to guide critical decision-making and prioritize needs.
    • Task 2: Collaborate with the client, the client’s relevant others, occupational therapy colleagues, and other professionals using a client-centered approach and therapeutic use of self to manage occupational therapy services.
    • Task 2 knowledge 1: Roles and responsibilities among interprofessional teams when coordinating client care and providing services. Examples include referral to and consultation with other services; interprofessional communication methods; scope of practice.
    • Task 2 knowledge 2: Processes for managing interprofessional intervention plans. Examples include Individualized Education Program (IEP) plans; discharge plans; transition plans; palliative and hospice care plans.
    • Task 2 knowledge 3: Client-centered approaches and considerations for coordinating occupational therapy services. Examples include therapeutic use of self; advocacy; frequency/duration of intervention; level of service delivery.
    • Task 2 knowledge 4: Factors used to prioritize intervention goals and activities in collaboration with the client and family, teacher, caregiver, and relevant others. Examples include client-reported outcomes; level of support required; context of service delivery; progress toward goals.
    • Task 2 knowledge 5: Strategies for addressing and enhancing health literacy with the client and relevant others. Examples include caregiver training; teaching-learning models; methods for making health information accessible; informed decision-making; navigating challenges to professional expertise.
    • Task 3: Monitor and modify the intervention plan, approach, context, and goals on an ongoing basis using clinical reasoning.
    • Task 3 knowledge 1: Factors for determining and managing context and activities to meet individual and group intervention goals and objectives. Examples include client needs and priorities; response to intervention.
    • Task 3 knowledge 2: Strategies for monitoring the effectiveness of individual and group interventions. Examples include client-reported outcomes; reevaluation results; progress toward goals.
    • Task 3 knowledge 3: Clinical decision-making for assessing and adapting the intervention plan and prioritizing goals based on client response to intervention. Examples include physiological changes; behavioral reactions; emotion regulation; developmental needs.
    • Task 3 knowledge 4: Precautions or contraindications associated with a client’s condition or stage of recovery. Examples include postsurgical precautions; vital signs; laboratory values; suicidal ideation.
  • Domain 3 — Select and Manage Interventions: Select and implement interventions for managing a client-centered plan throughout the occupational therapy process. (38%)
    • Task 1: Incorporate preparatory techniques, activities, and modalities as an adjunct to interventions to promote healing and enhance engagement in occupation-based activities.
    • Task 1 knowledge 1: Considerations for selecting, preparing, and adapting the intervention technique to support optimal engagement and promote goal achievement. Examples include client condition; client safety.
    • Task 1 knowledge 2: Considerations for selecting, preparing, and adapting the intervention environment to support optimal engagement and promote goal achievement. Examples include ensuring privacy during telehealth sessions; equipment safety; line management.
    • Task 1 knowledge 3: Indications, contraindications, and precautions associated with wound management and maintaining skin integrity. Examples include stage of wound healing; prevention and management of pressure ulcers.
    • Task 1 knowledge 4: Indications, contraindications, precautions, and clinical application of superficial thermal agents. Examples include dry whirlpool; hot packs; cryotherapy.
    • Task 1 knowledge 5: Indications, contraindications, precautions, and clinical application of deep thermal, mechanical, and electrotherapeutic physical agent modalities. Examples include transcutaneous and neuromuscular electrical stimulation; biofeedback.
    • Task 2: Implement occupation-based strategies to support participation in activities of daily living (ADL), instrumental activities of daily living (IADL), health management, rest and sleep, education, work, play, leisure, and social participation across the life span.
    • Task 2 knowledge 1: Interventions for supporting leisure and play.
    • Task 2 knowledge 2: Methods for grading an activity, task, or technique based on level of development, client status, response to intervention, and client needs.
    • Task 2 knowledge 3: Considerations for facilitating individual and group participation in shared activities. Examples include group processes; group dynamics; group type and function.
    • Task 2 knowledge 4: Interventions to support cognitive, visual-motor, visual, and perceptual processing and sensory arousal. Examples include sensory modulation; proprioceptive input; vestibular strategies; low vision strategies.
    • Task 2 knowledge 5: Compensatory and remedial strategies for managing cognitive and perceptual deficits or developmental disabilities. Examples include graded cueing; chaining; metacognition; memory aids.
    • Task 2 knowledge 6: Adaptive and preventive strategies for supporting optimal engagement in occupation. Examples include use of technology/apps; joint protection; task simplification; energy conservation.
    • Task 2 knowledge 7: Intervention strategies and techniques used to facilitate oral motor skills for drinking, eating, and swallowing. Examples include hand-to-mouth patterns; mastication; adaptive utensils; positioning at mealtime.
    • Task 2 knowledge 8: Prevocational, vocational, and transitional services, options, and resources for supporting strengths, interests, employment, and lifestyle goals across the life span.
    • Task 2 knowledge 9: Strategies, techniques, and client-centered education to facilitate functional transfers.
    • Task 2 knowledge 10: Strategies for promoting wellness and mental health. Examples include relaxation; sleep hygiene; addiction management.
    • Task 3: Select and implement interventions for improving sensory, motor, neurological, and physiological status, considering client condition and current stage of recovery, to support occupational performance.
    • Task 3 knowledge 1: Methods for grading therapeutic exercise and conditioning programs consistent with indications and precautions.
    • Task 3 knowledge 2: Techniques for sensory and motor reeducation, pain management, desensitization, edema reduction, and scar management. Examples include manual edema mobilization; nerve gliding; neuromuscular reeducation; constraint-induced movement.
    • Task 3 knowledge 3: Techniques for promoting improved postural stability, dynamic balance, body mechanics, and breathing patterns during functional tasks.
    • Task 4: Select, fabricate, and modify orthotic devices, and provide training in the use of orthotic and prosthetic devices to support functional outcomes.
    • Task 4 knowledge 1: Types and functions of immobilization, mobilization, and restriction orthoses for managing specific conditions and congenital anomalies across the life span.
    • Task 4 knowledge 2: Types and functions of prosthetic devices for upper and lower extremity amputations.
    • Task 4 knowledge 3: Implications of anatomical, physiological, biomechanical, cognitive, and socioeconomic factors and healing principles for orthotic selection, design, fabrication, and modification.
    • Task 4 knowledge 4: Client-centered education and training methods for the safe and effective use of orthotic and prosthetic devices.
    • Task 5: Select assistive technology options, adaptive devices, mobility aids, and other durable medical equipment to enable participation in occupation.
    • Task 5 knowledge 1: Factors related to measuring, selecting, monitoring the fit of, and recommending modifications to seating systems, positioning devices, and mobility aids. Examples include equipment components; biomechanical considerations; usability and maintenance.
    • Task 5 knowledge 2: Types, characteristics, and features of high- and low-tech assistive technology and adaptive devices. Examples include interface options and processor parameters; equipment components.
    • Task 5 knowledge 3: Mobility options, vehicle adaptations, and alternative devices for supporting participation in community mobility. Examples include adapted driving controls; wheelchair tie downs; alternative transportation options; dynamic mobile standers; navigation apps.
    • Task 5 knowledge 4: Client factors influencing successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment. Examples include developmental, physical, functional, cognitive, and mental health status; prioritized needs.
    • Task 5 knowledge 5: Client-centered education and training methods for successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment.
    • Task 6: Recommend environmental modifications, while considering accessibility guidelines, standards, and legislation, to support participation in occupation consistent with client needs and status, task demands, and context.
    • Task 6 knowledge 1: Principles of ergonomics and universal design for identifying, recommending, and implementing features and reasonable accommodations in the workplace, home, and virtual and public spaces.
    • Task 6 knowledge 2: Processes and procedures for identifying, recommending, and implementing modifications in the workplace, home, and virtual and public spaces.
  • Domain 4 — Competency and Practice Management: Manage professional activities of self and relevant others as guided by evidence, regulatory compliance, and standards of practice to promote quality care. (16%)
    • Task 1: Employ evidence-based strategies and approaches to provide safe, effective, and efficient services relevant to individuals, groups, and populations.
    • Task 1 knowledge 1: Methods for locating, reviewing, interpreting, and critically appraising scholarly research to guide practice-relevant decision-making. Examples include defining a clinical question; determining the clinical bottom line.
    • Task 1 knowledge 2: Methods for applying continuous quality improvement processes and procedures to occupational therapy service delivery. Examples include program evaluation; outcome measures.
    • Task 1 knowledge 3: Evidence-based programming for advancing population health outcomes. Examples include aging in place; fall prevention; health and wellness; community support groups.
    • Task 2: Incorporate risk management techniques at the individual and practice-setting levels to protect clients, self, staff, and others from injury or harm.
    • Task 2 knowledge 1: Infection control procedures and universal precautions for reducing transmission of contaminants. Examples include PPE; isolation precautions; cleaning equipment.
    • Task 2 knowledge 2: Responses to adverse reactions, minor injuries, and emergency situations. Examples include minor burns and cuts; seizures; diabetic reactions.
    • Task 2 knowledge 3: Preventive measures for minimizing risk and promoting safety. Examples include proper body mechanics; safety data sheet (SDS); standard operating procedures; equipment maintenance; emergency preparedness; personal safety in the client’s environment.
    • Task 2 knowledge 4: Strategies and resources to prevent professional burnout. Examples include assessment of personal needs; self-advocacy regarding workload; stress management.
    • Task 3: Provide occupational therapy services in accordance with laws, regulations, state occupational therapy practice acts, and accreditation guidelines to protect consumers and meet applicable reimbursement requirements related to the service delivery setting.
    • Task 3 knowledge 1: Application of federal regulations, state practice acts, facility policies, and accreditation guidelines related to service delivery across occupational therapy practice settings. Examples include health care legislation; accreditation organizations; licensing and credentialing; supervisory role under state practice acts.
    • Task 3 knowledge 2: Influence of reimbursement policies and guidelines on occupational therapy service delivery.
    • Task 3 knowledge 3: Accountability processes and procedures for justifying, tracking, and monitoring outcomes. Examples include relevant practice terminology; documentation guidelines.
    • Task 4: Engage in professional development and competency assessment activities relevant to the job role, practice setting, scope of practice, and professional certification standards.
    • Task 4 knowledge 1: Methods for identifying, documenting, and monitoring service competency and professional development needs. Examples include competency self-assessment; mentoring.
    • Task 4 knowledge 2: Application of ethical decision-making and professional behaviors guided by the NBCOT Practice Standards and Code of Conduct.
Examination sources

New Mexico jurisprudence exam

Provider
New Mexico Board of Examiners for Occupational Therapy (taken on the Jurisprudence Exam page of the online licensure application)
Format
Online examination launched from the licensure application; multiple attempts allowed
Passing score
Eighty percent of a total available score of one hundred percent
Exam fee
$10.00
Examination outline
  • Occupational Therapy Act (Chapter 61, Article 12A NMSA 1978)
  • 16.15.1 NMAC General Provisions
  • 16.15.2 NMAC Licensing Requirements
  • 16.15.3 NMAC Supervision
  • 16.15.4 NMAC Continuing Education Requirements
  • 16.15.5 NMAC Disciplinary Proceedings
  • 16.15.7 NMAC Expedited Licensing Requirements
Examination sources

COTA Certification Exam

Format
Three- and four-option single-response multiple-choice items and six-option multi-select items
Exam questions
190 items
Examination outline
  • Domain 1 — Collaborate and Gather Information: Under the supervision of the OTR, acquire information on an ongoing basis regarding factors that influence occupational performance. (27%)
    • Task 1: Recognize the influence of development and lived experience; body functions and body structures; values, beliefs, and spirituality; and identity on occupational performance.
    • Task 1 knowledge 1: Impact of typical development and aging on occupational performance, health, and wellness across the life span.
    • Task 1 knowledge 2: Expected patterns, progressions, and prognoses associated with conditions that limit occupational performance. Examples include signs and symptoms of disease; stages of disease; secondary complications.
    • Task 1 knowledge 3: Impact of body functions and body structures on occupational performance. Examples include cognitive impairments; congenital anomalies.
    • Task 1 knowledge 4: Influence of lived experiences and identity on occupational performance. Examples include history of trauma and adverse childhood events; socioeconomic status; gender, race, culture, religion.
    • Task 2: Acquire information about a client’s functional skills, roles, prioritized needs and wants, and performance context to inform the development of and updates to an occupational profile.
    • Task 2 knowledge 1: Resources for acquiring information about the client’s current condition and occupational performance. Examples include referrals; client records; developmental history; Individualized Education Program (IEP) plans.
    • Task 2 knowledge 2: Purpose, advantages, limitations, and service competency needs related to the administration of standardized and nonstandardized assessments and screening methods. Examples include criterion-referenced tests; norm-referenced tests; client and caregiver interviews; observation.
    • Task 2 knowledge 3: Internal and external factors influencing a client’s engagement in occupation. Examples include roles, habits, routines, and rituals; environmental context; family and social supports; medication side effects and interactions; mental health.
    • Task 3: Perform an activity analysis to determine the influence of task demands, current conditions, performance skills, and context on occupation.
    • Task 3 knowledge 1: Task requirements, steps to task completion, and task demands across contexts or settings.
    • Task 3 knowledge 2: Personal and environmental factors that facilitate or inhibit task completion or occupational engagement. Examples include compensation patterns; role of performance context; influence of current conditions.
    • Task 4: Collaborate with the client, the client’s relevant others, occupational therapy colleagues, and other professionals using a client-centered approach and therapeutic use of self to provide quality occupational therapy services.
    • Task 4 knowledge 1: Roles and responsibilities among interprofessional teams when coordinating client care and providing services. Examples include referral to and consultation with other services; interprofessional communication methods; scope of practice.
    • Task 4 knowledge 2: Processes for supporting interprofessional intervention plans. Examples include Individualized Education Program (IEP) plans; discharge plans; transition plans; palliative and hospice care plans.
    • Task 4 knowledge 3: Client-centered approaches and considerations for coordinating occupational therapy services. Examples include therapeutic use of self; advocacy; frequency/duration of intervention; level of service delivery.
    • Task 4 knowledge 4: Factors used to prioritize intervention goals and activities in collaboration with the client and family, teacher, caregiver, and relevant others. Examples include client-reported outcomes; level of support required; context of service delivery; progress toward goals.
    • Task 4 knowledge 5: Strategies for addressing and enhancing health literacy with the client and relevant others. Examples include caregiver training; teaching-learning models; methods for making health information accessible; informed decision-making; navigating challenges to professional expertise.
    • Task 5: Monitor the intervention plan, approach, context, and goals on an ongoing basis, in collaboration with the OTR, using clinical reasoning.
    • Task 5 knowledge 1: Factors for determining and managing context and activities to meet individual and group intervention goals and objectives. Examples include client needs and priorities; response to intervention.
    • Task 5 knowledge 2: Strategies for monitoring the effectiveness of individual and group intervention. Examples include client-reported outcomes; reevaluation results; progress toward goals.
    • Task 5 knowledge 3: Clinical decision-making for prioritizing goals and implementing modifications to the intervention plan based on client responses, under the supervision of the OTR. Examples include physiological changes; behavioral reactions; emotion regulation; developmental needs.
    • Task 5 knowledge 4: Precautions or contraindications associated with a client condition or stage of recovery. Examples include postsurgical precautions; vital signs; laboratory values; suicidal ideation.
  • Domain 2 — Select and Implement Interventions: Implement interventions, under the supervision of the OTR, in accordance with the intervention plan and level of service competence to support client participation in areas of occupation throughout the occupational therapy process. (55%)
    • Task 1: Incorporate preparatory techniques, activities, and modalities as an adjunct to interventions to promote healing and enhance engagement in occupation-based activities.
    • Task 1 knowledge 1: Considerations for selecting, preparing, and adapting the intervention technique to support optimal engagement and promote goal achievement. Examples include client condition; client safety; theoretical approach and frame of reference.
    • Task 1 knowledge 2: Considerations for selecting, preparing, and adapting the intervention environment to support optimal engagement and promote goal achievement. Examples include ensuring privacy during telehealth sessions; equipment safety; line management.
    • Task 1 knowledge 3: Indications, contraindications, and precautions associated with wounds and maintaining skin integrity. Examples include stage of wound healing; prevention and management of pressure ulcers.
    • Task 1 knowledge 4: Indications, contraindications, precautions, and clinical application of superficial thermal agents. Examples include dry whirlpool; hot packs; cryotherapy.
    • Task 1 knowledge 5: Indications, contraindications, precautions, and clinical application of deep thermal, mechanical, and electrotherapeutic physical agent modalities. Examples include transcutaneous and neuromuscular electrical stimulation; biofeedback.
    • Task 2: Implement occupation-based strategies to support participation in activities of daily living (ADL), instrumental activities of daily living (IADL), health management, rest and sleep, education, work, play, leisure, and social participation across the life span.
    • Task 2 knowledge 1: Interventions for supporting leisure and play.
    • Task 2 knowledge 2: Methods for grading an activity, task, or technique based on level of development, client status, response to intervention, and client needs.
    • Task 2 knowledge 3: Considerations for facilitating individual and group participation in shared activities. Examples include group processes; group dynamics; group type and function.
    • Task 2 knowledge 4: Interventions to support cognitive, visual-motor, visual, and perceptual processing and sensory arousal. Examples include sensory modulation; proprioceptive input; vestibular strategies; low vision strategies.
    • Task 2 knowledge 5: Compensatory and remedial strategies for managing cognitive and perceptual deficits or developmental disabilities. Examples include graded cueing; chaining; metacognition; memory aids.
    • Task 2 knowledge 6: Adaptive and preventive strategies for supporting optimal engagement in occupation. Examples include use of technology/apps; joint protection; task simplification; energy conservation.
    • Task 2 knowledge 7: Intervention strategies and techniques used to facilitate oral motor skills for drinking, eating, and swallowing. Examples include hand-to-mouth patterns; mastication; adaptive utensils; positioning at mealtime.
    • Task 2 knowledge 8: Prevocational, vocational, and transitional services, options, and resources for supporting strengths, interests, employment, and lifestyle goals across the life span.
    • Task 2 knowledge 9: Strategies, techniques, and client-centered education to facilitate functional transfers.
    • Task 2 knowledge 10: Strategies for promoting wellness and mental health. Examples include relaxation; sleep hygiene; addiction management.
    • Task 3: Implement interventions for improving sensory, motor, neurological, and physiological status, considering client condition and current stage of recovery, to support occupational performance.
    • Task 3 knowledge 1: Methods for grading therapeutic exercise and conditioning programs consistent with indications and precautions.
    • Task 3 knowledge 2: Techniques for sensory and motor reeducation, pain management, desensitization, edema reduction, and scar management. Examples include manual edema mobilization; nerve gliding; neuromuscular reeducation; constraint-induced movement.
    • Task 3 knowledge 3: Techniques for promoting improved postural stability, dynamic balance, body mechanics, and breathing patterns during functional tasks.
    • Task 4: Select, fabricate, and modify orthotic devices, and provide training in the use of orthotic and prosthetic devices in order to support functional outcomes.
    • Task 4 knowledge 1: Types and functions of immobilization, mobilization, and restriction orthoses for managing specific conditions and congenital anomalies across the life span.
    • Task 4 knowledge 2: Types and functions of prosthetic devices for upper and lower extremity amputations.
    • Task 4 knowledge 3: Implications of anatomical, physiological, biomechanical, cognitive, and socioeconomic factors and healing principles for orthotic selection, design, fabrication, and modification.
    • Task 4 knowledge 4: Client-centered education and training methods for the safe and effective use of orthotic and prosthetic devices.
    • Task 5: Integrate assistive technology options, adaptive devices, mobility aids, and other durable medical equipment into the intervention to enable participation in occupation.
    • Task 5 knowledge 1: Factors related to measuring, selecting, monitoring the fit of, and recommending modifications to seating systems, positioning devices, and mobility aids. Examples include equipment components; biomechanical considerations; usability and maintenance.
    • Task 5 knowledge 2: Types, characteristics, and features of high- and low-tech assistive technology and adaptive devices. Examples include interface options and processor parameters; equipment components.
    • Task 5 knowledge 3: Mobility options, vehicle adaptations, and alternative devices for supporting participation in community mobility. Examples include adapted driving controls; wheelchair tie downs; alternative transportation options; dynamic mobile standers; navigation apps.
    • Task 5 knowledge 4: Client factors influencing successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment. Examples include developmental, physical, functional, cognitive, and mental health status; prioritized needs.
    • Task 5 knowledge 5: Client-centered education and training methods for successful use and maintenance of assistive technology options, adaptive devices, mobility aids, and other durable medical equipment.
    • Task 6: Implement environmental modifications, while considering accessibility guidelines, standards, and legislation, to support participation in occupation consistent with client needs and status, task demands, and context.
    • Task 6 knowledge 1: Principles of ergonomics and universal design for identifying, recommending, and implementing features and reasonable accommodations in the workplace, home, and virtual and public spaces.
    • Task 6 knowledge 2: Processes and procedures for identifying, recommending, and implementing modifications in the workplace, home, and virtual and public spaces.
  • Domain 3 — Uphold Professional Standards and Responsibilities: Uphold professional standards and responsibilities by achieving service competence and applying evidence-based interventions to promote quality in practice. (18%)
    • Task 1: Employ evidence-based strategies and approaches to provide safe, effective, and efficient services relevant to individuals, groups, and populations.
    • Task 1 knowledge 1: Methods for locating, reviewing, and interpreting scholarly research to guide practice-relevant decision-making. Examples include applying the Patient, Intervention, Comparison, Outcome (PICO) model; identifying best evidence.
    • Task 1 knowledge 2: Methods for contributing to continuous quality improvement processes and procedures related to occupational therapy service delivery. Examples include program evaluation; acquiring information to measure outcomes.
    • Task 1 knowledge 3: Types of evidence-based programming for advancing population health outcomes. Examples include aging in place; fall prevention; health and wellness; community support groups.
    • Task 2: Incorporate risk management techniques at the individual and practice-setting levels to protect clients, self, staff, and others from injury or harm.
    • Task 2 knowledge 1: Infection control procedures and universal precautions for reducing transmission of contaminants. Examples include PPE; isolation precautions; cleaning equipment.
    • Task 2 knowledge 2: Responses to adverse reactions, minor injuries, and emergency situations. Examples include minor burns and cuts; seizures; diabetic reactions.
    • Task 2 knowledge 3: Preventive measures for minimizing risk and promoting safety. Examples include proper body mechanics; safety data sheet (SDS); standard operating procedures; equipment maintenance; emergency preparedness; personal safety in the client’s environment.
    • Task 2 knowledge 4: Strategies and resources to prevent professional burnout. Examples include assessment of personal needs; self-advocacy regarding workload; stress management.
    • Task 3: Provide occupational therapy services in accordance with laws, regulations, state occupational therapy practice acts, and accreditation guidelines to protect consumers and meet applicable reimbursement requirements related to the service delivery setting.
    • Task 3 knowledge 1: Application of federal regulations, state practice acts, facility policies, and accreditation guidelines related to service delivery across occupational therapy practice settings. Examples include health care legislation; accreditation organizations; licensing and credentialing.
    • Task 3 knowledge 2: Influence of reimbursement policies and guidelines on occupational therapy service delivery.
    • Task 3 knowledge 3: Accountability processes and procedures for justifying, tracking, and monitoring outcomes. Examples include relevant practice terminology; documentation guidelines.
    • Task 4: Engage in professional development and competency assessment activities relevant to the job role, practice setting, scope of practice, and professional certification standards.
    • Task 4 knowledge 1: Methods for identifying, documenting, and monitoring service competency and professional development needs. Examples include competency self-assessment; mentoring.
    • Task 4 knowledge 2: Application of ethical decision-making and professional behaviors guided by the NBCOT Practice Standards and Code of Conduct.
Examination sources