occupational and contextual analysis midterm exam

ICF view on health

acknowledges that an impairment can be caused by environmental factors as well as biological factors

body structures

anatomical make-up of the body and it’s components

body functions

physiological and psychological actions of the body

activity

execution of a task by an individual

participation

involvement of an individual in life situations

ICF limitations

does not consider subjective role that culture plays in participation

occupational analysis

highly personalized since it examines a meaningful activity and identifies the environmental and contextual factors that affect a certain person

activity analysis

examines an action in its usual context without considering any specific individual

create, promote approach

does not assume a disability is present

provides enriched activties that enhance performance

advance health

where can activties be enhanced

ex. providing parenting classes to parents who are adopting children from overseas to facilitate appropriate development through play

establish, restore approach

designed to change or bring back client factors/skills or to help develop the skills not yet learned

activties and prepatory methods

grading up or down (just right challenge)

ex. after a stroke, helping a client regain use of the affected limb

maintain

designed to preserve body functions

client at risk for decline in performance that impacts quality of life

continuing progress made in therapy

analyze activties at risk for decline

ex. prescribing range of motion exercises

modify

changing or adapting an activity demands or context to allow for greater engagement

ex. using a built up handle for someone with severe arthritis to be able to feed themselves

prevent

combat formation or progression of injuries, illnesses, or occupational health difficulties

used for clients with or without disabilities

ex. providing instruction in ergonomics and proper body positioning to prevent on-the-job injuries

step 1 of OA or AA

determine what is being analyzed

step 2 of OA or AA

determine relevance or importance

step 3 of OA or AA

determine space, social, object demands

step 4 of OA or AA

determine sequencing and timing demands

step 5 of OA or AA

determine required body functions

step 6 of OA or AA

determine required body structures

step 7 of OA or AA

determine required performance skills

ADLs

Bathing and showering

Toileting and toilet hygiene

Dressing

Eating and swallowing

Feeding

Functional mobility

Personal hygiene and grooming

Sexual activity

IADLs

Care of others

Care of pets and animals

Child rearing

Communication management

Driving and community mobility

Financial management

Home establishment and management

Meal preparation and cleanup

Religious and spiritual expression

Safety and emergency maintenance

Shopping

Health management

Social and emotional health promotion and maintenance

Symptom and condition management

Communication with the healthcare system

Medication management

Physical activity

Nutrition management

Person care device management

rest and sleep

Rest

Sleep preparation

• Routines

• Physical environment

Sleep participation

education

Formal education participation

Informal personal education needs/interest exploration

Informal education participation

work

Employment interests and pursuit

Employment seeking and acquisition

Job performance and maintenance

Retirement preparation and adjustment

Volunteer exploration

Volunteer participation

play

Play exploration

Play participation

leisure

Leisure exploration

Leisure participation

social participation

Community

Family

Friendships

Intimate partner relationships

Peer groups

PEO and OA

OA embraces all parts of this model

attempts to isolate aspects within each component to identify which impact performance the most

OPM and OA

Emphasizes importance of occupational performance, environment, mind, body, and spirit that support engagement

MOHO and OA

Highlights performance patterns and importance of environmental factors

CMOP-E and OA

Factors that impact engagement

Provides information that facilities engagement in meaningful occupations

Kawa and OA

maximize flow, understanding between person and contexts, social and physical environment, cultural importances/relevance

occupational profile

client’s values, occupational history, interests, daily routine, context, and desired intervention outcome

context helps the therapist understand the personal and environmental factors influencing the client’s ability to engage in an occupation

habits, roles, rituals, and routines

skills children use in play

The effortlessness with which players use motor, process, and social interaction skills in play

relates to performance skills, body functions, and body structures of AA

approach to play

The degree to which players approach play in a playful manner

Intrinsic motivation, internal control, freedom, and activity=play according to child

play activties

Activities typically engaged in

Materials, actions, people, setting

what is being analyzed, object demands

play for 0-2

sensorimotor

play for 2-4

symbolic and simple construction

play for 4-7

dramatic and complex construction

play for 7-12

play including games

play for 12-16

recreation

environmental supportiveness for play

Degree to which social and physical environment promotes play and enables children to meet their play motivation

Caregivers, playmates, playthings, play space

space and social demands

source of motivation for play

Reason a player engages in typical play activities or benefits gained from play

acquired brain injury and OA/AA

therapists need to understand information information-processing skills of the client

finding out if a person can process the information needed for a particular occupation in a given situation is the aim of observation

planning interventions that enhance the capacity to process and to perform everyday occupations

type of processing required and evidence that the client is processing to the required level to complete the activity

perceive, recall, plan, perform

dementia and OA/AA

balance the reality of potential with the individual's past and present abilities, the disorder's stage, and the environments most pertinent to their day-to-day existence when conducting an occupational analysis

account for past abilities, present status and occupational performance, hobbies, and choices, circumstances, current symptoms

management of symptoms and habits

object demands

tools, supplies, equiptment, resources, properties

tools

handheld device or technological program, not disposable and are resuable

supplies

physical articles that are depleted during the activity

equipment

often physically larger than tools, may be a set of objects

resources

money, other people, transportation

properties

essential quality of a physical object

space demands

Size

Arrangement

Surface

Lighting

Temperature

Noise

Humidity

Ventilation

social demands

Engaged in with others, in the presence of others, or has an influence on others

Social rules and expectations

Influenced by culture

how to determine sequencing of an activity

Mentally process steps

engage in activity yourself

talk to your client

talk to someone who performs activity

watch someone perform activity

each step needs to have….

action verb, how the action is done, objects used, time elements, amounts used

tips for developing steps and timing

Only analzye one activity/occupation at a time

Preparation and cleanup are included

Each step needs a do, what, how

Include timing

List steps in correct sequence

Keep steps simple and concise

Be specific about materials and amounts

Do not indicate right/left hand, use dominant

Do not list mental/physical requirments

Include precautions/warnings

No proper nouns

Typical steps