OT 6122 Week 5: Occupational Analysis Steps 3 & 4, Craft Environment & Contexts

34 Q&A flashcards covering object/space/social demands, sequence & timing, task-analysis guidelines, co-occupations, environmental modifications, personal/cultural/temporal contexts, and key OT terminology from the Week 5 lecture.

In Occupational Analysis, what does Step 3 focus on?

Determining the object, space, and social demands of the activity.

What is analyzed in Step 4 of Occupational Analysis?

The sequence and timing (procedural task analysis) of the activity.

Which four categories describe physical items needed for an activity?

Tools, supplies, equipment, and resources.

Give two examples of ‘resources’ within object demands.

Money, transportation, services, or people (any two).

How do ‘tools’ differ from ‘equipment’ in activity analysis?

Tools are handheld items that help complete a task; equipment is larger or more complex machinery/apparatus.

What are ‘properties’ in object demands?

Essential qualities or distinctive traits of a physical object (e.g., heat-resistant, flexible).

List any four space demands that should be considered.

Size, arrangement, surface, lighting, temperature, noise, humidity, or ventilation (any four).

What do social demands encompass in activity analysis?

Social rules/expectations influenced by culture, including virtual interactions.

Name three methods for determining key steps in a procedural task analysis.

Mentally process the steps, engage in the activity yourself, talk to your client, talk to someone who performs the activity, or watch someone perform it (any three).

When writing procedural steps, with what kind of word should each step begin?

An action verb describing observable behavior.

Why should ‘right’ and ‘left’ be avoided in a written task analysis?

To make instructions universally applicable regardless of dominant side or perspective.

According to guideline #14 for writing steps, where should precautions or warnings be placed?

In parentheses directly after the relevant step.

What is a ‘co-occupation’?

An occupation involving more than one person that requires social interaction and relies on others’ actions.

Differentiate ‘parallel’ and ‘shared’ co-occupations.

Parallel: same place/time, different occupations; Shared: same occupation but different activities within it.

What are ‘nested’ occupations?

Multiple occupations conducted simultaneously that co-occur (e.g., listening to a podcast while cooking).

Define ‘environment’ in the context of craft intervention.

External physical and social conditions that surround the client.

Define ‘context’ as used by occupational therapists.

Interrelated conditions within and surrounding the client influencing performance.

What is the ‘milieu’?

The social and cultural environment that surrounds and supports therapy.

Give two examples of modifying the physical environment for optimal craft participation.

Adjust seat/table height, improve lighting, reduce clutter, organize tools, mute distracting sounds, control odors (any two).

Why should music selections be monitored during craft sessions?

To ensure lyrics and tempo support the desired therapeutic milieu and client responses.

What is meant by creating a ‘supportive social environment’?

Fostering acceptance of differences and focusing on meeting client needs rather than stylistic preferences.

Why should therapists provide good but not flawless craft samples?

To set realistic expectations and keep focus on skill building rather than perfecting the end product.

How can presence of family during craft sessions be both helpful and challenging?

It can enrich learning and meet family-centered goals, but may threaten confidentiality or client independence.

When involving aides or volunteers, what is a key therapist responsibility?

Orient them to client goals so they support rather than over-assist the client.

‘Personal context’ excludes health status. Name three factors it includes.

Gender, education, socioeconomic status, personal experiences, or prior craft experiences (any three).

How might an OT engage a client who dislikes crafts?

Assign preparatory/organizational tasks like sorting materials or assembling kits to address skills indirectly.

Why is clarifying goals essential for clients who already love crafts?

They may focus on aesthetics over skill building; posted goals keep intervention purposeful.

Give one strategy for clients who cannot read written craft instructions.

Provide a small group with a reader, replace words with symbols/pictures.

List three elements of cultural context that can influence craft relevance.

Geographic origin, religious/spiritual orientation, immigration status, ethnic heritage, family traditions (any three).

What temporal factors should be considered when scheduling craft sessions?

Stage of life, time of day/year, duration, tempo, and rhythm of the activity.

How can generational differences impact craft selection?

Preferences for technology, style of crafts (e.g., tattoo art vs. mission designs), and familiarity with materials.

What is meant by balancing ‘rhythm and pace’ during group sessions?

Alternating listening vs. speaking, observing vs. working, sitting vs. moving to maintain engagement.

Summarize the ‘Be mindful’ reminder for therapists.

Avoid guesswork; engage clients in dialogue to ensure relevance and a good therapeutic fit.

Which step of the overall Occupational Analysis addresses body functions and which addresses performance skills?

Step 5 addresses required body functions; Step 7 addresses required actions and performance skills.

Why might an OT break down an occupation during analysis?

Because complex occupations may need to be separated into manageable tasks for accurate analysis and intervention.