Lec 4.4 - T-L Process, 4QM, and T-L Strategies

4 Quadrant Model

• Means of understanding, planning, and coordinating the use of learning strategies in occupational therapy

• OT assumes the role of a facilitator of learning, using specific cognitive and physical learning strategies to enable the learners to perform occupational tasks

Mastery of Key Skills, Competence in Decision-making, Contextual competence

• Independence to perform occupation consists of…

Task Specification

• Direct, facilitator-initiatied

• Facilitator uses direct methods to inform learner of goals of task, task requirements, and nature of performance

• Encourages the learner to reproduce previously learned responses

Decision Making

• Indirect, facilitator-initiated

• The learner understands the task requirements but is unable to generate an effective plan for performing the task

• Decision making, than specifying tasks and hints of suggestion, than specific instructions

• Encourages the learner to make appropriate decisions

Key Points

• Direct, learner-initiated 

• Learner reminding or prompting themselves using strategies observable by others

• Recalling key points about the task to perform it successfully

• Self-talk Strategies

  • Serves the purpose of talking oneself through a difficult task

Autonomy

• Indirect, learner-initiated

• Internalized strategies for monitoring and evaluation performance that are not observable to onlookers, but are necessary for autonomous performance

• Assessable only by learner self-reports

• Content is somewhat speculative

Automaticity

• Spontaenous ability to perform a task autonomously

• Ultimate outcome is when performance is not attention-demanding and is unregulated by cognitive or metacognitive ability

• As it develops, processing occurs without the forms of internalized self-prompting that mediated earlier autonomous stages

Leading Strategies

• Forms of questions, incomplete statements, and physical guidance

• Reflect the characteristics of both Q1 and Q2

• Bridges the gap between information giving in Q1 and decision making Q2

• Cloze, Physical Guidance, Partial Demonstration of Expected Response

Orienting Strategies

• Q2 to Q3

• Verbal and nonverbal strategies that provide no information to the learner apart from a reminder to use self-prompting procedures

Fading Strategies

• Gradual process involving internalization of the overt self-regulatory strategies of Q3

• Subvocalizaiton (whispering)

Role Play

• One strategy we often use in OT (teaching social skills)

• Explain the scenarios and roles of both the learner and the therapist

• Give the learner enough time to think about and practice the role

• Discussion often follows

Coaching

• Used when giving instructions

  • Showing how = Demonstration

  • Giving drills = Practice

  • Giving strategies = Higher/Lower Order Skills

  • Encouraging and Prodding = Physical Prompts and Feedbacks

Problem-Solving

• Ask the client, “What is the problem?” 

• Part of our reflectivepractice

Dissonance

• Learning Process

• Learner’s existing knowledge is challenged and found to be incomplete

Refinement

• Learning Process

• Learner seeks out possible explanations or solutions to a problem

Organization

• Learning Process

• Learner develops or restructures ideas based on new information

Feedback

• Learning Process

• Learner articulates new knowledge and tests it against teachers and peers

Consolidation

• Learning Process

• New reflection on what was learned and how learning occurred