OT 321 final

body structures

anatomy- physical attributes of the body/ body parts

ex) musculoskeletal system: muscles, bones, tendons, ligaments

cardiovascular system: heart, lungs, blood vessels, veins, arteries, capillaries

respiratory system: lungs, nose, trachea, esophagus

body functions

physiology: how the body works

sensory functions

helps us receive info on our environment.

smell, touch, taste, sight, hearing, balance, proprioceptive

neuromuscular functions

muscle power, muscle tone, degree of otion, neuropathways, motion

global mental functions

consciousness, orientation, sleep, energy/ drive, prsonality/ temperment, how one feels that day, below level of cosciousness

specific mental functions

higher level cognition, experience of time, thought, emotions, memories, sequence and time, the actual task itself

voluntary

when performing an activity or occupational analysis we look at what required body structures/ functions are challenged and to to what degree?

be analytical of how much the body structures / functions are actually used. None> minimally> great degree

ex) balance

holding on the pole + standing on subway: minimal

not holding the pole+ standing on the subway: greatly

body structures functions influence skill level but do they guarantee sucessful performance? why or why not? what other factors are important?

how much of that body structures functions influence/ function is being used for the task?

they dont influence skill level nor guarantee sucessful performance

Context, environemntal aspects, skill level, and experience with the task are higher influencers

VARK assessment

learning style preference assessment

visual, auditory, reading/ writing, and kinesthetic

can apply to the client’s preferences

performance skills

need to know what the client is struggling with

observable, goal directed actions and consist of motor skills, process skills, and social interaction skills

refer to how effectively a person organizes objects, time, and space, including sustaining performance, applying knowledge, organizing timing, organizing space and objects, and adapting performance

how effectively a person moves self or interacts with objects, including positioning the body, obtaining and holding objects, moving self and objects, and sustaining performance

social interaction skills

how effectively a person uses both verbal and nonverbal skills to communicate (including initiating and terminating, producing, physically supporting, shaping content of, maintaining flow of, verbally supporting, and adapting social interaction)

culture is a part of the ____/ ____ according to the OTPF-4

context/ environment

why is culture important?

• shares a person’s identity/ personal factors

• gives occupation meaning

• influences values, beliefs, and spirituality

values

ideals or standards that a person holds to be important, such as the importance of work, family, or personal integrity. They guide decision-making and are often a reflection of what a person feels is worthwhile or meaningful in life. For example, a person who values health might prioritize exercise and healthy eating in their daily routine.

beliefs

cognitive constructs or convictions that people hold to be true, often without definitive proof. Beliefs are shaped by personal experiences, culture, and societal influences. For instance, a belief might include thinking that exercise is necessary for long-term well-being or that aging leads to inevitable physical decline.

do all cultures view success as independence? why?

no because certain cultures view family as more integrated and they value dependence more

co-occupation/ interdependence

occupations that require 2 people. engages in occupation at the same time (ex. taking a class or test)

cultural competence

thorough understanding of culture but it’s viewed as finite

cultural humility

constant learning/ individual themselves and tackles the person’s implicit bias. better than cultural competence because it requires reflection, asking more questions, and it forms your own identity

grading an activity up

makes the task harder (ex. decreasing time for a task)

grading an activity down

makes the task easier (ex. increasing time)

adaptation

modifying the environment or objects used

• design and restructure the physical enironment to assist self-care, work, and play/ leisure performance

• you change the activity itself but not the outcome

“ocupation as a means and ends”

means: activity/ occupation/ type of therapy

ends: the result of the activity/ the goal/ to eable occupaiton

• generalizing skill aquisition doesn’t give balance/ the right challenge to the client (assessment and evaluation comes before treatment)

occupations

ex. feeding

“everyday activities that people do as individuals, in families, and with communities to occupy time and bring meaning and purpose to life.”

Occupations are the fundamental building blocks of a person’s life and are central to their identity, well-being, and participation in life. The OTPF-4 categorizes occupations into eight major areas:

1. Activities of Daily Living (ADLs) – Basic self-care tasks like bathing, dressing, and eating.

2. Instrumental Activities of Daily Living (IADLs) – More complex tasks like managing finances, housekeeping, and meal preparation.

3. Rest and Sleep – Activities related to obtaining restorative sleep and engaging in restful activities.

4. Education – Engaging in activities that support learning and skill development.

5. Work – Paid or unpaid activities that result in accomplishment or productivity, such as employment or homemaking.

6. Play – Activities that are intrinsically motivating and provide enjoyment, such as sports or hobbies.

7. Leisure – Non-obligatory activities that are done for enjoyment and relaxation.

8. Social Participation – Engaging in social interactions with others, such as family relationships or community involvement.

activities

ex. cutting and pasting

often broader and may or may not carry the same significance to the individual. For example, the activity of brushing teeth is part of the occupation of self-care (ADLs), but the significance and meaning of brushing teeth would depend on the individual’s context, values, and life situation.

Activities can also be categorized within the broader domains of occupation, such as:

• Basic activities (e.g., folding laundry, cooking dinner)

• Instrumental activities (e.g., managing finances, grocery shopping)

While occupations are central to the individual’s identity and well-being, activities are the actions that provide structure, context, and function within occupations.

activities to support occupations (preparatory methods)

PAMs, hot/ice pack, estim

specific tasks or actions that people engage in as part of a larger occupation. These activities serve as components or building blocks that enable individuals to participate in and complete occupations. While occupations are broader and more meaningful to a person’s identity and well-being, activities are the more detailed actions that make up these larger tasks.

education

telling a patient splint care guidelines

one of the eight areas of occupation. It is defined as “activities needed for learning and participation in the educational environment”. This includes both formal and informal learning processes that support skill development, knowledge acquisition, and cognitive growth.

The education category encompasses:

1. Formal Education Participation: Engaging in structured educational environments like schools, universities, and other learning institutions. This includes attending classes, completing assignments, interacting with peers and instructors, and fulfilling educational requirements.

2. Informal Education Participation: Engaging in self-directed learning or acquiring skills through informal environments, such as learning new hobbies, skills, or knowledge outside of a structured setting. This could also include experiences gained through community programs, online courses, or apprenticeships.

The educational participation process plays a key role in shaping an individual’s sense of identity, skill development, and overall life satisfaction. It can involve cognitive, social, emotional, and motor skills, all of which occupational therapy practitioners support in various ways to promote full participation in educational activities.

training

practicing how to use a wheelchair

advocacy

1. insurance/ call and advocate for ertain medical equipment

2. telling a patient about their rights

3. disability accessibility (ex. cancer walk, autism speaks)