Week 1 Intro Childhood and OT practice

What is the OTPF 4 2020

Defines and describes the areas we assess, evaluate, and provide intervention to improve a client health, well being and quality of life include: occupations, client factors, performance skills, performance patterns, contexts and environments

Essential Concepts to OT

• Differentiated therapy services (Client centered practice, strength based approaches, Family centered practice)

• Inclusive and integrated services

• cultural competence

• evidence based practice (benefits and barriers)

describe the 5 step dynamic process of OT service delivery

1. (maybe) screening)

2. comprehensive eval

3. intervention (activity adaption and environmental modifications. consultations and coaching) 

4. re evaul (revisison of intervention plan or….

5. discharge

Top down approach to evaluations 

General → specific

Examine Occupation participation, Daily routines. looks at occupational functioning 

Bottom up approach to evaluations 

Specific to general

more common, Examines Skills limiting performance

Ecological assessments consider

the child’s performance in the context of physical and social demands

considers cultural influence, resources and value systems

top down approach

1st phases of intervention Preparation for intervention session

• optimize Childs engagement (preferred activities, sensory strategies, comfortable enviroment)

• prepare the child to participate (positioning, mindfulness mediation)

Intervention Elements  (2nd stage in an intervention plan) 

• therapeutic relationship (therapeutic use of self like pairing) 

• supports and reinforcement

• occupation as a means and an end

Occupation as a means

using the occupational want as the activity in order to master it. ie using feeding to master itself

Occupation as a end

uaing all skills to get to activity to master: using steps to master feeding

“Play as a means and an end”. what does this mean

there is a dynamic relationship between acquisition of performance skill areas, toys (and other play ocupations), and the physical cultural, social context 

Skills generalization (3rd phase of intervention)

• End goal - transferring skills across environments

• adapt activities and modify environments to increase participation in natural environments

• provide consultations, coaching, and edu to adult caregivers (most  intense to least)   

Kielhofner 2008

Elements = colition, habituation, performance capacity, enviroment 

Model of human occupation

Baum & Christiansen 2015

Elements: person, enviroment, occupation, performance

Person - enviroment- occupation - performance model PEOP

Polatajko Townsend, Craik, CAOT (1997)

Elements: Person (spirituality is core), enviroment, occupation

Canadian Model of Occupational performance and Engagement CMOP

Schkade & Schultz (2008), Grajo (2017)

Elements: Press of mastery, context, occupational adaption, occupational participation

Occupational adaption OA

how can Ecological Theories guide practice

looks at environmental fit ie: PEO. Human ecology,

The ICF

provides a common language to describe health to improve communication between therapists, researchers, policy makers and the public

impairment → activity limitation → participations restriction 

Client centered and Family Centered Models

Defining concepts

1. Parents/caregivers know child best and want what is best for them 

2. families are unique 

3. supportive family and community = optimal functioning 

In peds: client is expanded to include the fam

Family and caregiver based considerations

• family resources and the child with special needs 

• child and family/caregiver diversity 

• supporting participation in family life 

family resources and the child with special needs includes…

finances, human resources, Time, emotional energy

supporting participation in family life includes..

• independence in self care and health maintenance routines

• recreation and leisure activities

• social activities

• readiness for community living (prep for adulting in the community) 

How can strength based theories guide practice?

• recognizes the strengths of a child and access strengths to attein new levels of participation 

• gives child meaningful choices

• collab w/ intervention goals 

Conceptual model of practice 

helps organize ones thinking

Frame of reference (FOR)

• tool to guide ones intervention

• tells what to do and how to evaluate and intervene with clients 

• have research to support the principles guiding evaluation and intervention