Unit 3 irap 1

activity analysis

Identifies the demands of an activity as it is typically done, without a client in mind

Ex. Making a peanut butter and jelly sandwich

occupation-based activity analysis

Identifies the demands of an occupation of a client, and how they perform and engage in the occupation within their contexts

Ex. Lisa made a peanut butter and jelly sandwich for her daughter at home.

occupations vs. tasks vs. activities

Occupations are meaningful activities within contexts

Tasks are specific, purposeful actions that are performed as part of an occupation (e.g., "marking homework" as part of teaching).

Activities can be broader and include any actions that a person does (e.g., "jogging" or "watching TV")—they may be part of an occupation or just everyday life.

7 steps of analysis process

determining what is being analyzed, determining the relevance and importance, determining object, space, and social demands, determining the sequencing and timing demands, determining required body functions, determining required body structures, and determining required performance skills

determining what is being analyzed

step 1

determining the relevance and importance

step 2

determining object, space, and social demands

step 3

determining the sequencing and timing demands

step 4

determining required body functions

step 5

determining required body structures

step 6

determining required performance skills

step 7

relevance and importance

meaning, purpose, and perceived utility

objects used and their properties

Tools, supplies, and equipment required in the process of carrying out the activity

space demands

Physical environmental requirements of the activity or occupation

social demands

the social environment and attitudinal environments required

sequencing and timing demands

temporal process required to carry out the activity or occupation (e.g. specific steps, sequencing, timing requirements)

Required actions and performance skills

usual skills that would be required by any performer to carry out the activity. Motor, social, and process skills required. The performance skills demanded by an activity will be correlated with the demands of the other activity aspects.

required body functions

Physiological functions of body systems required to support the actions used to perform the activity

Required body structures

anatomical parts of the body such as organs, limbs, and their components that support body functions and are required to perform the activity or occupation

value of occupation as intervention

The value of occupation as an intervention lies in its ability to restore or maintain a person's engagement in meaningful, purposeful activities that promote health, well-being, and quality of life. It addresses not only physical recovery but also emotional, cognitive, and social needs. By focusing on occupation, interventions become more personalized, sustainable, and empowering for individuals, leading to greater overall outcomes in therapy, rehabilitation, and everyday life.

role of OTPF-4 in analysis

Does more than define terminology for the profession of occupational therapy, it establishes a clear definition of our domain and the process in which occupational therapy practice occurs.

It demonstrates the complexity of everyday activities and how each component works together to allow for participation in meaningful activities.

It provides a foundation for activity analysis. Ex. body functions, structures, and performance skills all have a section in the OTPF.

Relationship of ICF to OTPF

OTPF was created using ICF as a guide.

The ICF is a document that was created by the WHO as a framework for classifying health and disability.

By using the terminology and classifications used in the ICF, the language used in the OTPF is internationally and interprofessionally recognized.

Divide occupations into smaller manageable activities or tasks.

This is necessary when there are more than 20-25 steps,

when there are multiple criteria for successful completion, and when there are different objects or space demands for different parts of the activity.

Categories of Occupations

ADLs, IADLs, health management, rest and sleep, education, work, play, leisure, and social participation

ADLs

Activities oriented toward taking care of one's own body and completed on a routine basis.

Bathing, showering

toileting and toilet hygiene

dressing

eating and swallowing

feeding

functional mobility

Personal hygiene and grooming

sexual activity

IADLs

Activities to support daily life within the home and community that often require more complex interactions than those used in ADLs

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

Activities related to developing, managing, and maintaining health and wellness routines, including self-management, with the goal of improving or maintaining health to support participation in other occupations.

social and emotional health promotion and maintenance

symptom and condition management

communication with the health care system

medication management

physical activity

nutrition management

personal care device management

rest and sleep

Activities related to obtaining restorative rest and sleep to support healthy, active engagement in other occupations.

rest

sleep preparation: defined in two parts- preparing the body and mind for the occupation of sleep, and the second is related to preparing the environment

Sleep participation

education

Activities needed for learning and participating in the educational environment.

formal educational participation

informal personal educational needs or interests exploration (beyond formal education)

informal educational participation

work

labor or exertion related to the development, production, delivery, or management of objects or services; benefits may be financial or non-financial (social connectedness, contributions to society, structure and routine to daily life.

employment interests and pursuits

employment seeking and acquisition

job performance and maintenance

requirement preparation and adjustment

volunteer exploration

volunteer participation

play

activities that are intrinsically motivated, internally controlled, and freely chosen, and that may include suspension of reality (ex. fantasy, exploration, humor, risk-taking, contests, celebrations) play is a complex and multidimensional phenomenon that is shaped by sociocultural factors

play exploration

play participation

leisure

Nonobligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not committed to obligatory occupations such as work, self-care, or sleep

leisure exploration

leisure participation

social participation

Activities that involve social interaction with others, including family, friends, peers, and community members, and that support social interdependence

community participation

family participation

friendships

intimate partner relationships

Understand which aspects of the client are key to conducting occupation-based activity analysis (Chap. 3)

OTs must understand the client's "why" behind the activity or occupation

the client contexts are the environmental and personal factors

The client's interests, values, beliefs, and spirituality influence elements of participation. Performance patterns, such as the habits, routines, rituals, and roles, may also play an important part in the occupation being analyzed.

Values/beliefs

Specifically referring to a client's personal convictions about what is important and true and their connection to the world around them, including their spirituality; essentially, their perspective on life and what holds meaning for them

occupational form (objects, proprieties, space

demands, social demands of the activities)

The objects used will be unique to the individual, as will the way they perform the activity, with whom it is performed, and where it is performed.

Environment

Those things that surround the client (e.g. the natural and human-made environments, products and technology, attitudinal aspects, support and relationships with people and animals, and services, systems, and policies,

performance patterns

Habits

Routines

Roles

Rituals