Occ Analysis Midterm study Guide

What is activity?

a form of action that is objective and not related to a specific clients engagement and context

What is occupation?

meaningful, personalized and more complex than an activity

What is a simulated activity?

The OTA sets up the environment and activity demands to reflect context and the terminal environment

What is a contrived activity?

The OTA selects, grades and implements clinical activities designed to address functional performance skill deficits in the clinical environment. Achievement of long term and short term goals

Proprioception:

o detects the following

- position of body parts

- muscle length lengthening and shortening

- which direction our limbs are moving in

- the speed our limbs are moving

- vision not required

o Does the activity require the person to move a particular way (with or without sight)?

o Think about proprioception requirements for sports.

o Proprioception demands are less for an activity like card flipping during a game of Uno.

depth perception

the ability to see objects in three dimensions although the images that strike the retina are two-dimensional; allows us to judge distance

Figure ground

relating to or denoting the perception of images by the distinction of objects from a background from which they appear to stand out, especially in contexts where this distinction is ambiguous.

orientation

Knowing and understanding those or others in the environment as well as place, time and self

Ideomotor apraxia

a disorder that makes it difficult to perform skilled gestures with limbs in response to verbal commands or imitation

Constructional Apraxia

a disorder that makes it difficult for people to accurately copy drawings or three-dimensional constructions.

Body Scheme

Where the body is in relation to itself

What is metacognition?

Having an awareness of ones own mental processes and the ability to reflect on ones own mental state

What is Judgement?

Requires mentally examining the aspects of different options in order to form an opinion or belief.

How is Praxis Practical?

It relates to planning and executive functional movements. Praxis skills apply to learning how to control movement and move purposefully.

Motor skills:

Small observable actions moving with task objects.

Motor Skills- Stabilizing:

Moves through the environment and interacts with objects, all without propping or a loss of balance. (Don't fall old man)

Motor Skills- Aligns

When participant interacts with task object without persistent propping or leaning.

Motor skills- Positions:

affective distance from task objects, without evidence of awkward arm or body positioning.

Motor skills- Reaches:

Require us to extend our arms in order to interact with the item we need.

Motor Skills- Bends:

Flexes or rotates the trunk as appropriate to the task to grasp or place task objects out of reach or when sitting down

Motor skills- Grips:

Use of the fingers, teeth, toes, hand, or other body parts to pinch or hold onto objects without allowing them to slip.

Motor Skills- Manipulates:

Uses dexterous finger movements, without evidence of fumbling, when manipulating task objects.

Motor skills- Coordinates:

Uses two or more body parts together to manipulate, hold, and/or stabilize task objects without evidence of fumbling task objects or slipping from one's grasp

Motor skills- Moves:

Effectively pushes or pulls task objects along a supporting surface.

Motor skills- Lifts:

Effectively raises, elevate or lifts task objects without evidence of excessive physical effort.

Motor skills- Walks:

Includes ambulating on a surface without shuffling the feet, using an assistive device, or becoming unstable.

Motor skills- Transports:

carrying objects needed for an activity from one place to another while moving by walking or using a wheelchair.

Motor skills- Calibrates:

using appropriate force, speed, or extent of movement when interacting with an object

Motor skills- Flows:

smooth and fluid arm and wrist movements when interacting with task objects

Ex. Writing

Motor skills- Endures:

persisting through a task without demonstrating physical fatigue, pausing to rest, or stopping to catch breath.

Motor skills- Paces:

Maintains a consistent and effective rate or tempo of performance throughout the entire task

Process skills

related to selecting and interacting with, and using tangible task objects.

Process skills: paces

mental process of maintaining a consistent rate or tempo throughout a task, pace actions and steps.

Process skills: Attends

Requires the participant to pay direct attention to what they are doing, without looking away or interrupting continuous engagement, maintaining continuous engagement in the activity.

Process skills: Heeds

to carry out and complete a task that was agreed upon or specified by another person.

Process skills: Chooses

Person chooses during an activity the appropriate type and number of objects needed for the activity.

Process skills: Uses

Occurs when participant utilizes objects appropriately and as intended.

Process skills: Handles

Requires the person to support or stabilize tools materials in an appropriate manner, protecting them from being damaged, slipping, moving, and falling.

Process skills: inquires

When you seek out and request verbal or written information. Does not ask for info when fully oriented to the task and environment and recently aware of the answer.

Process skills: Initiates

Requires the participant to start each step or action required without hesitation.

Process skills: continues

participant must perform actions without interruption.

process skills: Sequences

perform the steps of a task in a logical and effective order.

Process skills: Terminates

Requires the person to conclude and activity or specific steps in an activity at the appropriate time and without persistence beyond what is safe or suitable for the activity.

Process skills: Searches/locates

requires participant to scan the environment, either visually or tactilely to locate objects and materials.

Process skills: Gathers

collecting the needed tools and materials into the space being used for the activity.

Process skills: Organizes

Ability to logically arrange or position the objects used during an activity in a way that facilitates engagement and is not too crowded or spread out.

Process skills: Restores

Requires putting away objects, tools, and materials used during an activity.

Process skills: navigates

Moving through the environment in which the activity takes place and interacting with objects, moving their body or wheelchair without bumping into objects or people.

Process skills: Noticing/responding

ability to notice: Sensory cues related to the activity that are non-verbal, cues provided by the spatial arrangement or alignment of objects being used, changes in objects such as a drawer being left open.

Process skills: Adjusts

action of moving to a different work area, using different tools or materials, or adjusting to objects in the environment to overcome challenges.

Process skills: Accommodates

change our actions in order to prevent errors or ineffective performance of other motor or process skills

Process skills: Benefits

we benefit from learning from mistakes and preventing those problems from occurring again or allowing them to continue.

Social skills: Approaches starts

initiating an interaction with another person in a socially appropriate manner.

Social skills: Concludes/disengages

o effectively ending or concluding conversation or social interaction.

Social skills: produces speech

can occur through spoken word, sign language, or the use of a computer generated device.

Social skills: Gesticulates

to use gestures in a socially appropriate way to communicate. The movement of our bodies to demonstrate our thought and needs.

Social skills: Speaks fluently

skill in which the speaker speak fluidly, in an articulate and continuous manner and at an even pace. Without inappropriate pauses or lulls

Social skills: Turns towards

how we position ourselves in relation to the other person or group of people.

Social skills: Looks

looking at or making eye contact with a social partner

Social skills: Places self

placing self in an appropriate position and at a proper distance is an important aspect of communication and interaction.

Social skills: Touches

participant must be able to accept the touch of others as well as touch or make bodily contact with others in a socially acceptable manner.

Social skills: Regulates

preventing repetitive, impulsive, or irrelevant behaviors that are not part of the message being conveyed. Regulate not belching, or scratching that GYATT

Social skills: Questions

ask for information or relevant facts or information related to the topic being discussed

Social skills: Replies

demonstrated when participants keep the conversation flowing by replying back to each other appropriately.

Social skills: Discloses

occurs when the participant reveals their feelings, opinions, or private information about themselves or others

Social skills: Expresses emotions

demonstrating a variety of facial expressions and behaviors that convey emotion in a way that is socially appropriate

Social skills: Disagrees

the person expresses their difference in opinion in a socially acceptable, appropriate manner

Social skills: Thanks

when we receive a gift, compliment, or service- it requires that we use socially appropriate words or gestures to acknowledge our appreciation

Social skills: Transitions

during conversation the topic can change from one topic to another smoothly and without causing disruption in the conversation

Social skills: Times response

appropriate time, without hesitation or interruptions, the speaker must time response

Social skills: Times duration

the ability to speak for an appropriate amount of time, based on the complexity of what needs to be expressed. Get to the point

Social skills: Takes Turns

the skill requires that each person take pauses to allow others to speak or interact. Involved in the convo but not dominating the convo

Social skills: Matches language

We match language using socially appropriate voice, tone, and dialect.

Social skills: Clarifies

respond to those cues and react, ensuring that the social partner or partners understand and can follow the conversation.

Social skills: Acknowledges and encourages

skill that requires participants to acknowledge and encourage each participant to engage in conversation.

Social skills: Empathizes

Expresses a supportive attitude toward the social partner by agreeing with, empathizing with, or expressing understanding of the social partner's feelings and experiences

Social skills: Heeds

Must use goal-directed actions, speech and behaviors that are focused on the intent of the interaction

Social skills: Accommodates

involves preventing ineffective or socially inappropriate social interaction

Social skills: Benefits

involves preventing the recurrence of in-effective or inappropriate communication or interaction from occurring.

Perception

o brain's ability to recognize and understand sensations: touch, smell, taste, visual, auditory

Emotions

o Feeling and demonstrating sadness, happiness, love, fear, anger, hate, tension, anxiety, joy......

Muscle power, Endurance and Tone

Power: Muscle force

Endurance: Maintaining contraction for prolonged time

Tone: General tone/tension at rest

Regulating emotions:

Does not demonstrate irrelevant, repetitive, or impulsive behaviors during social interaction.

Plays a key role in children's ability to manage the demands and conflicts they face in interacting with others.

Expresses emotions:

Displays affect and emotions in a socially appropriate manner

Empathizes:

Expresses a supportive attitude toward the social partner by agreeing with, empathizing with, or expressing understanding of the social partner's feelings and experiences

Emotionally neutral activities:

Yoga

Google: Journaling, self care

Emotionally charged activities:

Bouncing on a yoga ball