OCTH 5101 week 11 2024 activity analysis

Activity and Occupational Analysis Overview

• Instructor: Felicia Chew, MS, OTR/L, FAOTA

• Course: OCTH 5101 - Week 11

Understanding Activity and Occupational Analysis

• Activity Analysis

  • Refers to the typical way activities are performed in society.

• Occupational Analysis

  • Focuses on how a specific client actually performs activities.

• Reference: Thomas, H. (2023). Occupational and Activity Analysis, Third Edition. SLACK Incorporated.

Key Differences Between Activity and Occupational Analysis

• Activity

  • General representation of actions in a culture.

  • Decontextualized approach (not personal).

• Occupation

  • Specific personal activities chosen or required by individuals.

  • Contextual details play a critical role in understanding.

Examples of Activity vs. Occupational Analysis

• Activity Analysis Examples:

  • Making soup

  • Putting a toddler to sleep

  • Cleaning the floor

  • Walking a dog

  • Dancing

• Occupational Analysis Examples:

  • Making soup in one’s own kitchen

  • Putting one’s own toddler to sleep at home

  • Cleaning one’s kitchen floor

  • Walking specific dogs in the neighborhood

  • Dancing with a spouse at a wedding

Reasons for Practicing Activity and Occupational Analysis

• Evaluate quality of occupations and understand their therapeutic potential.

• Identify health conditions affecting client performance.

• Improve client skills through learning new strategies.

• Prevent future performance issues by adapting activity demands.

Steps in the Activity and Occupational Analysis Process

• Identify activity awareness (what is being analyzed).

• Determine the relevance and importance to the client.

• Identify the steps required to complete the activity.

• Assess objects, properties, space, and social demands involved.

• Identify required body functions and performance skills.

• Analyze for therapeutic intervention potential.

Objects Used in Activity Analysis

• Tools:

  • Reusable items for activities (e.g., toothbrush, keys, scissors).

• Supplies:

  • Depletable items (e.g., paint, paper, toothpaste).

• Equipment:

  • Larger items or machines (e.g., refrigerator, computer).

• Resources:

  • Intangible items like money, people, transport, and time.

Space and Social Demands

• Space Demands:

  • Aspects of the physical environment affecting activity (size, arrangement, lighting).

• Social Demands:

  • Expectations and cultural contexts defining participant behavior and communication.

Procedural Task Analysis

• Each step should include:

  • Action verbs (tasks).

  • Description of how actions take place.

  • Objects involved and additional conditions (time, amounts).

• Example Steps:

  • "Place fork into bowl with prongs downward."

  • "Turn the burner on slowly until a click is heard."

Determining Steps in Activity Analysis

• Methods include:

  • Mentally processing the steps involved.

  • Engaging in the activity personally.

  • Communicating with clients or observing others perform the activity.

Ingredients for Clear and Concise Steps

• Break down larger tasks into smaller, manageable activities.

• Exclude unnecessary preparatory or clean-up steps.

• List steps in logical sequence and keep them concise.

• Include safety considerations where relevant.

Rating Skill Level Requirements

• Assess required skill levels (low, moderate, high) for participants.

• Recognize skills essential to activity completion and participant challenges.

Reforming Analysis Forms

• Revisions needed in platforms (e.g., Blackboard) to incorporate:

  • Required body functions and structures for performance skills.