Foundations of Practice Occupation Based Practice I Occupational

Foundations of Practice Occupation Based Practice I Occupational Analysis and Activity Analysis

OT Evaluation �Occupational �Analysis profile of occupational performance

Why? � To understand the complexity of an activity � To understand the meaning to clients � To identify performance strengths and barriers � To identify therapeutic potential.

Two Perspectives �Activity analysis �Occupational � Refer analysis to W&S 12 e Table 21. 2 pg 242

Activity analysis � Goal: Analyzing an activity in abstract within a given culture, not specific to an individual � Helps to design purposeful activities for therapy - understand the potential demands � Can consider the aspects of typical activities which may be challenging and identify possible solutions � How do you (the OT) know this activity in abstract? ?

Occupational analysis � Goal: to observe and understand an occupation a client wants to perform in context � Highly individualized – person and context dependent � OT Practice Framework: Domain and Process, 2 nd Edition: “Actual performance is often observed in context to identify what supports performance and what hinders performance” (p. 646).

Occupational Analysis and Meaning � Occupational therapy practitioners must continually remind themselves that meaning is: ◦ Individually constructed and interpreted ◦ Is central to human existence. �A practitioner is obligated to understand the meaning of occupations from the client’s perspective.

Occupational Analysis analysis places the person in the foreground by taking into account the particular person’s life experiences, values, interests, goals. � Occupational analysis may be focused: ◦ On a particular task, such as using a keyboard on the computer or brushing one’s teeth ◦ On a broader scope of how individuals orchestrate numerous aspects of occupational performance into daily life, such as being an effective worker.

Cautions Be careful of the assumptions you bring to the analysis process: roles, culture, values, and context

Let’s Try It Out � Table W&S 12 e Table 21. 2 pg 242

Occupation as Therapy �Grading �Scaffolding �Fading �Adapt and modify

◦ Grading: Sequentially increasing demands to stimulate the person’s function or reducing the activity demands to respond to client difficulties. ◦ Scaffolding: Helping the client by doing parts of the task that are too hard, but allowing the client do the rest.

◦ Fading: Withdrawing supports as clients develop or improve their skills, so that the task demands increase until the person is doing the whole task or occupation independently. ◦ ◦ Coaching: Providing verbal expectations and support designed to help the individual engage in and sustain growth or changes.

◦ Adaptation: Changing the demands of the occupation so they are congruent with the person’s ability level. ◦ Modification: Changing the occupation itself by reducing its demands, using assistive devices, or changing the physical or social environment.