Ot practice framework pdf

This is not the complete list of changes in the OTPF See the OTPF-4 for all of the changes that were made. Imaging Anatomy Reference for Occupational Therapists.

Contact Guard Assist vs Standby Assist. OT Dude. OT Practice. Contents Hide. MOHO is a client-centered and holistic model, which focuses on the idea that through participation in occupations humans can increase in their adaptive response. To apply MOHO in a school district setting it is all about looking at the aspects of occupation and then applying them in interventions through a frame of reference.

Habituation would involve observing or reviewing reports of their emotional response to situations, and applying the rules and expectations of what it means to interact in a classroom with classmates. Performance would be what skills are needed to act within a classroom, such as social skills and handwriting. The environments include the classroom, the playground, the gym, and the lunchroom, with both the physical and the behavioral expectations included in each one.

These changes can be made to the person, the task or the environment, with the use of compensatory devices as needed. An example of this would be having a child work with different staff members throughout the day instead of merely staying with only one. By doing this the child learns to interact with more than just one person, and also is able to more easily adapt when someone new joins that rotation. When looking at the person in this model what is most focused on is their behavior; this includes their motivations for activities, the way they emotionally respond to situations and their level of independence.

If PEOM is applied to activity such as handwriting, then performance could be improved by focusing on either the child, the environment or the task. If one were to focus on the child, then choosing a topic to write about or copy that interests them would help to increase their motivation.

Lastly, to change task demands, one could add a pencil grip to improve their grasp. With this framework in place, EHP has 5 collaborative intervention strategies to improve performance, as described by Ramafikeng : 1.

Alter: Choose the best context in which the person can act with their current skill and ability, as opposed to modifying their current context 3. Adapt: Modify the current context or task demands 4. Prevent: Look at features of the context, person or task to prevent the development or occurrence of dysfunctional performance 5. Create: Generate circumstances that lead to performance of greater complexity and adaptability without the assumption of interference by or presence of disability When working within a school district any or all of these strategies can be used.

Establishing skills such as handwriting and social interaction can help kids in successful functioning within the context of school. An example of prevention would be creating an environment that would prevent behavioral responses such as working in a quieter place.

It also assumes that because all behavior is learned, it can also be unlearned by replacing it with another. Behaviors can also be learned through modeling, shaping grading and cuing. This theory is applied consistently when working with children in or out of school. Correcting an undesired behavior as well as having a reward at the end of a session are both ways to encourage desired behaviors. Accommodation occurs when a schema does not apply to the current situation and requires alteration.

Once this change is made, assimilation can once occur. The four stages of development Piaget identified describe the cognitive skills that are usually present at a particular age, they are called: sensorimotor approx. Knowing about assimilation and accommodation as a part of the adaption process also helps to identify the need to children to experience new and varying situation.

The process of motor learning is broken down into three stages: cognitive, associative and autonomous. At the cognitive stage there is a general idea of the movement needed to complete a task, but there is difficulty in execution; improvement at this point is dependent on the attention given to the task and its requirements. At the autonomous stage a skill has been learned, and can be done while engaging in another task. The types of tasks identified by motor learned include: discrete tasks, continuous tasks, and serial tasks; the tasks are performed in an environment where the outcome can either be predictable or unpredictable.

Discrete tasks have a recognizable start and finish, where as continuous tasks, such as walking, are more arbitrary. The principles of practice and feedback are inseparable from motor learning concepts.

Practice can occur with or without rest within a span of time. Within a school district an application of this concept can be seen in working with children on handwriting. At an early stage, the use of stencils or guiding with hand-over-hand would be used to learn the idea of the movements. As the movements are practice, with feedback from both visual cues and from the therapist a child develops the motor movements needed for the skill.

Function in the sensory system modulation is measure by the response to: the senses in the body, level attention and emotional arousal; dysfunction could occur from either under-registration or over- registration. Abilities for functional support include sensory and emotional discriminatory skills, balance, muscle tone, developmental reflexes, and bilateral integration; dysfunction would be noted in the poor development of any of these skills. End-product skills include praxis, space perception, academics, language, emotional skills and behavior; poor development of these skills is an indicator of dysfunction.

Dysfunction in NDT is measured by: the level of muscle tone present, the synergistic movements, the automatic reactions, and the developmental level of reflex present in the person.