Module 2 Foundations for OT Practice aud

Foundations for OT Practice : 

Foundations for OT Practice Pediatric Populations Infants-Adolescents

Core Beliefs : 

Core Beliefs All people need to be able or enabled to engage in occupations of their need and choice, to grow through what they do and experience independence or interdependence, equality, participation, security, health, and well-being (Wilcock and Townsend, 2008)

Participation in Occupation : 

Participation in Occupation

Participation in Occupation : 

Participation in Occupation

Participation in Occupation : 

Participation in Occupation

Participation in Occupation : 

Participation in Occupation

Occupation Based Pediatric Practice : 

Occupation Based Pediatric Practice The Occupational Therapy Practice Framework (OTPF)

Why OTPF? : 

Why OTPF? Designed to explain how occupational therapy contributes to health and participation of people, organizations, and populations through engagement in occupation.

OTPF : 

OTPF Core belief in the positive relationship between occupation and health People are “occupational beings”

FORMATIVE DOCUMENT : 

FORMATIVE DOCUMENT Another Review in 5 yrs (2013) Changes will emerge from AOTA 2017 Centennial Vision Grounded in 1917 founding principles

2 Major Components of OTPF : 

2 Major Components of OTPF

Slide 12: 

D O M A I N

Slide 13: 

THE OT PROCESS

Areas of Occupation : 

Areas of Occupation ADL IADL REST AND SLEEP EDUCATION WORK PLAY LEISURE SOCIAL PARTICIPATION

Client Factors : 

Client Factors Values, Beliefs and Spirituality Body Functions Body Structures

Client Factors : 

Client Factors Body Functions and Structures Impairments Anatomy Physiology Disabling Conditions Neurokinesiology

Impairment : 

Impairment ROM Strength Sensory Processing Praxis Manipulation Eye Hand Coordination Visual Perceptual Skills

Performance Skills : 

Performance Skills Sensory Perceptual Skills Motor and Praxis Skills Emotional Regulation Skills Cognitive Skills Communication and Social Skills

Performance Skills : 

Performance Skills Communication and Social Motor and Praxis Emotional Regulation Cognition

Performance Patterns : 

Performance Patterns Habits Routines Roles Rituals

Activity Demands : 

Activity Demands Objects Used and Properties Space Demands Social Demands Sequencing and Timing Required Actions Required Body Functions Required Body Structures

EVALUATION : 

EVALUATION OCCUPATIONAL PROFILE ANALYSIS OF OCCUPATIONAL PERFORMANCE

INTERVENTION : 

INTERVENTION PLAN IMPLEMENTATION REVIEW OUTCOMES

TYPES OF INTERVENTION : 

TYPES OF INTERVENTION OCCUPATION BASED PURPOSEFUL ACTIVITY ADVOCACY CONSULTATION EDUCATION PREPARATORY METHODS Person Person Organizations Populations

INTERVENTION APPROACHES : 

INTERVENTION APPROACHES CREATE AND PROMOTE HEALTH ESTABLISH AND RESTORE MAINTAIN MODIFY PREVENT

Context : 

Context Physical Social Cultural

Cultural Values and Styles : 

? Cultural Values and Styles Family Composition Decision Making/Primary Caregiver Independence/Interdependence Feeding Practice ….APPLIED VIA ETHNOGRAPHIC INTERVIEW

Cultural Values and Styles : 

Cultural Values and Styles Sleeping Patterns Discipline Perception of Disability Help Seeking Communication and Interaction ?

THE Process… : 

THE Process… ? ? ? ? ? ? ? ? ? ? ? ? C.R.

Types of Clinical Reasoning : 

Types of Clinical Reasoning Scientific Narrative Pragmatic Interactive Ethical Conditional

Legitimate Tools of Practice : 

Legitimate Tools of Practice For OT With Children B. Atchison, 9/08

Legitimate Tools… : 

Legitimate Tools… Specific tools used to bring about change Held in high regard Symbolic

What are LT’s for OT’s? : 

What are LT’s for OT’s? Conscious Use of Self The Nonhuman Environment Toys Technology PAMS Pets!

And… : 

And… Purposeful Activities Activity Analysis and Adaptation Activity Groups Teaching Learning Process

Slide 35: 

Application of LT’s to Frames of Reference

Psychosocial/Psychodynamic : 

Psychosocial/Psychodynamic Parent-Child Interaction Parent-Child Activity Groups: Games, constructional play, gross motor activities Activity groups and peer interactions Grading Levels: Parallel, Project, Cooperative Choosing Activities: Art, constructional, social skills, work skills Club Model: use of rituals and depersonalized controls Skills for Living Group (OT Clinic, WMU) School Intervention Project (CTAC, WMU)

Psychosocial : 

Psychosocial Off The Shelf Programs TARGET School Intervention Project (SIP)

OT-SI : 

OT-SI Environmental Engineering: Physical Safety: Space Mats wooden floor is best, tile on floor non-distracting, overhead suspension system—load of 500 lbs

OT-SI : 

OT-SI Clinical Equipment scooter board ramp hammock net assorted large therapy balls mats air mattress a bolster mini- trampoline foam rubber pillows mouth toys sucking and chewing items *large box with styrofoam packing material (“Ball Pool”) any active toys CD player

OT-SI : 

OT-SI Off the Shelf Programs Alert Program Astronaut Program Henry’s OT for Students and Teachers School Intervention Program (SIP) Handwriting Without Tears Ready, Set, Go

NDT : 

NDT Handling- Hands of the therapist, various sized balls, rolls, benches, hard mat (plinth) Positioning and Adaptive Equipment To facilitate postural alignment via external stabilization Prone wedge, prone lyer, sidelyer, adapted chair (Rifton) harness in a wheelchair, angled work surface, prone stander, scooter board, adaptive tricycle, adapted potty seat

Visual Processing : 

Visual Processing Also referred to as Visual Perception and Visual Information Analysis, Visual Discrimination, depending on source Visual Cognitive Triad fits with Visual Discrimination concept in SPD

Reference : 

Reference American Occupational Therapy Association (2008). Occupational Therapy Practice Framework, Domain and Process. (2nd ed.) American Journal of Occupational Therapy, 62, 625-683.