Chapter 17: Flashcards
Cognitive Orientation to Occupational Performance (CO-OP)
“a client-centered, performance-based, problem solving approach that enables skill acquisition through a process of strategy use and guided discovery”
- Places emphasis on the interaction between individual and environmental factors to promote children’s successful participation in daily activities.
- Developed within an evidence-based framework, draws on behavioral and cognitive psychology, health, human movement science, and occupational therapy to achieve its objectives
goal identification
First key feature of CO-OP
Dynamic performance analysis (DPA)
Second key feature of CO-OP
Acknowledges that performance is the result of the interaction between the person, environment, and occupation.
OT analyzes the child performing the task and documents the performance problems or performance breakdowns and focuses on the fit between client abilities, skills, and actions and the task and environmental demands and supports. . Once initial performance breakdown points are idenified, the OT uses cognitive strategies to bridge the gap between ability and skill proficiency
The focus of CO-OP is on performance and correcting performance problems or breakdown, not on underlying component skills
Cognitive strategies
Third key feature of CO-OP
“Mental plan of action that helps a person to learn, problem solve and perform.
Can improve an individual’s learning, problem-solving, and task performance in terms of efficiency, speed, accuracy, and consistency”
Examples
Support skill acquisition or reacquisition, help individuals regulate and manage challenges in learning and performance, playing a key role in achieving a higher level of task performance
Strategies include the “how to” knowledge the individual uses when acquiring new skills and problem-solving through a difficult situation or navigating contextual challenges
Coping with daily stresses, learning how to take the bus to a new location in the community, and deciding to cook a different meal for dinner
Strategies are a typical part of everyday learning and performance
Concept mapping
Way to visually represent the problem-solving processes undertaken throughout the implementation of the CO-OP approach.
Graphical tools that act as a visual tool to organize and represent knowledge
Way for individuals to communicate their problem-solving without relying heavily on their expressive language skills allows more opportunities for children/adolescents of various abilities to successfully engage in the CO-OP intervention
Domain-specific strategies (DSS)
- Task specification/ modification: Finish the letter, Make the letter larger, Having a writing checklist secured to his desk to prompt him of the important strategies that he had developed
- Supplementing task knowledge: “There should always be a finger space between your words”, Teach younger sister how to print: role-playing teacher, Making scrapbook of summer vacation
- Attention to doing: “Where do you need your letters to sit”, Teaching student, teacher, and parent to highlight baseline of paper to help with attention to doing
Discovery learning
A related educational-based cognitive approach that proposes that children construct their own knowledge by drawing on their past experiences and through interacting directly with the task and the environment
Similar to task exploration; however, through the addition of instructional scaffolding by the therapist, it can more accurately be described as guided discovery
Guided discovery learning
OT assumes the role as a facilitator (more competent other). Rather than providing direct instruction, the therapist allows the client to generate his or her own answers through tailoring the task and the environment to the individual
Global strategies
intended to be used over long periods of time, in a variety of different contexts. The global or executive strategy GOAL-PLAN-DO-CHECK (GPDC) used in CO-OP
Metacognition
Refers to an individual’s knowledge concerning their own cognitive processes and products or anything related to them
Allows children generalize and transfer cognitive skills to meet changing contextual demands
Examples
Strategies are employed when a task becomes too difficult relative to the child’s skill level and they are required to select appropriate cognitive strategies, monitor, and evaluate their application
During the implementation of cognitive approaches in OT metacognition is the skill that is directly impacted and enhanced through the intervention process.
Performance-based approaches
Have also been called “top-down” approaches
Focus is to assist the child in identifying, developing, and utilizing cognitive strategies to perform ADL’sq
Scaffolding
Concept of intentional and graded adult feedback to promote the skill development of the child
Self-coaching
Encouragement, positive self-talk, strength-based thinking to help increase persistence and/or to control and regulate the learner’s emotions.
-A domain-specific strategy that over time fades to an internalized (covert) strategy or becomes tacit knowledge.
Initially the child may articulate aloud the steps required to successfully make contact with a baseball during practice. “Keep my eye on the ball,” “swing through the ball,” and “take my time”
Zone of proximal development (ZPD)
The range of skills that the child can achieve through social interaction with a more competent individual.
A child’s developmental skills fall into a “zone, or range, of skills which differ contingent upon the social interactions accompanying the activity, rather than a specific skill level”
