CO-OP Flashcards
Cognitive Orientation to Daily 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”
- developed by Helene Polatajiko and Angela Mandich, influenced by the work of Jane Ayres, felt the research did not support the idea that underlying sensorimotor/sensory
- integrative processes were important to learning and performance
- focuses upon child’s successful participation in daily activities (occupation focused)
- top-down approach to occupation
- initially developed for children with developmental coordination disorder (called dyspraxia) = expanded to individuals with TBI, high functioning autism, ADHD, and CP (because these kids generally have average or above average IQs and use their strength of cognitive skills and motor skills
4 objectives to CO-OP
- skill acquisition
- cognitive strategy use
- generalization
- transfer of learning
7 key features of CO-OP
1.) client chosen goals
2.) dynamic performance analysis
3.) cognitive strategy use
4.) guided discovery
5.) enabling principles
6.) parent/significant others
7.) intervention format
Client chosen goals
- setting the parameters
- established in collaboration with the child and family
- focus upon occupations the child wants, needs, or is expected to perform
Assessments to use to determine:
- daily activity log
- pediatric activity card sort
- COPM (detects changes in self-perception over time, reliable in children as young as 7; areas involve self-care, productivity, and leisure)
Dynamic performance analysis
- occupational analysis = how is the child doing the activity
- performance is a result of interaction between the person, environment, and occupation
- therapist analyzes child performing task and documents performance problems and performance breakdowns
- use cognitive strategies to bridge gap between ability and skill performance
- consider motivation, task knowledge, and performance competence
Cognitive strategies
- used to support skill acquisition, generalization, and transfer
- good strategy use
Global problem solving strategy:
- GOAL-PLAN-DO-CHECK (foundation of all the 7 steps)
- goal = what do I want to do?
- plan = how am I going to do it?
- do = do it!
- check = how well did my plan work?
Domain specific strategies:
- specific to a task or part of a task; generally verbal guidance
- table 17.2 on page 440 of textbook
Video demo of domain of GOAL-PLAN-DO-CHECK:
- the therapist was expanding the kid’s ideas
- the therapist was constantly questioning the kid
- you always want to correct inappropriate social skill
- it’s really about knowing your clients so that you can kind of anticipate what problems may come up
Guided discovery
- learner identifies problem to solve
- not given solution, but provided hints, coaching, feedback, and modeling
- guide the child to solve the problem = increases self-confidence
- one thing at a time
- ask don’t tell
- coach, don’t adjust
- make it obvious on what they might need to do
Enabling principles
*utilizing your therapeutic use of self
- make it fun!
- promote learning
- work toward independence
- promote generalization and transfer
Parent or significant other involvement
- support the child in learning occupations
- utilize strategies to facilitate the generalization and transfer of skills to the home, school and other environments
Intervention format
*10 sessions
- session 1 = assessment (COPM or Activity Sorting Cards), daily log, goals, baseline performance
- session 2 = learn GO-PLAN-DO-CHECK (how do we make it work?)
- session 3-10 = apply GO-PLAN-DO-CHECK and domain specific strategies
- homework each weak = going and doing the plan
- re-evaluation = looking for progress between the 1st session to that session time
CO-OP
- tying shoes
- handwriting
- organizing
- riding a bike
- swimming, jump rope, sports
- household chores
- hygiene
- ANYTHING! (for adults or children)
- can be used in any occupation like social, motor, organization, etc
- not effective for people with cognitive impairments
