L1.1 Evaluating Occupational Performance Flashcards
define ‘activities of daily living’ (ADL) and what is it context
activities orientated toward taking care of one’s own body basic or personal activities of daily living (e.g. bathing, dressing)
context: most often occur in the home or residential facility, but some personal ADLs occur in other environments e.g. hotels, restaurants and public toilets
give an ADL example for each different context
physical: accessibility to bathroom or bedroom layout
social: expectations of spouse to assist with ADLs even in the client has the skills
cultural: cultural beliefs for bathing routine
personal: feeling safe, personal expectations of privacy
temporal: time of day when client prefers to complete certain ADL routines
virtual: smart technologies, online shopping, listen to music in bath
socioeconomic: ability to change physical environment
institutional: enforced routines of aged care facility
define ‘instrumental activities of daily living’ (IADL)
- sustain ‘independence’: includes what people want and need to be able to do to live in the community
- require high level skills (social, physical and mental)
- unique to individuals
- occur as part of routines and rituals inside and outside the home
- frequently overlooked by therapists but are often the first affected by impairments
describe ‘leisure’ in terms of occupational performance
different meanings depend on culture, ethnic and gender identities and social class defined as: time free from the demands of work or duty when one can rest, enjoy hobbies or sports
- a nonobligatory activity which is intrinsically motivated and engaged in during discretionary time
- central to wellbeing and validated by perceived satisfaction and personal fulfilment
describe ‘social participation’ in terms of occupational performance
- activities associated with organised patterns of behaviour that are characteristics of an individual interacting with others within a given social system
- multidimensional given individual’s physical environment and established roles
- includes involvement in family, peer groups, community and society
nine dimensions: learning and applying knowledge, general tasks and demand, communication, mobility, self-care, domestic life, interpersonal interactions and relationships, major life areas, community, social and civic life
when evaluating occupational performance it allows us to understand occupational profile, occupational performance, identify supports or barriers and plan / next steps in OT process. Describe each aspect.
occupational profile: history, experiences of patterns of ADLs, interests, values and needs
occupational performance:
- safety: identify potential for injury
- quality (efficiency and adequacy): identify difficulties and ineffective performance
- independence: ability to complete activities unassisted
- participation
- well-being: whether performance maintains health and contentment with self and life
identify supports or barriers: (PEO) to occupational performance, health and participation
plan / next steps in OT process
what are the three types of source of information (and positive and negatives)
- self report: client rates him/herself; quick, simple and cost affective; overestimate abilities/underestimate difficulties; performance can be unsafe
- proxy: family member of carer; useful for people with cognitive impairment; information can be biased
- observations: specific performance issues- time taken and prompting required; diagnostic tool can guide intervention plan; performance may be inconsistent in different environments/under supervision
what are the parameters for analysing occupational performance
value, independence, safety, adequacy: efficiency and effectiveness
describe the aspect of ‘value’ for analysing occupational performance
- importance or significance of the task to the individual
- determining the relative value of tasks will assist in establishing priorities for intervention and target outcomes
- when energy is limited people typically prioritise how they use their energy
- individual tasks sequence together to form personalised daily living routines, habits and socially defined roles
describe the aspect of ‘independence’ for analysing occupational performance
- level of assistance required to perform tasks
- types: physical assistance, non-physical (prompting, supervision, task set up), use of assistive devices
- task analysis -> components requiring assistance
- PEO factors impacting on independence
- self-efficacy: the individuals belief about their ability to perform the task without assistance
what to look for: - sequence of task: including preparation and completion, travel to and from activity area
- practical requirements- tools and materials
- location of tasks
- standard achieved or where concerns or task breakdown occurred
describe the aspect of ‘safety’ for analysing occupational performance
- the extent to which individuals are at risk when performing tasks
- is a product of the interaction of the person, environment and activity
- can also be related to poor decision making and judgement
- should be considered separately to independence
- observations should include the impacts on safety due to the method of performance and the environmental factors
safety/risk factors to consider: - frequency: how often the person is exposed to the hazard
- probability: probability of an adverse event occurring
- consequences: likely consequences of an adverse event
- history: previous experience of an adverse event
describe the aspect of ‘quality/adequacy’ for analysing occupational performance
- refers to the quality of the action (efficiency) as well as the quality of the outcome (effectiveness)
- quality of action is measured in terms of: difficulty, pain, fatigue and dyspnoea and duration
- quality of outcome is measured against normative standards and in terms of: satisfaction, experience and aberrant behaviours
