OT Model Flashcards
PEO Model
Emphasizes occupational performance shaped by the interaction between person, environment, and occupation
Person:
- physical
- psychological
- cognitive
- value and belief
- skills and knowledge
Environment:
- physical environment
- social environment
- cultural environment
- economic environment
Occupation:
- role
- physical demand
- cognitive demand
MOHO
describes the effect of volition, performance, and habituation on engagement in occupations
Volition: motivation
Habituation: role and habit
Performance capacity: physical and mental ability
CMOP-E (Canadian Model of Occupational Performance and Engagement)
Person: Physical, cognitive, and affective factors
Occupations: self-care, productivity, and leisure
Environment: physical, institutional, cultural, and social
Kawa Model
mental illness
River:
life flow and overall occupations
River banks:
Micro level:
Family, House, stairs without rails, Wife, Community, Pet
Macro level:
Health Insurance Policy, Immigration Laws and Regulations
Rocks:
circumstances that block life flow and cause dysfunction / disability
e.g.
*Pain & decreased mobility from osteoarthritis
*Immigration Status
*Can’t play with Grandchildren
*Can’t fulfill family duties
*Feels ‘lost’, Doesn’t know what to do
Driftwood:
personal resources that can be assets or liabilities
*Fear of Medical condition
*Pride, ‘can do’ attitude
*Perception of being a burden to family *Decreased Confidence in Ability
Occupational adaptation model
Person: Desire for mastery
Environment: Demand for mastery
Interaction between person <–> environment = occupation
e.g. An occupational therapist teaches a woman with multiple sclerosis how to drive using an adapted van.
Ecology of human performance
Person, Context, Task, Performance
Therapeutic intervention:
1. Alter (find optimal context)
2. Adapt/Modify (modify the context/task demand)
3. Establish/Restore (improve ability)
4. Create (opportunity for adaptable and complex environment)
5. Prevent (anticipate problems)
cognitive–behavioral theory (CBT)
Thought <–>Feeling <–> Behavior
- Psychoeducation: Educate child and family about the disorder.
- Affective education: Teach skills to identify and recognize emotions and influences on emotions.
- Cognitive restructuring: Teach skills to recognize faulty or anxious thinking.
- Relaxation training: Teach progressive muscle relaxation techniques, deep breathing, and guided imagery.
- Exposure to fears and contingency management: Provide exposure involving gradual introduction of feared events and rewards for brave behaviors.
Compensatory Frame of Reference
Patients who will not regain functional skills can compensate by using adaptive equipment or techniques to complete tasks in a different way.
Developmental Frame of Reference
Development is sequential, and behaviors are primarily influenced by the extent to which an individual has mastered and integrated the previous stages.Each stage of development can only proceed normally if the preceding stages have been completed successfully. Incomplete development in areas of skill will therefore influence subsequent development.
e.g. Sensory processing difficulties and learning disabilities
Behavioral approaches to learning
Positive or negative reinforcement
ALERT Program
- uses a car engine analogy to help children learn how to recognize their feelings
- teach them strategies to get their alertness back to an optimal state
HIGH engine: feel angry, frustrated, or excited/ have too much energy and be unable to listen to others, keep still, or keep their hands and legs away from others
–> Strategies:
Take a deep breath
Stretch your body
Walk away
Use ear plugs
Use tools from a sensory box
RIGHT engine: feeling happy, energized, engaged and ready to learn / listen to others, play and interact with others, and can complete work
LOW engine: feel tired and bored, and may find it difficult to sit up, move around or listen to people
–> Strategies:
Take a deep breath
Go for a walk
Move your body
Touch your toes
TEACCH
→ improve independent working skills and attention
→ more adaptive to the environment
→ develop strength and talent
→ manage fear of uncertainty for dealing with new tasks/ procedures/ routines
5 components
1. environ arrangement
→ add meaning and context to environ
→ physical organization
→ partitioned the environ into different fucntions/ areas (E.g. 冷靜區、工作間etc)
2. use of scehdules
- individualized work system
→ what work they are supposed to do? → how much work there is? → how they will know when they are finished? → what happen after the work is completed? - visual structure/ instruction
- rules and routine (先後概念、完成概念、由上至下/左至右、檢視流程表的習慣)
Cognitive Orientation to Occupational Performance (COOP)
= Goal Plan Do Check
top-down approach
self-talk & problem solving
highly verbal + clear goal setting + implement goal
Objectives:
Skill acquisition
Develop cognitive strategy
Generalization and transfer of learning
Sensory integration
intensity, frequency, duration, rhythm
1. ensure safety
2. provide sensory opportunity
3. support intrinsic motivation to learn
4. just-right challenge
5. maximize success
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brushing therapy: for People who exhibit symptoms of tactile defensiveness are extremely sensitive to touch. They often fear or resist being touched
