Occupational Adaptation

Assessment:

• Use the model

Intervention:

• Develop plan based on dysfunctions found
• Better move ability around the home
• Safety concerns
• Chopper
• Armed Chair Spin Chair
• Shower
• Aim to clean while not in shower
• Extended arm on scrubbing device

Occupational Adaptation (OA Model)

Alyssa Brown, Shannon Hegland, Sydney Korn, Rebecca Wilson

Press for Mastery

Demand for Mastery

Desire for Mastery

Introduction

Combination of person's desire for mastery and the environment's demand for competency (Demands or expectations perceived by the client)

• Must be willing and motivated to change so the environment equals her capacity to adapt

Occurs within the occupational environment: the environment creates its own set of criteria for successful occupational performance.

• Within Marsha's workspace, the environment demands she move around efficiently for successful occupational performance
• This carries over into her kitchen
• There is also a demand for a clean living environment

Innate drive to engage in occupations and aspire towards competency

• Marsha desires to continue working as an artist
• She wants to maintain independence in her home which includes: cooking, cleaning, ADLs such as bathing, and moving around
• motivated and open to change

• Schkade & Schultz developed in 1992
• Holistic approach focused on enhancing the adaptation process
• Collaboration between client and therapist
• Evaluates client's ability and what might effect performance
• Development of plan
• Comparisons:
• MOHO - changing anything focused on outcome
• OB - very broad

http://clipart-library.com/peaceful-person-cliparts.html

Patient 021

Occupational Challenge

• Marsha
• Multiple sclerosis
• Home

• fatigue, hand function, grip, safety, bathing, ADLs, ambulation, art

Occurs when a person's typical response does not meet the challenges of an occupation and the person must modify or adjust their behaviors to achieve a competent outcome

• Marsha can no longer do all of her work while standing and is unable to easily handle the same utensils.
• Due to their weight, storing pans in the drawer under the stove has become difficult when she tries to lift them out.
• It has also become more difficult to open jars and lids and to raise her arm to mix things in mixing bowls.
• She has found it to be very challenging to clean her shower and tub.

Person

Activity

Occupational Environment

• Split into two groups
• Label one side of sheet Mulan and other Side Princess Diaries
• You will fill model out as a group
• Watch: Princess Diaries & Mulan

Individual components: Marsha

Function/Dysfunction

• Cognitive: primarily normal/intact, affected by MS
• Sensorimotor: motor problems
• Psychosocial: important to maintain independence and social interaction,
• Neurological: degradation of nerve impulses

https://www.onlinelabels.com/clip-art/Office-cup-with-scissors%2C-pencils-and-pens-121640.htm

Creates its own set of criteria for successful occupational performance which can result in function or dysfunction

• Physical:
• Arts: Art Studio, crafting tools, stool, bench, drawers
• Kitchen: Utensils, setup, food
• Bathroom: Shower, cleaners, setup, water
• Social:
• Arts: Client's wants, society or personal likings for art
• Kitchen: Cleanliness standards, people
• Bathroom: Cleanliness standards
• Cultural:
• Arts: Style of art
• Kitchen: Meal preparation
• Bathroom: Cleanliness Standards

https://www.pinterest.com/pin/350928995952827484/

Occupational Role Expectations

http://clipart-library.com/shower-stall-cliparts.html

References

Shape behavior and influence one's occupational response. Determined by internal perceptions and by external social and cultural norms.

• Marsha is an artist and a book repairer
• She also lives independently, there is a norm to upkeep her house
• The physical, social, and cultural components of her environment effect how she carries out these roles

• Cole, M. B., & Tufano, R. (2020). Applied theories in occupational therapy: a practical approach. Thorofare, NJ: SLACK Incorporated.
• Garrett, S. A., & Schkade, J. K. (1995). Occupational adaptation model of professional development as applied to level II fieldwork. American Journal of Occupational Therapy, 49(2), 119-126.
• Jackson, J. P., & Schkade, J. K. (2001). Occupational Adaptation model versus Biomechanical–Rehabilitation model in the treatment of patients with hip fractures. American journal of occupational therapy, 55(5), 531-537.
• Johansson, A., Fristedt, S., Boström, M., & Björklund, A. (2018). The Use of Occupational Adaptation in Research: A Scoping Review. Occupational therapy in health care, 32(4), 422-439.
• Schultz, S., & Schkade, J. K. (1992). Occupational adaptation: Toward a holistic approach to contemporary practice, Part 1. American Journal of Occupational Therapy, 46, 829-837.
• Schkade, J. K., & Schultz, S. (1992). Occupational adaptation: Toward a holistic approach to contemporary practice, Part 2. American Journal of Occupational Therapy, 46, 917-926.

Assessment/Intervention

Occupational Response

The general output or response to the occupation

Relative Mastery: a person's self assessment of his/her occupational response

It is achieved or not achieved based on their response

An individual's response reviews:

1. Efficiency: Marsha has found ways to adapt but still finds things to be slower.

2. Effectiveness: How well she has been able to adapt and how well the adaptations are working for her.

3. Satisfaction: Marsha is satisfied with some adaptations, but still would like to find adaptations and easier ways to do other activities