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Activity Analysis test 2

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by

Corry Wagner

on 10 January 2015

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Transcript of Activity Analysis test 2


Evaluation
Understanding typical/"normal” occupational performance
Analysis of occupational performance
Intervention
Therapeutic properties of activities
Selection of intervention activities

Process of Activity Analysis
Activity awareness
Activity Identification
Activity Analysis of Expected Performance
Activity summary
Analyzing performance areas of occupation
Analyzing performance skills and client factors
Analyzing performance patterns and contexts

Domains of OTPF
Areas of Occupation
ADLs
IADLs
Rest and Sleep
Education
Work
Play
Leisure
Social Participation
client factors
Values, Beliefs, Spirituality
Body Functions
Body Structures
Activity demands
Objects and their properties
Space demands
Social Demands
Sequence and timing
Required body functions
Required body structures
Required actions and performance skills

Contexts and Environments
Activity Analysis:
Application of OTPF.
Corry Wagner, MOT, OTR/L
January 14, 2015

Application of Activity
Analysis
OT 616 - Lesson Three
Corry Wagner, MOT, OTR/L
January 18, 2012

Corry Wagner, MOT, OTR/L
January 18, 2012

American Occupational Therapy Association (2008). Occupational therapy practice framework: Domain and process, 2nd edition. American Journal of Occupational Therapy, 62, 625-683.
Hersch, G.I., Lamport, N.K., & Coffey, M.S. (2005). Activity Analysis: Application to Occupation, 5th ed. Thorofare, NJ: Slack
Hinojosa, J., & Blount, M.M., (2009). The Texture of Life: Purposeful Activities in the Context of Occupation,3rd ed., AOTA, : Bethesda, MD.
Watson, D.E. & Wilson, S.A. (2003). Task Analysis, 2nd ed. Bethesda, MD:AOTA Press.

References

Corry Wagner, MOT, OTR/L
January 18, 2012

How did you decide context/environment?
Did things fall into more than one category?
What were keys that gave away specific contexts/environments?

Contexts and Environments
-Reflections-

Corry Wagner, MOT, OTR/L
January 18, 2012

Complete activity analysis for Upper Body Dressing (putting on jacket, shirt, sweatshirt)
Work in groups of 4.
Choose one person for whom you will complete the Activity Analysis.
This will be collected and graded.
Gather as a class back together by 4:35, for final reflections

In-Class Activity Analysis for Expected Performance

“ I often have to provide multiple variations for tummy time…when working with infants. [Activity analysis] aids me in providing the just right challenge!”
Narisa T, MOT, OTR/L


A.A. in Real-Life

Chi-Kwan Shea, PhD, OTR/L and Nick Mariano, MOT, OTR/L Spring 2010

Activity analysis….

Eating a cracker and cheese…..

Corry Wagner, MOT, OTR/L
January 18, 2012

“ I love Activity Analysis!! I use it all the time!”
Maggie O, MOT, OTR/L


A.A. in Real-Life OT

Client Factors

Context

Performance Patterns

Performance Skills

Areas of Occupation

OCCUPATIONAL
PERFORMANCE

Corry Wagner, MOT, OTR/L
January 18, 2012

Activity Demands

Context

Client
Factors

Performance Skills

Performance Patterns

Areas of Occupation

Eating a Turkey Sandwich?
Coloring with a child?
Driving?
Operating a computer?
“The client’s perspective of how an occupation is categorized varies depends on that client’s needs and interests.” (OTPF, 2008).

All domains will affect Occupational Performance….

Values
Principles, standards,
qualities considered worthwhile
Beliefs
Cognitive content held as true
Spirituality
Personal quest for understanding
Categorized into:
Person
Organization
Population


Mental functions
Specific
Global
Sensory functions and pain
Neuromusculoskeletal and movement functions
Cardiovascular, hematological and respiratory function
Voice and speech
Digestive and endocrine
Genitourinary and reproductive
Skin and related-structure functions

body structures
body functions
Structures of the nervous system
Eyes, ear and related structures
Structures involved in voice and speech
Structures of the cardiovascular, hematological, immunological, and respiratory system
Structures related to digestive, metabolic, and endocrine system
Structures related to genitourinary and reproductive
Structures related to movement
Skin and related structures.

performance skills
Motor and Praxis
Motor
The “doing” self
Observed as the individual moves and interacts with objects & environments
Includes planning, sequencing, & execution
Praxis
Carrying out sequential motor acts as part of an overall plan
Putting it all together

Cultural
Personal
Temporal
Virtual
Physical
Social
Sensory Perceptual Skills
Locating, identifying & responses to sensations
Interpretation, association, organization and recall of sensory experiences
Body position in space
Tactile responses, stereognosis

Emotional Regulation Skill
Identification, management, & expression of emotions
How we handle it…

Cognitive Skills
Planning and managing the performance of an activity
Multi-tasking (ex. driving)
Not to be confused with Mental Functions (client factors)

Communication/Interaction Skills
Observed as the individual conveys his/her intentions/needs & coordinates social behavior
Not articulation.

"... the abilities clients demonstrate in the actions they perform." OTPF, 2008
“..physiological functions of body systems
(including psychological)”
OTPF, 2014.
"..anatomical parts of the body such as organs, limbs and their components that support body function..."
OTPF, 2014.
Class Activity
Figure out the activity on your back by using ONLY client factor and activity demand terminology.
Use OTPF for terminology.
Activity Summary
A. Name of activity
B. Sequence and Timing
C. Precautions
D. Special Considerations
E. Acceptable criteria for completion
Class Activity
Pair up with a partner.
Each person engages in the following activity and complete the worksheet together.
Draw a circle, square, and triangle on the white board
infinite
Full transcript