Cognitive Orientation to Occupational Performance Approach (CO-OP) – Flashcards
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Cognitive Orientation to daily Occupational Performance
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client-centered, performance-based, problem solving approach enables skills acquisition through a process of strategy use and guided discovery
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Why CoOp was developed
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child's competence with motor-based activity throughout early childhood is n important predictor of success in school Physical play impacts child's belonging to peer groups, ability to maintain friendships children who fail at completing simple motor tasks can be profoundly affected
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differences between CO-OP and other approaches
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traditionally, focus of therapy is to remediate client's deficits in performance components, rather than looking more braodly at client's ability to meet role expectations
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Development of CO-OP driven by
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need for children to succeed demands of families and therapists for intervention that are proven effective need for intervention approaches to be congruent within the context of practice and cost effective emphasis on contemporary motor theories: interaction between the person, task, and environment
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Theoretical Foundations behind the CO-OP approach
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behavioral and cognitive psychology health human movement science occupational therapy
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components of behavioral theory that support CO-OP approach
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reinforcement, modeling, shaping, prompting, fading, chaining
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CO-OP Strategy
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Goal Plan Do Check
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GPDC Strategy - how it works
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improving motor behaviors by changing the way people self-talk individual reflects and evaluates progress towards the goal and to change the plan meta-cognitive skills develop with age-the younger the child, the more difficult it is to monitor progress
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4 main objectives
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Skill Acquisition Cognitive Strategy Use Generalization of Learning Transfer of Learning
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Therapist Pre-Requisites
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child-centered philosophy, understanding of disabilities, mange children's behaviors, effective communication skills, skilled activity analyzers, basic understanding of learning theories, ability to work with caregivers
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Child Pre-Requisites
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3 goals or skills to work on language fluency (expressive and receptive) Cognitive ability (thinking about doing and thinking about thinking) Behavioral Responsiveness (need to want to be there)
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7 Key Features
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client-chosen goals dynamic performance analysis cognitive strategy use guided discovery enabling principles caregiver involvement intervention format
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techniques to help clients choose goals
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setting goal parameters daily activity log PEGS COSA COPM
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Steps?
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Goal identification Dynamic Performance Analysis Global Strategy
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Dynamic Performance Analysis
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observation-based process of identifying performance problems or performance breakdown, top-down, applicable to any performance situation
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Goal
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what do I want to do? (self-interrogation)
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Plan
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How am I going to do it? (self-monitor)
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Do
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Do it! Carry out the plan (self-observation)
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Check
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How well did my plan work? (self-evaluation, self-reinforcement)
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Steps to teaching strategy
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introduce GPDC in fun manner, in a way meaningful to client so he'll remember Child repeats strategy in his own words Therapist models use of strategy and talks self through use of it Child uses GPDC to teach therapist a skill
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Guided Discovery
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adult leads child to discover answers to problems- more effective then when child is left to discover answers on their own helps to spell out the plan and the domain specific strategies
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4 tips for using guided discovery
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1 thing at a time ask, don't tell coach, don't adjust make it obvious
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Mental or Self-Verbalization strategies
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self-coaching, self-questioning, imagery, association, rote-script, elaboration, mnemonic technique, rehearsal, reconstruction, anticipation, knowledge, translation
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Task Modification strategies
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finger pointing, task simplification, lists, task specification, attention to doing ("how does it feel?"), pacing strategies, stimuli reduction, organization
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enabling principles
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make it fun promote learning (reinforcement, modeling, direct teaching, shaping, prompting, chaining, fading), work towards independence, promote generalization and transfer
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Intervention format
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program structure: preparation phase (goal and plan), acquisition phase (practicing, getting skill), verification phase (generalize GPDC to other tasks 1-10 sessions Materials: strategy log, homework sheets
