Activity – Flashcard

process used by OT practitioners that "addresses" the typical demands of an activity, the range of skills involved in its performance and the various cultural meanings that might be ascribed to it.activity analysis: ability to analyze activities and the occupations in which people engage in. Allow for understanding of the tools and equip. needed, where/ whom act. takes place, seq. of steps and timing of steps, body functions, perf. skills and body struct. required to perform act

Activity analysis that looks at the DEMANDS of an activity and looks at typical demands of an act, how an act. is done w/ no client in mind (making a pb & j sandwich) occupation based act. analy: persons goals & abilities. takes into account the particular persons interest, goals, abilities, contexts and demands(performance skills, performance patterns, culture) How it helps or hinders. Based on the client and how they engage in occup. ( Lisa making a pb&j sandwich for her daughter)

occupations: purposeful activity (ADL, IADL ect) activities: goal directed actions (meaning, value)w/a means and end of improved performance -Egocentric realm: mind and body -Exocentric realm: concreate world(environment) EX: providing a sling for fracture -Consensual realm: social influence EX: fracture impacts social participation tasks: smaller component of a bigger act (take plate out of cupboard)

allows clients to achieve mastery in the environment, feel they have control. Client can either see or feel. -Encourage greater and longer engagement. -generalization. Can clients generalize what you are doing during therapy to the real world. Greater transference toward clients goals.

defines success in the performance of these occupations. This includes being able to analyze all of the demands of the activity for that person in his or her contexts. In order to create challenging intervention strategies, activities are analyzed to find their therapeutic benefit.

ADL IADL Rest and Sleep Education Work Play Leisure Social Participation

ADL: basic self care skills required for daily living or oriented toward taking care of owns own body rest/sleep:related to obtaining restorative rest and sleep that supports healthy, active engagement in other occupations work: labor or exertion, to make, construct, manufacture, form, or shape objects to organize, plan, evaluate services or processes of living r governing. With or without financial reward Education: Activities needed for learning and participating in the educational environment Leisure: A nonobligaory activity that is intrinsically motivated and engaged in during discretionary time, that is time not committed to obligatory occupations such as work, self care or sleep Social: The interweaving of occupations to support desired engagement in community and family activities as well as those involving peers and friends

Standarized assessments or interview can be used to gather data from evaluation. Standarized: normative data(specific steps, valid, objective) nonstandarized: subjective activity involves analyzing an activity as it is typically done without a person in mind. This is helpful when looking at different activities and how they may be therapeutic. Occupation based is individualized as it looks at the meaning and contextual influences for a particular individual. step 2. decide step 3. if larger occupation, break into smaller activities or tasks

Human beings engage in daily activities that give their life meaning and serve a purpose. WE define ourselves by what we do. Values influence the meaning that a given occupation has and Beliefs comprise the cognitive content that a client holdsvalues: acquired beliefs and commitments from culture about what is good, right and important. ( affects how much effort is put in act) beliefs: content held as true. (how and why a person performs occup.) believe in not using electricity in cooking so wont use a blender, changes ways of how to cook. spirituality: spiritual meaning of an occup. has, seek purpose. (volunteer because they feel fulfilled) * influence aspects in participation

Gain understandings of clients interests, values, needs, occupational history, patterns of daily living and his priorities for outcomes. 1. backround 2. problems/concerns priorities -why they are receiving services -what occupations they have trouble in -what roles do they fulfill ect..

Habits and routines can influence how and when an occupation is performed. This can support or hinder their performance.

mentally process the steps Engage in the activity Talk to client Talk to someone who performs the activity Watch someone perform activity

1.Determine the activity you are analyzing(break down into smaller tasks) 2, Prepatory and cleanup tasks should be listed only if necessary otherwise they can be separate activities 3. start with action verb(grab,open,write) 4. next part of direction statement should include what the objects or environmental aspects are being acted upen"squeeze the BOTTLE" 5. How the action should be completed. "carefully place" or 6.INclude time elements if the timing of certain steps or length of an action is essential 'remove cookies 20 min" or stir 20x" 7. List steps in correct sequence 8. Keep steps simple an concise 9. Be specific about material used 10. some tasks are not as simple as following numbered steps that follow sequence. 11.INclude precautions 12. Do not use proper nouns,

several occupations are conducted at the same time and co-occur. Nested occupations may be distinct occupations that occur together or separate occupations. Such as listening to music and surfing the web.

relationship between the human (all physical, mental and spiritual aspects) and the physical and social environment. Parts of the physical environment are the objects with which we interact while involved in activities or occupations.Ecological models- occup. perf. Is influenced by interaction of elements w/in the person, environment and occup. Changes in these influence occup perf Must understand occup. That client is attempting to perform so the demands of the occup (such as objects) can b identified as focus of intervention. Ecological models address relationship between human (physical, mental, spiritual) and physical (objects we interact with )and social environment

tools: something that helps you complete an activity. Objects that are not disposable or reusable supplies: become depleted during activity. equipment: instruments or appliances that serve to equip someone to complete an activity. Larger.

an essential quality or distinctive trait of a physical object. Describe in words such as red, heavy, industrial, strength.

Examining the physical environment. These elements are strongly linked to the objects and their properties used in a particular activity. Size: the arrangement of objects in space Surface: Lighting: Temperature: Humidity: Noise: Ventilation:paint, glue

Social demands are influenced by the culture in which the occupation takes place. Considering the social rules and demands in social environments Use observation skills of others performing the activity and any information you may be able to find on the activity. Need to gain awareness of clients social roles and contexts to help determine the social demands of the activity. It is possible for a client to participate in the same activity but in several different contexts or social environments that make different social demands.

Body functions are one part of the client factors, which include the values, beliefs and spirituality, the body functions and the body structures that reside within the client that include the clients performance in occupations. Client factors are the features residing within the client that influence skill level but do not assure the skill level needed to be successful in an activity.

Rating the extent to which each body function is challenged. Not utilized during the activity=none. Slightly challenged=utilized. Large extent=great degree

Higher level: judgement, concept formation, metacognition, executive funct, praxis, cognitive flexibility and insight .Allow us to adapt to situations, think abstractly and plan for the future . Attention: sustained attention/ concentration, selective, divided and shifting Memory: short term, working and long term Perception:discrimination of sensations: auditory, tactile, visual, olfactory, gustatory, vestibular and proprioreceptive Thought: control and content of thought, awareness of reality, logical and coherent Sequencing complex movement: regulating speed, response, quality and time of motor production Emotional: regulation and range of emotion, appropriateness of emotions Experience of self and time: appropriateness of range of emotion, body image and self concept Global Mental functions: Consciousness: level of arousal and level of consciousness Orientation: orientation to self, place, time and others Temperament/personality: emotional stability Energy/drive: motivation, impulse control and appetite Sleep: physiological process

Visual: quality of vision, visual acuity, visual stability and visual field Hearing: sound detection and discrimination, awareness of location and distance of sounds Vestibular: position, balance, secure movement against gravity Taste: bitterness, sweetness, sourness and saltines Smell: sensing odors and smells Proprioceptive: awareness of body position and space Touch: feeling of being touched, touching various textures Pain: Localized and generalized pain Temperature and pressure: thermal awareness, sense of force applied to the skin

Joint stability: maintenance and structural integrity of joints Muscle power: strength Muscle tone: degree of muscle tension Muscle endurance: sustaining muscle contraction Motor reflexes: involuntary reflexes (involuntary contractions of muscles automatically induced by stretching. (way of body to protect itself such as carrying something too heavy will drop the object before causing harm, ATNR- primitive reflex in infants, STNR- also primitive reflex head in flexion, UE extension helps w/ crawling) Involuntary move. reactions: postural, body adjust and supporting reactions Control voluntary move: eye- hand, eye-foot coordination, bilateral integration, crossing midline, fine and gross motor control, oculomotor control Gait patterns: move. used to walk

Cardiovascular system: blood pressure, heart rate, rhythm maintenance (hypertension, hypo) Hematological and immunological systems: blood and blood forming tissues including bone marrow and spleen. Works to protect body against infection and other pathological organisms and actions Respiratory system: rate, rhythm, and depth of respiration Additional functions: phys. endurance, stamina, aerobic capacity

Body structures are those anatomical parts that support body functions.

-Match the body functions that are needed with the supporting body structures -Identify which body parts are used during the activity -Determine which parts of the body come in contact with external forces

To support health and participation in life through engagement in occupation.

Structures work togeather to keep the body healthy and allow for participation in daily activities. The extent to which each body structure is challenged relies on the demands of the activities(the steps, space, objects and social demands) and is linked to the body functions utilized. The body systems work collaboratively and are often not responsible for a single function.

Performance skills: observable actions that have a purpose. Help to complete act or occup. (motor, process and social interaction)Goal directed actions hat are observable as small units of engagement in daily life occupations. They are abilities that are demonstrated through actions and have the potential to be learn and improved over time. Different from BF because these are OBSERABLE. These are the actions clients take. ----Performance skill is supported by BF of muscle power, joint mobility and joint stability. Objects used, the environment and social demands all contribute to the extent specific

These models contend that the ability to perform in an occupation is influenced not only by the aspects of (body functions, beliefs and values) but also the aspects of the occupation (objects and properties, social demands, sequence and timing) and the environment. The skill level need to perform an activity is measured not only byt BF but also activity and environment in which the activity is performed. A environment changes the skill level may have to increase or decrease. EX: riding bike on hill

Skill level required of an activity varies according. Performance skills are observable, concrete. Ecological model explains skill level as a combination of internal and external influences. Think about all the steps require to complete activity. Look at analysis of BF required for activity. this can direct you toward identifying performance skills needed. Think about the objects used, the environment and the social demands.

Motor skills:observed as a person interacts w/ and moves wtask objecs and self around environment. Alights, Stabilizes, Position, reach, bends, grips, manipulates, coordinates, moves, lifts, walks, transports, calibrates, flows, endures, paces

Observable actions in which ther client 1) selects, interacts and uses task tools or materials 2) carries out individual actions or steps 3) modifies performance skills when problems are encountered. There are skills that require mental functions(Specific & global). Process allows us to plan, select appropriate objects and environment and identify problems and solutions. EX: paces, attends, heeds, chooses, uses, handels, inquires, initates, continues, sequences, terminates, searches, gathers, organizes, restores, navigates, notices, adjusts, accommodates, benefits

Observed during the ongoing stream of a social exchange. They are based on the skills included in the evaluation or social interaction. Several categories which can support or hinder engagement. EX: approaches, concludes, produces speech, gesticulates, speak fluently, turns toward, looks, paces, touches, regulates, questions, replies, discloses, disagrees, thanks, transitions, heeds, benefits, ect.

The desired outcome of client helps determine approach OT should take and how to monitor effects of intervention. -OCCUPATIONAL PERFORMANCE: Enhancement in occupation. Used when there is an inability to perform needed occupations or a limitation in being able to perform or if performance could be improved. Therapy leads to ability of client to ENGAGE. EX: Pt. with a stroke=use right arm to dress. Schizophernia=work on social interaction. --HEALTH AND WELLNESS: Help client attain a full and flourishing life. Help cliet reach physical well being and optimal use of physical abilityes, positive mental an social state. EX: retired man taking lessons to learn piano -PARTICIPATION: OT use activity analysis to determine barriers to participation, removing or adapting those activity demands that prevent successful participation EX: Working father playing baseball with son -PREVENTION: Framework uses health education and promotion to reduce or prevent injury illness or onset unhealthy disease -QUALITY OF LIFE: addressing quality of life outcomes, which activities or occupations have the characteristics that will lead toward improvement EX: educational support group for caregivers of individuals with a disease to promote please and physical well being and prevent illness -QUALITY OF LIFE: understanding clients perceived satisfaction with life, hope, self concept, socioeconomic factors and health and functioning. Progress toward ones goals. Life SATISFSFACTION. EX: providing a workshop environment for cognitively impaired adolescents to begin teaching work skills at summer day camps for children with working parents. Creating a daily schedule that includes sensory experiences designed to provide client with time throughout the day for relaxation. OT should use sensory experiences to fit in clients contexts -ROLE COMPETENCE:adapting aspects of the activity demands to allow for a greater ability to complete the activities needed to fulfill roles -WELL BEING: When a person is content with his or her own health, security, sense of belonging and self esteem. Content with opportunities they have for self determination, roles, meaning in their lives and ability to help others. Well being is a general term encompassing the total universe of human life domains including physical mental and social aspects EX: client with cancer able to find fulfillment in leaving a legacy for sons by creating videos for birthdays. -OCCUPATIONAL JUSTICE : understanding limitation or create adaptions to reduce or eliminate the inequality to access

Create/Promote(enhance performance ) -provide "enriched contextual and activity experiences that will enhance performance". Intervention using utilizes natural contexts and activities that will improve engagement. EX: parenting classing to couples who are adopting." EX: providing parenting classes to couples who are adopting children from oversees to facilitate development rhough play and social activities. Establish/Restore: Change or restore client factors or skills to develop skill that have not been established. Uses activities and prepatory methods to help restore a skill after its been lost. It facilitates the development of skills and abilities by using grading up/down and scaffolding. Maintain: Preserve the clients abilities or body functions or ability to meet needs. EX: provide home modifications. or recommending activities/motions to encourage sh. ROM Modify: changing or adapting activity to allow for greater participation. Thinking differently about activity and finding alternative way. Adapting. Prevent: preventing a decline in performance. To determine which activities would be most likely to promote health or how to adapt demands of activities to reduce risk. To remain healthy and injury free.

Just right challenge Grade up: More challenging Grade down: making activity easier.

-Have good understanding of activity demands -Social demands -Which areas of the activity client is struggling with? Once you identified actions that client is having difficulty with, choose activity.

A method of grading an activity by providing assistance to the client when he or she might struggle or be unable to successfully complete a step. EX: parent holding child's hand while feeding. Little by little, the support(scaffolding) is removed.

Adapting an activity is changing or modifying an aspect of the activity to allow for successful participation in occupation. Adaptation required thinking differently about an activity and finding an alternative way of getting it donw. Not the intense to reduce or increase demands on client like grading. The overall goal is to allow greater participation and independence.

The overall goal is to allow greater participation and independence