Four Quadrant Model of Facilitated Learning (4QM) – Flashcards

1. occupation based -Aquisitional/cognitive (4QM, CO-OP) - Motor control and motor learning - Sensory Processing practice models - Psychosocial (coping, behavioural) - Motor Based Frames of reference 2. neuromaturation based - Neurodevelopmental - Developmental - Sensory integration

adaptive equipment: task to difficult to perform compensatory approach: entire task too difficult repeated practice: learn to use skills teaching and learning approach: acquire new skills

- Focus on remediating children's deficits by examining performance components, believing this will allow motor control and task performance to emerge

- Inquiry into role competence and meaning, tasks that comprise roles, examining barriers to achievement. Performance components examined at later stage if required (performance in context)

1. Direct instruction - command - inform learner of key elements of task 2. Indirect instruction - self-teaching - cognitive

(draw in)

A framework to inform selection of effective learning strategies used to promote autonomy *used when acquiring new skills

- groups cognitive and physical learning strategies in a way that reflects directedness of strategy and who initiates it - alerts therapist to learner needs - provides structure that allows response to changing needs of learner as skill acquisition progresses

-enhances occupation relevant skills - improves congruence between P, E ; O - improved occupational performance

1. needs to understand task 2. engages effective decision making to modify performance in response to errors 3. recalls key elements of successful performance 4. monitors performance 5. become automatic

- Supports core skill acquisition - Provides understanding of activity - Enables authentic task completion - Identify barriers to occupational performance - Establishes priorities for intervention - Order of skill acquisition - Identify skill components child needs to learn - Knowledge base for facilitating child to learn to perform skills

Task specification: - explicit instruction / explanation - demonstration - physical patterning - lower order questions *does the child know what to do and how to do it?

Decision Making: - Think aloud modelling - Feedback - Physical prompts - Non-verbal prompts - Higher order questions *is the child making astute decisions? Are they aware of their errors?

Key Points: - Priming - Mnemonics - Verbal self-instruction - Visual cues - Kinesthetic self-prompting *is the child recalling procedures and key features of their performance?

Autonomy: - Mental imagery - Self-instruction - Self-questioning - Self-monitoring - Problem solving - Automaticity *Can the learner generalise skills to new and novel contexts? To new clients or unfamiliar practice areas?

1. Leading - partial information provided to client 2. Orienting - remind client to use self-prompting strategies 3. Fading - internalisation of self prompts

A = Activity L = Learner E = Environment R = Relationship T = Teacher

Can the task be preplanned or does decision making need to occur during task execution? Open vs closed generalizability How long does the task take - does it occur swiftly or over a period of time? Discrete of continuous What is the nature of the task? Is it primarily physical, cognitive or social? Adaptability Physical facilitation or higher order questioning?

How does the child prefer to learn? ? Verbal or visual strategies Does the child have specific abilities or limitations that impact on learning ability or suitability of strategies? Cognitive, physical and psychological abilities What will motivate the child and encourage engagement? ?Known reinforcers ? Learned helplessness What is an appropriate level of task difficulty to engage the child? What impact will the child's past learning experiences have? ? Wait for help What does the child attribute success and failure to? ?internal or external factors

What strategies are able to be used in the physical environment the occupation is to be completed in? ? Is there a place to locate visual prompts Are there sensory characteristics of the strategies that preclude their use for this occupation or context? ? Is it a quiet context - would verbal self-regulation be disruptive to others What are socially valid strategies for this child and the context in which they will be used? ? Would the child be perceived as different if they were using kinesthetic self-prompting in this situation What strategies will the learning climate support? ?does it promote risk taking

What happens to power balance when child engages in teaching learning process? How will you demonstrate empathy throughout teaching and learning process? Remember to provide unconditional positive regard and consider this may not be experience of child in all situations What strategies will help child feel empowered?

1. Consider all of the ALERT factors 2. Decide what form autonomy will take (Q4) 3. Consider how the client can self-prompt to perform successfully (Q3) 4. Identify how self-prompting might be faded (fading) 5. Detail strategies that could remind the client to use self-prompting strategies (orienting) 6. Develop strategies that can be used to help the client to plan and monitor performance (Q2) 7. Decide how best to make the client aware of the characteristics of performance (Q1) 8. Devise strategies that link Q1 and Q2

1. building collaborative relationship 2. defining the problem 3. choosing intervention 4. intervention fidelity 5. follow-up

Need to know purpose, outcome and steps Discussion, training, modelling/coaching Written/photographic record May require repeated training - guided implementation - chaining, 4QM Feedback Data collection