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Activities of daily living or ADL (an area of occupation

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Activities that are oriented toward taking care of one's own body. ADL is also referred to as basic activities of daily living (BADL) and personal activities of daily living (PADL).These activities are "fundamental to living in a social world; they enable basic survival and well-being"

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Activity (activities)

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Actions designed and selected to support the development of performance skills and performance patterns to enhance occupational engagement.

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Activity analysis

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Analysis of "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"

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Activity demands

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Aspects of an activity or occupation needed to carry it out, including relevance and importance to the client, objects used and their properties, space demands, social demands, sequencing and timing, required actions and performance skills, and required underlying body functions and body structures

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Adaptation

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Occupational therapy practitioners enable participation by modifying a task, the method of accomplishing the task, and the environment to promote engagement in occupation.

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Advocacy

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Efforts directed toward promoting occupational justice and empowering clients to seek and obtain resources to fully participate in their daily life occupations. Efforts undertaken by the practitioner are considered advocacy, and those undertaken by the client are considered self-advocacy and can be promoted and supported by the practitioner

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Analysis of occupational performance

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The step in the evaluation process in which the client's assets and problems or potential problems are more specifically identified through assessment tools designed to observe, measure, and inquire about factors that support or hinder occupational performance and in which targeted outcomes are identified.

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Assessments

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"Specific tools or instruments that are used during the evaluation process"

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Body functions

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"The physiological functions of body systems (including psychological functions)"

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Body structures (a client factor)

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"Anatomical parts of the body such as organs, limbs and their components [that support body function]"

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Client

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Person or persons (including those involved in the care of a client), group (collective of individuals, e.g., families, workers, students, or community members), or population (collective of groups or individuals living in a similar locale—e.g., city, state, or country—or sharing the same or like concerns).

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Client-centered care (client-centered practice)

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Approach to service that incorporates respect for and partnership with clients as active participants in the therapy process. This approach emphasizes clients' knowledge and experience, strengths, capacity for choice, and overall autonomy

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Client factors

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Specific capacities, characteristics, or beliefs that reside within the person and that influence performance in occupations. Client factors include values, beliefs, and spirituality; body functions; and body structures

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Clinical reasoning

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"Process used by practitioners to plan, direct, perform, and reflect on client care" (Boyt Schell et al., 2014a, p. 1231). The term professional reasoning is sometimes used and is considered to be a broader term.

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Collaborative approach

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Orientation in which the occupational therapy practitioner and client work in the spirit of egalitarianism and mutual participation. Collaboration involves encouraging clients to describe their therapeutic concerns, identify their own goals, and contribute to decisions regarding therapeutic interventions

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Context

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Variety of interrelated conditions within and surrounding the client that influence performance, including cultural, personal, temporal, and virtual contexts

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Co-occupation

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Occupation that implicitly involves two or more people

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Cultural context

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Customs, beliefs, activity patterns, behavioral standards, and expectations accepted by the society of which a client is a member. The cultural context influences the client's identity and activity choices (see Table 5).

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Domain

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Profession's purview and areas in which its members have an established body of knowledge and expertise.

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Education(As an occupation)

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Activities involved in learning and participating in the educational environment

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Education(As an intervention)

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Activities that impart knowledge and information about occupation, health, well-being, and participation, resulting in acquisition by the client of helpful behaviors, habits, and routines that may or may not require application at the time of the intervention session

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Engagement in occupation

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Performance of occupations as the result of choice, motivation, and meaning within a supportive context and environment.

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Environment

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External physical and social conditions that surround the client and in which the client's daily life occupations occur

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Evaluation

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"Process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results"

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Goal

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Measurable and meaningful, occupation-based, long-term or short-term aim directly related to the client's ability and need to engage in desired occupations

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Group

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Collective of individuals (e.g., family members, workers, students, community members).

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Group intervention

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Skilled knowledge and use of leadership techniques in various settings to facilitate learning and acquisition by clients across the lifespan of skills for participation, including basic social interaction skills, tools for self-regulation, goal setting, and positive choice making, through the dynamics of group and social interaction. Groups may be used as a method of service delivery

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Habilitation

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Health care services designed to assist people in acquiring, improving, minimizing the deterioration of, compensating for an impairment of, or maintaining (partially or fully) skills, function, or performance for participation in occupation and daily life activities (

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Habits

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"Acquired tendencies to respond and perform in certain consistent ways in familiar environments or situations; specific, automatic behaviors performed repeatedly, relatively automatically, and with little variation" (Boyt Schell et al., 2014a, p. 1234). Habits can be useful, dominating, or impoverished and can either support or interfere with performance in areas of occupation. (Dunn, 2000; see Table 4).

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Health

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"State of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity" (WHO

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Health promotion

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"Process of enabling people to increase control over, and to improve, their health. To reach a state of complete physical, mental, and social well-being, an individual or group must be able to identify and realize aspirations, to satisfy needs, and to change or cope with the environment" (WHO,

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Hope

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"Perceived ability to produce pathways to achieve desired goals and to motivate oneself to use those pathways" (Rand & Cheavens

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Independence

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"Self-directed state of being characterized by an individual's ability to participate in necessary and preferred occupations in a satisfying manner irrespective of the amount or kind of external assistance desired or required"

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Instrumental activities of daily living (IADLs)

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Activities that support daily life within the home and community and that often require more complex interactions than those used in ADLs (see Table 1).

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Interdependence

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"Reliance that people have on one another as a natural consequence of group living" (Christiansen & Townsend, 2010, p. 419). "Interdependence engenders a spirit of social inclusion, mutual aid, and a moral commitment and responsibility to recognize and support difference" (C & T, 2010, p. 187).

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Interests

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"What one finds enjoyable or satisfying to do"

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Intervention

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"Process and skilled actions taken by occupational therapy practitioners in collaboration with the client to facilitate engagement in occupation related to health and participation. The intervention process includes the plan, implementation, and review"

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Intervention approaches

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Specific strategies selected to direct the process of interventions on the basis of the client's desired outcomes, evaluation data, and evidence (see Table 8).

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Leisure

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"Nonobligatory 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"

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Motor skills

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"Occupational performance skills observed as the person interacts with and moves task objects and self around the task environment" (e.g., activity of daily living [ADL] motor skills, school motor skills; Boyt Schell et al., 2014a, p. 1237; see Table 3).

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Occupation

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Daily life activities in which people engage. Occupations occur in context and are influenced by the interplay among client factors, performance skills, and performance patterns. Occupations occur over time; have purpose, meaning, and perceived utility to the client; and can be observed by others (e.g., preparing a meal) or be known only to the person involved (e.g., learning through reading a textbook). Occupations can involve the execution of multiple activities for completion and can result in various outcomes.

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Occupational identity

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"Composite sense of who one is and wishes to become as an occupational being generated from one's history of occupational participation"

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Occupational justice (Nilsson & Townsend).

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"A justice that recognizes occupational rights to inclusive participation in everyday occupations for all persons in society, regardless of age, ability, gender, social class, or other differences" (_ & _, 2010, p. 58).

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Occupational justice (Townsend & Wilcock)

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Access to and participation in the full range of meaningful and enriching occupations afforded to others, including opportunities for social inclusion and the resources to participate in occupations to satisfy personal, health, and societal needs

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Occupational performance

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Act of doing and accomplishing a selected action (performance skill), activity, or occupation that results from the dynamic transaction among the client, the context, and the activity. Improving or enabling skills and patterns in occupational performance leads to engagement in occupations or activities

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Occupational profile

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Summary of the client's occupational history and experiences, patterns of daily living, interests, values, and needs

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Occupational Therapy

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Therapeutic use of everyday life activities (occupations) with individuals or groups for the purpose of enhancing or enabling participation in roles, habits, routines, and rituals in home, school, workplace, community, and other settings. Occupational therapy practitioners use their knowledge of the transactional relationship among the person, his or her engagement in valued occupations, and the context to design occupation-based intervention plans that facilitate change or growth in client factors (values, beliefs, and spirituality; body functions, body structures) and performance skills (motor, process, and social interaction) needed for successful participation. Occupational therapy practitioners are concerned with the end result of participation and thus enable engagement through adaptations and modifications to the environment or objects within the environment when needed. Occupational therapy services are provided for habilitation, rehabilitation, and promotion of health and wellness for clients with disability- and non-disability-related needs. These services include acquisition and preservation of occupational identity for those who have or are at risk for developing an illness, injury, disease, disorder, condition, impairment, disability, activity limitation, or participation restriction

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Organization

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Entity composed of individuals with a common purpose or enterprise, such as a business, industry, or agency.

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Outcome

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End result of the occupational therapy process; what clients can achieve through occupational therapy intervention

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Participation

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"Involvement in a life situation" (WHO)

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Performance patterns

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Habits, routines, roles, and rituals used in the process of engaging in occupations or activities; these patterns can support or hinder occupational performance

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Performance skills

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Goal-directed actions that are observable as small units of engagement in daily life occupations. They are learned and developed over time and are situated in specific contexts and environments. Tab.3

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Person

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Individual, including family member, caregiver, teacher, employee, or relevant other.

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Personal context

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Features of the individual that are not part of a health condition or health status" (WHO, 2001, p. 17). The personal context includes age, gender, socioeconomic and educational status and may also include membership in a group (i.e., volunteers, employees) or population (i.e., members of a society; see Table 5).

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Physical environment

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Natural and built nonhuman surroundings and the objects in them. The natural environment includes geographic terrain, plants, and animals, as well as the sensory qualities of the natural surroundings. The built environment includes buildings, furniture, tools, and devices (see Table 5).

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Play

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"Any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion" (Table 1).

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Population

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Collective of groups of individuals living in a similar locale (e.g., city, state, country) or sharing the same or like characteristics or concerns.

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Prevention

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Methods and tasks that prepare the client for occupational performance, used either as part of a treatment session in preparation for or concurrently with occupations and activities or as a home-based engagement to support daily occupational performance. Often preparatory methods are interventions that are done to clients without their active participation and involve modalities, devices, or techniques.

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Process

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Way in which occupational therapy practitioners operationalize their expertise to provide services to clients. The occupational therapy process includes evaluation, intervention, and targeted outcomes; occurs within the purview of the occupational therapy domain; and involves collaboration among the occupational therapist, occupational therapy assistant, and client.

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Process skills

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Occupational performance skills [e.g., ADL process skills, school process skills] observed as a person (1) selects, interacts with, and uses task tools and materials; (2) carries out individual actions and steps; and (3) modifies performance when problems are encountered

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Quality of life

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Dynamic appraisal of life satisfaction (perception of progress toward identified goals), self-concept (beliefs and feelings about oneself), health and functioning (e.g., health status, self-care capabilities), and socioeconomic factors (e.g., vocation, education, income; adapted from Radomski, 1995).

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Reevaluation

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Reappraisal of the client's performance and goals to determine the type and amount of change that has taken place.

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Rehabilitation

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Rehabilitation services are provided to persons experiencing deficits in key areas of physical and other types of function or limitations in participation in daily life activities. Interventions are designed to enable the achievement and maintenance of optimal physical, sensory, intellectual, psychological, and social functional levels. Rehabilitation services provide tools and techniques needed to attain desired levels of independence and self-determination.

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Rituals

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Sets of symbolic actions with spiritual, cultural, or social meaning contributing to the client's identity and reinforcing values and beliefs. Rituals have a strong affective component (see Table 4).

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Roles

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Sets of behaviors expected by society and shaped by culture and context that may be further conceptualized and defined by the client (see Table 4).

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Routines

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Patterns of behavior that are observable, regular, and repetitive and that provide structure for daily life. They can be satisfying and promoting or damaging. Routines require momentary time commitment and are embedded in cultural and ecological contexts (see Table 4).

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Self-Advocacy

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Advocating for oneself, including making one's own decisions about life, learning how to obtain information to gain an understanding about issues of personal interest or importance, developing a network of support, knowing one's rights and responsibilities, reaching out to others when in need of assistance, and learning about self-determination.

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Service delivery model

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Set of methods for providing services to or on behalf of clients.

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Social environment

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Presence of, relationships with, and expectations of persons, groups, and populations with whom clients have contact (e.g., availability and expectations of significant individuals, such as spouse, friends, and caregivers; see Table 5).

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Social interaction skills

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"Occupational performance skills observed during the ongoing stream of a social exchange"

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Social participation

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"Interweaving of occupations to support desired engagement in community and family activities as well as those involving peers and friends" (Gillen & Boyt Schell, 2014, p. 607) or involvement in a subset of activities that involve social situations with others (Bedell, 2012) and that support social interdependence (Magasi & Hammel, 2004). Social participation can occur in person or through remote technologies such as telephone calls, computer interaction, and video conferencing (see Table 1).

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Spirituality

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"Aspect of humanity that refers to the way individuals seek and express meaning and purpose and the way they experience their connectedness to the moment, to self, to others, to nature, and to the significant or sacred" (Puchalski et al., 2009, p. 887; see Table 2).

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Task

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What individuals do or have done (e.g., drive, bake a cake, dress, make a bed

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Temporal context

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Experience of time as shaped by engagement in occupations. The temporal aspects of occupations that "contribute to the patterns of daily occupations" include "rhythm . . . tempo . . . synchronization . . . duration . . . and sequence. The temporal context includes stage of life, time of day, duration and rhythm of activity, and history (see Table 5).

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Transaction

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Process that involves two or more individuals or elements that reciprocally and continually influence and affect one another through the ongoing relationship

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Values

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Acquired beliefs and commitments, derived from culture, about what is good, right, and important to do (Kielhofner, 2008); principles, standards, or qualities considered worthwhile or desirable by the client who holds them

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Virtual context

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Environment in which communication occurs by means of airwaves or computers in the absence of physical contact. The virtual context includes simulated, real-time, or near-time environments such as chat rooms, email, video conferencing, and radio transmissions; remote monitoring via wireless sensors; and computer-based data collection (see Table 5).

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Well-being

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"General term encompassing the total universe of human life domains, including physical, mental, and social aspects"

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Wellness

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"Perception of and responsibility for psychological and physical well-being as these contribute to overall satisfaction with one's life situation"

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Work

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"Labor or exertion; to make, construct, manufacture, form, fashion, or shape objects; to organize, plan, or evaluate services or processes of living or governing; committed occupations that are performed with or without financial reward"

OT Practice Framework 3rd ed. Glossary – Flashcards

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