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Terms in this set (61)
Why is documentation of therapeutic use of media important?
communication and management of client care.
Therapeutic use of activities code
97530 Therapeutic activities, direct (one-on-one) patient contact (use of dynamic activities to improve functional performance), each 15 minutes
97110 Therapeutic procedure, one or more areas, each 15 minutes; therapeutic exercises to develop strength and endurance, range of motion, and flexibility
Two types of Activity Analysis
Two types of activity analysis:
activity analysis - anything as an activity that is typically done.
occupation based activity analysis - very individualized, looks at an activity that has meaning and contextual influences for a particular individual .
The process OT practitioners use to understand 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.
ADLs, IADLs, rest and sleep, education, work, play, leisure, social participation
Why do we do activity analysis?
1. Identifies needed equipment, materials, space and time
2. It provides a knowledge base for instructing others by outlining each step and how it is done
3. It gives information on how an activity might be therapeutic
4. It helps to grade or adapt the activity to allow for greater success.
5. It gives specifics for clear documentation.
6. It assists in discovering how contexts influence the performance of an occupation.
7. It helps to select appropriate activities and find the just right challenge.
8. It identifies areas in which the client needs help and intervention.
What is the benefit of using activity analysis for the practitioner?
In order to create challenging interventions, activities are analyzed to find out their therapeutic benefit.
Allows the practitioner to establish intervention strategies that can be improved or adapted.
Steps to Activity Analysis
1. Determine what is being analyzed
2. Determine relevance and importance to client
3. Determine sequence and timing
4. Determine object, space and social demands
5. Determine required body functions
6. Determine required body structures
7. Determine required actions and performance skills
occupation based activity analysis
Very individualized, as it looks at an activity that has meaning and contextual influences for a particular individual
Determine what is being analyzed
Narrow down activity or occupation to be analyzed.
Areas of occupation
Procedural Task Analysis
1. Action verb
2. How the action takes place
3. Objects used or interacted with
4. Time elements (if needed)
5. Amounts used (if needed)
activities of daily living (ADLs)
bathing and showering
toileting and toilet hygiene
personal device care
personal hygiene and grooming
Instrumental activities of Daily Living
Activities to support daily life within the home and community that often require more complex interactions than those used in ADLs
-Care of Others
-Care of Pets
-Driving and Community Mobility
-Health Management and Maintenance
-Home Establishment and Management
-Meal Preparation and Cleanup
-Religious and Spiritual Activities and Expression
-Safety and Emergency Maintenance
Rest and sleep
Activities related to obtaining restorative rest and sleep to support healthy, active engagement in other occupations
Engaging in quiet effortless actions that interrupt physical and mental activity resulting in a relaxed state.
sleep preparation (1)
(1) Engaging in routines that prepare the self for a comfortable rest, such as grooming and undressing, reading or listening to music to fall asleep, saying goodnight to others, and engaging in meditation or prayers; determining the time of day and length of time desired for sleeping and the time needed to wake; and establishing sleep patterns that support growth and health (patterns are often personally and culturally determined).
sleep preparation (2)
(2) Preparing the physical environment for periods of unconsciousness, such as making the bed or space on which to sleep; ensuring warmth or coolness and protection; setting an alarm clock; securing the home, such as locking doors or closing windows or curtains; and turning off electronics or lights.
Taking care of personal needs for sleep, such as ceasing activities to ensure onset of sleep, napping, and dreaming; sustaining a sleep state without disruption; and performing nighttime care of toileting needs and hydration;
Also includes interacting with others with such as children or partners, including providing nighttime caregiving such as breastfeeding and monitoring comfort and safety of others who are sleeping
Activities needed for learning and participating in the educational environment
formal education participation
Participating in academic, nonacademic, extracurricular, and vocational educational activities
informal personal education needs or exploration of interests (beyond formal education)
Identifying topics and methods for obtaining topic related information and skills
Informal personal education participation
Participating in informal classes, programs, and activities that provide instruction or training in identified areas of interest
Labor or exertion to make, manufacture, form, fashion or shape objects to organize, plan or evaluate services or processes of living and governing.
Committed occupations that are performed with or without occupation or reward.
Employment seeking and acquisition
Advocating for oneself; completing, submitting, and reviewing appropriate application materials; preparing for interviews; participating in interviews and following up afterward; discussing job benefits; and finalizing negotiations
Performing the requirements of a job, including:
work skills and patterns;
relationships with coworkers, managers, and customers; leadership and supervision
creation, production, and distribution of products and services
initiation, sustainment, and completion of work
compliance with work norms and procedures
retirement and adjustment
Determining aptitudes, developing interest and skills and selecting appropriate avocational pursuits, and adjusting lifestyle in the absence of the worker role.
Determining community causes, organizations, or opportunities for unpaid work in relationship to personal skills, interests, location, and time available
Performing unpaid work activities for the benefit of selected causes, organizations, or facilities
Any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion
Identifying appropriate play activities, including exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play
Participating in play; maintaining a balance of play with other occupations; and obtaining, using, and maintaining toys, equipment, and supplies appropriately
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
Identifying interests, skills, opportunities, and appropriate leisure activities
The interweaving of occupations to support desired engagement in community and family activities as well as those involving peers and friends
Engaging in activities that result in successful interaction at the community level.
Engaging in activities that result in successful interaction in specific required and/or desired familiar roles
Engaging in activities at different levels of interaction and intimacy, including engaging in desired sexual activity
Grading an activity
Used to increase or decrease the activity demands on the person while he or she is performing the activity. Done incrementally to provide "just-right challenge" and allow person to develop the skills he or she needs while ensuring his or her ultimate success.
Grading down- making activity easier.
Adapting task demands
can elicit best ability to function
values, beliefs, spirituality, body functions, body structures
motor skills, process skills, social interaction skills
Contexts and Environments
cultural, personal, physical, social, temporal, virtual
The initial step in the evaluation process that provides an understanding of the client's occupational history and experiences, patterns of daily living, interests, values, and needs. The client's problems and concerns about performing occupations and daily life activities are identified, and the client's priorities are determined.
analysis of occupational performance
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.
A plan that will guide actions taken and that is developed in collaboration with the client. It is based on selected theories, frames of reference, and evidence. Outcomes to be targeted are confirmed.
Ongoing actions taken to influence and support improved client performance. Interventions are directed at identified outcomes. Client's response is monitored and documented.
Review of the intervention plan and progress toward targeted outcomes
Determinants of success and in reaching the desired end result of the occupational therapy process. Outcome information is used to plan future actions with the client and to evaluate the service program
What do occupational therapists know?
contexts and environments
What do occupational therapists do?
analysis of occupational performance
A state of complete physical, mental, and social well-being
When the client makes efforts towards a successful existence.
When clients engage in occupations that are meaningful and personally satisfying to them.
quality of life
involves understanding the client's perceived satisfaction with life, hope, self-concept, socioeconomic factors and overall health and functioning
An intervention approach designed to change client variables to establish a skill or ability that has not yet developed or to restore a skill or ability that has been impaired
an approach that does not assume a disability is present or that any factor would interfere with performance; designed to provide enriched contextual and activity experiences that will enhance performance for all persons in the natural context of life
Interventions designed to preserve the client's abilities or body functions or their ability to meet their daily occupational needs.
Changing the activity demands to allow for greater participation
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