3.1 presentation on aota otpf

Occupational therapy performance framework

1. Introduction The Occupational Therapy Practice Framework: Domain and Process, 3rd edition (hereinafter referred to as “the Framework”), is an official document of the American Occupational Therapy Association (AOTA). Intended for occupational therapy practitioners and students, other health care professionals, educators, researchers, payers, and consumers, the Framework presents a summary of interrelated constructs that describe occupational therapy practice.

2. Occupation “Occupation is used to mean all the things people want, need, or have to do, whether of physical, mental, social, sexual, political, or spiritual nature and is inclusive of sleep and rest. It refers to all aspects of actual human doing, being, becoming, and belonging. The practical, everyday medium of self-expression or of making or experiencing meaning, occupation is the activist element of human existence whether occupations are contemplative, reflective, and meditative or action based” ( Wilcock & Townsend, 2014, p. 542).

3. Areas of Occupation Activities of daily living (ADLs) Instrumental activities of daily living (IADLs) Rest and sleep Education Work Play Leisure Social participation

4. Client factors Client factors are specific capacities, characteristics, or beliefs that reside within the person and that influence performance in occupations. Client factors include: (1) values, beliefs, and spirituality; (2) body functions; and (3) body structures that reside within the client that influence the client’s performance in occupations.

5. Performance Skills Performance skills are 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 (Fisher & Griswold, 2014). Fisher and Griswold (2014) categorized performance skills as motor skills, process skills, and social interaction skills (Table 3).

6. List of performance skills Motor skills Process skills Social interaction skills Aligns Paces Gathers Approaches/Starts Thanks Stabilizes Attends Terminates Concludes/disengages Transitions Positions Heeds Searches Produces speech Time response Reaches Choose Organizes Gesticulates Time duration Bends Uses Restores Speaks fluently Takes turns Grips Handles Navigates Turns toward Matches language Manipulates Inquires Notices Looks Coordinates Initiates Adjust Places sell Acknowledges & encourages Moves Continues Accommodates Touches Lifts Sequences Benefits Regulates Empathizes Walks Questions Heeds Transports Replies Accommodates Paces Discloses Benefits Express emotion Disagrees Clarifies

7. Performance pattern Performance patterns are the habits, routines, roles, and rituals used in the process of engaging in occupations or activities that can support or hinder occupational performance.

8. Performance Pattern Individual Group Habits Routines Routines Rituals Rituals Roles Roles

9. Context and environment Engagement and participation in occupation take place within the social and physical environment situated within context. In the literature, the terms environment and context often are used interchangeably. In the Framework, both terms are used to reflect the importance of sconsidering the wide array of interrelated variables that influence performance. Understanding the environments and contexts in which occupations can and do occur provides practitioners with insights into their overarching, underlying, and embedded influences on engagement.

10. Context and Environment Environment Context Physical Cultural Social Personal Temporal Virtual