Activity Analysis

This is a course module for 1st year B.Sc in Occupational Therapy Students of Bangladesh Health Professions Institute.

1. Shamima Akter BOT, MRS (enrolling) Lecturer , Department of Occupational Therapy Bangladesh Health Professions Institute Centre for the Rehabilitation of the Paralysed Chapain, Savar ACTIVITY ANALYSIS

2. Activity Analysis Activity analysis is a fundamental skill of occupational therapists. A process used to identify the inherent properties is a given occupation, task, or activity as well as skills, abilities or capacities required to complete it. (Trombly, 5 th ed.). There are three different perspectives of activity analysis: Activity- Focused Analysis Client-Focused Activity Analysis Environment-Client-Focused Activity Analysis

3. Task- focused activity analysis/ Activity- focused analysis- Deconstruction of activity itself outside of the client-specific application to build student’s or clinician’s repertoire of therapeutic occupations. Client- focused activity analysis- Description of the reasoning used in the therapeutic use of occupation-as-means for a particular therapeutic goal for a particular person. Client-environment fit analysis- Deconstruction of the specific activity-environment-person fit to determine and/or optimize the likelihood of successful performance of occupation-as-end.

4.   REASON OF USING ACTIVITY ANALYSIS To contribute to the clinical reasoning of Occupational Therapy practitioner. To break the activity down to small steps. To whether or not a person can perform an activity. Therapist analyses the activity to understand the functional requirements (performance components are needed to perform the activity). Then compares the requirements of the activity and tries to find out the answer of – Does the client has the necessary performance components to perform this activity?

5. Continue To determine the appropriateness of activity for a particular client in terms of developmental needs, age, personal interests, gender, cultural relevance. To determine the potential use of activity as a treatment tool. To identify required resources, both intrinsic (related to person’s abilities) and extrinsic (cost, space, environment, time, skills, staffs). To identify an activity potential for modification. It is important for the Occupational Therapist to understand the activity well, so that they know how they can modify it to meet the current capacities or abilities of the client to complete the activity. To identify risk, hazards and precautions.

6. GUIDELINE FOR ACTIVITY- FOCUSED ANALYSIS According to Radomoski and Latham 2014, the steps of activity focused analysis are following: Describe the activity Describe the task demands Objects used: What are the properties of the utensils, tools, and materials and their locations relative to the person? Environmental Demands: What are the characteristics of the environment in which the activity is usually performed, including possible environmental barriers and enablers?

7. Continue… Social Demands: What is the nature of and extent to which the activity involves others and /or holds particular meaning associated with social roles? Contextual demands Sequencing and timing Required actions: What are the steps of activity? Prerequisite capabilities, abilities, and skills (sensorimotor, visual-perceptual, cognitive, or psychosocial) Safety Precautions

8. Identify the primary therapeutic aspects of the activity/ adapt activity demands to align with therapy goals Sensorimotor (ROM, strength, motor control, postural control, endurance, or coordination/dexterity). If analysis of specific muscular requirements is required, complete a biomechanical activity- focused analysis. Motions ROM Primary Muscles Gravity Assists, Resists, No Effect Minimal Strength Required Type of Contraction

9. Visual-perceptual (visual scanning, perception of objects in space, and awareness of extrapersonal space) Cognitive (attention, memory, executive functioning, problem solving, and awareness) Emotional/relational (mood, engagement, and interactions with others) Modify the activity demands to calibrate level Object used Space demands Contextual demands Sequencing and timing

10. GUIDELINE FOR CLIENT- FOCUSED ACTIVITY ANALYSIS 1. Specify the primary goal that this task is intended to advance through client performance 2. Specify which primary ability and/or capacity the task is intended to challenge: ROM Strength Motor behavior Praxis Sensation Vision-visual perception Cognition

11. Continue… 3. Evaluate the therapeutic value of activity based on these characteristics: Inherently evoke desired response Be gradable to progress the patient to higher function Be within patient’s capabilities Be meaningful Be repetitive

12. Continue… 4. Specify task parameters to calibrate difficulty level of the task: Method of instruction Nature and level of cueing Objects and their properties (materials and equipment) Environment Demands Sequence and timing Required actions and performance skills Required body functions Required body structures Context or environment

13. GUIDELINES FOR ENVIRONMENT-CLIENT-FOCUSED ANALYSIS 1. Specify the task that the person wants or needs to perform in a given environment 2. Specify the performance environments (e.g., environment in which the client will perform the desired activity or environment in which the therapy session with occur). 3. Evaluate the barriers or enablers to performance of this activity in this environment: Task Environment Person 4. Determine solutions that will enable performance: Person Environment Task

14. Continue… 5. Specify task and environmental parameters to calibrate difficulty level Method of instruction Nature and level of cueing Objects and their properties (materials, equipment) Space demands Sequence and timing Required actions and performance skills Required body functions Familiar or novel task or environment Known adaptations or specifics to design & build the needed adaptation

15. REFERENCE Trombly CA 1996, Occupational Therapy for Physical Dysfunction , 5 th ed, Mosby Company, Philadelphia Radomski and Trombly-Latham 2008, Occupational Therapy for Physical Dysfunction (6 th Ed).  Philadelphia: Lippincott, Williams and Wilkins. Radomski and Trombly-Latham 2014, Occupational Therapy for Physical Dysfunction (7 th Ed).  Philadelphia: Lippincott, Williams and Wilkins.