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OT Process

Evaluation problem/goal plan implementation

Meet goal not meet goal revise

1. Generic2. Dynamic3. Cyclical4. Collaborative5. Problem focused6. Solution focused

Evaluation of Play

Play

- Any spontaneous or organized activity that provide enjoyment, entertainment, amusementor diversion

- An attitude or mode of experience that involves intrinsic motivation, emphasis on theprocess rather than the end product, and internal rather than external control

- An as if or pretend elementI. Components

1. Exploration- Identify appropriate play, which can include exploration play, practice play, etc

2. Participation- Participate in playing- Maintain play with other areas of occupation

II. Forms1. Sensorimotor stage/practice play (birth 2 years)2. Symbolic/representational play (2-4 y.o.)3. Creative play (4-7 y.o.)4. Games with rules (school years) Sensorimotor stage

- Reflexive (birth 1 month)- Primary circular reaction (1-4 mos)- Secondary circular reaction (4-8 mos)- Coordination of secondary schemes (8-12 mos)- Tertiary circular response/experimentation (12-18 mos)- Beginning of thought (18-24 mos)

III. Function- Skill development- Surplus energy work off- Recreation- Relaxation

IV. Meaning Dimensions:

- Physical, cognitive and social spontaneity- Joy manifestation- Sense of humor

Elements:- Motivation (intrinsic and extrinsic)- Perception of control- Reality suspension

V. Context- Physical environment, demands and resources- Social environment- Cultural and spiritual demands- Ecologic factors- Quality of life- Level of interaction between the child and caregiver

Knox and Michelam

I. Promote play- Object and person availability- Freedom from stress- Novelty provision- Opportunities to make choices

II. Inhibit play- External constraint- Self-consciousness- Too much novelty/challenge- Over competition

III. Contextual factors that promote play- Familiar peers, toys and materials- Freedom of choice- Adults who are non-intrusive and directive- Safe and comfortable environment- Scheduling that avoids time of fatigue

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Play in OTI. Occupational Behavior

- By Mary Reilly continuum skills are learned, interests are developed

- Arena for the development of abilities- role practice

3 hierarchical stages: 1. Exploration2. Competency

3. Achievement

II. Primeau 2 types of play strategy

1. Segregation plays alone2. Inclusioninclude play in childs daily routine

III. Knox 4 dimensions of play styles:

1. Preference2. Attitude3. Approach4. Social reciprocity

Play Assessment- Skills, developmental competence, playfulness and play style narrative- Narrative reasoning: childs story

I. Skills Piageis strategies of cognitive development

- Sensorimotor- Pre-operational- Concrete operations- Formal operations

Partens degree of participation and leadership- Unoccupied play behavior just looks at surroundings- Onlooker play- Salary independent play- Parallel play- Associative play- Cooperative/organized supplementary play

Empirico inductive; child able to solve problems with obvious answers Hypothetico deductive; child thinks before acting; child able to anticipate problem

II. Development Play history:

- Structured interview- Play observation- Form- Content

Knox preschool play scale- Space management- Material management- Imitation- Participation

III. Play styles- TOP- TOES: test of environmental supportiveness- Pediatric interest profile: conduct play interview, screening, goal setting

IV. Steps1. Occupational profile2. Analysis of OP

- Context- Type of play/ax

Occupational profile- Play participation

- Nature, quality, frequency- Quality and nature

- Childs play participation- Contextual factors

- Skills: a. motorb. posture

c. communication/interaction

- Client factors: body function and structureEvaluation of Leisure

Leisure

- Relaxation- Stress free- Freedom from necessaries- Guilt free- Freedom from obligation

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I. Stages- Participation- Satisfaction- Quality of life

II. How it impacts development- Skill acquisition- Social competency- Self-awareness- Self-control

III. Benefits- Creativity- Healing- Increased motivation- Enhance affect- Enhance morale

IV. Components (Guitard et al)- Creativity- Curiosity- Sense of humor- Pleasure- Spontaneity

Age and Leisure

Young adulthood (20-40)- Social and family group activities, sports, exercise, travel, computer games, surfing

and social networking, hobbies and crafts, outdoor activities, dating, sexual

activities

Middle adulthood (40-65)- Friend and family activities, golf bowl, coaching, card games, internet surf,

socializing, shop, travel, pet care, gardening, movies, attending plays and concerts,

sexual activities

Late adulthood- Dining, cooking for friends and family, social activities, cards, bingo, travel, sports,

walking, exercise

Assessment tools

- COPM- Role checklist- Activity card sort- Modified interest checklist- Leisure attitude measurement scale

- QOL scale- Play and laughter assessment- Ohio functional assessment battery: standardized test for leisure and living skills

Sleep and Rest Evaluation

(some are in the other paper)

I. Definition- Natural, periodic state of rest for the mind and body, in which the eyes usually clo

consciousness is partially or lost

Age and Sleep

Adolescence- 9-9.25 hours of sleep a night- A phase delay in circadian timing system

Adulthood- Decrease sleep efficiency- Decrease time in the restorative sleep- Easier arousal during the deep sleep phase

Late adulthood- Increase time spent in stage 1 of NREM sleep- Decrease percentage of time in stages 3&4, particularly in men- SE: 86% at age 45

Consequences of poor sleep

- Sleepiness- Drowsy driving- Shift work

Other consequences

- Hypertension- Falls- Decrease postural control- Obesity and diabetes

Tools

- Epworth sleepiness scale- Multiple sleep latency test

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Social Participation Evaluation

- Verbal and interpersonal activities interactions among people- Activities associated with organized patterns of behavior that are characteristic and

expected of an individual or an involved interaction

- Includes community, family and friendsPartons

1. Concept of participation- Parallel participation- Associative participation ('simon says)- Basic cooperative participation (charades, dressing up

Upper developmental concept

1. Supportive cooperative participation- Enjoys homogenous membership and fulfills emotional needs

2. Mature participation- Mutual leadership balances goals and emotional needs

Tools

1. BaFPE2. ACIS3. RAPS4. MOHOST5. OPHI