1. Occupational Analysis and Activity Analysis

2.  Occupational profile  Analysis of occupational performance

3.  To understand the complexity of an activity  To understand the meaning to clients  To identify performance strengths and barriers  To identify the therapeutic potential.

4.  Activity analysis  Occupational analysis  Refer to W&S12e Table 21.2 pg 242

5.  Goal: Analyzing an activity in abstract within a given culture, not specific to an individual  Helps to design purposeful activities for therapy - understand the potential demands  Can consider the aspects of typical activities which may be challenging and identify possible solutions  How do you (the OT) know this activity in abstract??

6.  Goal: to observe and understand an occupation a client wants to perform in context  Highly individualized – person and context dependent  OT Practice Framework: Domain and Process, 2 nd Edition: “Actual performance is often observed in context to identify what supports performance and what hinders performance” (p. 646).

7.  Occupational therapy practitioners must continually remind themselves that meaning is: ◦ Individually constructed and interpreted ◦ Is central to human existence.  A practitioner is obligated to understand the meaning of occupations from the client’s perspective.

8.  Occupational analysis places the person in the foreground by taking into account the particular person’s life experiences, values, interests, goals.  Occupational analysis may be focused: ◦ On a particular task, such as using a keyboard on the computer or brushing one’s teeth ◦ On a broader scope of how individuals orchestrate numerous aspects of occupational performance into daily life, such as being an effective worker.

9. Be careful of the assumptions you bring to the analysis process: roles, culture, values, and context

10.  Table W&S12e Table 21.2 pg 242

11.  Grading  Scaffolding  Fading  Adapt and modify

12. ◦ Grading: Sequentially increasing demands to stimulate the person’s function or reducing the activity demands to respond to client difficulties. ◦ Scaffolding: Helping the client by doing parts of the task that are too hard, but allowing the client do the rest.

13. ◦ Fading: Withdrawing supports as clients develop or improve their skills, so that the task demands increase until the person is doing the whole task or occupation independently. ◦ ◦ Coaching: Providing verbal expectations and support designed to help the individual engage in and sustain growth or changes.

14. ◦ Adaptation: Changing the demands of the occupation so they are congruent with the person’s ability level. ◦ Modification: Changing the occupation itself by reducing its demands, using assistive devices, or changing the physical or social environment.