1. OTPF
2. Clients
2.1. Individual/Person
2.2. Group
2.3. Population
3. OT Across the lifespan
3.1. Newborn
3.1.1. Nicu
3.2. Early Intervention
3.2.1. Home
3.2.2. Daycare
3.2.3. School
3.3. Children
3.3.1. Home
3.3.2. School
3.3.3. Specialized hospital/rehab
3.3.4. Outpatient clinic
3.4. Adolescents
3.4.1. School
3.4.2. Home
3.4.3. Specialized hospital/rehab
3.4.4. Work transition and skill development
3.5. Adult
3.5.1. Acute care hospital
3.5.2. Acute or subacute rehab
3.5.3. Long-term care
3.5.4. Homecare
3.5.5. Outpatient rehab
3.5.6. Work rehab- clinic +job site + injury prevention
3.5.7. Work Transition
3.5.8. Community wellness
3.5.9. Acute psych
3.5.10. Transitional care centers and community mental health
3.6. Geriatric
3.6.1. Acute care hospital
3.6.2. Acute geriatric psych.
3.6.3. Acute or sub-acute rehab
3.6.4. Long-term care
3.6.5. Homecare
3.6.6. Assisted living facilities
3.6.7. Community wellness
3.6.8. Outpatient
3.6.9. Work rehab
3.6.10. Work transition
3.6.11. Community wellness
3.6.12. Transitional care centers and community mental health
4. Documentation
4.1. Evalutation
4.1.1. Occupational profile
4.1.1.1. Occupational History
4.1.1.2. Occupational Contexts
4.1.1.3. Occupational Goals
4.1.2. Occupational Performance
4.1.2.1. Organize Objective Data
4.1.2.2. Synthesize Objective Data
4.1.3. Targeted Outcomes
4.1.3.1. Create Goals
4.1.3.2. Determine procedures to measure progress
4.2. follows OT process
4.2.1. 1) Order received, chart review and info obtained
4.2.2. 2) Evaluation
4.2.2.1. comprehensive eval and report
4.2.2.2. recommend OT services and or other services
4.2.3. 3) Intervention
4.2.3.1. formal assessment tools used to deteremine effectiveness of treatments
4.2.3.2. daily documentation, weekly progress notes, re-assessments sent to insurance
4.2.4. 4) Re eval or d/c report
4.2.4.1. determine whether...
4.2.4.1.1. continue or d/c from OT services
4.2.4.1.2. recommend "next steps" or setting for OT and or other services
4.3. DON'T erase, obliterate, use white out, or leave blanks.
4.4. DO use black or blue waterproof ink, cross out mistakes with a single line, initial, then continue writing
5. Types of clinical reasoning
5.1. scientific
5.1.1. what evidence/ theories explain the client's problem?
5.2. diagnostic
5.2.1. investigating client factors affecting performance
5.3. procedural
5.3.1. selecting effective interventions
5.4. narrative
5.4.1. understanding client's life story and values
5.5. pragmatic
5.5.1. practical considerations like setting, time, and resources
5.6. ethical
5.6.1. determining what ought to be one
5.7. interactive
5.7.1. building rapport and understanding client desires
5.8. conditional
5.8.1. considering future outcomes for this client
6. Process
6.1. Evaluation
6.1.1. Occupational Profile
6.1.1.1. Client's satisfaction with the intervention carried out in relation to their personal goals and values
6.1.1.2. Provides a summary of client’s history, resources, and performance.
6.1.2. Occupatioanl performance
6.1.2.1. The collection, organization, and synthesis of objective data on client’s occupational performance.
6.1.3. Goals and desired outcomes
6.2. Intervention
6.2.1. Plan
6.2.1.1. Goals
6.2.1.1.1. Short Term Goals:
6.2.1.1.2. Long Term Goals:
6.2.1.2. Approaches
6.2.1.2.1. Create/Promote
6.2.1.2.2. Establish/Restore
6.2.1.2.3. Maintain
6.2.1.2.4. Modify
6.2.1.2.5. Prevent
6.2.1.3. Type of intervention
6.2.1.3.1. Occupations
6.2.1.3.2. Activities
6.2.1.3.3. Occupations to support inverventions
6.2.1.3.4. Education and Training
6.2.1.3.5. Advocacy
6.2.1.3.6. Group intervention
6.2.1.3.7. Virtual Interventions
6.2.2. Implemenation
6.2.2.1. Provide intervention
6.2.3. Review
6.2.3.1. Is intervtion making changes to the goal?
6.3. Outcomes
6.3.1. Determine desired outcome of intervention
6.3.2. Measure progress
6.3.3. Adjust intervention or determine another plan
6.3.4. Reevaluation
6.3.4.1. reanalysis of occupational profile
6.3.4.2. review of targeted outcomes
6.3.4.3. Identify action needed
6.3.5. Outcome Category
6.3.5.1. Occupational performance
6.3.5.2. Improvement
6.3.5.3. Enhancement
6.3.5.4. Prevention
6.3.5.5. Health and Wellness
6.3.5.6. Quality
6.3.5.7. Participation
6.3.5.8. Role Competence
6.3.5.9. Well-being
6.3.5.10. Occupational Justice
7. Domain
7.1. Occupations
7.1.1. ADLs
7.1.1.1. Activities that are directed at taking care of ones own body
7.1.1.2. Barthel Assesment: looks at funtional mobility, bathing, toilet use
7.1.1.3. Bathing/showering, toileting and toilet hygiene, dressing, swallowing/eating, feeding, functional mobility, personal device care, personal hygiene and grooming, and sexual activities
7.1.2. IADLs
7.1.2.1. activities that support daily life within the home and community
7.1.2.2. Care of others, care of pets, child rearing, communication management, driving and community mobility, financial management, health management and maintenance, home establishment and management, meal preparation and cleanup, religious and spiritual acitivities and expression, safety and emergency maintenance, and shopping
7.1.3. Health Management
7.1.4. Rest and Sleep
7.1.4.1. Rest
7.1.4.2. Sleep preperation
7.1.4.3. Sleep participation
7.1.5. Education
7.1.6. Work
7.1.7. Play
7.1.8. Leisure
7.1.9. Social Participation
7.1.10. Value of Occupations
7.1.10.1. Health
7.1.10.2. Well-being
7.1.10.3. Participation
7.1.10.4. Engagement in Occupation
7.1.10.4.1. Meet Biological Needs
7.1.10.4.2. Develop Skills
7.1.10.4.3. Use Capacities
7.2. Contexts
7.2.1. Enviromental Factors
7.2.1.1. Natual or human made changes to the enviroment
7.2.1.2. Products and technology
7.2.1.3. Support and realationships
7.2.1.4. Attitudes
7.2.1.5. Services, systems and policies
7.2.2. Personal Factors
7.2.2.1. Age
7.2.2.2. Gender Identity
7.2.2.3. Sexual orientation
7.2.2.4. Race and ethnicity
7.2.2.5. Culture and Attitudes
7.2.2.6. Social Background, status, socioeconimics
7.2.2.7. Education and Profession
7.2.2.8. Personal Traits and Behaviors
7.2.2.9. Life experiences and lifesytles
7.3. Performance Patterns
7.3.1. Habits
7.3.1.1. Specific automatic behaviors performed repeatedly, relatively automatically, and with little variation.
7.3.2. Routines
7.3.2.1. Patterns of behavior that are observable, regular, and repetitive and provide structure for everyday life.
7.3.3. Roles
7.3.3.1. Aspects of identity shaped by culture and context, ,may be further defined by client and the activities/occupations one engages in
7.3.4. Rituals
7.3.4.1. Shared social actions with traditional, emotional, and purposive, and technological meaning, can influence values/beliefs within the group or population
7.3.5. Assesments
7.3.5.1. Role Checklist
7.3.5.2. Worker Role Interview
7.3.5.3. Adolescent Role Assessment
7.3.5.4. Occupational Performance History Interview (OHPI)
7.4. Performance Skills
7.4.1. Motor Skills
7.4.1.1. Definition
7.4.1.1.1. Skills observed as the person interacts with and moves task objects and self around the task environment
7.4.2. Process Skills
7.4.2.1. Skills observed as a person
7.4.2.1.1. Selects, interacts with and uses task tools and materials
7.4.2.1.2. Carries out individual actions and steps
7.4.2.1.3. Modifies performance when problems are encountered” (OTPF)
7.4.3. Social Skills
7.4.3.1. Definition
7.4.3.1.1. Skills observed during the ongoing stream of a social exchange
7.4.4. Assesments
7.4.4.1. Assessment of Motor and Process Skills (AMPS) – Client’s engage in activities for purpose of assessing motor and process skills.
7.4.4.2. Assessment of Communication and Social Interaction
7.4.4.3. Performance Assessment of Self-Care Skills (PASS) – Assessment of up to 26 functional activities such functional mobility
7.4.4.4. VALPAR – work assessment (coordination, manipulation of objects, etc.)
7.5. Client Factors
7.5.1. Values
7.5.1.1. Canadian Occupational Performance Measure
7.5.2. Beliefs
7.5.2.1. Quality of Life inventory
7.5.3. Spirituality
7.5.3.1. Multidimensional Measurement of Religiousness/Spirituality for use in Health Research
7.5.4. Body Funtions
7.5.4.1. Specific Mental Functions
7.5.4.1.1. Allen Cognitive Level Screen
7.5.4.1.2. Clock Drawing Test
7.5.4.1.3. Montreal Cognitive Assessment (MoCA)
7.5.4.1.4. Executive Function Performance Test (EFPT)
7.5.4.2. Global Mental Functions
7.5.4.2.1. Mini-mental state exam
7.5.4.2.2. Cognitive Assessment of Minnesota
7.5.4.2.3. Brief Interview for Mental Status
7.5.4.3. Sensory Functions and Pain
7.5.4.3.1. Sensory Profile – sensory processing
7.5.4.3.2. McGill Pain Questionnaire
7.5.4.3.3. Vision screening
7.5.4.3.4. Semmes-Weinstein Monofilament testing
7.5.4.4. Neuro-musculoskeletal and Movement Related Functions
7.5.4.4.1. Range of Motion (ROM)
7.5.4.4.2. Manual Muscle Testing (MMT)
7.5.4.4.3. Grip and pinch strength
7.5.4.4.4. Berg Balance Scale
7.5.4.4.5. 9-hole peg test or Purdue Peg Board (fine motor coordination)
7.5.4.5. Organ System Function (cardiovascular, respiratory, immunological, hematological, endocrine, genitourinary, and reproductive)
7.5.4.5.1. Pulse oximetry – oxygen level in blood
7.5.4.5.2. Blood pressure and heart rate
7.5.4.5.3. Barium Swallow (OT may be involved)
7.5.4.6. Voice and Speech Functions
7.5.4.6.1. Usually observation rather than formal assessment
7.5.4.6.2. Formal assessment usually done by Speech Language Pathologist (SLP)
7.5.5. Where to find body structures information
7.5.5.1. Structures
7.5.5.1.1. Nervous system
7.5.5.1.2. Eyes, ears, voice and speech structures
7.5.5.1.3. Structures related to movement
7.5.5.1.4. Skin and related structures
7.5.5.1.5. Organ system structures
7.5.5.2. Where to find info
7.5.5.2.1. How?
7.5.5.2.2. Where?