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Foundations of OT (2011)
by Ian Cheok 03/09/2012
Foundations of OT (2011)
by Ian Cheok
1. 3 types of knowledge to support OT practice
1.1. Paradigms
1.1.1. New Emerging Paradigm (1980s-today)
1.1.2. Crisis (1970s)
1.1.3. Mechanistic Paradigm (1960s)
1.1.4. Crisis (1950s)
1.1.5. Paradigm of Occupation (1900-1940s)
1.1.6. Moral Treatment (18th-19th centuries)
1.2. Conceptual Practice Models
1.2.1. PEO
1.2.2. CMOP-E
1.2.3. Kawa
1.2.4. MOHO
1.2.5. PEOP
1.2.6. Ecological Systems Model
1.2.6.1. Macrosystem
1.2.6.2. Exosystem
1.2.6.3. Mesosystem
1.2.6.4. Microsystem
1.3. Related Knowledge
1.3.1. Anatomy
1.3.2. Psychology
1.3.3. Neuroscience
1.3.4. Social Work
1.3.5. General Medicine
2. PEO Model
2.1. Person
2.1.1. Motor
2.1.2. Cognitive
2.1.3. Communication/Interaction
2.1.4. Spirituality
2.2. Environment
2.2.1. Physical
2.2.2. Social
2.2.3. Socioeconomic
2.2.4. Cultural
2.2.5. Institutional & Organisational
2.3. Occupation
2.3.1. Activities of Daily Living (ADL)/Self Care
2.3.1.1. Personal Activities of Daily Living (PADL)
2.3.1.2. Instrumental Activities of Daily Living (IADL)
2.3.1.3. Electronic Aids to Daily Living (EADL)
2.3.2. Productivity/Work
2.3.3. Leisure/Play
2.4. Occupational Performance
2.5. Occupationl fit
2.6. Application Framework
3. Canadian Practice Process Framework (CPPF)
3.1. Enter/initiate
3.2. Set the stage
3.3. Assess/evaluate
3.4. Agree on objectives
3.5. Implement/plan
3.6. Monitor/modify
3.7. Evaluate outcomes
3.8. Conclude/exit
4. APA Referencing
5. Reflective Practice
5.1. Kolb's Learning Cycle
5.1.1. Active Experimentation
5.1.2. Concrete Experience
5.1.3. Reflective Observation
5.1.4. Abstract Conceptualisation
5.2. Strands of Reflection
5.2.1. Factual Strand
5.2.2. Retrospective Strand
5.2.3. Sub-stratum Strand
5.2.4. Connective Strand
6. Learning & Teaching Strategies
6.1. Learning Styles
6.1.1. Active vs Reflective
6.1.2. Sensing vs Intuitive
6.1.3. Visual vs Verbal
6.1.4. Sequential vs Global
6.2. Best practices
6.2.1. Teach in presence of natural cues
6.2.2. Instructional aids (behavioural strategies) to assist learning
6.2.2.1. Discrimination
6.2.2.2. Generalisation
6.2.2.3. Shaping
6.2.2.3.1. Forward Chain
6.2.2.3.2. Reverse Chain
6.2.2.3.3. Total Task Chain
6.2.2.3.4. Interrupted behaviour
6.2.2.4. Prompts
6.2.2.4.1. Hierarchy
6.2.2.4.2. Best practices
6.2.2.5. Reinforcement
6.2.2.5.1. Natural cues
6.2.2.5.2. Primary reinforcement
6.2.2.5.3. Secondary reinforcement
6.2.2.5.4. Positive/Negative reinforcement
6.2.3. Provide feedback
6.3. Errorless learning
7. Assessments
7.1. Semi-structured interview
7.1.1. SOLER
7.1.1.1. Squarely face
7.1.1.2. Open posture
7.1.1.3. Lean slightly
7.1.1.4. Eye contact
7.1.1.5. Relaxed posture (non-verbal)
7.1.2. Active listening
7.1.2.1. Joining by preparing
7.1.2.2. Joining by attending
7.1.2.3. Following skills
7.1.2.4. Reflecting skills
7.1.2.5. Drawing to a conclusion
7.1.3. Open-ended questions
7.2. Occupational Story
7.2.1. Narrative process
7.2.1.1. Restitution narrative
7.2.1.2. Chaos narrative
7.2.1.3. Quest narrative
7.3. Canadian Occupational Performance Measure (COPM)
7.3.1. Step 1: Identifying occupational performance issues (semi-structured interview)
7.3.1.1. Self-care
7.3.1.1.1. Personal care
7.3.1.1.2. Functional mobility
7.3.1.1.3. Community management
7.3.1.2. Productivity
7.3.1.2.1. Paid/unpaid work
7.3.1.2.2. Household management
7.3.1.2.3. School
7.3.1.2.4. Play
7.3.1.3. Leisure
7.3.1.3.1. Quiet recreation
7.3.1.3.2. Active recreation
7.3.1.3.3. Socialisation
7.3.2. Step 2: Rate importance for each issue
7.3.3. Step 3: Choose most important items
7.3.4. Step 4: Rate performance and satisfaction
7.3.5. Step 5: Calculate total performance and satisfaction scores
7.4. Activity Analysis/Occupational Performance Analysis
7.4.1. Activity summary
7.4.2. Procedural task analysis (Yuen)
7.4.2.1. Identify task
7.4.2.2. Identify criterion for completion of task
7.4.2.3. Construct the contents & steps
7.4.2.4. Validate contents & steps
7.4.2.5. Tailor for individual needs
7.4.3. Performance skills & Client Factors (PERSON)
7.4.4. Performance Patterns & Contexts (ENVIRONMENT)
7.4.5. Performance Areas (OCCUPATION)
7.4.6. Precautions/Contraindications
7.4.7. Grading and Adapting
7.4.7.1. Person
7.4.7.2. Environment
7.4.7.3. Occupation
8. Clinical Reasoning
8.1. Scientific Reasoning
8.1.1. Diagnostic
8.1.2. Procedural
8.2. Narrative Reasoning
8.3. Pragmatic Reasoning
8.4. Ethical Reasoning
8.5. Interactive Reasoning
9. Ethics
9.1. Definitions
9.1.1. House of Professional Practice
9.1.1.1. Law
9.1.1.2. Technical Competence
9.1.1.3. Ethics
9.1.1.4. Human Rights
9.1.2. Values
9.1.3. Normative Ethics
9.1.3.1. Deontology (decree)
9.1.3.2. Teleology (outcomes)
9.1.3.3. Virtue Ethics (intentions)
9.1.4. Bioethics
9.2. Bioethical Principles
9.2.1. Autonomy
9.2.2. Non-maleficence
9.2.3. Beneficence
9.2.4. Justice
9.3. Bioethical rules
9.3.1. Veracity
9.3.2. Confidentiality
9.4. Ethical Grid
10. Evidence-based Practice
10.1. Practice cycle
10.1.1. Identify problem (clinical question)
10.1.2. Gather evidence
10.1.3. Appraise/evaluate evidence
10.1.4. Communicate evidence
10.1.5. Implement and Review
10.2. Good sources of evidence
10.2.1. McMaster University (School of Rehabilitation Science)
10.2.2. OT Seeker
10.2.3. Cochrane Collaboration
10.3. Types
10.3.1. Research & Clinical Expertise
10.3.1.1. Levels
10.3.1.1.1. Level 1:Randomised controlled trials
10.3.1.1.2. Level II-1: Non-randomised trials
10.3.1.1.3. Level II-2: Non-randomised trials (with historical or location controls)
10.3.1.1.4. Level II-3: Case series without controls
10.3.1.1.5. Level III: Opinions (authorities, studies, expert committees)
10.3.1.2. Categories
10.3.1.2.1. Descriptive
10.3.1.2.2. Assessment
10.3.1.2.3. Effectiveness
10.3.1.2.4. Responsiveness
