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28 Cards in this Set
- Front
- Back
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MOHO |
Volition = personal causation, values, interests. Habituation, performance capacity.
Evaluation = OCAIRS, OSA.
Intervention = occupational engagement in purposeful, relevant, meaningful social context |
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Lifestyle Performance Model |
Describes environmental aspects that support happy lifestyle. Evaluation = lifestyle performance profile, activity history.
Intervention focus: what does the person: 1. need to do 2. able to do 3. unable to do 4. what interventions are needed? |
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Ecology of Human Performance |
Person, task, context, person/task/context transaction.
Evaluation = checklists: task analysis, personal priorities
Intervention = establish/restore, alter, adapt/modify, prevent, create |
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Occupational Adaptation |
Person, occupation environment, interaction of the two.
Evaluation = occupational environment, adaptation.
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Role Acquistion |
Goals based on person's expected environment
Intervention = gaining skills needed for a particular environment to fulfill roles
Evaluation = gathering data: task skills, interpersonal, family interaction, ADL, school, work, play/leisure/recreation |
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Cognitive Disabilities |
Claudia Allen |
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Cognitive Behavioral Therapy |
Used for many populations, especially depression. Examines errors in thinking.
Intervention = therapist/client interaction, worksheets, identifying faulty thinking, gaining insight
Evaluation = Beck Depression Inventory. |
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Sensory Models |
Sensory integration.
Intervention = Wilbarger Brushing, Snoezelen room, weighted vests, sensory diet
Evaluation = Adult/Adolescent sensory profiles |
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Psychodynamic |
Rarely used. Based on Freud. Defense mechanisms, ego development. |
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Elder Depression Scale |
30 item checkliist assessing depression sx in older adults. |
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Beck Depression Inventory |
Used with CBT: presence, depth of depression. Self-completed |
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Adult/Adolescent Sensory Profile |
Compares sensory preferences to typically functioning persons. |
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ACLS |
Scores range from 3.0-5.8. Psychiatric or cognitive dysfunction. |
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Hamilton Depression Scale Rating |
Measures severity of illness over time via interview with family, staff, and others. |
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Bay Area Functional Performance Evaluation |
Brief interview. Task oriented assessment. Social interaction scale. Perceptual motor screen. Normative, standardized test. Used for adults. |
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Comprehensive Occupational Therapy Evaluation Scale (COTE) |
Structured method for observing and rating behaviors: behaviors, interpersonal skills, task behavior (problem solving, concentration). Used for adults with acute psychiatric diagnoses. |
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Activity Card Sort |
For older adults with dementia: assessment, goal planning, intervention planning. Adresses whether the activity was never done, gave up doing. do less than in the past, do the same, do more than in the past |
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Activities Health Assessment |
Adults + elders. Time usage, patterns, configurations of activities. Person makes a color-coded chart. Takes 1.5-3 hours to complete. Not scored. |
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Adolescent Role Assessment |
Ages 13-17. Semi-structured interview. Examines roles. Scoring indicates behavior is: appropriate, inappropiate, marginal. |
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Barth Time Construction |
Ages: adolescent-elder. Time use, roles, skills, habits. COTE scale may also be used. Person makes a color-coded chart about time use during a typical week. Not scored. |
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Canadian Occupational Performance Measure (COPM) |
Ages: 7+. Identifies perceived satisfaction with performance via semi-structured interview. Self-care, productivity, leisure addressed. Scored: 1-10 |
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Occupational Circumstances Assessment Interview Rating Scale (OCAIRS) |
Based on MOHO. Used for intervention and discharge planning. 12 areas of occupational adaptation explored. Semi-structured interview used. Scored 1-4 on each item. Originally used for adults-elders with psychiatric disorders. Now used more broadly. |
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Occupational Performance History Interview II (OPHI-II) |
Life hx, past/present occupational performance, impact of disability. Semi-structured interview. Scored 1-4. 1 = extreme dysfunction. 4 = extreme high function. Ages: adolesecents-elders. Must be 12+. |
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Role Checklist |
Self-completed checklist of roles. Part 1 = Identifies major roles. Part 2 = identify the degree to which individual values each role. Population = adolescents-elders with physical or psychosocial dysfunction |
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Forming |
Dependence |
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Storming |
Conflict and competition |
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Norming |
Beginning of group cohesion |
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Performing |
Trust, unity and supportiveness |
