Recap – PEO Approach
What are the core concepts found in OT Person, Environment and Occupation Factors
models of practise? Person Factors:
- The person is the centre of OT practice - Cognitive factors: Poor memory, Attention/concentration, Problem solving ability
- The environment where occupations take - Psychological Factors: Self-identity, self-esteem, motivation, coping skills, mood
place - Physiological factors: Heart rate, blood pressure, endurance, speed
- Contextual factors - Sensory Factors: Touch, tase, auditory, visual
- Occupations that the client wants to, needs to - Motor: Coordination, balance, flexibility, muscular strength, fine and gross motor skills
or are expected to do in daily life - Interpersonal: Ability to interact and communicate, self-conduct, communication style
- Intrapersonal: Motivation, personal expectations and views.
PEO Model Environmental Factors:
- Helps to understand the FIT between PEO - Culture: Customs, beliefs, behaviour standards, social expectations
factors - Natural environment: Weather, temperature, air quality, climate
- Occupations: - Built environment: Lighting, signage, tactile surfaces, handrails, accessibility, distance
o Self-directed, meaningful tasks - Social: Friends, family, colleagues, informal and formal caregivers
and activities - Institutional: Policies, practices, laws, regulations
o Self-care, leisure, productivity - Socioeconomic determinants: Access to healthcare, food, shelter
- Assistive technology
- Policy
Occupational Performance
- Outcome of interactions between person, environment and occupation
KEY MESSAGE
PEO Fit: The goal of occupational therapy is to maximise the
- Occurs when there is a close overlap or fit between PEO
- Maximum fit = optimal occupational performance
PEO fit to achieve optimal occupational
- Minimum fit = minimal occupational performance performance and enable participation.
, Recap – Theoretical Models in OT practice
Occupational Performance Model (Australia) – OPMA Model of Human Occupation – MOHO
Focus of this model is performance of occupational roles Aim of this model is to support occupation based, client centred, and evidence
- All interventions that take should be done to improve or maintain based occupational therapy practice
occupational roles - All concepts lead to occupational adaptation. Adaptation is made up of
identity and competence
Volition: personal causation, thoughts and beliefs, interests
Habituation: roles and habits
- Provides detailed information relating to the person and environment which Performance capacity: subjective and objective (muskoskeletal, neurological,
underpin occupational performance cardiopulmonary, and mental and cognitive abilities)
Canadian Model of Occupational Performance and engagement Person, Environment, Occupation and Performance Model
Specifically concerned with the person and environmental aspects which enables Acknowledges the inclusion of occupation, performance and participation
both engagement and performance of occupations - Client centred model organised to improve the everyday performance
of necessary and valued occupations of individuals, organisations and
populations
- Uses narratives as the principal method for understanding clients
Kawa Model
OT Interventions are designed to:
- Decrease the size of rocks
- Adjust/widen riverbanks
- Use driftwood to push away rocks
The model:
- Allows therapists and clients to determine which supports and resources they KEY MESSAGE
have internally and externally
OT models are useful tools to guide occupational analysis and the
OT process
, Task, Activity and Occupational Analysis
Occupational Analysis Activity and task Analysis
Occupational analysis is a breakdown of occupations into all of its subcomponents. Activity analysis is breaking it down into all the tasks it involves.
- Break it down into all the activities required to carry out the occupation Task analysis is breaking down a task into all the actions it requires.
- Enables therapists to use meaningful occupations as interventions
- Examines112the personal meaning and values, and environmental context of Allows therapists to consider:
an occupation surrounding participation in that occupation - The reason for using activity/task in therapy
- The goals associated with using task/activity
Steps to occupation/activity analysis Activity and task analysis:
- Isolates required task in sequence
- Lists equipment used
- Identifies actions in order
- Analyses skills requires for the performance of the activity
Step 1:
- Deciding on occupation, activity or task
- If the occupation is too large it may need to be broken down into
workable tasks
- Therapists can consider:
o Are there more than 15 steps?
St4: o Are there multiple criteria for success
o Are there different contexts for parts of the occupation
- What type of occupation is being analysed? (AOTA categories of
occupation)
Step 3: Step 2:
Determine steps of an occupation by:
Each occupation is defined by our clients:
- Mentally processing the steps - Goals, values, beliefs, needs, perceived utility of occupation
- Talking to client
To determine the relevance of each occupation:
- Watch someone perform the activity
- In what ways is this activity important to you?
- How does it make you feel?
Tips for determining sequence and timing:
- In what ways do you need this activity?
- Break large occupations down
- How does this activity define who you are?
- Begin each step with action verb
- Most important part of each step is how
- Include elements of time Step 4:
- List steps in correct sequence When completing analysis consider:
- Simple and concise - Tools, supplies, equipment, instruments, appliances, property, space and
- Be specific and use if/then statements social demands
- Include safety/precautions Environment can shape the demands placed on the person
Understanding the object, space, social demands allows us to adapt/modify to allow
for greater participation.
Step 5:
Mental functions, sensory functions and pain, neuromuscoskeletal and movement
related functions, muscle and movement functions. Step 6:
Body structures support the body’s functioning
The presence, absence or limitation of specific functions does not always determine a - The demand on each body structure depends on the demands of the
person’s success or difficulty with occupations. occupation/activity/task being performed
The presence, absence or limitation of specific body structures does not always
determine a person’s success or difficulty with occupations.
Step 7:
Performance skills are abilities demonstrated through actions.
- Activities, tasks are made up of actions which are made up of KEY MESSAGE
performance skills Occupational analysis promotes OTs to look at the person,
Skill level required of an activity/task varies according to the demands and
requirements of the activity environment and occupation contextual factors that will impact a
person, group, or community’s occupational performance.
Supported by body structures and functions
Performance skills include:
- Motor skills
- Process skills
- Social interaction skills
-
What are the core concepts found in OT Person, Environment and Occupation Factors
models of practise? Person Factors:
- The person is the centre of OT practice - Cognitive factors: Poor memory, Attention/concentration, Problem solving ability
- The environment where occupations take - Psychological Factors: Self-identity, self-esteem, motivation, coping skills, mood
place - Physiological factors: Heart rate, blood pressure, endurance, speed
- Contextual factors - Sensory Factors: Touch, tase, auditory, visual
- Occupations that the client wants to, needs to - Motor: Coordination, balance, flexibility, muscular strength, fine and gross motor skills
or are expected to do in daily life - Interpersonal: Ability to interact and communicate, self-conduct, communication style
- Intrapersonal: Motivation, personal expectations and views.
PEO Model Environmental Factors:
- Helps to understand the FIT between PEO - Culture: Customs, beliefs, behaviour standards, social expectations
factors - Natural environment: Weather, temperature, air quality, climate
- Occupations: - Built environment: Lighting, signage, tactile surfaces, handrails, accessibility, distance
o Self-directed, meaningful tasks - Social: Friends, family, colleagues, informal and formal caregivers
and activities - Institutional: Policies, practices, laws, regulations
o Self-care, leisure, productivity - Socioeconomic determinants: Access to healthcare, food, shelter
- Assistive technology
- Policy
Occupational Performance
- Outcome of interactions between person, environment and occupation
KEY MESSAGE
PEO Fit: The goal of occupational therapy is to maximise the
- Occurs when there is a close overlap or fit between PEO
- Maximum fit = optimal occupational performance
PEO fit to achieve optimal occupational
- Minimum fit = minimal occupational performance performance and enable participation.
, Recap – Theoretical Models in OT practice
Occupational Performance Model (Australia) – OPMA Model of Human Occupation – MOHO
Focus of this model is performance of occupational roles Aim of this model is to support occupation based, client centred, and evidence
- All interventions that take should be done to improve or maintain based occupational therapy practice
occupational roles - All concepts lead to occupational adaptation. Adaptation is made up of
identity and competence
Volition: personal causation, thoughts and beliefs, interests
Habituation: roles and habits
- Provides detailed information relating to the person and environment which Performance capacity: subjective and objective (muskoskeletal, neurological,
underpin occupational performance cardiopulmonary, and mental and cognitive abilities)
Canadian Model of Occupational Performance and engagement Person, Environment, Occupation and Performance Model
Specifically concerned with the person and environmental aspects which enables Acknowledges the inclusion of occupation, performance and participation
both engagement and performance of occupations - Client centred model organised to improve the everyday performance
of necessary and valued occupations of individuals, organisations and
populations
- Uses narratives as the principal method for understanding clients
Kawa Model
OT Interventions are designed to:
- Decrease the size of rocks
- Adjust/widen riverbanks
- Use driftwood to push away rocks
The model:
- Allows therapists and clients to determine which supports and resources they KEY MESSAGE
have internally and externally
OT models are useful tools to guide occupational analysis and the
OT process
, Task, Activity and Occupational Analysis
Occupational Analysis Activity and task Analysis
Occupational analysis is a breakdown of occupations into all of its subcomponents. Activity analysis is breaking it down into all the tasks it involves.
- Break it down into all the activities required to carry out the occupation Task analysis is breaking down a task into all the actions it requires.
- Enables therapists to use meaningful occupations as interventions
- Examines112the personal meaning and values, and environmental context of Allows therapists to consider:
an occupation surrounding participation in that occupation - The reason for using activity/task in therapy
- The goals associated with using task/activity
Steps to occupation/activity analysis Activity and task analysis:
- Isolates required task in sequence
- Lists equipment used
- Identifies actions in order
- Analyses skills requires for the performance of the activity
Step 1:
- Deciding on occupation, activity or task
- If the occupation is too large it may need to be broken down into
workable tasks
- Therapists can consider:
o Are there more than 15 steps?
St4: o Are there multiple criteria for success
o Are there different contexts for parts of the occupation
- What type of occupation is being analysed? (AOTA categories of
occupation)
Step 3: Step 2:
Determine steps of an occupation by:
Each occupation is defined by our clients:
- Mentally processing the steps - Goals, values, beliefs, needs, perceived utility of occupation
- Talking to client
To determine the relevance of each occupation:
- Watch someone perform the activity
- In what ways is this activity important to you?
- How does it make you feel?
Tips for determining sequence and timing:
- In what ways do you need this activity?
- Break large occupations down
- How does this activity define who you are?
- Begin each step with action verb
- Most important part of each step is how
- Include elements of time Step 4:
- List steps in correct sequence When completing analysis consider:
- Simple and concise - Tools, supplies, equipment, instruments, appliances, property, space and
- Be specific and use if/then statements social demands
- Include safety/precautions Environment can shape the demands placed on the person
Understanding the object, space, social demands allows us to adapt/modify to allow
for greater participation.
Step 5:
Mental functions, sensory functions and pain, neuromuscoskeletal and movement
related functions, muscle and movement functions. Step 6:
Body structures support the body’s functioning
The presence, absence or limitation of specific functions does not always determine a - The demand on each body structure depends on the demands of the
person’s success or difficulty with occupations. occupation/activity/task being performed
The presence, absence or limitation of specific body structures does not always
determine a person’s success or difficulty with occupations.
Step 7:
Performance skills are abilities demonstrated through actions.
- Activities, tasks are made up of actions which are made up of KEY MESSAGE
performance skills Occupational analysis promotes OTs to look at the person,
Skill level required of an activity/task varies according to the demands and
requirements of the activity environment and occupation contextual factors that will impact a
person, group, or community’s occupational performance.
Supported by body structures and functions
Performance skills include:
- Motor skills
- Process skills
- Social interaction skills
-
