FUNCTION

• PSYCHODYNAMIC

  • A balance expression of drives that are self-gratifying and acceptable within the social environment well functioning ego-self control.
  • Reality testing is the most important function.
  • Expressing one’s emotion.
• BEHAVIORAL

  • Adaptive behavior and learning
  • Effectively in work, task skills, and social skills
• MOVEMENT CENTERED

  ● Ability of the person to perceive, organize, adapt, and interpret sensations

  ● Utilizing purposeful body movements (fine and gross motor) to integrate sensations
• COGNITIVE DISABILITY

  ● Maximizing engagement and participation is done by

  assessing the cognitive impairment

  ● Using assistance and environmental adaptations to

  compensate for activity limitations

  ● Promoting routines that allows for continued participation in

  daily occupation

  ● Cognitive Level 6 - Planned Activities
• LIFESPAN DEVELOPMENT

  ● Based on achieving the

  appropriate or expected

  developmental task for the

  current age/stage of the

  individual

  ● Developmental research is

  traditionally embedded in the

  norms within specific cultural

  groups.

  ● Maker events in life stages -

  Pivotal happenings in life

  stages.
• MOHO

  ● Based on exploration

  competence, and

  achievements.

  ● Healthy and competent

  occupational performance.

  ● A functional person can choose

  organize and perform

  meaningful occupations.

  ● Requires a balance between

  the expectations of self and

  society.
• OCCUPATIONAL ADAPTATION

  Relative mastery and adaptive, and

  functional activities.
• ECOLOGY OF HUMAN PERFORMANCE

  Performance range can denote

  function or dysfunction. A wide

  performance range depicts optimal

  performance therefore function.
• KAWA MODEL

  Illuminates the transactional

  quality of

  human-environment

  dynamics and the

  importance of inter-relations

  of self and others through

  the metaphor of a river's

  flow

  ● Used to understanding of

  illness, health and disability
• Sensory Assimilation: ability

  or inability to perceive

  incoming sensory stimuli
• Motor Accommodation:

  ability or inability to change

  posture
• Sensory

  Feedback (Association):

  ability or inability to relate

  present and past action.
• Differentiation: ability or

  inability to recognize on the

  timing, modifying, and

  adjusting that requires the

  body responses
• Primitive Phase: may have

  its base in reflex responses
• Transitional Phase:

  incorporates voluntary

  components of movement
• Mature Phasee:

  demonstrates skills
• REHABILITATIVE FOR

  ● Activities of Daily Living (ADL) -

  includes self-care activities

  ● Work - taking care of others,

  home management,

  educational activities,

  vocational activities

  ● Leisure task
• BIOMECHANICAL

  ● Used to assess and treat individuals who have activity limitations due to musculoskeletal impairments (James, 2003)

  ● Main tenet of this frame of reference is that occupational

  performance can be regained through addressing the underlying impairments that limit performance of daily activities (Hagedorn, 1997; James, 2003; Trombly, 1995)

  ● Assessment would focus on the impairment that appear to be

  the causes for the deficits in the occupational performance and on intervention aimed at reducing these impairments.
• SENSORIMOTOR FRAME OF REFERENCE

  
  

  To recapture control of the lower motor neurons

  • Various techniques are used to promote reorganization of sensory and motor cortices of the brain
• SENSORIMOTOR APPROACH

  • Use of developmental postures to promote changes in muscle tone

  Use of developmental sequences believed to promote motor responses (proximal to distal and cephalocaudal)
• PROPRIOCEPTIVE NEUROMUSCULAR FACILITATION

  ● Viewing a client who has

  sustained a central nervous

  system insult to the upper

  motor neurons as having poorly

  regulated control of the lower

  motor neurons.

  ● To recapture the control of the

  lower motor neurons, various

  techniques are employed to

  promote reorganization of

  sensory and motor cortices of

  the brain.

  ● Increase ROM and to stretch

  tightened muscles
• Neurodevelopmental treatment emphasizes the use of task-specific training or rote repetition of a specific task or routine within natural contexts to develop habits or functional behavior routines.
• Neurodevelopmental treatment focuses on the mastery of functional task performance through practice rather than on the underlying skills that are needed to perform the task.
• Neurodevelopmental treatment

  
  

  Development of new functional habits and routines can occur in clients who have decision-making deficits and only minimal awareness of their impairments.
• Behavioral techniques, including reinforcement and chaining, are incorporated into practice sessions in neurodevelopmental treatment.
• Intervention in neurodevelopmental treatment involves breaking down a functional task into small subcomponents.
• neurodevelopmental treatment

  
  

  There is evidence that errorless learning techniques are more effective than the vanishing cue method in people with severe memory impairment.