Activity Gradation and Adaptation

• THERAPEUTIC OCCUPATIONS

  • Have the necessary inherent characteristics to evoke a desired response
  • Allow gradation of responses to progress clients to the next level of performance
  • Be within the client’s capabilities
  • Be meaningful to the person
  • Be as repetitive as required to evoke the therapeutic benefit
• To determine whether the client, given certain abilities, can be expected to do the activity

  ACTIVITY ANALYSIS
• Activity gradation and adaptation can't be done with out an activity analysis. Without it, we won’t be able to determine what do we need to adjust or adapt in our activities.
• The intent is to increase (upgrade) or decrease (downgrade) the level of demand for therapeutic benefit.


  ACTIVITY GRADING
• The intent is to allow client’s maximal/optimal participation in (personal or environmental) context.


  ACTIVITY ADAPTATION
• Changing the complexity of what is to be performed


  ACTIVITY GRADING
• When activity grading, incremental modifications are not done abruptly. Changes are made in response to the individual’s dynamic changes and provide opportunities for gradual development of skill and related therapeutic benefits.
• To arrange or position in a scale of size, quality or intensity

  Setting a goal and then backing off to see how to complete it

  Providing the setting, opportunity, and means for the individual to adapt and master the task

  Helping a client improve performance level


  GRADING
• Intended for a client who is already able to do a task and you want to facilitate progress; it is to challenge and see progress beyond what a person can do


  UPGRADING
• It is for a client who is having difficulties in the performance of a task.


  DOWNGRADING
• Modifying or substituting objects used in performing the activity


  ACTIVITY ADAPTATION
• Field of study using applied sciences to specifically adapt equipment and the surrounding work environment to maximize human productivity


  ERGONOMICS
• Any item, piece of equipment or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain or improve functional capability of individuals with disability

  ASSISTIVE TECHNOLOGY
• Characteristics of a Good Adaptation (5)

  • Accomplishes a specific goal
  • Does not encourage or require odd movements or postures
  • Is not dangerous to the client / child
  • Intrinsically demands a certain response on which the client does not have to concentrate
  • Does not demean the client
• An occupational therapy practitioner grades or adapts a chosen activity for an individual to promote successful performance or elicit a particular response.
• To determine whether the activity can challenge latent abilities or capacities and thereby improve them


  activity analysis
• Challenge the client’s ability by progressively changing the process, tools, materials, or environment of a given activity to gradually increase or decrease performance demands


  activity grading
• Refer to the design and/or restructuring of the physical environment to assist self care, work, and play/leisure performance.

  activity adaptation
• Do not change the outcome of an activity but the means of accomplishing the activity is purposefully altered to make it within reach of the client’s ability


  activity adaptation
• To arrange or position in a scale of size, quality or intensity

  GRADING
• Setting a goal and then backing off to see how to complete it

  grading
• Providing the setting, opportunity, and means for the individual to adapt and master the task

  grading
• Helping a client improve performance level


  grading
• Using tongs with more or less resistance; using spring loaded scissors (it adds to the resistance so there is more demand for strength) vs regular scissors (not much resistance)

  strength
• Making a wider or narrower pathway or adding/removing obstacles for navigation for a scooter, wheelchair or bike, or any mobility device

  Spatial Orientation
• Pertains to the duration or the amount of time that the client is expected to finish an activity

  attention span
• Increasing or decreasing the number of steps in a sequenced task

  attention span
• Beginning with some steps already completed

  initiation
• We can also opt to begin from step one

  initiation
• Reversing or reordering steps of activity

  sequencing
• Increasing/decreasing the number sequence of steps the client has to accomplish

  sequencing
• Increasing/decreasing number and type of cues given to the client

  Following Instructions
• Increasing/decreasing the critical elements required in the instructions

  Following Instructions
• add more words or concepts to be followed in the instructions

  Following Instructions
• Altering communication strategies to be easier or more challenging, whether to use verbal expressions or communication aids

  Communication
• Increasing the need to converse

  Communication
• Increasing/decreasing the length of utterances when responding to a question or when conversing with other people

  Communication
• Altering material availability (crayons per student or big box of crayons for sharing by everyone)

  Sharing
• Increasing or decreasing time allotted for a task or activity

  Attention Span
• Placing objects higher or lower/closer or farther away

  Range of Motion