Activity analysis and it's application, Slides of Occupational therapy

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Activity analysis

application

Activity analysis

application

• (^) Activity analysis is aimed to identify

underlying capabilities necessary for

skilled performance

• (^) Occupational performance consists of

meaningful sequence of action in

which a person completes an

Cont’d

Motor skills Skills in moving and interacting with task, objects, and environment (Fisher, 2001).

• Posture— Relates to the stabilizing and aligning of one’s body while moving in relation to task objects with which one must deal.  Stabilize
  • Maintains trunk control and balance while interacting with task objects such that there is no evidence of transient (i.e., quickly passing) propping or loss of balance that affects task performance.

Cont’d

• Aligns— Maintains an upright sitting or standing position, without evidence of a need to persistently prop during the task performance.
• Positions—Positions body, arms, or wheelchair in relation to task objects and in a manner that promotes the use of efficient arm movements during task performance.

Cont’d

 Reaches — Extends, moves the arm (and when appropriate, the trunk) to effectively grasp or place task objects that are out of reach, including skillfully using a reacher to obtain task objects.  Bends — Actively flexes, rotates, or twists the trunk in a manner and direction appropriate to the task.

Cont’d

Coordination — Relates to using more than one body part to interact with task objects in a manner that supports task performance.  Coordinates — Uses two or more body parts together to stabilize and manipulate task objects during bilateral motor tasks.  Manipulates — Uses dexterous grasp-and-release patterns, isolated finger movements, and coordinated in-hand manipulation patterns when interacting with task objects.

Cont’d

• (^) Transports —Carries task objects from one place to another while walking, seated in a wheelchair, or using a walker.
• (^) Lifts —Raises or hoists task objects, including lifting an object from one place to another, but without ambulating or moving from one place to another.
• (^) Calibrates —Regulates or grades the force, speed, and extent of movement when interacting with task objects (e.g., not too much or too little).
• (^) Grips — Pinches or grasps task objects with no “grip slips.

Cont’d

Processing skills Observed as the client manages and modifies actions while completing a task. Skills used in managing and modifying actions and route to the completion of daily life tasks” (Fisher & Kielhofner, 1995).

• (^) Aspects of process skill include energy, knowledge, temporal organization, organizing space and objects, and adaptation.

Cont’d

Energy Refers to sustained effort over the course of task performance. Paces — Maintains a consistent and effective rate or tempo of performance throughout the steps of the entire task Attends — Maintains focused attention throughout the task such that the client is not distracted away from the task by extraneous auditory or visual stimuli.

Knowledge Refers to the ability to seek and use task-related knowledge.  Chooses —Selects appropriate and necessary tools and materials for the task, including choosing the tools and materials that were specified for use prior to the initiation of the task.  Uses —Uses tools and materials according to their intended purposes and in a reasonable or hygienic fashion, given their intrinsic properties and the availability (or lack of availability) of other objects.

 Inquires —(a) Seeks needed verbal or written information by asking questions or reading directions or labels  (^) or (b) asks no unnecessary information questions (e.g., questions related to where materials are located or how a familiar task is performed).

Temporal organization

• (^) Pertains to the beginning, logical ordering, continuation, and completion of the steps and action sequences of a task.
• (^) Initiate s — Starts or begins the next action or step without hesitation.
• (^) Continues —Performs actions or action sequences of steps without unnecessary interruption such that once an action sequence is initiated, the individual continues on until the step is completed.

Aspects of communication/interaction skills include physicality, information exchange, and relations. Examples of specific communication/interaction: performance skills include gesturing to indicate intention, asking for information, expressing affect, or relating in a manner to establish rapport with others.

Activity Demands

• (^) The demands of the activity in which a person engages will affect skill and eventually success of performance.
• (^) Occupational therapists apply their analysis skills to determine the demands that an activity will place on any performer and how those demands will influence skill execution.