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Occupational adaptation theory describes a process of internal adaptation. It aims to guide occupational therapy practitioners to facilitate clients’ ability to make adaptations to engage in meaningful activities. This theory emphasizes the interaction between the person and the environment. It states that the person consists of three systems (sensorimotor, cognitive, and psychosocial) that interact with occupational environment (physical, social, and cultural).

This framework aims to describe and build mutual understanding on the central concepts, basic assumptions, and vision of occupational therapy practice. It consists of two sections:

This model includes two basic concepts, adaptation (i.e. adjustment to the environment) and occupation (i.e., action or behavior of a member in the group). Through individual member’s actions within the group, adaptation occurs. The model is action-orientated and promotes adaptation through action. By participating in purposeful activities, the members in the group adapt, exhibit goal-oriented behaviors, and experience feelings of personal satisfaction.

The Canadian Practice Process Framework (CPPF) consists of four distinct components, three of which are contextual (including the societal context, practice context, and frame of reference). The forth component is process based and is represented by the eight action points that guide the process of occupational enablement. The eight action points are: (1) from enter/initiated, (2) set the stage, (3) assess/evaluate, (4) agree on objectives plan, (5) implement plan, (6) monitor/modify, (7) evaluate outcomes, and (8) conclude/exit.

The Vona du Toit Model of Creative Ability (VdTMoCA) (Van der Reyden et al. 2019) is founded on the theory of creative ability developed by South African Occupational Therapist, Vona du Toit (du Toit, 1974).   This model's unique contribution to the Occupational Therapy profession is understanding people in terms of sequential levels of creative ability. The term creative refers to one's ability to change in response to life‘s demands (the creation of oneself), as well as creation of tangible things and solutions to problems.

The concept of occupation is described in this framework, and occupation is characterized by the following seven key concepts: 

1. Occupational form: everything that surrounds the person, consisting of a physical and sociocultural dimension.

The Fidler’s Life Style Performance Model focuses on knowing and understanding a person’s total activity repertoire within the context relevant to his/her life. This model provides practitioners a complete view of the client and his/her environment. It aims to bridge the gaps among the practice, philosophic constructs of holism, personal relevance, and quality of life.

This model aims to facilitate occupational therapists in accessing clients’ mind as an instrumental tool for occupational functioning and adaptation to the environment. It consists of three phases across 10 steps.

The Intentional Relationship Model (IRM) aims to facilitate practitioners in understanding the impact of therapeutic use of self and to provide useful approaches for maximizing the positive power of the social environment in order to facilitate occupational engagement. Therapeutic relationships comprise of an interaction between client, therapist, desired occupation, and interpersonal events that occur during the interaction.

The Conceptual Model of Leisure Engagement for Quality of Life in Nursing Home Residents (LEQoL-NH) aims to demonstrate the interrelationship between four factors: principles of occupational justice, continuity theory, leisure engagement, and resulting quality of life. Each is considered as important in improving quality of life. This model recognizes persons as occupational beings with valued lifelong interests/activities.