Child

The Partnership for Change (P4C) model emphasizes the therapists’ partnership with the educators and parents to change the life and environment of a child who has motor difficulties (or developmental difficulties). The partnership focuses on the collaboration of building capacities for the teachers and parents in enhancing daily environment for the child. The core activities of occupational therapists under the P4C model are relationship building and knowledge translation with the school and parents. It consists of three steps. The first step is universal design for learning.

The Occupational Performance Process Model is based on the concepts of occupation and client-centered practice; that is, therapists should solve the clients’ occupational performance problems through the client-centered approach. To facilitate clinical decision-making in this model, the first stage is to name, validate, and prioritize occupational performance issues through collaboration with the clients. The Canadian Occupational Performance Measure is an assessment that can be used to identify the clients’ perception of problems and importance in their life.

The Occupational Therapy Intervention Process Model is a model that guides therapists to use top-down, client-centered, and occupational-based approaches to assessment and intervention. In this model, assessment begins with an initial referral or a chart review. Therapists then meet and have an interview with clients in order to build the client-centered performance context and to gather relevant information and identify the clients’ goals. Next, a top-down approach is used to evaluate the situation with considerations of the clients’ diagnosed conditions.

Model of Occupational Spin-Off is a model that describes occupational engagement as a mean to mental health. This model identifies environment as a place, occupation as the achievement, and person as the one to choose and engage in activities as a mean to achieve mental well-being. In the model, four levels of occupational engagements are identified. The first level is affirmation in social environment, indicating that person can find affirmation from social environment when the environment provides a sense of “being, belonging, and becoming” for the person.

The model of occupational empowerment explicates how living in a disempowering environment can lead to a person’s maladaptive habits and unhealthy living. A disempowering environment includes unfavorable circumstances and problems such as poverty, substance abuse, physical abuse, violence, limited social support, etc. Living in the disempowering environment may lead to problematic factors such as homelessness, joblessness, limited educational opportunities, which further lead to occupational deprivation.

The model of social interaction (MSI) is designed for occupational therapists to guide practice in social interactions within the context of activities of self-care, work, and play/leisure. It views individuals as an open system, who are influenced by actions and events within a variety of social and cultural environments, through a process of intake, throughput, output, and feedback. Each person’s internal makeup consists of three hierarchically arranged systems, including volition, habituation, and social performance.

The Model of Children’s Active Travel (M-CAT) addresses factors that influence parents’ or children’s decision making on the children’s active travel using a simple and comprehensive approach. Active travel is, by walking or riding bicycle, travelling between local destinations, such as school or park. The factors impact decision-making process of the parents and the child of active travel consist of: (1) objective element of the child, parents, family and environment, (2) perceptions of the parents and child around these objective elements, and (3) outcome.

The Life Needs Model of Pediatric Service Delivery is a practice model that values the intrinsic worth, dignity, and strengths of individuals. This model focuses on the concept of need, emphasizes the values of family-centered services, and recognizes strengths and capacities of the child and family. It is used to guide pediatric service delivery to meet the long-range goals for promoting community participation and quality of life of children and youth with disabilities.

This integrative framework mainly consists of two elements: (1) the factors influencing clinical reasoning (CR), and (2) the evolving CR process underlying the choice of teaching strategies. First, both internal factors (relate to occupational therapists, such as knowledge and experience, personal habits) and external factors (relate to client, environment, task, and interaction of them, such as emotional/cognitive/physical availability, previous knowledge) influence CR of therapists.

The Infant Space Theory describes four primary aspects of how infants develop interactions with objects and space in their home environment. The first aspect is through gaze and visual play. Between 2 to 6 months, the emergence of gaze path, gaze search, and gaze alignment allows infants to use gaze path to search, scan for their mother and objects, and to align and direct gaze. They explore out-of-reach objects like moving contrasts and aircrafts, through vision.