Elderly

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 Lived Environment Life Quality Model (LELQ) aims to explicate the ecological complexities in using occupations to optimize quality of life of institutionalized people with dementia. This model focuses on factors that affect clients’ opportunity in occupational engagement, mainly on the social and physical environmental supports and barriers. It has two main domains, including the lived-environment domain (specifically for assessment and intervention) and the Quality of Life (QoL) domain (specifically for intervention goals and outcome).

Kawa model is a model that uses the metaphor of a river with different contextual elements to represent human life. The key features of Kawa model include water, river sidewall and bottom, rocks, driftwood, and space between obstructions. Water represents a client’s life flow or life energy. River sidewall and bottom reflects a client’s physical and social contexts which are inseparable with the water flow. Rocks represent the problems or difficult situations that hinder smooth water flow and they are usually difficult to remove.

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 Framework of Occupational Gradation (FOG) focuses on one’s active movements with the more involved upper extremity. There are two versions of FOG, one for young children (C-FOG) and one for older children and adults (A-FOG). Both aim to provide occupational ideas in preventing learned non-use of the more involved upper extremity for clients with neurological impairment. These ideas can be incorporated into daily lives to increase use of the extremity. Appropriateness of task for each client is determined by hand dominance and perceived meaningfulness.

The four-quadrant model of facilitated learning (4QM) is used by teachers and practitioners in selecting effective learning strategies based on changing needs of the learners during acquisition of new skills. When occupational therapists use skill acquisition as intervention strategy, the 4QM provides a way of understanding, planning, and organizing the use of learning strategies. Through acquiring occupational performance components, the goal is for improve performance in the targeted occupation.