The Client-Centred Model for Equipment Prescription is a model that guides the use and efficacy of equipment that therapists prescribe for individuals with physical dysfunction. To determine the need and to ensure the successful use of the equipment, the therapists need to firstly ask a few suggested questions regarding the assessment (e.g., Is the client able to cognitively use equipment?), treatment (e.g., Can adapted techniques replace this device?), equipment (e.g., Is the equipment economical and cost effective?), and reimbursement (e.g., Have I clearly documented that the equipment is reasonable and necessary?). Then the therapists need to understand the clients’ goal and lifestyle on which performance area could be improved, identify the strengths, and consider compensatory methods that could lead to improved performance. In order to achieve an effective equipment prescription process, the therapists respect and acknowledge the opinions and values of the clients and their family. After obtaining all aspects of information, the therapists undergo their treatment to improve the problems, maximize the strengths, introduce the equipment, and document for reimbursement. Re-assessment is also needed to examine the effectiveness of the treatment provided. Finally, the therapists obtain the level of function, need, and benefit before and after the use of the prescribed equipment, and decide whether the equipment will be used continuously.
Domain of occupation
To apply the model, the personal, cultural and physical aspects of the planned environment should be taken into consideration.
Smith, R. (1995). A client-centered model for equipment prescription (client's values and roles, effective use of adaptive equipment). Occupational Therapy In Health Care, 9, 39-52.
This model presents a hierarchy of family-therapist involvement in occupational therapy services, with associated attitudes, specific knowledge, and skills that enable therapists to operate at each level.
The first level, no family involvement, outlines the traditional medical model of intervention. This level focuses on technical skills which are expected of entry-level therapists, with no awareness of the role of the family and client’s social context. It provides the basis for alternative types of family involvement.
The Functional Model of Cognitive Rehabilitation (FMCR) applies general concepts from the Canadian Model of Occupational Performance (CMOP). It aims to complement to the CMOP for choosing, organizing, and performing useful and perceived meaningful occupations in order to addresses the cognitive performance component. In the CMOP, the cognitive performance components include perception, concentration, memory, comprehension, and judgement. The FMCR recognizes the dynamic interaction between clients and their environments (physical, cultural, and social).
Moyers Model is a model that helps to treat people with alcohol dependence. This model suggests that alcohol dependence is resulted from a complex interaction of causal factors. These factors may include genetic predisposition, negative character development/experience in family history, which lead to impaired interpersonal and coping skills, availability of alcohol, peer group affiliation and social norms that accept and promote use of alcohol.
This frame of reference identifies functions and dysfunctions in five areas of handwriting for children, including proximal posture, components, use of writing tools, grasp, and handwriting. Good proximal control is required for functional and effective distal control of the writing tools. Either excessive postural stability or lack of postural stability during writing tasks is considered as dysfunctions. Components including ocular-motor skills, attention, and memory are considered as essential.
Sensory Integration Theory aims to explain behaviors, plan intervention, and predict behavioral change through intervention, and provide specific intervention strategies to remediate the underlying sensory issues that affect functional performance. It purposes therapeutic interventions that incorporate sensation to affect multi-sensory perception to influence learning and behavior, as the central nervous system does not process sensory information in isolation.