This framework describes different aspects of cognitive strategy use to support practitioners’ clinical reasoning about clients’ reasoning and successful strategy use. It divides strategy use into four aspects, relevant to the task, each rated by therapists’ observation. The first aspect, prerequisites for effective cognitive strategy use, relevant prior to a task, includes the person’s strategy knowledge, strategy repertoire, strategy beliefs, anticipation and recognition of needs, and strategy generation and selection. The second aspect, strategy execution, includes initiation, implementation, and number of strategies. The third aspect, quality of strategy use, includes the degree of effort, temporal pattern, flexibility of strategy use, and monitoring and evaluating strategy use. The last aspect, effectiveness of strategy use, describes the observed positive changes in learning, problem solving, or performance with the strategy use. This framework identifies the components involved in effective use of strategies. It provides an outline to facilitate clinicians’ observation and to analyze the components of strategy use. It is used to identify the underlying component that causes difficult ineffective strategy use. This framework is applicable to all ages and diverse areas of practice such as children with developmental issues, acquired brain injury, persons with mental health issues, or adult rehabilitation.
Domain of occupation
It provides a framework for clinician to evaluate the effectiveness of clients’ cognitive strategy use.
Toglia, J., Rodger, S., & Polatajko, H. (2012). Anatomy of cognitive strategies: A therapist’s primer for enabling occupational performance. Canadian Journal of Occupational Therapy, 79(4), 225-236.
This framework aims to guide clinical reasoning with respect to describing, analyzing, and selecting a potential strategy for a client’s unique performance problem. It identifies seven general attributes that can be used to describe and organize cognitive strategies. They are:
This model is based on the concepts of metacognition and awareness to view the relationship between the metacognition and awareness as a dynamic process. This model differentiates between one’s self knowledge and awareness that are pre-existing or stored within long-term memory (or called metacognitive knowledge) and the knowledge and awareness that is activated during a task (or called on-line awareness).
The Client-centred Strategies Framework (CSF) aims to help clinicians in creating environments and contexts that facilitate client-centered practice. This framework consists of five categories; personal reflection, client-centered process, practice settings, community organizing, and coalition advocacy and political action. Each category provides strategies that can be used by clinicians in facilitating client-centered practice. The personal reflections category is the clinician’s process of gaining insight from clinical and individual experiences.
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.