Adolescent

This model simplifies the complex information on praxis and aims to guide clinical reasoning of practitioners who adapt sensory integrative approach. It lists three levels of theoretical considerations and specifies the neural processes, systems, and outcome functions associated.

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).

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.

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 comprises the complexity and multi-dimensionality of the relation between persons with motor disabilities and their environment. It addresses the personalized accessibility (i.e., unique needs of a person living in a specific environment that is central to this person). It defines the relationship of the person-environment interaction using six concepts, they are:

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.

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).