Child

This model aims to conceptualize children’s underlying skills and behavioral elements characteristic of play, as well as the influences that both individual and environmental factors. Embedded in the play environment and cultural and familial milieu, this model includes developmental play capacities (cognitive, physical and social play skills) and individual play style (internal control, freedom to suspend reality and intrinsic motivation) that make up the child’s contribution to the play transaction. Play reflects the child’s cognitive, motor, language and social skills.

This model comprises of four components including Assistive Computer Technology (ACT) service delivery (evaluation and training), the provision of ACT devices, education, and coordination and collaboration. ACT service delivery includes evaluation, training, and coordination of technology services. A service delivery team includes an occupational therapist, computer specialist, education specialist, and augmentative communication specialist. The team is responsible for conducting assessment and providing training for students who are in needs.

This model consists of a continuum with five steps, each facilitating change for subsequent stages of mental health in families that are socially isolated. The five steps are (1) developmental casework, (2) mutual support, (3) coalitions of mutual interest, (4) pro-active community participation, and (5) social movements. Development casework is an individual therapy focusing on occupational behavior and role acquisition through participating in daily activities.

This model is a service delivery model that aims to provide a framework for occupational therapists to design and evaluate services for people living with HIV. It focuses on designing and evaluating interventions that target outcomes in activity and social participation. It comprises of the following components, prominent features of living with HIV, service delivery principles, promising interventions, and person-environment interactions across micro, meso, and macro levels of the environment.

This model focuses on resilience in daily occupations of the mothers of children with autism spectrum disorder, which consists of four categories: (1) creating and re-creating accepting conditions, (2) finding solutions, (3) striving for balance among daily occupations, and (4) thinking about her child’s future. Resilience serves to help the clients in finding solutions to problems and strive for balance among daily occupations. First, creating and re-creating accepting conditions forms a solid base for the client’s resilience in daily occupations.

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.

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:

The IMOD describes how people understand and become competent in the occupational world. The interaction of a person with his/her occupations in the context of the environment across time results in systematic change in occupational behaviors.

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.

The dynamic system theory model of visual perception aims to facilitate practitioners in understanding the development of visual perception from a dynamic systems theory perspective. This model views vision and ocular motor abilities as a part (instead of the foundation) of the complex interaction of components of the experience of vision.