Child

Acquiring motor skill is a process that requires practices, feedback, and involvement of the learner. This frame of reference employs several principles from learning theory. It focuses on the child’s ability, characteristics of the task, skills required, environment, and regulatory conditions. Regulatory conditions are aspects of the environment that determine movement specifics, which are described in a continuum between closed and open tasks.

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.

The Acquisitional frame of reference emphasizes the use of teaching-learning process and activities analysis, to achieve the goal which is the acquisition of specific skills or appropriate behaviors required for optimal performance within an environment. It also emphasizes on the context of the environment, functional behaviors, and learned skills. Behaviors are viewed as a response to the environment. People learn new skills during interactions with the environment and therefore, the role of environment in eliciting adaptive response is the main reinforcer in this frame of reference.

Psychodynamic Frame of Reference (psychodynamic FOR) is based on Dr. Sigmund Freud’s idea that human has the initiative to invest emotions and psychic energy to achieve basic needs and maintain relationship. When an individual fails to maintain healthy relationships due to the conflicts or insufficient ego defense mechanism, dysfunction will occur. Occupational therapists can base this psychodynamic FOR to help treat the dysfunction using two main approaches including explorative and supportive approach.

Data Driven Decision Making (DDDM) is a framework for therapists to implement clinical reasoning within occupational therapy process and has a focus on the use of observation, testing and intervention results to guide and measure outcomes. This framework consists of 11 steps. Step 1, the therapists have to identify the participation challenges and goals. In step 2, therapists need to describe the level of the client’s functioning in each part of the body or the brain.

This framework aims to assist occupational therapists in describing aspects of work functioning in work assessments on different situations. There are three separate dimensions of work functioning. Dimension 1 is work participation and society. Work participation is an individual’s ability and opportunity he/she has, to acquire and maintain a work position in the society, and to fulfill a worker role. The complex interaction between personal, environmental, and temporal factors affects a person’s work participation.

The Sensory Integration (SI) frame of reference focuses on how the interaction between the sensory systems including auditory, vestibular, proprioceptive, tactile, and visual systems, provides integrated information that contributes to a child’s learning and adaptive behaviors. The key consideration is that children have the abilities to make adaptive responses to constantly changing sensory environments. The sensory integrative abilities include sensory modulation, sensory discrimination, postural-ocular control, praxis, bilateral integration, and sequencing.

The Synthesis of Child, Occupational, Performance, and Environmental-In Time (SCOPE-IT) model aims to enhance children’s occupations and occupational performance. It considers children’s growth and maturity in occupational engagement by the course of development. Through participating in daily activities, children develop their occupations and enhance their performance. The type and time devoted in an occupation differs in one’s life course. As a result, the SCOPE-IT model has six assumptions,

The Person-Environment-Occupation-Performance (PEOP) model is a system model that views the function in the systems a whole and considers the interaction among its components.

The Partnership for Change (P4C) model emphasizes the therapists’ partnership with the educators and parents to change the life and environment of a child who has motor difficulties (or developmental difficulties). The partnership focuses on the collaboration of building capacities for the teachers and parents in enhancing daily environment for the child. The core activities of occupational therapists under the P4C model are relationship building and knowledge translation with the school and parents. It consists of three steps. The first step is universal design for learning.