Child

The Framework of Occupational Gradation (FOG) focuses on one’s active movements with the more involved upper extremity. There are two versions of FOG, one for young children (C-FOG) and one for older children and adults (A-FOG). Both aim to provide occupational ideas in preventing learned non-use of the more involved upper extremity for clients with neurological impairment. These ideas can be incorporated into daily lives to increase use of the extremity. Appropriateness of task for each client is determined by hand dominance and perceived meaningfulness.

The four-quadrant model of facilitated learning (4QM) is used by teachers and practitioners in selecting effective learning strategies based on changing needs of the learners during acquisition of new skills. When occupational therapists use skill acquisition as intervention strategy, the 4QM provides a way of understanding, planning, and organizing the use of learning strategies. Through acquiring occupational performance components, the goal is for improve performance in the targeted occupation.

This European Conceptual Framework clarifies how occupational therapists (OTs) think about human action and how OTs can act to influence occupational performance of clients. This framework has four main characteristics: (1) it is dynamic, (2) it represents the perspective of the performer, (3) concepts are organized into eight clusters, and (4) it is organized into the person’s internal world, external world and the interface between those worlds. This framework organizes 25 terms that are commonly used by OTs, such as activity, occupation, and task.

The Ecology of Human Performance framework (EHP) focuses on the relationship between several important constructs in occupational therapy; they are person, context, task, performance, and therapeutic intervention, in order to get a throughout understand of human occupation. The person construct is one’s experience and his/her sensorimotor, cognitive, and psychological skills and abilities. Then the person construct is surrounded by a circle symbolizing this person’s context (including temporal, physical, social, and cultural contexts).

The Dynamic Model for Play Choice emphasizes that a child’s choice of play is the result of a dynamic interaction among four characteristic categories, including relational (peers, adults, siblings, cooperation, shared or deferred choice), child (age, gender, ability), activity (level of difficulty, active/passive), and contextual (location, weather). The perceived fun activities with appropriate level of challenge are repeated because of the positive emotion which attached to the activity like fun and happiness and therefore, preference is emerged.

The fundamental message of this Do-Live-Well framework is “what you do everyday matters”, and they are essential to one’s health and wellbeing. In this framework, there are four main sections, and each represents a building block to “Do-Live-Well". The four sections are (1) dimensions of experience, (2) activity patterns, (3) health and wellbeing outcomes, and (4) forces influencing activity engagement.

The Dunn’s Model of Sensory Processing proposes four basic patterns of sensory processing which are emerged from the interaction of the neurological threshold and self-regulation. Neurological threshold is a personal range of threshold for noticing and responding to different sensory events in everyday life. People who have low sensory threshold would notice and respond to stimuli more often because their neurological system activates easier and more readily to sensory events.

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.

The Conceptual Model for Performance in Handwriting views that handwriting is important for one’s work and/or education domains of occupations. It considers the performance components, performance areas (functional performance), performance contexts, and the interactive relationship among them. Prerequisites to handwriting include performance components in sensory, perceptual, motor cognitive, and language functions, as well as integrations of these components.

The Children’s Hand Skills Framework (CHSF) is used as a conceptual guide to analyze and describe children’s hand skills in the assessment and intervention process. The CHSF divides children’s hand skill use into six major categories, based on the extent to which the hands contact objects/parts of the body or not. The first two categories are manual gesture and body contact hand skills that do not contact specific objects.