Child

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.

The Functional Model of Cognitive Rehabilitation (FMCR) applies general concepts from the Canadian Model of Occupational Performance (CMOP). It aims to complement to the CMOP for choosing, organizing, and performing useful and perceived meaningful occupations in order to addresses the cognitive performance component. In the CMOP, the cognitive performance components include perception, concentration, memory, comprehension, and judgement. The FMCR recognizes the dynamic interaction between clients and their environments (physical, cultural, and social).

The children’s play model views play as necessary and the main occupation of children. An episode of joyful, self-chosen play from children’s perspective is symbolized by a sandcastle diagrammatic model. Play shares similar characteristics with a sandcastle, each component of the sandcastle describes a component of a play episode. Overall, a play episode is like a sandcastle, it is complex and temporary, and constructed for playfulness. It can happen in various contexts, like alone or with family or a group of peers, either spontaneously or planned.

The Client-Centred Model for Equipment Prescription is a model that guides the use and efficacy of equipment that therapists prescribe for individuals with physical dysfunction.

The Canadian Model of Occupational Performance and Engagement (CMOP-E) is an occupational performance model, which is evolved from the Canadian Model of Occupational Performance (CMOP). The CMOP-E includes three main components: person, environment, and occupation. In this model, the inner part represents “Person”, and its center is the spirituality of a person. The other components surrounding a person’s spirituality are affective, physical, and cognitive abilities.

The Occupational Performance Model (Australia) is a model proposing that people fulfill their occupational performance roles by engaging in routines, tasks and activities, in the domains of self-maintenance, productivity, leisure and rest, in the process responding to internal and/or external demands of the environment. This model assumes that engagement in occupations provides the sense of competence, autonomy, temporal organization, and meaning of existence to individuals. It focuses on activation of person-environment relationship through participation in occupations.

The Allen’s Cognitive Disabilities Model (CDM) emphases on the integration of the cognitive functional ability and the level of activities that clients are able and willing to perform. Interventions using this model can take place individually or in group. When implementing the intervention, therapists consider each client’s needs and implement changes in task accordingly. In group sessions, each client’s cognitive mode of performance is considered individually and adapted to the modified task with appropriate level of required cognitive functional ability.