This model of practice is based on the theoretical concepts relating to the child, environment, task, and the interaction among these key factors and the child’s participation in different occupations. A goodness-of-fit of those factors is necessary for successful participation in occupations. It aims to help clinicians in understanding the following: the child’s problems at different levels of dysfunction (neurological, psychological, and behavioral), the effect of different environmental factors, the demands of the task selected, and the child’s level of participation in different occupations, which are purposeful and meaningful within different situations and with different levels of family support. This model starts with family support, and with environment, task demands, and the child as the components in between, with interactions with each other. Successful participation in occupations is the end-product and the ultimate goal of this model. It also suggests appropriate assessment tools that can be used to evaluate the primary behavioral features of the child, to identity different neurological and psychological correlates to behavioral patterns. It purposes a multidimensional evaluation and multifaceted intervention. The model illustrates the application of some of those evaluation procedures within the model and suggests several relevant standardized scales for each component, for example, to use the School Function Assessment to assess task performance or the Sensory Profile to assess neurological level of the child. The application of some of those intervention strategies is also illustrated within the model, such as environmental adaptation on the child’s environment or the use of sensory integrative therapy for intervening neurological level of the child. It also emphasizes the importance of empowering and enabling parents and teachers through the family-centered care approach. The positive outcomes from the approach contribute to the ultimate success of the intervention.
- Macey Cho
- Model (practice)
- Attention Deficit Hyperactivity Disorder
Domain of occupation
The model highlights a new understanding of Attention Deficit Hyperactivity Disorder as complex, multifaceted clusters of impairments in the neurological, psychological and behavioral domains.
Chu, S., & Reynolds, F. (2007). Occupational therapy for children with Attention Deficit Hyperactivity Disorder (ADHD), part 1: A delineation model of practice. British Journal of Occupational Therapy, 70(9), 372-383.
- Sidney Chu
Primary Developer Email