Partnering for Change Model (P4C)

  • 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. It focuses on enhancing the teachers’ knowledge (e.g., typical motor development) to build their capacity to understand and work with children. The concept generalizes from the child to the classroom where the teachers can apply the skills (e.g., motor based skills) to all children. Occupational therapists also work in the classroom to optimize classroom layout, designing activity centers, etc. The second step is differentiated instruction. After professional collaboration has been created in optimizing classroom environment, the therapists and teachers look more closely at the learners who experience difficulties in motor based activities. The therapists bring knowledge about person-environment interaction, and skills in observing and analyzing daily occupation skills, into the classrooms, hallways, and gymnasiums. The therapists may also suggest ways for the teachers to differentiate the process (activity), product (accomplishment that follows an activity), or evaluation methods (e.g., written/oral approach). The teachers may be able to identify children who are experiencing motor challenge, and so the therapists step in and identify the cause of motor challenge. The third step is accommodation. The therapists can use dynamic performance analysis to observe and identify performance problems. It focuses on the demands of the task and the environmental barriers and facilitators. Then the therapists identify and modify changeable things in the task or environment. Using the P4C model, after environmental modification, the therapists communicate with the teachers and parents on how these changes could facilitate the children to participate, which in turns enhance the teachers’ and parents’ capacity to use and implement similar strategies in another time or with another student.

Summarized by

  • Macey Cho

Type

  • Model (practice)

Population

  • Child

Disability

  • Physical disability
  • Developmental disability

Domain of occupation

  • Unspecified

Application Note

  • The model aims to build educators’ and parents’ capacities to change life of children who are struggling at activities and to create a supportive daily environment for the children.

Key Reference

  • Missiuna, C. A., Pollock, N. A., Levac, D. E., Campbell, W. N., Whalen, S. D., Bennett, S. M., Hecimovich, C. A., Gaines, R., Caimey, J., & Russell, D. J. (2012). Partnering for change: An innovative school-based occupational therapy service delivery model for children with developmental coordination disorder. Canadian Journal of Occupational Therapy, 79, 41-50.

Year Published

  • 2012

Primary Developer

  • Cheryl Missiuna

Primary Developer Email

  • missiuna@mcmaster.ca

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Conceptual Model for Performance in Handwriting

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Social Participation Frame of Reference

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Occupational Therapy Delineation Model of Practice for Children with Attention Deficit Hyperactivity Disorder

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Model Type

Population

Disability

Domain of Occupation

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