Occupational Therapy Practice Framework: Domain and Process

49 Pages·2014·3.61 MB·English

by  American Occupational Therapy Association

OCCUPATIONAL THERAPY PRACTICE
FRAMEWORK:
Domain & Process

3rd Edition
Contents PREFACE
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1 The Occupational Therapy Practice Framework: Domain and Process, 3rd edi-
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Evolution of This Document . . . . . . . . . . . . . . . . . . . . .S2 tion (hereinafter referred to as “the Framework”), is an official document of
Vision for This Work . . . . . . . . . . . . . . . . . . . . . . . . . . S3
the American Occupational Therapy Association (AOTA). Intended for oc-
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S3
Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4 cupational therapy practitioners and students, other health care professionals,
Occupations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S5
educators, researchers, payers, and consumers, the Framework presents a sum-
Client Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S7
Performance Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . .S7 mary of interrelated constructs that describe occupational therapy practice.
Performance Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . S8
Context and Environment . . . . . . . . . . . . . . . . . . . . . . . S8 Definitions
Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S9
Overview of the Occupational Therapy Process . . . . . S10 Within the Framework, occupational therapy is defined as
Evaluation Process . . . . . . . . . . . . . . . . . . . . . . . . . . .S13
the therapeutic use of everyday life activities (occupations) with individ-
Intervention Process . . . . . . . . . . . . . . . . . . . . . . . . . S14
Targeting of Outcomes . . . . . . . . . . . . . . . . . . . . . . . . S16 uals or groups for the purpose of enhancing or enabling participation
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S17 in roles, habits, and routines in home, school, workplace, community,
Tables and Figures
and other settings. Occupational therapy practitioners use their knowl-
Table 1 . Occupations . . . . . . . . . . . . . . . . . . . . . . . . . S19
Table 2 . Client Factors . . . . . . . . . . . . . . . . . . . . . . . . S22 edge of the transactional relationship among the person, his or her en-
Table 3 . Performance Skills . . . . . . . . . . . . . . . . . . . . S25 gagement in valuable occupations, and the context to design occupa-
Table 4 . Performance Patterns . . . . . . . . . . . . . . . . . . S27
tion-based intervention plans that facilitate change or growth in client
Table 5 . Context and Environment . . . . . . . . . . . . . . . S28
Table 6 . Types of Occupational Therapy factors (body functions, body structures, values, beliefs, and spirituality)
Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S29
and skills (motor, process, and social interaction) needed for successful
Table 7 . Activity and Occupational Demands . . . . . . . S32
Table 8 . Approaches to Intervention . . . . . . . . . . . . . .S33 participation. Occupational therapy practitioners are concerned with
Table 9 . Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . S34 the end result of participation and thus enable engagement through ad-
Exhibit 1 . Aspects of the Domain of Occupational
aptations and modifications to the environment or objects within the
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
Exhibit 2 . Process of Occupational Therapy environment when needed. Occupational therapy services are provided
Service Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . S10 for habilitation, rehabilitation, and promotion of health and wellness for
Exhibit 3 . Operationalizing the Occupational
clients with d isability- and non–disability-related needs. These services
Therapy Process . . . . . . . . . . . . . . . . . . . . . . . . . . . .S17
Figure 1 . Occupational Therapy’s Domain . . . . . . . . . . S5 include acquisition and preservation of occupational identity for those
Figure 2 . Occupational Therapy’s Process . . . . . . . . . S10 who have or are at risk for developing an illness, injury, disease, disorder,
Figure 3 . Occupational Therapy Domain
condition, impairment, disability, activity limitation, or participation
and Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S18
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S36 restriction. (adapted from AOTA, 2011; see Appendix A for additional
Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S40 definitions in a glossary)
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S40
Appendix A . Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S41 When the term occupational therapy practitioner is used in this document,
Appendix B . Preparation and Qualifications of Occupational it refers to both occupational therapists and occupational therapy assistants
Therapists and Occupational Therapy Assistants . . . S47
(AOTA, 2006). Occupational therapists are responsible for all aspects of oc-
Copyright © 2014 by the American Occupational Therapy cupational therapy service delivery and are accountable for the safety and ef-
Association .
fectiveness of the occupational therapy service delivery process. Occupational
When citing this document the preferred reference is: Ameri- therapy assistants deliver occupational therapy services under the supervision
can Occupational Therapy Association . (2014) . Occupational
therapy practice framework: Domain and process (3rd ed .) . of and in partnership with an occupational therapist (AOTA, 2009). Addi-
American Journal of Occupational Therapy, 68(Suppl . 1), S1–
tional information about the preparation and qualifications of occupational
S48 . http://dx .doi .org/10 .5014/ajot .2014 .682006
therapists and occupational therapy assistants can be found in Appendix B.
The American Journal of Occupational Therapy S1
Copyright © 2014 by the American Occupational Therapy Association.
Evolution of This Document refinement of the writing and the addition of emerging
concepts and changes in occupational therapy. The ra-
The Framework was originally developed to articulate
tionale for specific changes can be found in Table 11 of
occupational therapy’s distinct perspective and contri-
the second edition of the Framework (AOTA, 2008, pp.
bution to promoting the health and participation of per-
665–667).
sons, groups, and populations through engagement in
In 2012, the process of review and revision of the
occupation. The first edition of the Framework emerged
Framework was initiated again. Following member re-
from an examination of documents related to the Occu-
view and feedback, several modifications were made
pational Therapy Product Output Reporting System and
to improve flow, usability, and parallelism of concepts
Uniform Terminology for Reporting Occupational Therapy
within the document. The following major revisions
Services (AOTA, 1979). Originally a document that re-
were made and approved by the RA in the Fall 2013
sponded to a federal requirement to develop a uniform
meeting:
reporting system, the text gradually shifted to describing
• The overarching statement describing occupa-
and outlining the domains of concern of occupational
tional therapy’s domain is now stated as “achiev-
therapy.
ing health, well-being, and participation in life
The second edition of Uniform Terminology for Oc-
through engagement in occupation” to encom-
cupational Therapy (AOTA, 1989) was adopted by the
pass both domain and process.
AOTA Representative Assembly (RA) and published in
• Clients are now defined as persons, groups, and
1989. The document focused on delineating and defining
populations.
only the occupational performance areas and occupational
• The relationship of occupational therapy to orga-
performance components that are addressed in occupa-
nizations has been further defined.
tional therapy direct services. The third and final revision
• Activity demands has been removed from the do-
of Uniform Terminology for Occupational Therapy (AOTA,
main and placed in the overview of the process to
1994) was adopted by the RA in 1994 and was “expanded
augment the discussion of the occupational ther-
to reflect current practice and to incorporate contextual as-
apy practitioner’s basic skill of activity analysis.
pects of performance” (p. 1047). Each revision reflected
• Areas of occupation are now called occupations.
changes in practice and provided consistent terminology
for use by the profession. • Performance skills have been redefined, and Table
In Fall 1998, the AOTA Commission on Practice 3 has been revised accordingly.
(COP) embarked on the journey that culminated in • The following changes have been made to the in-
the Occupational Therapy Practice Framework: Domain terventions table (Table 6):
and Process (AOTA, 2002b). At that time, AOTA also o Consultation has been removed and has been in-
published The Guide to Occupational Therapy Practice fused throughout the document as a method of
(Moyers, 1999), which outlined contemporary practice service delivery.
for the profession. Using this document and the feedback o Additional intervention methods used in prac-
received during the review process for the third edition of tice have been added, and a clearer distinction
Uniform Terminology for Occupational Therapy, the COP is made among the interventions of occupations,
proceeded to develop a document that more fully articu- activities, and preparatory methods and tasks.
lated occupational therapy. o Self-advocacy and group interventions have been
The Framework is an ever-evolving document. As added.
an official AOTA document, it is reviewed on a 5-year o Therapeutic use of self has been moved to the
cycle for usefulness and the potential need for further process overview to ensure the understanding
refinements or changes. During the review period, the that use of the self as a therapeutic agent is inte-
COP collects feedback from members, scholars, authors, gral to the practice of occupational therapy and
practitioners, and other stakeholders. The revision pro- is used in all interactions with all clients.
cess ensures that the Framework maintains its integrity • Several additional, yet minor, changes have been
while responding to internal and external influences that made, including the creation of a preface, reorga-
should be reflected in emerging concepts and advances in nization for flow of content, and modifications to
occupational therapy. several definitions. These changes reflect feedback
The Framework was first revised and approved by received from AOTA members, educators, and
the RA in 2008. Changes to the document included other stakeholders.
S2 March/April 2014, Volume 68(Supplement 1)
Copyright © 2014 by the American Occupational Therapy Association.
Vision for This Work establishing a therapeutic relationship with each client
Although this revision of the Framework represents the and designing a treatment plan based on knowledge
latest in the profession’s efforts to clearly articulate the about the client’s environment, values, goals, and de-
occupational therapy domain and process, it builds on a sires (Meyer, 1922). They advocated for scientific prac-
set of values that the profession has held since its found- tice based on systematic observation and treatment
ing in 1917. This founding vision had at its center a (Dunton, 1934). Paraphrased using today’s lexicon, the
profound belief in the value of therapeutic occupations founders proposed a vision that was occupation based,
as a way to remediate illness and maintain health (Sla- client centered, contextual, and evidence based—the vi-
gle, 1924). The founders emphasized the importance of sion articulated in the Framework.
INTRODUCTION vided directly to clients using a collaborative approach
or indirectly on behalf of clients through advocacy or
The purpose of a framework is to provide a structure or consultation processes.
base on which to build a system or a concept (American Organization- or systems-level practice is a valid and
Heritage Dictionary of the English Language, 2003). The important part of occupational therapy for several reasons.
Occupational Therapy Practice Framework: Domain and First, organizations serve as a mechanism through which
Process describes the central concepts that ground occu- occupational therapy practitioners provide interventions
pational therapy practice and builds a common under- to support participation of those who are members of or
standing of the basic tenets and vision of the profession. served by the organization (e.g., falls prevention program-
The Framework does not serve as a taxonomy, theory, or ming in a skilled nursing facility, ergonomic changes to an
model of occupational therapy. assembly line to reduce cumulative trauma disorders). Sec-
By design, the Framework must be used to guide ond, organizations support occupational therapy practice
occupational therapy practice in conjunction with the and occupational therapy practitioners as stakeholders in
knowledge and evidence relevant to occupation and oc- carrying out the mission of the organization. It is the fidu-
cupational therapy within the identified areas of prac- ciary responsibility of practitioners to ensure that services
tice and with the appropriate clients. Embedded in this provided to organizational stakeholders (e.g., third-party
document is the profession’s core belief in the positive payers, employers) are of high quality and delivered in an
relationship between occupation and health and its view efficient and efficacious manner. Finally, organizations em-
of people as occupational beings. Occupational therapy ploy occupational therapy practitioners in roles in which
practice emphasizes the occupational nature of humans they use their knowledge of occupation and the profession
and the importance of occupational identity (Unruh, of occupational therapy indirectly. For example, practi-
2004) to healthful, productive, and satisfying living. As tioners can serve in positions such as dean, administrator,
Hooper and Wood (2014) stated, and corporate leader; in these positions, practitioners sup-
A core philosophical assumption of the profes-
port and enhance the organization but do not provide cli-
sion, therefore, is that by virtue of our biological
ent care in the traditional sense.
endowment, people of all ages and abilities require
The Framework is divided into two major sections:
occupation to grow and thrive; in pursuing occu-
(1) the domain, which outlines the profession’s purview
pation, humans express the totality of their being,
a mind–body–spirit union. Because human exis- and the areas in which its members have an established
tence could not otherwise be, humankind is, in body of knowledge and expertise, and (2) the process,
essence, occupational by nature. (p. 38) which describes the actions practitioners take when
The clients of occupational therapy are typically providing services that are client centered and focused
classified as persons (including those involved in care of on engagement in occupations. The profession’s under-
a client), groups (collectives of individuals, e.g., families, standing of the domain and process of occupational
workers, students, communities), and populations (col- therapy guides practitioners as they seek to support cli-
lectives of groups of individuals living in a similar lo- ents’ participation in daily living that results from the
cale—e.g., city, state, or country—or sharing the same dynamic intersection of clients, their desired engage-
or like characteristics or concerns). Services are pro- ments, and the context and environment (Christiansen
The American Journal of Occupational Therapy S3
Copyright © 2014 by the American Occupational Therapy Association.
& Baum, 1997; Christiansen, Baum, & Bass-Haugen, occupational therapy intervention are multidimen-
2005; Law, Baum, & Dunn, 2005). sional and support the end result of participation.
Although the domain and process are described sepa- • Engagement in occupation—performance of oc-
rately, in actuality they are linked inextricably in a transac- cupations as the result of choice, motivation, and
tional relationship. The aspects that constitute the domain meaning within a supportive context and environ-
and those that constitute the process exist in constant inter- ment. Engagement includes objective and subjec-
action with one another during the delivery of occupational tive aspects of clients’ experiences and involves the
therapy services. In other words, it is through simultane- transactional interaction of the mind, body, and
ous attention to the client’s body functions and structures, spirit. Occupational therapy intervention focuses
skills, roles, habits, routines, and context—combined with on creating or facilitating opportunities to engage
a focus on the client as an occupational being and the in occupations that lead to participation in desired
practitioner’s knowledge of the health- and performance- life situations (AOTA, 2008).
enhancing effects of occupational engagements—that out-
comes such as occupational performance, role competence,
Domain
and participation in daily life are produced.
Achieving health, well-being, and participation in Exhibit 1 identifies the aspects of the domain, and Fig-
life through engagement in occupation is the overarching ure 1 illustrates the dynamic interrelatedness among
statement that describes the domain and process of oc- them. All aspects of the domain, including occupations,
cupational therapy in its fullest sense. This statement client factors, performance skills, performance patterns,
acknowledges the profession’s belief that active engage- and context and environment, are of equal value, and
ment in occupation promotes, facilitates, supports, and together they interact to affect the client’s occupational
maintains health and participation. These interrelated identity, health, well-being, and participation in life.
concepts include Occupational therapists are skilled in evaluating all
• Health—“a state of complete physical, mental, aspects of the domain, their interrelationships, and the
and social well-being, and not merely the absence client within his or her contexts and environments. In ad-
of disease or infirmity” (World Health Organiza- dition, occupational therapy practitioners recognize the
tion [WHO], 2006, p. 1). importance and impact of the mind–body–spirit con-
• Well-being—“a general term encompassing the nection as the client participates in daily life. Knowledge
total universe of human life domains, including of the transactional relationship and the significance of
physical, mental, and social aspects” (WHO, meaningful and productive occupations form the basis
2006, p. 211). for the use of occupations as both the means and the ends
• Participation—“involvement in a life situation” of interventions ( Trombly, 1995). This knowledge sets
(WHO, 2001, p. 10). Participation naturally oc- occupational therapy apart as a distinct and valuable ser-
curs when clients are actively involved in carrying vice (Hildenbrand & Lamb, 2013) for which a focus on
out occupations or daily life activities they find pur- the whole is considered stronger than a focus on isolated
poseful and meaningful. More specific outcomes of aspects of human function.
CLIENT PERFORMANCE PERFORMANCE CONTEXTS AND
OCCUPATIONS FACTORS SKILLS PATTERNS ENVIRONMENTS
Activities of daily living Values, beliefs, and Motor skills Habits Cultural
(ADLs)* spirituality Process skills Routines Personal
Instrumental activi- Body functions Social interaction skills Rituals Physical
ties of daily living Body structures Roles Social
(IADLs) Temporal
Rest and sleep Virtual
Education
Work
Play
Leisure
Social participation
*Also referred to as basic activities of daily living (BADLs) or personal activities of daily living (PADLs).
Exhibit 1. Aspects of the domain of occupational therapy. All aspects of the domain transact to support engagement,
participation, and health. This exhibit does not imply a hierarchy.
S4 March/April 2014, Volume 68(Supplement 1)
Copyright © 2014 by the American Occupational Therapy Association.
Education
Social
Play
Participation
Work
Client Performance
Factors Patterns
Performance
Rest/ Skills ADLs
Sleep
IADLs
Leisure
Figure 1. Occupational therapy’s domain.
Note. ADLs = activities of daily living; IADLs = instrumental activities of daily living.
The discussion that follows provides a brief expla- (Hinojosa, Kramer, Royeen, & Luebben, 2003).
nation of each aspect of the domain. Tables included at Thus, occupations are unique to each individual
the end of the document provide full descriptions and and provide personal satisfaction and fulfillment
definitions of terms. as a result of engaging in them (AOTA, 2002b;
Pierce, 2001)” (Hinojosa & Blount, 2009, pp.
Occupations
1–2).
Occupations are central to a client’s (person’s, group’s, • “In occupational therapy, occupations refer to the
or population’s) identity and sense of competence and everyday activities that people do as individuals, in
have particular meaning and value to that client. Several families and with communities to occupy time and
definitions of occupation are described in the literature bring meaning and purpose to life. Occupations
and can add to an understanding of this core concept: include things people need to, want to and are ex-
• “Goal-directed pursuits that typically extend over pected to do” (World Federation of Occupational
time, have meaning to the performance, and in- Therapists, 2012).
volve multiple tasks” (Christiansen et al., 2005, p. • “Activities . . . of everyday life, named, organized,
548). and given value and meaning by individuals and
• “The things that people do that occupy their time a culture. Occupation is everything people do to
and attention; meaningful, purposeful activity; occupy themselves, including looking after them-
the personal activities that individuals choose or selves . . . enjoying life . . . and contributing to the
need to engage in and the ways in which each in- social and economic fabric of their communities”
dividual actually experiences them” (Boyt Schell, (Law, Polatajko, Baptiste, & Townsend, 1997, p.
Gillen, & Scaffa, 2014a, p. 1237). 32).
• “When a person engages in purposeful activities • “A dynamic relationship among an occupational
out of personal choice and they are valued, these form, a person with a unique developmental struc-
clusters of purposeful activities form occupations ture, subjective meanings and purpose, and the
The American Journal of Occupational Therapy S5
Copyright © 2014 by the American Occupational Therapy Association.
resulting occupational performance” (Nelson & can contribute to a well-balanced and fully functional life-
Jepson-Thomas, 2003, p. 90). style or to a lifestyle that is out of balance and characterized
• “Occupation is used to mean all the things peo- by occupational dysfunction. For example, excessive work
ple want, need, or have to do, whether of physical, without sufficient regard for other aspects of life, such as
mental, social, sexual, political, or spiritual nature sleep or relationships, places clients at risk for health prob-
and is inclusive of sleep and rest. It refers to all lems (Hakansson, Dahlin-Ivanoff, & Sonn, 2006).
aspects of actual human doing, being, becoming, Sometimes occupational therapy practitioners use
and belonging. The practical, everyday medium the terms occupation and activity interchangeably to de-
of self-expression or of making or experiencing scribe participation in daily life pursuits. Some scholars
meaning, occupation is the activist element of hu- have proposed that the two terms are different (Chris-
man existence whether occupations are contem- tiansen & Townsend, 2010; Pierce, 2001; Reed, 2005).
plative, reflective, and meditative or action based” In the Framework, the term occupation denotes life en-
(Wilcock & Townsend, 2014, p. 542). gagements that are constructed of multiple activities.
The term occupation, as it is used in the Framework, Both occupations and activities are used as interventions
refers to the daily life activities in which people engage. by practitioners. Participation in occupations is consid-
Occupations occur in context and are influenced by the ered the end result of interventions, and practitioners
interplay among client factors, performance skills, and use occupations during the intervention process as the
performance patterns. Occupations occur over time; means to the end.
have purpose, meaning, and perceived utility to the cli- Occupations often are shared and done with others.
ent; and can be observed by others (e.g., preparing a Those that implicitly involve two or more individuals may
meal) or be known only to the person involved (e.g., be termed co-occupations (Zemke & Clark, 1996). Care-
learning through reading a textbook). Occupations can giving is a co-occupation that involves active participation
involve the execution of multiple activities for comple- on the part of both the caregiver and the recipient of care.
tion and can result in various outcomes. The Framework For example, the co-occupations required during parent-
identifies a broad range of occupations categorized as ing, such as the socially interactive routines of eating, feed-
activities of daily living (ADLs), instrumental activities ing, and comforting, may involve the parent, a partner, the
of daily living (IADLs), rest and sleep, education, work, child, and significant others (Olson, 2004); the activities
play, leisure, and social participation (Table 1). inherent in this social interaction are reciprocal, interac-
When occupational therapy practitioners work with tive, and nested co-occupations (Dunlea, 1996; Esdaile &
clients, they identify the many types of occupations clients Olson, 2004). Consideration of co-occupations supports
engage in while alone or with others. Differences among an integrated view of the client’s engagement in context in
persons and the occupations they engage in are complex and relationship to significant others.
multidimensional. The client’s perspective on how an occu- Occupational participation occurs individually or
pation is categorized varies depending on that client’s needs with others. It is important to acknowledge that clients
and interests as well as the context. For example, one person can be independent in living regardless of the amount of
may perceive doing laundry as work, whereas another may assistance they receive while completing activities. Clients
consider it an IADL. One group may engage in a quiz game may be considered independent when they perform or di-
and view their participation as play, but another group may rect the actions necessary to participate, regardless of the
engage in the same quiz game and view it as education. amount or kind of assistance required, if they are satisfied
The ways in which clients prioritize engagement in with their performance. In contrast with definitions of
selected occupations may vary at different times. For ex- independence that imply a level of physical interaction
ample, clients in a community psychiatric rehabilitation with the environment or objects within the environment,
setting may prioritize registering to vote during an elec- occupational therapy practitioners consider clients to be
tion season and food preparation during holidays. The independent whether they perform the component activ-
unique features of occupations are noted and analyzed ities by themselves, perform the occupation in an adapted
by occupational therapy practitioners, who consider all or modified environment, use various devices or alterna-
components of the engagement and use them effectively tive strategies, or oversee activity completion by others
as both a therapeutic tool and a way to achieve the tar- (AOTA, 2002a). For example, people with a spinal cord
geted outcomes of intervention. injury who direct a personal care assistant to assist them
The extent to which a person is involved in a particular with their ADLs are demonstrating independence in this
occupational engagement is also important. Occupations essential aspect of their lives.
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Copyright © 2014 by the American Occupational Therapy Association.
Occupational therapy practitioners recognize that absence, or limitation of specific body functions and
health is supported and maintained when clients are body structures does not necessarily ensure a client’s
able to engage in home, school, workplace, and com- success or difficulty with daily life occupations. Occu-
munity life. Thus, practitioners are concerned not only pational performance and various types of client fac-
with occupations but also with the variety of factors tors may benefit from supports in the physical or so-
that empower and make possible clients’ engagement cial environment that enhance or allow participation.
and participation in positive health-promoting occupa- It is through the process of observing clients engaging
tions (Wilcock & Townsend, 2014). in occupations and activities that occupational therapy
practitioners are able to determine the transaction be-
Client Factors
tween client factors and performance and to then create
Client factors are specific capacities, characteristics, or adaptations and modifications and select activities that
beliefs that reside within the person and that influence best promote enhanced participation.
performance in occupations (Table 2). Client factors are Client factors can also be understood as pertaining
affected by the presence or absence of illness, disease, to individuals at the group and population level. Al-
deprivation, disability, and life experiences. Although cli- though client factors may be described differently when
ent factors are not to be confused with performance skills, applied to a group or population, the underlying tenets
client factors can affect performance skills. Thus, client do not change substantively.
factors may need to be present in whole or in part for a
Performance Skills
person to complete an action (skill) used in the execution
of an occupation. In addition, client factors are affected Various approaches have been used to describe and catego-
by performance skills, performance patterns, contexts rize performance skills. The occupational therapy literature
and environments, and performance and participation in from research and practice offers multiple perspectives on
activities and occupations. It is through this cyclical rela- the complexity and types of skills used during performance.
tionship that preparatory methods, activities, and occu- Performance skills are goal-directed actions that are
pations can be used to affect client factors and vice versa. observable as small units of engagement in daily life oc-
Values, beliefs, and spirituality influence a person’s cupations. They are learned and developed over time
motivation to engage in occupations and give his or her and are situated in specific contexts and environments
life meaning. Values are principles, standards, or qualities (Fisher & Griswold, 2014). Fisher and Griswold (2014)
considered worthwhile by the client who holds them. Be- categorized performance skills as motor skills, process
liefs are cognitive content held as true (Moyers & Dale, skills, and social interaction skills (Table 3). Various
2007). Spirituality is “the aspect of humanity that refers body structures, as well as personal and environmen-
to the way individuals seek and express meaning and pur- tal contexts, converge and emerge as occupational per-
pose and the way they experience their connectedness to formance skills. In addition, body functions, such as
the moment, to self, to others, to nature, and to the sig- mental, sensory, neuromuscular, and movement-related
nificant or sacred” (Puchalski et al., 2009, p. 887). functions, are identified as the capacities that reside
Body functions and body structures refer to the “phys- within the person and also converge with structures and
iological function of body systems (including psycho- environmental contexts to emerge as performance skills.
logical functions) and anatomical parts of the body This description is consistent with WHO’s (2001) In-
such as organs, limbs, and their components,” respec- ternational Classification of Functioning, Disability and
tively (WHO, 2001, p. 10). Examples of body functions Health.
include sensory, musculoskeletal, mental (affective, cog- Performance skills are the client’s demonstrated
nitive, perceptual), cardiovascular, respiratory, and en- abilities. For example, praxis capacities, such as imitat-
docrine functions. Examples of body structures include ing, sequencing, and constructing, affect a client’s mo-
the heart and blood vessels that support cardiovascular tor performance skills. Cognitive capacities, such as per-
function (for additional examples, see Table 2). Body ception, affect a client’s process performance skills and
structures and body functions are interrelated, and oc- ability to organize actions in a timely and safe manner.
cupational therapy practitioners must consider them Emotional regulation capacities can affect a client’s abil-
when seeking to promote clients’ ability to engage in ity to effectively respond to the demands of occupation
desired occupations. with a range of emotions. It is important to remember
Moreover, occupational therapy practitioners un- that many body functions underlie each performance
derstand that, despite their importance, the presence, skill.
The American Journal of Occupational Therapy S7
Copyright © 2014 by the American Occupational Therapy Association.
Performance skills are also closely linked and are When considering roles, occupational therapy practi-
used in combination with one another as a client en- tioners are concerned with how clients construct their
gages in an occupation. A change in one performance occupations to fulfill their perceived roles and identity
skill can affect other performance skills. Occupational and whether their roles reinforce their values and beliefs.
therapy practitioners observe and analyze performance Some roles lead to stereotyping and restricted engage-
skills to understand the transactions among client fac- ment patterns. Jackson (1998a, 1998b) cautioned that
tors, context and environment, and activity or occupa- describing people by their roles can be limiting and can
tional demands, which support or hinder performance promote segmented rather than enfolded occupations.
skills and occupational performance (Chisholm & Boyt Rituals are symbolic actions with spiritual, cultural,
Schell, 2014; Hagedorn, 2000). or social meaning. Rituals contribute to a client’s iden-
In practice and in some literature, underlying body tity and reinforce the client’s values and beliefs (Fiese,
functions are labeled as performance skills and are seen 2007; Segal, 2004).
in various combinations such as perceptual–motor skills Performance patterns develop over time and are in-
and social–emotional skills. Although practitioners may fluenced by all other aspects of the occupational therapy
focus on underlying capacities such as cognition, body domain. Practitioners who consider clients’ performance
structures, and emotional regulation, the Framework patterns are better able to understand the frequency and
defines performance skills as those that are observable manner in which performance skills and occupations
and that are key aspects of successful occupational par- are integrated into clients’ lives. Although clients may
ticipation. Table 3 provides definitions of the various have the ability to engage in skilled performance, if
skills in each category. they do not embed essential skills in a productive set
Resources informing occupational therapy practice of engagement patterns, their health, well-being, and
related to performance skills include Fisher (2006); Po- participation may be negatively affected. For example,
latajko, Mandich, and Martini (2000); and Fisher and a client who has the skills and resources to engage in
Griswold (2014). Detailed information about the ways appropriate grooming, bathing, and meal preparation
performance skills are used in occupational therapy prac- but does not embed them into a consistent routine may
tice may be found in the literature on specific theories struggle with poor nutrition and social isolation. Table
and models such as the Model of Human Occupation 4 provides examples of performance patterns for persons
(Kielhofner, 2008), the Cognitive Orientation to Daily and groups or populations.
Occupational Performance (Polatajko & Mandich,
Context and Environment
2004), the Occupational Therapy Intervention Process
Model (Fisher, 2009), sensory integration theory (Ayres, Engagement and participation in occupation take place
1972, 2005), and motor learning and motor control the- within the social and physical environment situated
ory (Shumway-Cook & Woollacott, 2007). within context. In the literature, the terms environ-
ment and context often are used interchangeably. In the
Performance Patterns
Framework, both terms are used to reflect the impor-
Performance patterns are the habits, routines, roles, and tance of considering the wide array of interrelated vari-
rituals used in the process of engaging in occupations or ables that influence performance. Understanding the
activities that can support or hinder occupational per- environments and contexts in which occupations can
formance. Habits refers to specific, automatic behaviors; and do occur provides practitioners with insights into
they may be useful, dominating, or impoverished (Boyt their overarching, underlying, and embedded influences
Schell, Gillen, & Scaffa, 2014b; Clark, 2000; Dunn, on engagement.
2000). Routines are established sequences of occupations The physical environment refers to the natural (e.g.,
or activities that provide a structure for daily life; rou- geographic terrain, plants) and built (e.g., buildings,
tines also can promote or damage health (Fiese, 2007; furniture) surroundings in which daily life occupa-
Koome, Hocking, & Sutton, 2012; Segal, 2004). tions occur. Physical environments can either sup-
Roles are sets of behaviors expected by society and port or present barriers to participation in meaningful
shaped by culture and context; they may be further con- occupations. Examples of barriers include doorway
ceptualized and defined by a client (person, group, or widths that do not allow for wheelchair passage or
population). Roles can provide guidance in selecting oc- absence of healthy social opportunities for people ab-
cupations or can be used to identify activities connected staining from alcohol use. Conversely, environments
with certain occupations in which a client engages. can provide supports and resources for service delivery
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Copyright © 2014 by the American Occupational Therapy Association.
(e.g., community, health care facility, home). The so- Interwoven throughout all contexts and environ-
cial environment consists of the presence of, relation- ments is the concept of occupational justice, defined as “a
ships with, and expectations of persons, groups, and justice that recognizes occupational rights to inclusive
populations with whom clients have contact (e.g., participation in everyday occupations for all persons in
availability and expectations of significant individuals, society, regardless of age, ability, gender, social class, or
such as spouse, friends, and caregivers). other differences” (Nilsson & Townsend, 2010, p. 58).
The term context refers to elements within and sur- Occupational justice describes the concern that occu-
rounding a client that are often less tangible than physical pational therapy practitioners have with the ethical,
and social environments but nonetheless exert a strong moral, and civic aspects of clients’ environments and
influence on performance. Contexts, as described in the contexts. As part of the occupational therapy domain,
Framework, are cultural, personal, temporal, and virtual. practitioners consider how these aspects can affect the
The cultural context includes customs, beliefs, activity implementation of occupational therapy and the target
patterns, behavioral standards, and expectations accepted outcome of participation.
by the society of which a client is a member. The cul- Several environments and contexts can present occu-
tural context influences the client’s identity and activity pational justice issues. For example, an alternative school
choices, and practitioners must be aware, for example, of placement for children with psychiatric disabilities could
norms related to eating or deference to medical profes- provide academic support and counseling but limit op-
sionals when working with someone from another cul- portunity for participation in sports, music programs, and
ture and of socioeconomic status when providing a dis- organized social activities. A residential facility could offer
charge plan for a young child and family. Personal context safety and medical support but provide little opportunity
refers to demographic features of the individual, such as for engagement in the role-related activities that were once
age, gender, socioeconomic status, and educational level, a source of meaning for residents. Poor communities that
that are not part of a health condition (WHO, 2001). lack accessibility and resources make participation espe-
Temporal context includes stage of life, time of day or year, cially difficult and dangerous for people with disabilities.
duration or rhythm of activity, and history. Occupational therapy practitioners may recognize areas of
Finally, virtual context refers to interactions that occupational injustice and work to support policies, ac-
occur in simulated, real-time, or near-time situations tions, and laws that allow people to engage in occupations
absent of physical contact. The virtual context is be- that provide purpose and meaning in their lives.
coming increasingly important for clients as well as oc- By understanding and addressing the specific justice
cupational therapy practitioners and other health care issues within a client’s discharge environment, occupa-
providers. Clients may require access to and the ability tional therapy practitioners promote therapy outcomes
to use technology such as cell or smartphones, comput- that address empowerment and self-advocacy. Occupa-
ers or tablets, and videogame consoles to carry out their tional therapy’s focus on engagement in occupations
daily routines and occupations. and occupational justice complements WHO’s (2001)
Contexts and environments affect a client’s access perspective on health. In an effort to broaden the un-
to occupations and influence the quality of and satis- derstanding of the effects of disease and disability on
faction with performance. A client who has difficulty health, WHO recognized that health can be affected
performing effectively in one environment or context by the inability to carry out activities and participate
may be successful when the environment or context is in life situations caused both by environmental barriers
changed. The context within which the engagement and by problems that exist in body structures and body
in occupations occurs is specific for each client. Some functions. The Framework identifies occupational jus-
contexts are external to clients (e.g., virtual), some are tice as both an aspect of contexts and environments and
internal to clients (e.g., personal), and some have both an outcome of intervention.
external features and internalized beliefs and values
(e.g., cultural).
Process
Occupational therapy practitioners recognize that
for clients to truly achieve an existence of full partic- This section operationalizes the process undertaken by
ipation, meaning, and purpose, clients must not only occupational therapy practitioners when providing ser-
function but also engage comfortably with their world, vices to clients. Exhibit 2 identifies the aspects of the
which consists of a unique combination of contexts and process, and Figure 2 illustrates the dynamic interrelat-
environments (Table 5). edness among them. The occupational therapy process is
The American Journal of Occupational Therapy S9
Copyright © 2014 by the American Occupational Therapy Association.
Evaluation
Occupational profile—The initial step in the evaluation process, which provides an understanding of the client’s occupational history and experiences,
patterns of daily living, interests, values, and needs . The client’s reasons for seeking services, strengths and concerns in relation to performing occupations
and daily life activities, areas of potential occupational disruption, supports and barriers, and priorities are also identified .
Analysis of occupational performance—The step in the evaluation process during which the client’s assets and problems or potential problems are more
specifically identified . Actual performance is often observed in context to identify supports for and barriers to the client’s performance . Performance
skills, performance patterns, context or environment, client factors, and activity demands are all considered, but only selected aspects may be specifically
assessed . Targeted outcomes are identified .
Intervention
Intervention plan—The plan that will guide actions taken and that is developed in collaboration with the client . It is based on selected theories, frames of
reference, and evidence . Outcomes to be targeted are confirmed .
Intervention implementation—Ongoing actions taken to influence and support improved client performance and participation . Interventions are directed at
identified outcomes . The client’s response is monitored and documented .
Intervention review—Review of the intervention plan and progress toward targeted outcomes .
Targeting of Outcomes
Outcomes—Determinants of success in reaching the desired end result of the occupational therapy process . Outcome assessment information is used to plan
future actions with the client and to evaluate the service program (i .e ., program evaluation) .
Exhibit 2. Process of occupational therapy service delivery.
The process of service delivery is applied within the profession’s domain to support the client’s health and participation.
the client-centered delivery of occupational therapy ser- an overview of the process as it is applied within the
vices. The process includes evaluation and intervention profession’s domain, (2) the evaluation process, (3) the
to achieve targeted outcomes, occurs within the purview intervention process, and (4) the process of targeting
of the occupational therapy domain, and is facilitated by outcomes.
the distinct perspective of occupational therapy practi-
Overview of the Occupational Therapy Process
tioners when engaging in clinical reasoning, analyzing
activities and occupations, and collaborating with cli- Many professions use a similar process of evaluating, in-
ents. This section is organized into four broad areas: (1) tervening, and targeting intervention outcomes. However,
Occupational
Profile
Analysis of
Occupational
Performance
Collaboration
Between
Practitioner
and Client
Intervention Plan
Selecting
Outcome Measures Intervention
Implementation
Applying
Outcomes Intervention
Review
Figure 2. Occupational therapy’s process.
S10 March/April 2014, Volume 68(Supplement 1)
Copyright © 2014 by the American Occupational Therapy Association.