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1nLkALU1IC SkILLS 2

MCDLLS CI DLVLLCMLN1













Figure 1.1 The life cycle as progressive, sequential, and cumulative

Nodel - is a symbolic representation used to explain an idea. The figure shown above
represents a typical, historical model of a life cycle.

!n this traditional model shown, the first two decades, referred as Development",
are characterized by cumulative expansion. Later life, Aging, is literally downhill
represented by the mirror image of development, which is decline.

***Why thus Aging" is defined as the mirror image of development?

Answer:
The study of development has typically looked at increments in behavior, such as the
infant obtaining motor skills, the child acquiring selfcare skills, and the adolescent
acquiring an independent sense of identity. !n contrast, common models of adult
behavior have inaccurately but traditionally been decremental in nature, i.e., depicting
the changes that accompany aging in the direction of slowness, reduced behavior,
reduced acquisition of skills, less performance, and reduced independence.



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"NPAR!S"! "F ACE -RELATED STACES "F L!FE

hronological
Phases
of Life

Age

Age
Life Stage or Period
of
Development
Cerminal, Embryonic,
Fetal
!nfancy
Early childhood
Niddle childhood
Late childhood
Niddle or late
adolescence
Late adolescence or
emerging adulthood
Early adulthood
Niddle adulthood

Late adulthood
before birth

02
3S
68
311
1618

1322

2334
4364

6S+
conception to birth

03
3S
612, 13
12, 1317, 18
17, 18 early 20s

early 20s middle 30s


middle 30s middle
60s
middle 60s death


prenatal period

infancy
preschool years
middle childhood
early adolescence
later adolescence

early adulthood


middle adulthood

later adulthood

Naturity or Adulthood - is typically regarded as the time of decision making and productive
contribution to society through child rearing, maintaining an occupation, and maintaining a role
in the community.
This stage of development may span S0 years, and in comparison to earlier life stages,
has until recently been relatively neglected as a focus of research.

List of Developmental tasks associated in each Period of Development:

1. Early adulthood
selecting a mate
starting a family
rearing a children
providing a home environment for that family by holding a job
keeping a home
participating in civic affairs

2. Niddle adulthood
preparing older children to make transition to adulthood
adjusting to physiological changes associated with aging
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developing leisure time skills (for which there is more time available due to reduced
family demands)
resuming a spousal role where parents can relate as mates rather than as fellow
parents.

. Late adulthood
Late adulthood or old age encompasses the time from about age 6S until death. At this
age it is commonly stereotyped as a time of decline and withdrawal.
it is recognized that they have increased time of productivity and activity.
the retirement an option rather than an obligation
they have increased leisure time
diminished family responsibilities
they develop new hobbies and skills
a time of adjustment and loss

***The PT and "T usually roles are providing direct care to patient's or consulting with
nursing staff regarding variety of factors such as client's mobility with walkers or wheelchairs in
the home, making the home safe and functional for individuals with sensory impairments and
providing assistive devices for clients who want to function as independently as possible in daily
living skills, such as bathing, meal preparations, and dressing.

Developmental Task and Therapy

Developmental task - is the midway of between an individual need and a societal demand.
!t is a useful concept for students who would relate human development and behavior
to the problems and processes of education. !n addition, it is a useful concept for relating
human development to both Physical and Occupational Therapy.

Activities or Tasks - are the tools of the Occupational Therapy. Thus, these two terms are
used synonymously, but they have different meaning.

TASKS - imply action and the process of doing, it is generally associated with some end
product or accomplishments, (i.e., we speak of accomplishing a task and doing or performing
an activity).

TASK A!D AT!v!TY A!ALYS!S

Task analysis - is the examination and reduction of specific behaviors, skills, or abilities into
the component behaviors necessary for performing them.

this refers to examining an expected behavior or function and determining what skills
or steps are essential for its successful achievement.
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Developmental task analysis - involves two (2) steps:

1. Recognizing that one's performance (skill level) of specific tasks and one's interest in
tasks changes over time.
2. Determining what tasks are associated with or appropriate for a certain age or level
of development.
Thus, Developmental tasks analysis refers to examine those tasks in terms of society's
expectation of the age at which they should be accomplished.


AT!v!TY A!ALYS!S - determines all the characteristics of activities, how to modify them for
specific pathologies, and the nature and the extent of all the skills required for productive use of
those activities in treatment.


CnCCSING AN AC1IVI1 AND ASSLSSING 1nLkALU1IC ALICA1ICN
1he occupaLlonal Lherapy process has several sLeps Lhese are
1 Screenlng and evaluaLlon
2 1reaLmenL plannlng
3 lmplemenLaLlon of LreaLmenL
4 8eevaluaLlon
noLe Chooslng an acLlvlLy for a paLlenL lnlLlally occurs durlng Lhe LreaLmenL plannlng sLage
What are the fo||ow|ng common approaches to 1reatment p|ann|ng?
a LlsL Lhe paLlenL's problems
b rlorlLlze Lhe problems
c Compose long Lermgoals for Lhe mosL lmporLanL and/or LreaLable problems
d 1o llsL acLlvlLles LhaL could help Lhe paLlenL accompllsh Lhe shorLLerm ob[ecLlve s and
consequenLly Lake sLeps ln Lhe dlrecLlon of achlevlng Lhe longLerm goals
e lL has lLs own 8aLlonale" ls Lhe reasonlng behlnd Lhe cholce of parLlcular acLlvlLles
AnoLher name of Lhe raLlonale ls cllolcol teosooloq

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1wo (2) types of Goa|s
LCnC1L8M CCALS Lhese are ofLen LhoughL of as Lhe ouLcome Lhe LheraplsL would
expecL Lo see" usually Lhe Llme frame of Lhls goal ls abouL Lhree (3) monLhs Lo one (1) year
SPC811L8M CCALS Lhese are Lhe ob[ecLlves or llsL of speclflc plan of acLlon of Lhe
LheraplsL LhaL Lhe paLlenL could reasonably achleve ln one (1) week

CuesLlons for Culdlng Cllnlcal 8easonlng
1 Whlch of Lhe paLlenL's goals/ob[ecLlves can be achleved by dolng Lhls acLlvlLy?
2 WhaL paLlenLs have you had ln Lhe pasL wlLh slmllar problems? WhaL acLlvlLles dld you use
wlLh Lhem?
3 WhaL acLlvlLy would Lhe paLlenL llke Lo do? Are Lhe paLlenL's reasons for chooslng LhaL
acLlvlLy loglcal and reasonable Lo you?
4 WhaL acLlvlLy can you reasonably expecL Lhe paLlenL Lo accompllsh ln Lhe Llme you expecL Lo
work wlLh hlm or her
3 Could Lhls acLlvlLy help change Lhe paLlenL's hablLs?
6 WhaL acLlvlLy can help Lhe paLlenL learn new skllls?
7 WhaL acLlvlLy could have an effecL on Lhe paLlenL's underlylng dlsease process?
8 WhaL acLlvlLy would allow Lhe paLlenL Lo use hls/her remalnlng capablllLles?
9 WhaL acLlvlLy would make use of Lhe paLlenL's remalnlng sLrengLh?
10 Wlll Lhe paLlenL's dlsablllLy requlre LhaL Lhe Lhx do parL of Lhe acLlvlLy for hlm or her?
11 WhaL acLlvlLles flL Lhe paLlenL's culLural ldenLlLy?
12 WhaL acLlvlLles flL Lhe paLlenL's age and sexual ldenLlLles?
13 WhaL facLors ln Lhls acLlvlLy could make Lhe paLlenL worse raLher Lhan bellef?
14 Can Lhe acLlvlLy be compleLed before Lhe paLlenL ls dlscharge?
13 ls Lhe paLlenL physlcally emoLlonally and cognlLlvely able Lo compleLe Lhe acLlvlLy?
16 uo you have Lhe maLerlals Lo do Lhe acLlvlLy or can Lhey reasonably be obLalned?
17 Pow easy would lL be Lo make Lhls acLlvlLy more challenglng or less demandlng for Lhe
paLlenL?
18 lf you were called away before Lhe paLlenL compleLed Lhe acLlvlLy could anoLher LheraplsL
easlly Lake over?
19 ls Lhls acLlvlLy approprlaLe for Lhe frame of reference you are uslng?
20 Pow can you measure Lhe paLlenL's progress Loward Lhe goal for whlch Lhe acLlvlLy was
chose?
21 Pow wlll you know LhaL Lhe goal for whlch Lhls acLlvlLy was chosen has been achleved?




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AC1IVI1 ANALSIS (8as|c form)

l name of Lhe acLlvlLy
ll aLlenL lnformaLlon (for a hypoLheLlcal paLlenL)
A ulagnosls
8 Age
C Sex
u CulLural ldenLlflcaLlon
L CccupaLlon
l LducaLlonal Level
C lamlly slLuaLlon
lll 1reaLmenL goal for whlch acLlvlLy ls lnLended
lv 1reaLmenL seLLlng requlremenLs
A Slze of room
8 Worklng space per person
C lurnlLure arrangemenL (use dlagram lf necessary)
u LlghLlng requlremenLs
L LqulpmenL and appllances
l venLllaLlon and LemperaLure
v MaLerlals and Lools needed amounL and cosL of each
vl resesslon preparaLlon
A 8y whom
8 SLeps ln preparaLlon
C 1lme requlred
vll lacemenL of Lools and maLerlals (eg ln cupboard on Lable)
vlll SLeps ln crafL acLlvlLy (number ln order and descrlbe each sLep lncludlng Llme requlred)
lx MeLhod of lnsLrucLlon (eg demonsLraLlon verbal dlrecLlons audlo or vlsual ald)
x CpporLunlLles for gradlng acLlvlLy
A Slmpler Lo more complex
8 Complex Lo slmpler
xl recauLlons (eg balance/galL or sulcldal rlsk)

LkICkMANCL CCMCNLN1S
xll Sensory moLor aspecLs
A Sensory awareness/processlng
1 uoes Lhe crafL sLlmulaLe Lhe vlsual sysLem? Pow?
2 ls Lhe audlLory sysLem sLlmulaLed by Lhls crafL? Pow?
3 uoes Lhe crafL process sLlmulaLe Lhe olfacLory sysLem? Pow?
4 uoes Lhe gusLaLory sysLem recelve sLlmulaLlon? Pow?
3 WhaL LacLlle lnvolvemenL ls requlred?
6 ls proprlocepLlon/klnesLhesla/orlenLaLlon of Lhe body ln space lnvolved ln Lhls
acLlvlLy? Pow?
7 uoes Lhe crafL lnvolve vesLlbular/equlllbrlum sLlmulaLlon? Pow?
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8 ls LemperaLure awareness necessary ln order Lo do Lhls acLlvlLy? When?

8 Sensory percepLual skllls
1 ls sLereognosls knowlng by feel necessary durlng Lhls process? When?
2 ls awareness of body scheme or poslLlon of Lhe body ln space essenLlal ln Lhls
acLlvlLy? When?
3 uoes Lhe paLlenL need Lo dlscrlmlnaLe Lhe rlghL from Lhe lefL slde ln Lhls crafL?
When?
4 ls lL necessary Lo be able Lo dlsLlngulsh wheLher forms shapes and space are Lhe
same? When?
3 Wlll lL be necessary for Lhe paLlenL Lo dlsLlngulsh a flgure or ob[ecL from lLs
background?
6 Wlll Lhe paLlenL be requlred Lo use depLh percepLlon Lo do Lhls Lask? Lxplaln

xlll neuromuscular
A Whlch [olnL movemenLs are lnvolved? (eg flexlon exLenslon abducLlon adducLlon)
8 Are movemenLs passlve or acLlve?
C Whlch of Lhe muscle groups are lnvolved?
u Pow much range of moLlon ls necessary? (eg full llmlLed moderaLe)
L ls muscle Lone llmlLlng compleLlon of Lask? (eg spasLlclLy flaccldlLy)
l ls coordlnaLlon flne or gross?
C Pow wlll Lhe paLlenL be poslLloned? (eg seaLed sLandlng lylng down)
P Pow much endurance and sLrengLh are requlred ln each poslLlon?
l ls an asslsLlve devlce necessary?
xlv CognlLlon
A CrlenLaLlon (ls each of Lhe below necessary? Why?)
1 1lme
2 lace
3 erson
8 ALLenLlon span longesL Llme perlod requlred for concenLraLlon on one sLep
C Memory
1 ShorLLerm memory requlremenLs (10sec Lo 10mln)
2 8ecenL memory requlremenLs (hours days monLhs)
3 LongLerm memory requlremenLs (years Lo remoLe pasL)
u Comprehenslon level (use elLher age or gradelevel performance expecLaLlons)
L !udgmenL
1 need for formulaLlng an oplnlon
2 need Lo make comparlsons
3 need for soclally approprlaLe expresslon of oplnlons or responses
4 need for lmpulse conLrol
xv sychosoclal
A CpporLunlLles for LesLlng reallLy of paLlenL's own percepLlons/bellefs (eg ls my
behavlor/percepLlon/bellef normal?)
8 CpporLunlLles for affecLlve expresslon
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1 PosLlllLy/aggresslon (eg moLlon such as hammerlng Learlng plerclng)
2 Sadness (eg slow movemenLs)
3 Papplness (eg prlde hope laughLer)
4 Lovlng (eg sLroklng holdlng)
C CpporLunlLles for creaLlve expresslon
1 ldeas
2 lannlng
3 lnvenLlveness
4 CurloslLy
3 use of color shape deslgn
u lnLerpersonal opporLunlLles
1 needlng Lo cooperaLe wlLh
a Lhe LheraplsL
b anoLher paLlenL
c Lhe group
2 Sharlng Lools
3 lncreaslng selfesLeem
4 ueveloplng leadershlp
xvl CpporLunlLles for pracLlclng workrelaLed skllls
A 1aklng lnsLrucLlon
8 AccepLlng auLhorlLy
C 8elng able Lo adapL
u SeLLlng goals
L lannlng lndependenLly/cooperaLlvely
l erformlng lndependenLly/cooperaLlvely
C Showlng sLress managemenL/coplng skllls
P uemonsLraLlng body mechanlcs
l 1lmlng/walLlng
! CounLlng
k Maklng declslons
L LvaluaLlng self




________________________
CccupaLlonal 1herapy SLudenL