A set of interrelated concepts from a variety of discipline that are compatible, combined with a plan of action

FORs offers PT a way to structure intervention amd think about intervention progression

Multiple FORs can not be used for OTs

The client chooses the most appropriate approach and context if delivery

Create new conceptualization of theoretical information

Therapists select sections from a variety of (1) and (2) these pieces of (3) together

Theorietical base provides foundation for the entire FOR

Not concerned with change and only describe relationships between phenomenal

Concerned with change and describe the theoretical information the therapist will use to promote change in the individual

This is a guide for intervention

Constant theories can not be combined with dynamic theories

This is stage specific

Focuses on the environment and all factors affecting it

This can be defined as "sequencial changes"

This is the client/patient's ability to learn new skills

What is the goal of an OT

How many FORs can be used

What does a patient need to do to achieve their OT goals

Choose the types of environment

What must the OT consider in their client when choosing an FOR

It is an OT plan management (plan to action)

This is the FOCUS of the FOR. It also identifies activities addressed by a particular FOR.

Ideas that are held to be true and are not questioner or tested in any way; basic beliefs (it may not be true)

Identifies areas of function with which the frame lf references are concerned

This can fall under function or dysfunction spectrum

This is the expected ability, skills and strengths

This represents a person's limitation, concerns, disability, weakness and complain

Identify whether its function/dysfunction (non-verbal): ability to communicate nonverbally with an unfamilliar person

Identify whether its function/dysfunction (non-verbal): making eye contact

Identify whether its function/dysfunction (non-verbal): smiling

Identify whether its function/dysfunction (non-verbal): appearing physically comfortable with other people

Identify whether its function/dysfunction (non-verbal): assumes child like posture

Identify whether its function/dysfunction (non-verbal): uncontrollable blushing

Identify whether its function/dysfunction (verbal contact): abilityto speak to anyone regardless of connection

Identify whether its function/dysfunction (verbal contact): stutters when talking

If the therapist does something, then a resultant effect should pccuer

Action oriented statements; the positive change (resultant effect)

This should be identified by an OT to tell the function/dysfunction of a patient

How activities can be graded so that the patient can begin to unteract amd move from dysfunction to function

Select the FORs in OT: BEHAVIORAL/ACQUISITIONAL

Select the FORs in OT: DEVELOPMENTAL

Select the FORs in OT: MOTOR CONTROL

Select the FORs in OT: PSYCHOANALYTIC

The central idea of occupational behaviour theory is the engagement in the activity or occupation in itself to maintain health

Gary Kielhofner, created a Widely used Occupation based model

The explanation, motivation, pattern and performance of occupation. ◦ The emphasis on understanding of the importance surrounding physical and social environment in order to know the human occupation.

Fundamental concepts of MOHO: Human is a dynamic system; Occupations are the essence of self organisation, therefore through everyday doing, people shape that they are.

Fundamental concepts of MOHO: includes Volition,Habitation,Environment and Performance Skill

Fundamental Concepts of MOHO: Made up of physical, social, cultural, economic and political aspects impacting on how occupations are motivated, organized and performed. ◦ Provides the opportunities and resources as well as presses certain restrictions for engagement

Fundamental Concepts of MOHO: Constitutes the actual doing which can be demonstrated at different levels: skill, occupational performance, identity, participation, competence and adaptation.

Motivation process of choosing what to do.

Under (1) is Values, (2), and (3).

Actions are organized into patterns of behaviour that become routines.

HABITUATION: Helps organize behavior so that it is expected and valued in the environment in which it is to be performed

HABITUATION: Position in society that has a set of expectations, responsibilities and privileges

The onset of disability or illness can disturb established habits and therefore would require relearning or developing new habits

Negative roles: respond passively; constant assistance is asked/dependent

Negative roles: self pity; no motivation; helpless/ sense of worthlessness

An area of interest in MOHO is on the lived experiences of people with disabilities and how they perform.

This is the ability to perform an act, based on the status of one’s mental and physical capabilities, as well as lived experiences.

What is expected of a person by the society; guides behavior at different community/environment

Automatic and learned behaviors and is subconscious

Performamce capacity includes (1),(2), and (3)

Constitutes the actual doing which can be demonstrated at different levels: skill, occupational performance, identity, participation, competence and adaptation.

It includes one’s sense of capacity and effectiveness for doing things one finds interesting and satisfying to do

Degree to which one sustains a pattern of Occupational participation that reflects identity

Construction of a positive occupational identity and achieving occupational competence over time in the context of the environment ◦ Work, play, and self-care activities ◦ Consciously motivated action rather one that might be conceived as unconsciously motivated

Person: (1) when meeting society’s expectations for productive and playful participation and occupationally dysfunctional when not met.

Adaptive cycles

Maladaptive cycles

the degree to which the physical, Psychosocial and environmental elements of the system work together for functioning within the boundaries of health.

not simply the absence of illness or disease

Status of health and competent performance of daily living, work and play tasks

Inability to perform occupationally, decreased or absent role performance, and inability to meet role responsibilities.

◦ Creation of an occupational identity. ◦ Clients demonstrate competency when they organize their life to meet the expectancy as person in a meaningful way.

When using this framework, there is a need of engaging patients in occupations that will restore and reorganize as well as maintain their motivation, pattern and performance capacity.

Who created MOHO

Developed in 2006 by Michael Iwama

Components of KAWA: Life flow and overall occupations

Components of KAWA: Environment/contexts

Components of KAWA: Circumstances that block life flow and cause dysfunction/disability

Components of KAWA: Personal resources that can be assets or liabilities

state of being, where the individual or community is in balance

characterized by a state in which all elements coexist in harmony within the context

Kawa

MIZU - Affects all elements and structures of the river and they also affect the water flow.

IWA - Depending on how big they are, they can obstruct flow

Kawa no soku-heki

(Kawa no zoko) ▪ Depicting the environment

(Ryboku) ▪ Positive or negative

The therapist using the (1) Model will then assess the person's situation of their experience of everyday life through those four concepts.

To provide a framework that emphasizes the essential role of context in task performance.

Fundamental value of the EHP • (1) is directed by what the person (2) and/or (3)

EHP - Fill the missing intervention approaches: (1) ADAPT/ MODIFY (2) PREVENT (3)

EHP - Fill the missing intervention approaches: ESTABLISH/ RESTORE (1) ALTER (2) (3)

Fill the missing: Core construct: PERSON (3) Personal values/interest Sensorimotor (2) (1)

Fill the missing: Core construct: PERSOM Past experiences (1) (2) (3) Psychosocial skills

Objective sets of behaviors that are combinesd to allow an individual to engage in performance that accomplishes a goal. Large set of behaviors that lead to the accomplishment of an end-goal or smaller level that lead to accomplishment of a sub- goal in the larger tasks.

Temporal (time) and environmets are factors of (1)

Occurs when a person acts to engage in tasks within a context