University:
The University Of Western Ontario
Course:
Biology 2290F | Scientific Method in Biology
Academic year:

2024
Views:

138

Pages:

3
Author:

Kyuwon J.

9.4 Frames of Reference as Context: Theories and Models of Practice ● Occupational therapy frames of reference contain "beliefs, values, assumptions, and concepts that determine how information is selected, understood, and approached." ● Occupational therapists use various theories to frame their interventions, but no single theory is a perfect fit. ● "The compatibility of theories needs to be considered, reflected upon, and confirmed prior to use." ● The client-therapist relationship evolves, and therapists may "decide to abandon one theory in favor of another if progress is not being made." ● Models of practice support occupational therapists in making informed decisions. ● Frames of reference include occupation-based models that promote "participation, enablement, and client-centered practice." ● Therapists work with a set of assumptions that guide their decisions in practice. Case 9.4: Benjamin and Sara’s Case ● Benjamin, a child diagnosed with pervasive developmental disorder (PDD), received support from occupational therapists within a private school setting. ● Sara, the occupational therapist, "worked from a consultative model of service delivery." ● Sara typically embraced "occupation-based and sensorimotor approaches," tailoring her interventions to Benjamin’s needs. ● The therapy focused on chewing, posture while sitting, and sensory-motor activities to improve daily function. ● "Sara and the family worked within a structured behavioral framework, and her consultation was highly successful." ● The therapist helped clarify values to understand behaviors and ensure therapy goals aligned with Benjamin's needs. Case 9.5: Jim’s Case ● Jim struggled with chronic pain and anxiety about returning to work. ● Sean, the occupational therapist, used a consultation model of service delivery to assess Jim’s "capacity and motivation for return to work." ● The approach included functional evaluations with a focus on biomechanics and psychosocial factors affecting Jim’s job performance. ● Sean worked with the WSIB adjudicator and the disability management company to facilitate Jim's gradual return to work. ● "The therapist’s framework is congruent with the understanding that active participation will enable occupational competence." ● Sean was aware that chronic pain issues could interfere with rehabilitation and worked to address Jim’s concerns through clinical reasoning. Autism (Red Line): ● Highest percentages across most symptoms, especially poor social interaction, not responsiveness, and lack of eye contact (~90%). ● Moderate levels of impulsivity and hyperactivity (~50%). ● Emotional lability is the lowest (~0%). PDD-NOS (Blue Line): ● Moderate percentage for poor social interaction (~60%), decreasing across symptoms. ● Lower levels of stereotypies, impulsiveness, and lack of eye contact (~20-30%). ● Emotional lability is the lowest (~0%). ADHD (Black Triangles): ● Highest in hyperactivity and impulsiveness (~90%). ● Low in lack of eye contact, not responsiveness, and poor social interaction (~10-20%). ● No clear trend across other symptoms.