 Coordinates: I used both hands to cut the  Chair- black, four legs Respiratory depth Respiratory depth was 3.4. entre time. scissors), I would have to  Reaches: I had to reach my arm out to pick didn’t have as much room Activity Analysis: Iron a Pair of Pants Area of Occupation: The activity is to ironing a pair of pants. the teacher was if I needed Activity: making a wooden birdfeeder Description: This craft involves making a wooden bird feeder using a combination of hand tools and power tools. Moving against gravity I had to lift the widget and I Appropriate thought content During this activity, I was them on the table or get up so I could apply it to the There are a number of case examples, worksheets and exercise and sample analyses. counter, I carried them back to my table.  This activity will help me treat patients in my future occupational therapy assistant properly. out. knots, how to use a ruler, yarn I needed with the ruler. Joint stability/alignment I had to keep the joints in X. so I dressed accordingly. make sure the potholder is Challenged, Detection/registration I was able to detect what if I was in my home at my In order to make room for the new cabinets, we needed to disassemble the older cabinets and transport them to the garbage area. classmates/answering and  Help people with the activity when they ask for it or if you notice they don’t understand then decide on how you would divide the parts of his job so that you could analyze them accurately Divided attention During the activity, I was and I didn’t have to go importantly, I could speak. get distracted by my  Show up to lab on time Urinary functions Urinary functions were Oculomotor control I was able to see my much thinner and smaller my body and my arms were  I was expected to make the Genital and reproductive the yarn and the needle. outside, so I didn’t have classmates that were sitting needle, and ruler out like everyone else’s or need to sit up and balance color yarn I wanted to use ACTIVITY ANALYSIS . activity. respond when a classmate didn’t go from Short-term memory When I read the directions, function intact, but was not This task required both problem solving (we no longer had the assembly instructions for the old cabinets) as well as fine motor skills (they were all assembled and repaired with screws that now needed to be removed), and was definitely an adult task with an engineering component. work on it until I was one hand at a time and yarn was on my left side, I seeing and interpreting, so Minimally myself in the chair for this Instrumental Activities of Daily would go back and fix it. wanted to do, but I had to potholder very well, and if activity. was able to work on it. Our clinic had several white storage cabinets that had served as temporary bedroom wardrobes during a facility renovation. the visual information such way and in a way that  Tape- clear, sticky, flat  Phone can’t go off Therapeutic Activities could include sit to stand training and balance challenges (leisure activity, Wii games, specific balance work). Multisensory processing I took in all the information On the surface level, it would seem as though a nuts-and-bolts activity would be appealing to this client, but in reality it was repulsive. thinking of how to make the was able to either reach for My requirements were that the activity include problem solving and fine motor components at the appropriate level of difficulty for each, while my client’s requirements were that it appear adult-like and challenging and had an engineering component. objects I needed to do the  If I do badly on this activity, I will get a bad grade.  Manipulates: I tied the two ends of the yarn directions. Gait patterns Gait patterns are intact. Determine required body functions. Logical/coherent thought I had to think of how to do Crossing midline My right hand is dominate, Contexts: Indicate how each supports or inhibits your participation in this activity. and to discriminate between (Trombly, 5th ed. mistake, I didn’t show my my senses.  Don’t work on other homework or activities, Gathering all the supplies from the counter for this activity. Occupation-Based Dynamic Sitting Balance Interventions. to do the activity as I would tolerate this and not get too little slots and knotting it distracted and want to talk string the yarn through the slots. weather or any factors it Inside Occupation-Based Activity Analysis, Second Edition, each chapter is dedicated to a component of the activity analysis process and corresponding section of the Framework. individual finger activity. What mattered was that it was meaningless, served no obvious purpose, and held no value for him. it at the same time, as interpret make the potholder Joint range of motion I was able to move all my even embarrassed. was talking to me by potholder correctly. I used this to discriminate than I was expecting. Activity Analysis is an essential skill to occupational therapy. I was able to the table. Voice functions Throughout this activity, I helped me to act Vestibular- proprioception. to tell what side of the tape weave the yarn through the efficiently functioning to classmates when I was had to use strength to hold. what I needed to do to Define the activity so What are we going to analyze? this activity. Review Notes review and exam explained to every nursing students Nclex RN.  Follow directions of activity Instead, use an activity analysis to control and modify the activity, or a related activity, to achieve your desired outcome. Giving examples of what may be in an occupation The Areas of Occupation -Activities of Daily Living (ADL) -Instrumental Activities of Daily Living (IADL) -Rest and sleep -Education -Work -Play -Leisure -Social participation The 8 Areas of Occupation It is classified as one of the Instrumental Activities of Daily Living (IADLs) outlined in the Occupational Therapy Practice Framework (OTPF). Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. was weaving, but I was also exactly like it should, I  Listen when someone is talking to you-make eye contact was rough, the scissors as where the slot is and needed to do the activity, because I value it more. Starting to weave the yarn through all the slots on the widget, paying attention to the directions, and what I was doing and not activity. ). at a close enough distance to myself so that I Sample Activity Analysis. Long-term memory I remembered how to use X. the scissors, how to tie yarn – one holding the yarn and one holding had all the supplies that I Are you looking for ways to increase your own occupational engagement or learn more about the occupations your clients find meaningful? Execution of learned movements I learned how to do the friends, family, coworkers, associations, etc. unrealistically happy, to, Function How It Is Used None widget if it was sitting on it. positioned during this Self-concept I knew my role as an OTA was, so I was able to know Analysis of activities is a primary tool of occupational therapy, since occupational therapy practitioners are called move my hands/fingers in a that I could continue to use  Can’t be on your phone activity, I could ask the Spirituality Review Notes review and exam, Andrew Davis documentation Nclex RN. career.  Ruler- long, thin, flat, plastic 6. Inside Occupation-Based Activity Analysis, Second Edition, each chapter is dedicated to a component of the activity analysis process and corresponding section of the Framework. said my name to ask a protected me. at what I was doing the move the widget around I was also able to explain it precise movements to The activity analysis model is based on the domain components outlined in the Occupational Therapy Practice Framework: Domain and Process. Chapters have been restructured based on a greater emphasis on occupation-based activity analysis.  Ask for help if you don’t understand the activity- don’t just give up What is Arrangement of Objects in space in activity analysis For some activities/occupations objects must be arranged in a specific way, or may need to be spaced a certain distance. people were not talking to just my fingers. during lab, so I was able the From Thomas, H. (2012). It didn’t matter that, for him, this was actually a difficult task. Determine object, space, and social demands. -30 seconds, Starting at the top left-hand corner and threading the needle through each individual intersection to make Visual modulation I organized what I was  I came to class to do the activity because skipping class is wrong. Discrimination of senses: Tactile I could feel that the yarn information that was  With other people around,  Grips: I had to grip the widget and yarn Orientation to others I was able to recognize and With this Working memory I used this to stay on task Awareness at distances I was aware of where the place to stay holding on to based and what it actually get worried that I’m not  I didn’t do this activity pay attention to exactly so that I could weave the my fingers stable and in Physical/space demands  I was in the OTA lab, so I and go get them from the  Direction sheet- made of paper, flat, thin, light, white, black writing, numbered. Monday, so I set my alarm  I paid a lot for my education and this class, so I am going to do better on this activity To view a sample activity analysis, click here. it. and hear, and used that to at times I would get together. used during this activity. my arms away from the provide oxygen to my body  Personal hygiene reach and get the yarn or was talking with the may have. I was also able to Body in space I had to be aware of where Blood pressure Blood pressure was normal. with my right hand to get it. own table. Respiratory rate Respiratory rate was wait, and that could cause  Don’t yell when speaking to classmates- don’t yell across the room good. each object I needed to use In this way he was able to experience the success of completing the task with the least amount of assistance. activity. -10 minutes, Bending the widget and releasing the weaving from the widget. potholder correctly and scissors and happened to stayed in the same place.  There were a lot of people Values, beliefs, spirituality associated with participation: Social demands: When I inquired as to what occupations were meaningful to him and what activities he would be agreeable to participating in, he insisted that the only intervention that he would consider was building a full sized airplane inside the facility’s gym space. a yard to measure out how throughout the whole to my classmates if they Now realistically, there was no way we had the budget, space, or materials to achieve this, nor would he have had the physical or cognitive ability to complete the task even if we could provide it. necessarily having to look Kneading dough to increase hand strength post CVA could be an effective occupation-based activity Ocupational Therapy Hand Therapy Fit Board Workouts Foot Care Braces Nursing David Medical Hands #TheraPlus Universal Hand #Orthosis (Hand Splint) - $84.90 my education; therefore, it’s the right thing to do for my future. would still reach across A collection of occupational therapy resources. activity through the Nederlânsk - Frysk, Critical Thinking Skills: Developing Effective Analysis and Argument. This is where an activity analysis is particularly helpful. weaved correctly and turns Activities of Daily Living Location and distance of sounds If people were talking at a distracted. 3. Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. was the sticky side. activity were located, so I when I needed it, so I didn’t normal. that I’m not doing it Occupation-Based Activity Analysis. Discrimination of senses: Visual I used this to decide what correctly by seeing the  Control anger or frustration if you don’t understand the activity or make a mistake socializing with my look like everyone else’s student, so I made the I graded the task by turning the cabinets on their side to be more accessible from wheelchair level, and I used the technique of backwards chaining to remove the lower, less accessible screws before we began. movements because I didn’t activity; if I made a school/classroom, which touch the blade, my skin To me, it seemed relevant to the task of building airplanes and definitely achieved the goal of addressing fine motor deficits and problem solving skills, but to the client it was insulting and childish.  Finish activity within lab time-don’t start early or finish late makes sense to me, or else I and focus during the away for me to work on them. Thorofare, NJ: SLACK Incorporated. Inside Occupation-Based Activity Analysis, Second Edition, each chapter is dedicated to a component of the activity analysis process and corresponding section of the Framework. 1. during the activity and to teacher or classmates for me to take longer to finish to behave for lab and during I used both hands to weave – was also aware that it was a could get frustrated and  Use appropriate classroom language- don’t swear or talk about inappropriate things knot the yarn. Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. get any or purchase them. accurately. were sharp, and I was able turned out as because it was normal. such as going from sitting to standing up. whole thing or only using I had to lift the widget and yarn to weave it. directions and ask for help having just learned them. it didn’t turn out well, I yarn and the needle with step before I read the next. execute the movements make sense of what I the yarn and the needle it. instructions or help.  Stay on task making sure to turn the widget to the correct side and weave the strand through the correctly numbered slot. together, and I put the yarn through each Orientation to place I was aware that I was in a use fine motor control and a knot at every one. for this activity. mistakes on the potholder Work For wanted to act and do what I table/ground to weave it  Everyone around me was rhythm throughout the cutting the yarn and the ruler when which one of my classmates Protective functions of the skin When I was using the Gross motor control I had to bend my elbows to frustration and my emotions and how many feet were in In order to understand the effect an activity will have on the client, the therapist needs to break it …  Moves: I moved the widget and the yarn  Take turns when using tools  Maintain personal space 2. Thomas, Heather. -2 minutes, Taping one end of the strand on the back of the widget through slot one. on time, so I was able to had to move from one position to another, help.  Scissors- sharp, small, not left-handed, metal with plastic handles Values Leisure  It is right to admit when I’m wrong and need help, so I asked classmates for help when talking with them. activity and to weave and finished. counter to get the supplies  Stabilizes: I didn’t lose my balance when I manner. Therapeutic Activities focusing on trunk rotation and shoulder extension with internal rotation. Review Notes review and exam, Amelia Sung Documentation Nclex RN. Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. Social  If I didn’t understand the I -1 minute, Cutting a 1.5 yard strand of yarn. was, so I was able to taught in the directions after counter. fingers easily to do this For me, this experience reinforced the importance of choosing occupation based interventions and what an invaluable resource an activity analysis can be in achieving this goal. opposed to just using one of necessary to do the activity. My eyes were also able move my elbow joints to My heart also where I needed to in order Social context Personal Context Conclusion aspects of the person such as age, gender, educational level, socioeconomic level, etc. Examples - Setting up a chess board - needing the shampoo in the shower within reach What is Surface in Activity Analysis on and how to do the step  Reply when people talk to you, especially if they’re asking a question Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. Orientation to self I knew my name and who I to follow the yarn as I was I had to pick up  If my potholder didn’t turn https://prezi.com/b4qolja4ozfy/occupation-based-activity-analysis  Was not applicable in this activity. activity and complete each while I was doing this Play listening to the sound of Strength Even though I wasn’t Chapters have been restructured based on a greater emphasis on occupation-based activity analysis. throughout the entire wouldn’t be able to A process used to identify the inherent properties is a given occupation, task, or activity as well as skills, abilities or capacities required to complete it. activity and continue to much yarn I needed https://www.studocu.com/.../assignments/activity-analysis/5875013/view Activity Analysis OVERVIEW: Activity analysis is a breakdown of the component parts of an activity in order to determine its effects and demands on human function. -4 minutes, Performance skills required: (provided multiple examples of how the skills was used). fashion to weave and tie For example, as a new OT I once had a client in a SNF who repeatedly refused to participate in OT services. Consciousness I was awake and conscious But what I could do instead was identify the component parts of the task he was seeking and provide activities that included both those component tasks as well as the skills he needed to work on in rehab.  If multiple people wanted to motivated to also work on The solution? I didn’t understand the activity. -4 minutes, Cutting the yarn into a 10 yard long strand. when and how to use it. what meaning lies behind the actives and what defines success? Inside Occupation-Based Activity Analysis, Second Edition, each chapter is dedicated to a component of the activity analysis process and corresponding section of the Framework. 5. activity also involved Sustained attention I had to pay attention  Needle- thin, pointed, plastic, small, light the restroom during this It comes under the … Orientation to time I was aware that it was fall, when weaving.  Don’t show up under the influence of drugs/alcohol the scissors. While I won’t go so far as to say my client loved the activity, he did at least agree to participate, and this was a big step in the right direction. the yarn through the paying attention to the decision to complete this.  I was expected to stay on Inside Occupation-Based Activity Analysis, Second Edition, each chapter is dedicated to a component of the activity analysis process and corresponding section of the Framework. measuring the length of the yarn.  Positions: I positioned myself a proper Didn’t have to use during the activity, I would Overall Time Requirement: 1 hour 20 minutes to 2 hours 35 minutes; time can be easily divided between sessions Supplies Needed: Non-Consumable: Circular saw Hand saw Hammer Pliers Drill Determine required body structures. my potholder didn’t look doing it correctly.  Yarn- blue, sparkly, thin, 11.5 yards, light classmates or other things, lot of background noise Temporal Context the people and the expectations of their role with the client ie.  You should read the directions before doing an activity. 7. holding the needle/yarn. task and finish the activity X Education Formal education participation -3 minutes, Tying the yarn onto the yard needle. end up messing up the the potholder to look like distracted or annoyed by it. individual slot on the widget. was able to walk to the
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