Remedial Approach
deficit specific, the assumption that it is generalizable, repeptive practice
functional
task specific training, Emphasis on changing task performance instead of underlying impairment, very specific can’t be applied or generalized to other tasks or populations
Multicontextural
To transfer the strategies you learned to various contexts
Task is not as important as the strategy
-generalization of skills -goal is to increase the use of strategies to improve function in everyday life activities
3 Parts of functional approach
- adaption - adapting environment or the task so the person will improve.
- task specific approach- repetition with vanishing cues (less and less cues) If someone needs to learn how to heat lunch in the microwave, I will teach them exactly how to do that.
- compensation- someone changing something for themselves on their own (if someone does it for them it is usually an environmental adaptation approach) aka labels in kitchen
continum of transfer
main goal is to transfer strategies across contexts/tasks
in order to increase generalization of the strategy the OT will create a continuum of transfer
- near, intermediate, far, very far transfers
Cognitive factor assessments
looking at their cognitive status in regards to attention, neglect, initiation etc. -cognitive factors are like observing the way they think (kinda) less activity based more like specific to the deficit
-MOCA, SLUMS, O-LOG, Cog-Log, Medi-cog, CAM, LOTCA,
Dynamic cognitive factors
Dynamic assessments are given with the use of cues to gestures to physical assist to see how the patient may best complete the task given the examiner information on what is required for optimal performance,
AR, EFPT, (giving cues)
Static cog factors example
Static assessments are given to capture a baseline, question asked answer given
Can be subjective
-MOCA
Occupational performance assessments
Occupational is their Exec Functioning .. how good they are at following tasks and stuff Activity card sort (ACS), COPM, goal attainment scale (GAS)
Direct intervention
teaching someone to label their cabinets (teaching them a strategy)
indirect intervention
labeling cabinets or training a caregiver to label cabinets
3 main cognitive approaches
- remedial (deficit specific)
- Functional (adaption, task specific, compensation)
- Combined approaches (multicontextural, co-op approach)
near transfer (multicontextural approach)
Near transfer – alternate form of the same task while keeping the underlying conceptual characteristics consistent.
intermediate transfer (multicontextural approach)
3-6 task parameters are changed. The task shares some physical features with the original task but the similarities are less obvious
far transfer (multicontextural approach)
all task parameters are changed except for 1-2. The task is conceptually the same but physically different.
very far transfer
transfer of what being learned in treatment to everyday functioning.
