Occupation-Centred Practice with Children

About the Editors Sylvia Rodger AM, Emeritus Professor, University of Queensland, Australia and Director of Research and Education Cooperative Research Centre for Living with Autism (Autism CRC). Ann Kennedy-Behr, Lecturer and Program Coordinator – Discipline of Occupational Therapy, School of Health and Sports Science, University of the Sunshine Coast, Australia.

Notes on Contributors xi

Foreword xv

Preface xvii

Acknowledgements xix

1 Introduction to Occupation]centred Practice for Children 1
Sylvia Rodger and Ann Kennedy]Behr

Introduction 1

Re]affirming occupation: The core of occupational therapy 5

External influences impacting occupational therapy practice 6

International Classification of Functioning, Disability and Health (ICF) 8

United Nations’ declarations 9

The evolution of occupational therapy practice with children 11

Changing views of child development and maturation 11

Emerging views about occupational development 13

Re]focusing occupational therapy with children 14

Conclusion 15

References 16

2 Becoming an Occupation]centred Practitioner 21
Sylvia Rodger and Ann Kennedy]Behr

Introduction 21

Theoretical underpinnings of occupational therapy with children 22

Occupation]centred and performance]component focused approaches to practice with children 23

Characteristics of occupation]centred practice for children 28

Focus on occupational performance and participation throughout the process 30

Conclusion 39

References 40

3 Child and Family]centred Service Provision 45
Sylvia Rodger and Deb Keen

Introduction 45

Defining the client: Who and how many? 46

Client]centred practice 46

Child]centred practice 48

Family]centred practice and service provision 49

Family]centred practice, family]centred services and family]centred care 51

Becoming a child] and/or family]centred practitioner 52

Developing family]centred services 55

Outcomes of family]centred practice and family]centred services and their measurement 61

The extended family and community 64

Conclusion 65

References 66

4 Cultural Influences and Occupation-centred Practice with Children and Families 73
Alison Nelson, Chrisdell McLaren, Tara Lewis and Michael K. Iwama

Introduction 73

Culture and the occupations of the child 74

Culturally responsive occupational therapy 75

The child’s and family’s stories are central 76

Getting connected 77

Being connected 78

Staying connected 80

Building connections 82

Case studies 82

Making the invisible visible 88

Conclusion 88

References 89

5 Occupational Goal Setting with Children and Families 91
Nancy Pollock, Cheryl Missiuna and Judy Jones

Introduction 91

Giving children and families a voice 92

Goal setting and motivation 93

Goal setting and outcomes 94

Tools to facilitate goal setting with children and families 94

Summary 102

Goal setting contributes to outcome measurement 102

Case studies: Goal setting with children and parents 103

Conclusion 106

References 106

6 Occupational Transitions for Children and Young People 111
Sok Mui Lim and Fiona Jones

Introduction 111

Definition of transition using a life course perspective 112

Transition from home to early childcare centres 112

Transition from early childhood care to primary school 116

School readiness 118

Transition to secondary school 121

Tips for transition to secondary school 125

Transition to post]school options 127

Conclusion 129

References 129

7 Assessing Children’s Occupations and Participation 133
Chi]Wen Chien and Ted Brown

Introduction 133

Bottom]up or top]down approaches to assessment? 135

Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework 137

Implementation of Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Assessment in action 138

Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Tools 141

Conclusion 159

References 159

8 Cognitive Orientation for Daily Occupational Performance (CO]OP): An Occupation]centred Intervention 165
Sylvia Rodger and Helene Polatajko

Introduction 165

CO]OP: A brief overview 166

CO]OP Approach: An occupation]centred intervention 169

Review of handwriting intervention 183

Conclusion 183

References 184

9 Perceive, Recall, Plan and Perform (PRPP): Occupation]centred Task Analysis and Intervention System 189
Christine Chapparo

Introduction 189

Information processing, cognitive strategy use and occupational performance 190

The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention 192

Using the PRPP system of task analysis and intervention: David 196

‘Perceive’: Observing and prompting sensory processing strategies during task performance 198

‘Recall’: Observing strategies used for storage and retrieval of information during task performance 199

‘Plan’: Processing information for organizing and problem]solving 201

Conclusion 205

References 206

10 Occupational Performance Coaching (OPC): Enabling Caregivers’ and Children’s Occupational Performance 209
Fiona Graham, Sylvia Rodger and Ann Kennedy]Behr

Introduction 209

Theoretical and philosophical basis 210

Three enabling domains 211

Research about OPC 228

Conclusion 229

References 229

11 Occupation]centred Intervention in the School Setting 233
Elizabeth Hinder and Jill Ashburner

Understanding the occupations of the school student 235

Educationally relevant occupational therapy in schools 236

Ways of working in schools 238

Planning educational programmes for diverse learners 238

Occupation]centred information gathering in educational settings 240

Occupation]centred programme planning and intervention in schools 244

Collaboration in service delivery 245

Conclusion 249

References 250

12 Occupation]centred Practice: When the Classroom Is Your Client 257
Karina Dancza, Cheryl Missiuna and Nancy Pollock

Introduction 257

Practicalities of implementing occupation-centred classroom-based practice 259

Partnering for Change: A description of the model 269

Conclusion 275

Acknowledgements 275

References 278

13 Enablement of Children’s Leisure Participation 289
Anne A. Poulsen and Jenny Ziviani

Introduction 289

Outcomes of leisure engagement 291

Engaging and Coaching for Health – Child: Model of leisure coaching 292

Step One: Creating successful engagements 294

Step Two: Coaching to promote personal growth 298

Conclusion 308

References 308

14 The Arts and Children’s Occupational Opportunities 311
Dido Green and Jenny Ziviani

Introduction 311

The affordances of the arts 312

Overview of arts in children’s health care 312

Role of creativity and the performing arts within childhood play: Identity, imitation and imagination 313

Skill acquisition and empowerment 316

Motivation and motivationally enhanced learning 317

Self]reflection, feedback and competition 318

Emerging evidence for creative performing arts in therapies for children 320

Conclusion 323

References 324

15 Using Animals to Support Children’s Occupational Engagement 329
Anja Junkers and Ann Kennedy]Behr

Introduction 329

AAT as an enabler of occupational engagement 331

Theory in AAT 332

Attachment patterns, secure child–therapist relationships, and the effects of human–animal interaction 332

Physiological stress response 333

Understanding the individual meaning of engagement in human–animal interaction 334

Methods of AAT 335

AAT to support an increase in desired social behaviours/attention in social interaction 336

Using AAT to facilitate social interaction and positive social attention 337

Assisting participation in meaningful activities 339

Decision]making in AAT 341

Conclusion 344

References 345

16 Decision]making for Occupation]centred Practice with Children 349
Jodie Copley, Sally Bennett and Merrill Turpin

Introduction 349

Decision]making and information sources 350

Information from clients, families and their contexts 351

Information about the practice context 356

Information from empirical research 357

Information from clinical experience 360

Integrating information given alternatives and uncertainties 361

Shared decision]making 365

Conclusion 367

References 368

Appendix 1 Assessments Referred to Throughout the Book 373

Index 377