OTA 1020 Occupational Analysis I Assignment Assigned Week 2 Due before class in Week 4B via submission folder in Brightspace Points and Percent Grade for Assignment: 13 points / 13% of total grade Assignment The purpose of this assignment is to write an activity analysis. Use the outline included in this assignment entitled ‘General Outline – Group Activity Analysis’ to write a narrative report. When completed, your report should be a thorough analysis of the activity you chose for your group; and how the group responded to the activity. The paper should address many of the aspects of the Occupational Therapy Domains (occupation(s); client factors; performance skills and patterns; context and environment; and activity demands). Specifics of the assignment: 1) Choose a group activity to be performed with a group of 4 to 6 patients/clients 2) Each bold section contained in the Group Activity Analysis outline must be addressed 3) Use each bold section heading in your narrative paper 4) If a section does not pertain to your group and/or activity, indicate that it does not apply 5) Include a summary on the last page of the analysis, not to exceed three paragraphs 6) Follow the APA style and/or required formatting specified in the syllabus 7) The paper should be no more than ten pages 8) If you have any questions, please contact the course instructor. NOTE: Please copy the Evaluation Rubric for Written Work from these instructions and paste the entire Rubric into the very end of your paper – after any references or appendices. GENERAL OUTLINE – ACTIVITY ANALYSIS for a GROUP ANALYZE a GROUP OCCUPATIONAL ACTIVITY: Briefly describe (in one or two sentences) a group occupational activity, and explain why this activity is important to your patient(s) or client(s). NAME of ACTIVITY: OCCUPATION: NUMBER of INDIVIDUALS INVOLVED: SUPPLIES and EQUIPMENT: ¾ Describe the tools, materials, equipment used to carry out the occupation ¾ Consider the potential symbolism/meaning of the objects and their properties to the group; and describe them. COST: SPACE DEMANDS or SETTING REQUIREMENTS: Describe the physical context in which the activity is being analyzed, using the below listed categories (be specific): ¾ Describe the arrangement of furniture (if appropriate) ¾ Describe the placement of equipment ¾ Describe the lighting ¾ Describe the level of noise and other distractions that may be present ¾ Is this the typical context your patient(s) or client(s) engage in this occupation activity? If not, briefly describe how it is different. PREPARATION: PROCEDURE and SEQUENCE (list all steps): List the sequential steps (no more than 15) of the activity as it is being analyzed. Include: ¾ How much flexibility exists in the sequence and timing of the steps of this occupational activity? ¾ How does this occupational activity relate to the habits and routines of your patient(s) or clients(s)? GENERAL OUTLINE – ACTIVITY ANALYSIS for a GROUP TIME: ¾ Include any timing requirements, such as waiting for glue to dry, bread to rise, etc. ¾ Is this occupational activity performed at a specific time of day ¾ Does the time that this activity is being carried-out differ from the time your client(s) or patient(s) ordinarily perform this occupation? ACTIVITY QUALITIES: Document to whom this activity is meaningful PERFORMANCE SKILLS: For each category below, describe the actions required to carry-out the activity. List and briefly describe the reason the appropriate skills below are necessary: Motor Skills ¾ Stabilizes (postural control) ¾ Reaches ¾ Bends ¾ Grips ¾ Manipulates ¾ Possess coordination skills ¾ Ambulates ¾ Paces and calibrates movement Social Interaction Skills ¾ Looks at and/or scans the environment ¾ Gestures ¾ Maintains personal space ¾ Initiates/Answers questions ¾ Takes turns ¾ Acknowledges another’s perspective Process Skills ¾ Attends ¾ Chooses ¾ Inquires ¾ Initiates ¾ Organizes GENERAL OUTLINE – ACTIVITY ANALYSIS for a GROUP Process Skills (Cont’d) ¾ Continues ¾ Sequences ¾ Terminates ¾ Notices/responds Sensory Awareness ¾ Visual ¾ Hearing ¾ Taste ¾ Smell ¾ Vestibular ¾ Proprioception ¾ Touch ¾ Pain ¾ Temperature ¾ Pressure CLIENT FACTORS: Neuromuscular, Movement, and Muscle Functions: ¾ Joint Mobility ¾ Joint Stability ¾ Muscle Power ¾ Muscle Tone ¾ Muscle Endurance ¾ Motor Reflexes ¾ Involuntary Movement Reactions ¾ Control of Voluntary Movement ¾ Gait Patterns Mental Functions ¾ Higher Level Cognitive Skills, ie: judgment, insight, concept formation, metacognition ¾ Attention ¾ Memory ¾ Perception ¾ Thought GENERAL OUTLINE – ACTIVITY ANALYSIS for a GROUP Mental Functions (Cont’d) ¾ Sequencing Complex Movements ¾ Persistence ¾ Self- control ¾ Appropriate behavior ¾ Self-monitoring Body Structures and Functions ¾ List the essential parts of the body used to perform this occupation ¾ Consider all of the necessary body structures and body functions to engage in this activity ¾ Describe how the body structures and body functions are used to participate in specific step(s)/task(s) of this occupation ¾ Do your patients/clients have any limitations in body structure and function that influence their occupational performance? CONTEXT and ENVIRONMENT: ¾ Describe the social and cultural context of this occupation-based activity ¾ Describe the other people involved. What are their relationships to each other? What do they expect from each other? ¾ Describe the typical rules, norms and expectations involved ¾ Describe the cultural and symbolic meaning to the group that this occupational activity signifies ¾ Is there a spiritual aspect to the activity ¾ Temporal ¾ Virtual HABITS, ROUTINES and/or RITUALS: Describe the habits, routines and/or rituals this group uses during the activity GOAL(S) of the GROUP and ACTIVITY: SUPERVISION REQUIRED: PRECAUTIONS/SAFETY HAZARDS: Are there potential safety hazards when you engage in this occupational activity? GENERAL OUTLINE – ACTIVITY ANALYSIS for a GROUP CONTRAINDICATIONS: OTHER ISSUES: GRADING: What are two examples for upgrading this activity? What are two ways you could downgrade this activity? SCAFFOLDING: Can this activity be scaffolded? If not, why? What are two examples the group leader could provide scaffolding for this group, or some of its participants? ADAPTATIONS: Can this activity be adapted? What are two examples of adaptations for this group, or some of its participants? How much flexibility exists for people with skill deficits to perform this occupation?
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