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 xiForeword xvPreface xviiAcknowledgements xix1 Introduction to Occupation]centred Practice for Children 1Sylvia Rodger and Ann Kennedy]BehrIntroduction 1Re]affirming occupation: The core of occupational therapy 5External influences impacting occupational therapy practice 6International Classification of Functioning, Disability and Health (ICF) 8United Nations’ declarations 9The evolution of occupational therapy practice with children 11Changing views of child development and maturation 11Emerging views about occupational development 13Re]focusing occupational therapy with children 14Conclusion 15References 162 Becoming an Occupation]centred Practitioner 21Sylvia Rodger and Ann Kennedy]BehrIntroduction 21Theoretical underpinnings of occupational therapy with children 22Occupation]centred and performance]component focused approaches to practice with children 23Characteristics of occupation]centred practice for children 28Focus on occupational performance and participation throughout the process 30Conclusion 39References 403 Child and Family]centred Service Provision 45Sylvia Rodger and Deb KeenIntroduction 45Defining the client: Who and how many? 46Client]centred practice 46Child]centred practice 48Family]centred practice and service provision 49Family]centred practice, family]centred services and family]centred care 51Becoming a child] and/or family]centred practitioner 52Developing family]centred services 55Outcomes of family]centred practice and family]centred services and their measurement 61The extended family and community 64Conclusion 65References 664 Cultural Influences and Occupation-centred Practice with Children and Families 73Alison Nelson, Chrisdell McLaren, Tara Lewis and Michael K. IwamaIntroduction 73Culture and the occupations of the child 74Culturally responsive occupational therapy 75The child’s and family’s stories are central 76Getting connected 77Being connected 78Staying connected 80Building connections 82Case studies 82Making the invisible visible 88Conclusion 88References 895 Occupational Goal Setting with Children and Families 91Nancy Pollock, Cheryl Missiuna and Judy JonesIntroduction 91Giving children and families a voice 92Goal setting and motivation 93Goal setting and outcomes 94Tools to facilitate goal setting with children and families 94Summary 102Goal setting contributes to outcome measurement 102Case studies: Goal setting with children and parents 103Conclusion 106References 1066 Occupational Transitions for Children and Young People 111Sok Mui Lim and Fiona JonesIntroduction 111Definition of transition using a life course perspective 112Transition from home to early childcare centres 112Transition from early childhood care to primary school 116School readiness 118Transition to secondary school 121Tips for transition to secondary school 125Transition to post]school options 127Conclusion 129References 1297 Assessing Children’s Occupations and Participation 133Chi]Wen Chien and Ted BrownIntroduction 133Bottom]up or top]down approaches to assessment? 135Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework 137Implementation of Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Assessment in action 138Occupation] and Participation]Centred Assessment with Children (OP]CAC) framework: Tools 141Conclusion 159References 1598 Cognitive Orientation for Daily Occupational Performance (CO]OP): An Occupation]centred Intervention 165Sylvia Rodger and Helene PolatajkoIntroduction 165CO]OP: A brief overview 166CO]OP Approach: An occupation]centred intervention 169Review of handwriting intervention 183Conclusion 183References 1849 Perceive, Recall, Plan and Perform (PRPP): Occupation]centred Task Analysis and Intervention System 189Christine ChapparoIntroduction 189Information processing, cognitive strategy use and occupational performance 190The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention 192Using 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 201Conclusion 205References 20610 Occupational Performance Coaching (OPC): Enabling Caregivers’ and Children’s Occupational Performance 209Fiona Graham, Sylvia Rodger and Ann Kennedy]BehrIntroduction 209Theoretical and philosophical basis 210Three enabling domains 211Research about OPC 228Conclusion 229References 22911 Occupation]centred Intervention in the School Setting 233Elizabeth Hinder and Jill AshburnerUnderstanding the occupations of the school student 235Educationally relevant occupational therapy in schools 236Ways of working in schools 238Planning educational programmes for diverse learners 238Occupation]centred information gathering in educational settings 240Occupation]centred programme planning and intervention in schools 244Collaboration in service delivery 245Conclusion 249References 25012 Occupation]centred Practice: When the Classroom Is Your Client 257Karina Dancza, Cheryl Missiuna and Nancy PollockIntroduction 257Practicalities of implementing occupation-centred classroom-based practice 259Partnering for Change: A description of the model 269Conclusion 275Acknowledgements 275References 27813 Enablement of Children’s Leisure Participation 289Anne A. Poulsen and Jenny ZivianiIntroduction 289Outcomes of leisure engagement 291Engaging and Coaching for Health – Child: Model of leisure coaching 292Step One: Creating successful engagements 294Step Two: Coaching to promote personal growth 298Conclusion 308References 30814 The Arts and Children’s Occupational Opportunities 311Dido Green and Jenny ZivianiIntroduction 311The affordances of the arts 312Overview of arts in children’s health care 312Role of creativity and the performing arts within childhood play: Identity, imitation and imagination 313Skill acquisition and empowerment 316Motivation and motivationally enhanced learning 317Self]reflection, feedback and competition 318Emerging evidence for creative performing arts in therapies for children 320Conclusion 323References 32415 Using Animals to Support Children’s Occupational Engagement 329Anja Junkers and Ann Kennedy]BehrIntroduction 329AAT as an enabler of occupational engagement 331Theory in AAT 332Attachment patterns, secure child–therapist relationships, and the effects of human–animal interaction 332Physiological stress response 333Understanding the individual meaning of engagement in human–animal interaction 334Methods of AAT 335AAT to support an increase in desired social behaviours/attention in social interaction 336Using AAT to facilitate social interaction and positive social attention 337Assisting participation in meaningful activities 339Decision]making in AAT 341Conclusion 344References 34516 Decision]making for Occupation]centred Practice with Children 349Jodie Copley, Sally Bennett and Merrill TurpinIntroduction 349Decision]making and information sources 350Information from clients, families and their contexts 351Information about the practice context 356Information from empirical research 357Information from clinical experience 360Integrating information given alternatives and uncertainties 361Shared decision]making 365Conclusion 367References 368Appendix 1 Assessments Referred to Throughout the Book 373Index 377