Blueprint for Entry-Level Education

doi:10.5014/ajot.64.1.186

The purpose of the Blueprint for Entry-Level Education is to identify the content knowledge that occupational therapists and occupational therapy assistants should receive in their educational programs. This knowledge is needed to prepare graduates to address not only the needs of people with chronic conditions and disabilities but also of those who are at risk for these conditions, as well as those who want to stay healthy and active. This approach is necessary, as the health system frequently changes, and in addition to practicing with individuals, occupational therapy practitioners will be working with organizations and populations to maximize the abilities of all persons to fully participate in society.

Educational programs can use the Blueprint as a curriculum content guide, which will continuously and dynamically ensure that their educational offerings can prepare future practitioners, educators, scientists, and entrepreneurs for the 21st century of the occupational therapy profession.

The conceptual framework used to frame the Blueprint was occupational performance. This was chosen because all of the developing models of occupational therapy and the Occupational Therapy Practice Framework: Domain and Process (American Occupational Therapy Association [AOTA], 2008) are built on the concepts of occupation, personal factors (intrinsic), and environmental factors (extrinsic). The Blueprint also identifies the professional and interpersonal concepts that the authors felt were integral to occupational therapy practice. The professional and interpersonal concepts were based on the findings reported in the Pew Health Professions Commission’s (1995) Critical Challenges: Revitalizing the Health Professions for the 21st Century and Recreating Health Professional Practice for a New Century: The Fourth Report of the Pew Health Professions Commission (1998) . The concepts identified in the Blueprint describe the knowledge that occupational therapy practitioners uniquely bring to society through interventions and professional contributions.

It is not the intent of the Blueprint to provide details about how or what to teach different levels of occupational therapy personnel. However, the Blueprint can be used as a template by all occupational therapy and occupational therapy assistant educators (and those planning continuing education initiatives), because its content can be used to prepare practitioners to address the future needs of society. The key concepts described in the Blueprint offer guidance to educators in designing curriculum content that will prepare students for a changing society in which occupational therapy’s unique contributions are so critical to foster the health and participation of those they serve.

The Blueprint has four sections: (1) person factors, (2) environmental factors, (3) occupation factors, and (4) professional factors. In addition to identifying major topics, the Blueprint describes key concepts, identifies the science that generates the concepts (which can prompt discussion about prerequisites), and discusses the skills that should be developed to be able to implement the concepts and the areas of practice that require this knowledge. Because the Blueprint uses terms that exceed those in the current Occupational Therapy Practice Framework, a glossary is provided.

There was no intent to design the Blueprint to address specialization. Occupational therapists can practice in hundreds of areas of specialization; therefore, the Blueprint can identify key knowledge that occupational therapists must understand to address the occupational performance needs of the people they will serve. The Blueprint Committee believes that the Blueprint concepts provide the base for the knowledge that will allow students to develop a specialty when they choose the focus of their master’s or doctoral projects.

The Blueprint was prepared by a committee appointed by President Penny Moyers Cleveland and had feedback from more than 1,200 clinicians and educators nationwide. We thank them for their input.

Carolyn Baum, PhD, OTR/L, FAOTA, Washington University in St. Louis, MO, Chair
Cindy Barrows, MS, OTR/L, CPRP, Vinfen Corporation, MA
Julie D. Bass-Haugen, PhD, OTR/L, FAOTA, Saint Catherine University, MN
Debra Chasanoff, MEd, OTR/L, Manatee Community College, FL
Lucinda Dale, EdD, OTR, CHT, University of Indianapolis, IN
Gavin Jenkins, MA, OTR/L, University of Alabama at Birmingham, AL
Paula Kramer, PhD, OTR/L, FAOTA, University of the Sciences in Philadelphia, PA
Mary C. Moore, PhD, University of Indianapolis, IN
Janet Raisor, OTR, St. Mary’s Health System, IN
Becky Wade, OTA/L, Sundance Rehabilitation, OK
Neil Harvison, PhD, OTR/L, Staff Liaison, American Occupational Therapy Association, MD

SECTION I: PERSON-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Cognition support of or impact on performance, participation, and well-being	Attention	Neuroscience	Assessment	Children and youth
	Memory	Cognitive science	Intervention planning	Productive aging
	Executive function	Occupational science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Rehabilitation science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Psychology	Environmental strategies	Work and industry
	Learning	Education	Employing learning strategies	Mental illness
	Communication	Psychiatry	Employing learning strategies	Health and wellness
	Awareness/insight	Communication	Activity analysis
			Self-management strategies
			Use of virtual tools
Psychological support of or impact on performance, participation, and well-being	Motivation	Neuroscience	Assessment	Children and youth
	Self-efficacy	Occupational science	Intervention planning	Productive aging
	Affect	Psychology	Coaching	Rehabilitation, disability, and participation
	Mood	Sociology	Group skills	Rehabilitation, disability, and participation
	Identity	Anthropology	Activity analysis	Work and industry
	Self-concept	Pathophysiology	Self-management strategies	Mental illness
	Self-esteem	Therapeutic use of self	Use of virtual tools	Health and wellness
	Emotional regulation		Therapeutic use of self
	Coping
	Well-being
	Life balance
Physiological support of or impact on performance, participation, and well-being	Plasticity	Neuroscience	Assessment	Children and youth
	Strength	Anatomy	Intervention planning	Productive aging
	Muscle endurance	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Muscle tone	Kinesiology	Environmental strategies	Rehabilitation, disability, and participation
	Involuntary movement reactions	Rehabilitation science	Assistive technology	Work and industry
	Involuntary movement reactions	Exercise science	Self-management strategies	Mental illness
	Gait patterns	Pathophysiology	Use of virtual tools	Health and wellness
	Cardiac endurance	Nutritional science
	Fitness	Holistic health
	Range of motion
	Sleep
	General health
	Nutritional status
	Stress
	Protective and repair functions of skin
Sensory/perceptual support of or impact on performance, participation, and well-being	Sensory processing	Anatomy	Assessment	Children and youth
	Somatosensory	Neuroscience	Intervention planning	Productive aging
	Vision	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Audition	Occupational science	Sensory stimulation/enhancement	Rehabilitation, disability, and participation
	Olfactory		Sensory stimulation/enhancement	Work and industry
	Gustatory		Environmental strategies	Mental illness
	Proprioceptive		Assistive technology	Health and wellness
	Tactile		Self-management strategies
	Vestibular		Use of virtual tools
Motor support of or impact on performance, participation, and well-being	Spontaneous movement	Neuroscience	Assessment	Children and youth
	Reflexes	Rehabilitation science	Intervention planning	Productive aging
	Postural control	Exercise science	Activity analysis	Rehabilitation, disability, and participation
	Fine motor control	Anatomy and physiology	Motor learning strategies	Rehabilitation, disability, and participation
	Gross motor control		Assistive technology	Work and industry
	Motor planning		Environmental strategies	Mental illness
			Self-management strategies	Health and wellness
			Use of virtual tools	Health and wellness
Spirituality support of or impact on performance, participation, and well-being	Meaning	Anthropology	Assessment	Children and youth
	Personal well-being	Philosophy	Intervention planning	Productive aging
	Mind-body connection	Psychology	Activity analysis	Rehabilitation, disability, and participation
	Life stories	Theology	Coaching	Rehabilitation, disability, and participation
		Psychoneuroimmunology	Group skills	Work and industry
		Semiotics	Interviewing skills	Health promotion
		Semiotics	Use of virtual tools	Health promotion

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SECTION I: PERSON-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Cognition support of or impact on performance, participation, and well-being	Attention	Neuroscience	Assessment	Children and youth
	Memory	Cognitive science	Intervention planning	Productive aging
	Executive function	Occupational science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Rehabilitation science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Psychology	Environmental strategies	Work and industry
	Learning	Education	Employing learning strategies	Mental illness
	Communication	Psychiatry	Employing learning strategies	Health and wellness
	Awareness/insight	Communication	Activity analysis
			Self-management strategies
			Use of virtual tools
Psychological support of or impact on performance, participation, and well-being	Motivation	Neuroscience	Assessment	Children and youth
	Self-efficacy	Occupational science	Intervention planning	Productive aging
	Affect	Psychology	Coaching	Rehabilitation, disability, and participation
	Mood	Sociology	Group skills	Rehabilitation, disability, and participation
	Identity	Anthropology	Activity analysis	Work and industry
	Self-concept	Pathophysiology	Self-management strategies	Mental illness
	Self-esteem	Therapeutic use of self	Use of virtual tools	Health and wellness
	Emotional regulation		Therapeutic use of self
	Coping
	Well-being
	Life balance
Physiological support of or impact on performance, participation, and well-being	Plasticity	Neuroscience	Assessment	Children and youth
	Strength	Anatomy	Intervention planning	Productive aging
	Muscle endurance	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Muscle tone	Kinesiology	Environmental strategies	Rehabilitation, disability, and participation
	Involuntary movement reactions	Rehabilitation science	Assistive technology	Work and industry
	Involuntary movement reactions	Exercise science	Self-management strategies	Mental illness
	Gait patterns	Pathophysiology	Use of virtual tools	Health and wellness
	Cardiac endurance	Nutritional science
	Fitness	Holistic health
	Range of motion
	Sleep
	General health
	Nutritional status
	Stress
	Protective and repair functions of skin
Sensory/perceptual support of or impact on performance, participation, and well-being	Sensory processing	Anatomy	Assessment	Children and youth
	Somatosensory	Neuroscience	Intervention planning	Productive aging
	Vision	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Audition	Occupational science	Sensory stimulation/enhancement	Rehabilitation, disability, and participation
	Olfactory		Sensory stimulation/enhancement	Work and industry
	Gustatory		Environmental strategies	Mental illness
	Proprioceptive		Assistive technology	Health and wellness
	Tactile		Self-management strategies
	Vestibular		Use of virtual tools
Motor support of or impact on performance, participation, and well-being	Spontaneous movement	Neuroscience	Assessment	Children and youth
	Reflexes	Rehabilitation science	Intervention planning	Productive aging
	Postural control	Exercise science	Activity analysis	Rehabilitation, disability, and participation
	Fine motor control	Anatomy and physiology	Motor learning strategies	Rehabilitation, disability, and participation
	Gross motor control		Assistive technology	Work and industry
	Motor planning		Environmental strategies	Mental illness
			Self-management strategies	Health and wellness
			Use of virtual tools	Health and wellness
Spirituality support of or impact on performance, participation, and well-being	Meaning	Anthropology	Assessment	Children and youth
	Personal well-being	Philosophy	Intervention planning	Productive aging
	Mind-body connection	Psychology	Activity analysis	Rehabilitation, disability, and participation
	Life stories	Theology	Coaching	Rehabilitation, disability, and participation
		Psychoneuroimmunology	Group skills	Work and industry
		Semiotics	Interviewing skills	Health promotion
		Semiotics	Use of virtual tools	Health promotion

SECTION II: ENVIRONMENT-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Social environment support of or impact on performance, participation, and well-being	Advocacy	Environmental psychology	Assessment	Children and youth
	Community support	Anthropology	Intervention planning	Productive aging
	Social capital	Social sciences	Activity analysis	Rehabilitation, disability, and participation
	Economic capital	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Political infrastructure	Occupational science	Written and oral communication; interviewing	Work and industry
	Family and support groups	Political science	Social interaction/community interaction	Mental illness
	Policy and access (local, state, national, international)	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
	Social inequality/health disparity	Human development	Lobbying/advocacy/policy development
	Social inequality/health disparity	Women’s studies	Therapeutic use of self
	Human rights	Race/ethnicity studies	Identification of stakeholders; stakeholders’ views and positions
	Funding	Economics
	Occupational deprivation/justice
			Scanning/awareness of social change
			Use of virtual tools
Cultural environment support of or impact on performance, participation, and well-being	Individual vs. population vs. institution:	Environmental psychology	Assessment	Children and youth
	Individual vs. population vs. institution:	Anthropology	Intervention planning	Productive aging
	Values	Social science	Activity analysis	Rehabilitation, disability, and participation
	Customs	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Beliefs	Occupational science	Written and oral communication; interviewing	Work and industry
	Policy	Political science	Social interaction/community interaction	Mental illness
	Power/decision-making-	Neuroscience	Social interaction/community interaction	Health and wellness
	Organizational practice	Engineering	Community collaboration
	Policy	Translational science	Lobbying/advocacy/policy development
	Economic	Human development	Lobbying/advocacy/policy development
		Ethics	Therapeutic use of self
		Philosophy	Use of virtual tools
Natural environment support of or impact on performance, participation, and well-being	Ecological issues	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
	Community planning and development	Social science	Activity analysis	Rehabilitation, disability, and participation
	Community planning and development	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Engineering	Occupational science	Written and oral communication; interviewing	Work and industry
	Access	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
		Human geography	Lobbying/advocacy/policy development
		Agriculture	Identification of stakeholders, stakeholders’ views and positions
		Natural resources
			Scanning/awareness of social change
			Use of virtual tools
Design and technology support of or impact on performance, participation, and well-being	Individual	Environmental psychology	Assessment	Children and youth
	Assistive technology	Anthropology	Intervention planning	Productive aging
	– Ergonomics	Social science	Activity analysis	Rehabilitation, disability, and participation
	– Accessible design	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	– Participation	Occupational science	Written and oral communication; interviewing	Work and industry
	Community planning	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
	Urbanization	Engineering	Community collaboration
	Sustainable development	Anthropometrics	Lobbying/advocacy/policy development
	Community development	Translational science	Lobbying/advocacy/policy development
	Traffic planning	Human geography	Design of technology
	– Transportation	Design theory	Computer interaction
	Participation and access	Computer science	Use of virtual tools
	Participation and access	Information technology	Use of virtual tools
Environmental support (assistive technology) support of or impact on performance, participation, and well-being	Virtual	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
		Social science	Activity analysis	Rehabilitation, disability, and participation
		Architecture	Written and oral communication	Rehabilitation, disability, and participation
		Occupational science	Written and oral communication	Work and industry
		Political science	Use of virtual tools	Mental illness
		Neuroscience		Health and wellness
		Rehabilitation engineering
		Design theory
		Translational science
		Human geography
Environment for occupational performance support of or impact on performance, participation, and well-being	Therapeutic impact of environment	Environmental psychology	Assessment	Children and youth
	Therapeutic impact of environment	Anthropology	Intervention planning	Productive aging
	Participation	Social science	Activity analysis	Rehabilitation, disability, and participation
	Person-environment fit	Architecture	Person environment fit/interaction	Rehabilitation, disability, and participation
		Occupational science	Person environment fit/interaction	Work and industry
		Political science	Written and oral communication	Mental illness
		Neuroscience	Written and oral communication	Health and wellness
		Rehabilitation engineering	Therapeutic use of self
		Translational science	Use of virtual tools
		Human development	Use of virtual tools

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SECTION II: ENVIRONMENT-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Social environment support of or impact on performance, participation, and well-being	Advocacy	Environmental psychology	Assessment	Children and youth
	Community support	Anthropology	Intervention planning	Productive aging
	Social capital	Social sciences	Activity analysis	Rehabilitation, disability, and participation
	Economic capital	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Political infrastructure	Occupational science	Written and oral communication; interviewing	Work and industry
	Family and support groups	Political science	Social interaction/community interaction	Mental illness
	Policy and access (local, state, national, international)	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
	Social inequality/health disparity	Human development	Lobbying/advocacy/policy development
	Social inequality/health disparity	Women’s studies	Therapeutic use of self
	Human rights	Race/ethnicity studies	Identification of stakeholders; stakeholders’ views and positions
	Funding	Economics
	Occupational deprivation/justice
			Scanning/awareness of social change
			Use of virtual tools
Cultural environment support of or impact on performance, participation, and well-being	Individual vs. population vs. institution:	Environmental psychology	Assessment	Children and youth
	Individual vs. population vs. institution:	Anthropology	Intervention planning	Productive aging
	Values	Social science	Activity analysis	Rehabilitation, disability, and participation
	Customs	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Beliefs	Occupational science	Written and oral communication; interviewing	Work and industry
	Policy	Political science	Social interaction/community interaction	Mental illness
	Power/decision-making-	Neuroscience	Social interaction/community interaction	Health and wellness
	Organizational practice	Engineering	Community collaboration
	Policy	Translational science	Lobbying/advocacy/policy development
	Economic	Human development	Lobbying/advocacy/policy development
		Ethics	Therapeutic use of self
		Philosophy	Use of virtual tools
Natural environment support of or impact on performance, participation, and well-being	Ecological issues	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
	Community planning and development	Social science	Activity analysis	Rehabilitation, disability, and participation
	Community planning and development	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Engineering	Occupational science	Written and oral communication; interviewing	Work and industry
	Access	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
		Human geography	Lobbying/advocacy/policy development
		Agriculture	Identification of stakeholders, stakeholders’ views and positions
		Natural resources
			Scanning/awareness of social change
			Use of virtual tools
Design and technology support of or impact on performance, participation, and well-being	Individual	Environmental psychology	Assessment	Children and youth
	Assistive technology	Anthropology	Intervention planning	Productive aging
	– Ergonomics	Social science	Activity analysis	Rehabilitation, disability, and participation
	– Accessible design	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	– Participation	Occupational science	Written and oral communication; interviewing	Work and industry
	Community planning	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
	Urbanization	Engineering	Community collaboration
	Sustainable development	Anthropometrics	Lobbying/advocacy/policy development
	Community development	Translational science	Lobbying/advocacy/policy development
	Traffic planning	Human geography	Design of technology
	– Transportation	Design theory	Computer interaction
	Participation and access	Computer science	Use of virtual tools
	Participation and access	Information technology	Use of virtual tools
Environmental support (assistive technology) support of or impact on performance, participation, and well-being	Virtual	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
		Social science	Activity analysis	Rehabilitation, disability, and participation
		Architecture	Written and oral communication	Rehabilitation, disability, and participation
		Occupational science	Written and oral communication	Work and industry
		Political science	Use of virtual tools	Mental illness
		Neuroscience		Health and wellness
		Rehabilitation engineering
		Design theory
		Translational science
		Human geography
Environment for occupational performance support of or impact on performance, participation, and well-being	Therapeutic impact of environment	Environmental psychology	Assessment	Children and youth
	Therapeutic impact of environment	Anthropology	Intervention planning	Productive aging
	Participation	Social science	Activity analysis	Rehabilitation, disability, and participation
	Person-environment fit	Architecture	Person environment fit/interaction	Rehabilitation, disability, and participation
		Occupational science	Person environment fit/interaction	Work and industry
		Political science	Written and oral communication	Mental illness
		Neuroscience	Written and oral communication	Health and wellness
		Rehabilitation engineering	Therapeutic use of self
		Translational science	Use of virtual tools
		Human development	Use of virtual tools

SECTION III: OCCUPATION-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Doing—Person-Level Approach	Occupation	Occupational science	Apply occupation principles to help individuals and families engage in activities that are central to their doing	Children and youth
	Occupational performance	Psychology		Productive aging
	Activity	Sociology		Rehabilitation, disability, and participation
	Habit	Disability studies		Rehabilitation, disability, and participation
	Interest	Anthropology		Work and industry
	Motivation	Education	Implement successful applications to address the person and environmental factors that support the threshold concepts that are central to doing	Mental illness
	Role	Cultural studies		Health and wellness
	Routine	Epidemiology
	Volition	Economics
	Flow	Political science
	Learning style	Computer science
	Ritual	History	Implement self-management approaches to help people manage health and performance problems
		Engineering
		Natural sciences
		Rehabilitation science
		Philosophy	Employ therapeutic strategies to enable doing by individuals, including therapeutic use of self, therapeutic rapport, empowerment, enablement principles, learning strategies, cultural sensitivity, linguistic competency
Doing—Organization and population approaches	Occupation	Epidemology	Apply occupation principles to help organizations and populations engage in activities that are central to their doing	Children and youth
	Occupational performance	Cognitive–behavioral sciences learning		Productive aging
	Activity	Cognitive–behavioral sciences learning		Rehabilitation, disability, and participation
	Habit	Health service research		Rehabilitation, disability, and participation
	Interest	Organizational behavior		Work and industry
	Motivation	Public health	Describe the behaviors of organizations and populations	Mental illness
	Role	Health behavior		Health and wellness
	Routine	Human factors
	Volition	Education	Identify incidence and prevalence
	Flow	Special education	Identify incidence and prevalence
	Learning style	Sociology	Use context as a tool
	Ritual	Sociology	Teach strategies to public
Classifications of occupational activity	International Classification of Functioning, Disability and Health (WHO, 2001)	Occupational science	Identify the occupational activities of clients organizations and populations	Children and youth
		Rehabilitation science		Productive aging
		Fine arts		Rehabilitation, disability, and participation
	Learning/applying knowledge	Education	Choose assessments for specific occupational actvities identified by the International Classification of Functioning, Disability and Health and Occupational Therapy Practice Framework classifications	Rehabilitation, disability, and participation
	General tasks/demands	International Classification of Functioning, Disability and Health		Work and industry
	Communication			Mental illness
	Mobility			Health and wellness
	Self-care	Occupational Therapy Practice Framework
	Domestic life	Occupational Therapy Practice Framework
	Interpersonal interactions and relationships	Work/vocational studies
	Interpersonal interactions and relationships	Special education
	Major life areas	Recreational studies
	Community, civic, and social life	Psychology/development
	Community, civic, and social life	Sociology	Help clients achieve goals they perceive as necessary for specific occupational activities
	Occupational Therapy Practice Framework (AOTA, 2008)	Political science
		Communication
		Neuroscience
	ADLs
	IADLs
	Rest and sleep
	Work
	Play
	Leisure
	Social participation
	Related concepts
	Tasks
Core occupational therapy outcomes	Adaptation/coping	Occupational science	Identify tools to record progress made in occupational therapy interventions	Children and youth
	Competence/mastery Independence/autonomy	Psychology		Productive aging
	Competence/mastery Independence/autonomy	Sociology		Rehabilitation, disability, and participation
	Occupational performance/function	Disability studies		Rehabilitation, disability, and participation
		Rehabilitation science	Administer measures	Work and industry
		Education	Record data	Mental illness
		Education	Report data for quality assurance and other purposes	Health and wellness

Note. ADLs = activities of daily living; IADLs = instrumental activities of daily living.

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SECTION III: OCCUPATION-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Doing—Person-Level Approach	Occupation	Occupational science	Apply occupation principles to help individuals and families engage in activities that are central to their doing	Children and youth
	Occupational performance	Psychology		Productive aging
	Activity	Sociology		Rehabilitation, disability, and participation
	Habit	Disability studies		Rehabilitation, disability, and participation
	Interest	Anthropology		Work and industry
	Motivation	Education	Implement successful applications to address the person and environmental factors that support the threshold concepts that are central to doing	Mental illness
	Role	Cultural studies		Health and wellness
	Routine	Epidemiology
	Volition	Economics
	Flow	Political science
	Learning style	Computer science
	Ritual	History	Implement self-management approaches to help people manage health and performance problems
		Engineering
		Natural sciences
		Rehabilitation science
		Philosophy	Employ therapeutic strategies to enable doing by individuals, including therapeutic use of self, therapeutic rapport, empowerment, enablement principles, learning strategies, cultural sensitivity, linguistic competency
Doing—Organization and population approaches	Occupation	Epidemology	Apply occupation principles to help organizations and populations engage in activities that are central to their doing	Children and youth
	Occupational performance	Cognitive–behavioral sciences learning		Productive aging
	Activity	Cognitive–behavioral sciences learning		Rehabilitation, disability, and participation
	Habit	Health service research		Rehabilitation, disability, and participation
	Interest	Organizational behavior		Work and industry
	Motivation	Public health	Describe the behaviors of organizations and populations	Mental illness
	Role	Health behavior		Health and wellness
	Routine	Human factors
	Volition	Education	Identify incidence and prevalence
	Flow	Special education	Identify incidence and prevalence
	Learning style	Sociology	Use context as a tool
	Ritual	Sociology	Teach strategies to public
Classifications of occupational activity	International Classification of Functioning, Disability and Health (WHO, 2001)	Occupational science	Identify the occupational activities of clients organizations and populations	Children and youth
		Rehabilitation science		Productive aging
		Fine arts		Rehabilitation, disability, and participation
	Learning/applying knowledge	Education	Choose assessments for specific occupational actvities identified by the International Classification of Functioning, Disability and Health and Occupational Therapy Practice Framework classifications	Rehabilitation, disability, and participation
	General tasks/demands	International Classification of Functioning, Disability and Health		Work and industry
	Communication			Mental illness
	Mobility			Health and wellness
	Self-care	Occupational Therapy Practice Framework
	Domestic life	Occupational Therapy Practice Framework
	Interpersonal interactions and relationships	Work/vocational studies
	Interpersonal interactions and relationships	Special education
	Major life areas	Recreational studies
	Community, civic, and social life	Psychology/development
	Community, civic, and social life	Sociology	Help clients achieve goals they perceive as necessary for specific occupational activities
	Occupational Therapy Practice Framework (AOTA, 2008)	Political science
		Communication
		Neuroscience
	ADLs
	IADLs
	Rest and sleep
	Work
	Play
	Leisure
	Social participation
	Related concepts
	Tasks
Core occupational therapy outcomes	Adaptation/coping	Occupational science	Identify tools to record progress made in occupational therapy interventions	Children and youth
	Competence/mastery Independence/autonomy	Psychology		Productive aging
	Competence/mastery Independence/autonomy	Sociology		Rehabilitation, disability, and participation
	Occupational performance/function	Disability studies		Rehabilitation, disability, and participation
		Rehabilitation science	Administer measures	Work and industry
		Education	Record data	Mental illness
		Education	Report data for quality assurance and other purposes	Health and wellness

Note. ADLs = activities of daily living; IADLs = instrumental activities of daily living.

SECTION IV: PROFESSIONAL and INTERPERSONAL FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Ethics and advocacy	Social responsibility and service	Moral theory and ethics	Critical thinking, reflection, and problem-solving skills	Children and youth
	Social responsibility and service			Productive aging
	Public service			Rehabilitation, disability, and participation
	Ethical behavior		Flexibility in adapting to practice settings	Rehabilitation, disability, and participation
	Equity in service access		Flexibility in adapting to practice settings	Work and industry
	Political activism		Quality	Mental illness
	Health/public policy		Understanding of workplace	Health and wellness
	Health/public policy		Research skills	Health and wellness
Communication	Electronic communication and information resources	Information technologies Management sciences Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
				Productive aging
				Rehabilitation, disability, and participation
	Social networks		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Conflict resolution			Work and industry
	Teamwork			Mental illness
	Public information			Health and wellness
	Communicating with lay audiences		Uses analytical skills to adapt evidence-based guidelines to unique and novel situations Interpersonal communication
			Working with media
			Writing for and speaking with lay public
Culture	Diversity	Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Cultural sensitivity			Productive aging
	Health beliefs and practices			Rehabilitation, disability, and participation
	Non-traditional, alterntive, and complementary health practice		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
				Work and industry
				Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations	Health and wellness
Professional development	Currency in practice	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Lifelong professional development	Health management sciences		Productive aging
	Lifelong professional development	Occupational therapy practice		Rehabilitation, disability, and participation
	Mentor	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Social systems	Information technologies		Work and industry
	Leadership development			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations
			Professional advocacy
Evidence-based practice	Accountability for health care quality and out-comes	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
		Health management sciences		Productive aging
		Occupational therapy practice		Rehabilitation, disability, and participation
	Health care utilization	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Outcome measurements	Information technologies		Work and industry
	Health services research			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines Evidence-based outcomes and research	Health and wellness
Business fundamentals	Identifying business opportunities	Health mangement sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Identifying business opportunities	Information technologies		Productive aging
	Analyzing a business concept	Political science		Rehabilitation, disability, and participation
	Analyzing a business concept	Legal, policy, and regulatory issues	Emerging areas of practice	Rehabilitation, disability, and participation
	Completing feasibility studies	Legal, policy, and regulatory issues	Entrepreneurial skills	Work and industry
	Completing feasibility studies	Communication science	Undertakes self- and business assessment to identify opportunities and possesses cognitive astuteness, technical expertise, and emotional intelligence to create success	Mental illness
	Creating vision statements			Health and wellness
	Creating mission statements
	Understanding the legal frameworks/structures within which businesses function
	Development of business plans
	Development of business plans		Uses analytical skills to assess business concepts and create clear vision and implementation strategies
	Development of marketing plans
	Financial management
	Start-up strategies
	Lobbying and advocacy		Flexibility and commitment
			Policy and legal framework analysis
			Advocacy

View Large

SECTION IV: PROFESSIONAL and INTERPERSONAL FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Ethics and advocacy	Social responsibility and service	Moral theory and ethics	Critical thinking, reflection, and problem-solving skills	Children and youth
	Social responsibility and service			Productive aging
	Public service			Rehabilitation, disability, and participation
	Ethical behavior		Flexibility in adapting to practice settings	Rehabilitation, disability, and participation
	Equity in service access		Flexibility in adapting to practice settings	Work and industry
	Political activism		Quality	Mental illness
	Health/public policy		Understanding of workplace	Health and wellness
	Health/public policy		Research skills	Health and wellness
Communication	Electronic communication and information resources	Information technologies Management sciences Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
				Productive aging
				Rehabilitation, disability, and participation
	Social networks		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Conflict resolution			Work and industry
	Teamwork			Mental illness
	Public information			Health and wellness
	Communicating with lay audiences		Uses analytical skills to adapt evidence-based guidelines to unique and novel situations Interpersonal communication
			Working with media
			Writing for and speaking with lay public
Culture	Diversity	Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Cultural sensitivity			Productive aging
	Health beliefs and practices			Rehabilitation, disability, and participation
	Non-traditional, alterntive, and complementary health practice		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
				Work and industry
				Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations	Health and wellness
Professional development	Currency in practice	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Lifelong professional development	Health management sciences		Productive aging
	Lifelong professional development	Occupational therapy practice		Rehabilitation, disability, and participation
	Mentor	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Social systems	Information technologies		Work and industry
	Leadership development			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations
			Professional advocacy
Evidence-based practice	Accountability for health care quality and out-comes	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
		Health management sciences		Productive aging
		Occupational therapy practice		Rehabilitation, disability, and participation
	Health care utilization	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Outcome measurements	Information technologies		Work and industry
	Health services research			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines Evidence-based outcomes and research	Health and wellness
Business fundamentals	Identifying business opportunities	Health mangement sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Identifying business opportunities	Information technologies		Productive aging
	Analyzing a business concept	Political science		Rehabilitation, disability, and participation
	Analyzing a business concept	Legal, policy, and regulatory issues	Emerging areas of practice	Rehabilitation, disability, and participation
	Completing feasibility studies	Legal, policy, and regulatory issues	Entrepreneurial skills	Work and industry
	Completing feasibility studies	Communication science	Undertakes self- and business assessment to identify opportunities and possesses cognitive astuteness, technical expertise, and emotional intelligence to create success	Mental illness
	Creating vision statements			Health and wellness
	Creating mission statements
	Understanding the legal frameworks/structures within which businesses function
	Development of business plans
	Development of business plans		Uses analytical skills to assess business concepts and create clear vision and implementation strategies
	Development of marketing plans
	Financial management
	Start-up strategies
	Lobbying and advocacy		Flexibility and commitment
			Policy and legal framework analysis
			Advocacy

Glossary

Many of the following definitions were adapted from the glossary in the Occupational Therapy Practice Framework: Domain and Process (AOTA, 2008).

A

Activities of daily living (ADLs)—Activities oriented toward taking care of one’s own body (adapted from Rogers & Holm, 1994, pp. 181–202). ADLs also are referred to as basic activities of daily living (BADLs) and personal activities of daily living (PADLs). These activities are “fundamental to living in a social world; they enable basic survival and well-being” (Christiansen & Hammecker, 2001, p. 156).

Activity (Activities)—A class of human actions that are goal directed.

Activity analysis—“addresses the typical demands of an activity; the range of skills involved in its performance, and the various cultural meanings that might be ascribed to it” (Crepeau, 2003, p. 192).

Activity demands—The aspects of an activity, which include the objects and their physical properties, space, social demands, sequencing or timing, required actions or skills, and required underlying body functions and body structures needed to carry out the activity.

Adaptation—The response approach the client makes encountering an occupational challenge. “This change is implemented when the individual’s customary response approaches are found inadequate for some degree of mastery over the challenge”(Schultz & Schkade, 1997, p. 474).

Advocacy—The “pursuit of influencing outcomes—including public policy and resource allocation decisions within political, economic, and social systems and institutions—that directly affect people’s lives” (Advocacy Institute, 2001, as cited in Goodman-Lavey & Dunbar, 2003, p. 422).

Analysis of occupational performance—Part of the evaluation process. Collecting information via assessment tools designed to observe, measure, and inquire about selected factors that support or hinder occupational performance.

Areas of occupations—Various kinds of life activities in which people engage, including the following categories: ADLs, IADLs, rest and sleep, education, work, play, leisure, and social participation.

Assessment—“Specific tools or instruments that are used during the evaluation process” (AOTA, 2005, p. 663).

B

Belief—Any cognitive content held as true by the client (Moyers & Dale, 2007).

Body functions—“The physiological functions of body systems (including psychological functions)” (WHO, 2001, p. 10).

Body structures—“Anatomical parts of the body such as organs, limbs, and their components [that support body function]” (WHO, 2001, p. 10).

C

Client—The entity that receives occupational therapy services. Clients may include (1) individuals and other persons relevant to the individual’s life, including family, caregivers, teachers, employers, and others who also may help or be served indirectly; (2) organizations such as business, industries, or agencies; and (3) populations within a community (Moyers & Dale, 2007).

Client-centered approach—An orientation that honors the desires and priorities of clients in designing and implementing interventions (adapted from Dunn, 2000, p. 4).

Client factors—Those factors residing within the client that may affect performance in areas of occupation. Client factors include values, beliefs, and spirituality; body functions; and body structures.

Clinical reasoning—“Complex, multi-faceted cognitive process used by practitioners to plan, direct, perform, and reflect on intervention” (Crepeau et al., 2003, p. 1027).

Communication and social skills—Actions or behaviors a person uses to communicate and interact with others in an interactive environment (Fisher, 2006).

Cognitive skills—Actions or behaviors a client uses to plan and manage the performance of an activity.

Communicating with lay audiences—Ability to translate technical/professional terminology into common language so that it can be understood by those who are not that profession.

Context—Refers to a variety of interrelated conditions within and surrounding the client that influence performance. Contexts include cultural, personal, temporal, and virtual.

Co-occupations—Activities that implicitly involve at least two people (Zemke & Clark, 1996).

Cultural (context)—“Customs, beliefs, activity patterns, behavior standards, and expectations accepted by the society of which the [client] is a member. Includes ethnicity and values as well as political aspects, such as laws that affect access to resources and affirm personal rights. Also includes opportunities for education, employment, and economic support” (AOTA, 1994, p. 1054).

Currency in practice—An understanding of updated practices in treating a particular problem; ability to use the latest evidence when practicing.

Creating mission statements—The process of devising a clear and succinct description of the enterprise’s purpose for existence. It should incorporate socially meaningful and measurable criteria.

Creating vision statements—The process of devising a vivid idealized description of a desired outcome for the future that will appeal to and energize others. The vision statement provides the framework for strategic planning.

D

Development of business plans—The process of putting together a plan for a new endeavor that looks at the product, the marketing plan, the competition, and the personnel in an objective and critical manner.

Development of marketing plans—The process of putting together a strategy to bring a specific product or service to the public, involving how to “sell” this product or concept to make others aware of it.

Domain—A sphere of activity, concern, or function (American Heritage Dictionary, 2006 ).

E

Education—Includes learning activities needed when participating in an environment.

Emotional regulation skills—Actions or behaviors a client uses to identify, manage, and express feelings while engaging in activities or interacting with others.

Engagement—The act of sharing activities.

Environment—The external physical and social environment that surrounds the client and in which the client’s daily life occupations occur.

Evaluation—“The process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results” (AOTA, 2005, p. 663).

G

Goals—“The result or achievement toward which effort is directed; aim; end” (Webster’s Encyclopedic Unabridged Dictionary of the English Language, 1994 , p. 605).

H

Habits—“Automatic behavior that is integrated into more complex patterns that enable people to function on a day-to-day basis” (Neistadt & Crepeau, 1998, p. 869). Habits can be useful, dominating, or impoverished and either support or interfere with performance in areas of occupation.

Health—Health is a resource for everyday life, not the objective of living. It is a state of complete physical, mental, and social well-being, as well as a positive concept emphasizing social and personal resources, as well as physical capacities (adapted from WHO, 1986).

Health promotion—“[T]he process of enabling people to increase control over, and to improve, their health. To reach a state of complete physical, mental, and social well-being, an individual or group must be able to identify and realize aspirations, to satisfy needs, and to change or cope with the environment” (WHO, 1986). “[C]reating the conditions necessary for health at individual, structural, social, and environmental levels through an understanding of the determinants of health: peace, shelter, education, food, income, a stable ecosystem, sustainable resources, social justice, and equity” (Trentham & Cockburn, 2005, p. 441).

Health/public policy—The basic policy or set of policies forming the foundation of public laws; health policy refers to specific policies as they relate to health and health care.

Health care utilization—How one accesses and uses varying parts of the health care system.

Hope—The real or perceived belief that one can move toward a goal through selected pathways (Lopez et al., 2004).

I

Identity—“A composite definition of the self and includes an interpersonal aspect … an aspect of possibility or potential (who we might become), and a values aspect (that suggests importance and provides a stable basis for choices and decisions)…. Identity can be viewed as the superordinate view of ourselves that includes both self-esteem and self-concept but also importantly reflects and is influenced by the larger social world in which we find ourselves” (Christiansen, 1999, pp. 548–549).

Independence—“A self-directed state of being characterized by an individual’s ability to participate in necessary and preferred occupations in a satisfying manner irrespective of the amount or kind of external assistance desired or required.

Self-determination is essential to achieving and maintaining independence.
An individual’s independence is unrelated to whether he or she performs the activities related to an occupation himself or herself, performs the activities in an adapted or modified environment, makes use of various devices or alternative strategies, or oversees activity completion by others.
Independence is defined by the individual’s culture and values, support systems, and ability to direct his or her life; and
An individual’s independence should not be based on pre-established criteria, perception of outside observers, or how independence is accomplished” (AOTA, 2002, p. 660).

Individual vs. population vs. institution—(Values, customs, beliefs, policy, power/decision making) Refers to becoming aware of the different needs of perspectives, of one person, as opposed to a specific population, as opposed to the needs and concerns of an individual. Each have different values, needs beliefs, and concerns. Each also may have different degree of power and the ability to make decisions that will affect others.

Instrumental activities of daily living (IADLs)—Activities to support daily life within the home and community that often require more complex interactions than self-care used in ADLs.

Interdependence—The “reliance that people have on each other as a natural consequence of group living” (Christiansen & Townsend, 2004, p. 277). “Interdependence engenders a spirit of social inclusion, mutual aid, and a moral commitment and responsibility to recognize and support difference” (p. 146).

Interests—“What one finds enjoyable or satisfying to do” (Kielhofner, 2002, p. 25).

Intervention—The process and skilled actions taken by occupational therapy practitioners in collaboration with the client to facilitate engagement in occupation related to health and participation. The intervention process includes the plan, implementation, and review.

Intervention approaches—Specific strategies selected to direct the process of interventions that are based on the client’s desired outcome, evaluation date, and evidence.

L

Leisure—“A nonobligatory activity that is intrinsically motivated and engaged in during discretionary time, that is, time not committed to obligatory occupations such as work, self-care, or sleep” (Parham & Fazio, 1997, p. 250).

Life balance—The ability to have balance in one’s life, between work, play/leisure, sleeping, and self-care.

Life stories—An account of a series of event that make up a person’s life.

M

Motor and praxis skills—Actions or behaviors a client uses to move and physically interact with tasks, objects, contexts, and environments (adapted from Fisher, 2006). Includes planning, sequencing, and executing novel movements.

Motor planning—Ability to automatically perform an action without thinking through each movement.

O

Occupation—“Goal-directed pursuits that typically extend over time have meaning to the performance, and involve multiple tasks” (Christiansen et al., 2005, p. 548).

“Daily activities that reflect cultural values, provide structure to living, and meaning to individuals; these activities meet human needs for self-care, enjoyment, and participation in society” (Crepeau et al., 2003, p. 1031).

“Activities that people engage in throughout their daily lives to fulfill their time and give life meaning. Occupations involve mental abilities and skills and may or may not have an observable physical dimension” (Hinojosa & Kramer, 1997, p. 865).

“[A] activities of everyday life, named, organized, and given value and meaning by individuals and a culture. Occupation is everything people do to occupy themselves, including looking after themselves … enjoying life … and contributing to the social and economic fabric of their communities” (Law et al., 1997, p. 32).

“A dynamic relationship among an occupational form, a person with a unique developmental structure, subjective meanings and purpose, and the resulting occupational performance” (Nelson & Jepson-Thomas, 2003, p. 90).

“[C]hunks of daily activity that can be named in the lexicon of the culture” (Zemke & Clark, 1996, p. vii).

Occupation-based intervention—A type of occupational therapy intervention—a client-centered intervention in which the occupational therapy practitioner and client collaboratively select and design activities that have specific relevance or meaning to the client and support the client’s interests, need, health, and participation in daily life.

Occupational justice—“Justice related to opportunities and resources required for occupational participation sufficient to satisfy personal needs and full citizenship” (Christiansen & Townsend, 2004, p. 278). To experience meaning and enrichment in one’s occupations; to participate in a range of occupations for health and social inclusion; to make choices and share decision-making power in daily life; and to receive equal privileges for diverse participation in occupations (Townsend & Wilcock, 2004).

Occupational performance—The act of doing and accomplishing a selected activity or occupation that results from the dynamic transaction among the client, the context, and the activity. Improving or enabling skills and patterns in occupational performance leads to engagement in occupations or activities (adapted in part from Law et al., 1996, p. 16).

Occupational profile—A summary of the client’s occupational history, patterns of daily living, interests, values, and needs.

Occupational science—An interdisciplinary academic discipline in the social and behavioral sciences dedicated to the study of the form, the function, and the meaning of human occupations (Zemke & Clark, 1996).

Occupational therapy—The practice of occupational therapy means the therapeutic use of everyday life activities (occupations) with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community, and other settings. Occupational therapy services are provided for the purpose of promoting health and wellness and to those who have or are at risk for developing an illness, injury, disease, disorder, condition, impairment, disability, activity limitation, or participation restriction. Occupational therapy addresses the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts to support engagement in everyday life activities that affect health, well-being, and quality of life (AOTA, 2004).

Organizations—Entities with a common purpose or enterprise such as businesses, industries, or agencies.

Outcomes—What occupational therapy actually achieves for the consumers of its services (adapted from Fuhrer, 1987). Change desired by the client that can focus on any area of the client’s occupational performance (adapted from Kramer et al., 1991).

Outcome measurements—Assessment to gauge the results of a particular intervention or educational program.

P

Participation—“Involvement in a life situation” (WHO, 2001, p. 10).

Performance patterns—Patterns of behavior related to daily life activities that are habitual or routine. They can include habits, routines, rituals, and roles.

Performance skills—The abilities clients demonstrate in the actions they perform

Persons—Individuals, including families, caregivers, teachers, employees, and relevant others.

Personal—“Features of the individual that are not part of a health condition or health status” (WHO, 2001, p. 17). Personal context includes age, gender, socioeconomic, and educational status. Can also include organizational levels (e.g., volunteers, employees) and population levels (e.g., members of a society).

Physical environment—The natural and built nonhuman environment and objects in them.

Play—“Any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion” (Parham & Fazio, 1997, p. 252).

Populations—Large groups as a whole, such as refugees, homeless veterans, and people who need wheelchairs.

Praxis—Skilled purposeful movements (Heilman & Rothi, 1993). The ability to carry out sequential motor acts as part of an overall plan rather than individual acts (Liepmann, 1920). The ability to carry out learned motor activity, including following through on a verbal command, visual spatial construction, ocular and oral–motor skills, imitation of a person or an object, and sequencing actions (Ayres, 1985; Filley, 2001). Organization of temporal sequences of actions within the spatial context; which form meaningful occupations (Blanche & Parham, 2002).

Preparatory methods—Methods and techniques that prepare the client for occupational performance. Used- in preparation for or concurrently with purposeful and occupation-based activities.

Prevention—“Health promotion is equally and essentially concerned with creating the conditions necessary for health at individual, structural, social, and environmental levels through an understanding of the determinants of health: peace, shelter, education, food, income, a stable ecosystem, sustainable resources, social justice, and equity” (Kronenberg et al., 2005, p. 441). Promoting a healthy lifestyle at the individual, group, organizational, community (societal), and governmental/policy level (adapted from Brownson & Scaffa, 2001).

Process—A description of the way in which occupational therapy practitioners operationalize their expertise to provide services to clients. The process includes evaluation, intervention, and outcome monitoring; occurs within the purview of the domain; and involves collaboration among the occupational therapist, occupational therapy assistant, and the client.

Purposeful activity—A goal-directed behavior or activity within a therapeutically designed context that leads to an occupation or occupations. Specifically selected activities that allow the client to develop skills that enhance occupational engagement.

Q

Quality of life—A client’s dynamic appraisal of life satisfactions (perceptions of progress toward identified goals), self-concept (the composite of beliefs and feelings about themselves), health and functioning (including health status, self-care capabilities), and socioeconomic factors (e.g., vocation, education, income) (adapted from Radomski, 1995; Zhan, 1992).

R

Re-evaluation—A reassessment of the client’s performance and goals to determine the type and amount of change.

Rest—Quiet and effortless actions that interrupt physical and mental activity, resulting in a relaxed state (Nurit & Michel, 2003, p. 227).

Ritual—Symbolic actions with spiritual, cultural, or social meaning, contributing to the client’s identity and reinforcing the client’s values and beliefs (Fiese et al., 2002; Segal, 2004). Rituals are highly symbolic, with a strong affective component and representative of a collection of events.

Roles—Roles are sets of behaviors expected by society, shaped by culture, and may be further conceptualized and defined by the client.

Routines—Patterns of behavior that are observable, regular, repetitive, and that provide structure for daily life. They can be satisfying, promoting, or damaging. Routines require momentary time commitment and are embedded in cultural and ecological contexts (Fiese et al., 2002; Segal, 2004).

S

Self-advocacy—Understanding your strengths and needs, identifying your personal goals, knowing your legal rights and responsibilities, and communicating these to others (Dawson, 2007).

Sensory–perceptual skills—Actions or behaviors a client uses to locate, identify, and respond to sensations and to select, interpret, associate, organize, and remember sensory events via sensations that include visual, auditory, proprioceptive, tactile, olfactory, gustatory, and vestibular sensations.

Scanning/awareness of social change—Ability to be aware of what is going on in society and to note changes to the social environment.

Sleep—“A natural periodic state of rest for the mind and body, in which the eyes usually close and consciousness is completely or partially lost, so that there is a decrease in bodily movement and responsiveness to external stimuli. During sleep the brain in humans and other mammals undergoes a characteristic cycle of brain-wave activity that includes intervals of dreaming” (The Free Dictionary, 2007). A series of activities resulting in going to sleep, staying asleep, and ensuring health and safety through participation in sleep involving engagement with the physical and social environments.

Social environment—Is constructed by the presence, relationships, and expectations of persons, organizations, and populations.

Social justice—“Ethical distribution and sharing of resources, rights, and responsibilities between people, recognizing their equal worth as citizens. [It recognizes] their equal right to be able to meet basic needs, the need to spread opportunities and life chances as widely as possible, and finally the requirement that we reduce and where possible eliminate unjustified inequalities” (Commission on Social Justice, 1994, p. 1). “The promotion of social and economic change to increase individual, community, and political awareness, resources, and opportunity for health and well-being” (Wilcock, 2006, p. 344).

Social participation—“Organized patterns of behavior that are characteristic and expected of an individual in a given position within a social system” (Mosey, 1996, p. 340).

Spirituality—“[T]he personal quest for understanding answers to ultimate questions about life, about meaning, and about relationship with the sacred or transcendent, which may (or may not) lead to or arise from the development of religious rituals and the formation of community” (Moreira-Almeida & Koenig, 2006, p. 844).

T

Temporal—“Location of occupational performance in time” (Neistadt & Crepeau, 1998, p. 292). The experience of time as shaped by engagement in occupations. The temporal aspects of occupations “which contribute to the patterns of daily occupations” are “the rhythm … tempo … synchronization … duration … and sequence” (Larson & Zemke, 2004, p. 82; Zemke, 2004, p. 610). It includes stages of life, time of day, duration, rhythm of activity, or history.

Transactional—A process that involves two or more individuals or elements that reciprocally and continually influence and affect one another through the ongoing relationship (Dickie et al., 2006).

U

Use of virtual tools—The ability to use computer-based simulated environments, such as games or communication systems, to interact with others.

V

Values—Principles, standards, or qualities considered worthwhile or desirable by the client who holds them (Moyers & Dale, 2007).

Virtual—Environment in which communication occurs by means of airways or computers and an absence of physical contact. Includes simulated or real-time or near-time existence of an environment, such as chat rooms, email, video conferencing, and radio transmissions.

W

Wellness—“An active process through which individuals become aware of and make choices toward a more successful existence” (Hetzler, 1984, p. 1117). Wellness is more than a lack of disease symptoms. It is a state of mental and physical balance and fitness (adapted from Taber’s Cyclopedic Medical Dictionary, 1997, p. 2110).

Work—“Activities needed for engaging in remunerative employment or volunteer activities” (Mosey, 1996, p. 341).

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Fisher, A. (2006). Overview of performance skills and client factors. In H. Pendleton & W. Schultz-Krohn (Eds.), Pedretti’s occupational therapy: Practice skills for physical dysfunction (pp. 372–402). St. Louis: Mosby/Elsevier.

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Kramer, S., McGonigel, M., & Kaufmann, R. (1991). Developing the IFSP: Outcomes, strategies, activities, and services. In M. McGonigel, R. Kaufmann, & B. Johnson (Eds.), Guidelines and recommended practices for the individualized family service plan (2nd ed., pp. 41–49). Bethesda, MD: Association for the Care of Children’s Health.

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SECTION I: PERSON-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Cognition support of or impact on performance, participation, and well-being	Attention	Neuroscience	Assessment	Children and youth
	Memory	Cognitive science	Intervention planning	Productive aging
	Executive function	Occupational science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Rehabilitation science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Psychology	Environmental strategies	Work and industry
	Learning	Education	Employing learning strategies	Mental illness
	Communication	Psychiatry	Employing learning strategies	Health and wellness
	Awareness/insight	Communication	Activity analysis
			Self-management strategies
			Use of virtual tools
Psychological support of or impact on performance, participation, and well-being	Motivation	Neuroscience	Assessment	Children and youth
	Self-efficacy	Occupational science	Intervention planning	Productive aging
	Affect	Psychology	Coaching	Rehabilitation, disability, and participation
	Mood	Sociology	Group skills	Rehabilitation, disability, and participation
	Identity	Anthropology	Activity analysis	Work and industry
	Self-concept	Pathophysiology	Self-management strategies	Mental illness
	Self-esteem	Therapeutic use of self	Use of virtual tools	Health and wellness
	Emotional regulation		Therapeutic use of self
	Coping
	Well-being
	Life balance
Physiological support of or impact on performance, participation, and well-being	Plasticity	Neuroscience	Assessment	Children and youth
	Strength	Anatomy	Intervention planning	Productive aging
	Muscle endurance	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Muscle tone	Kinesiology	Environmental strategies	Rehabilitation, disability, and participation
	Involuntary movement reactions	Rehabilitation science	Assistive technology	Work and industry
	Involuntary movement reactions	Exercise science	Self-management strategies	Mental illness
	Gait patterns	Pathophysiology	Use of virtual tools	Health and wellness
	Cardiac endurance	Nutritional science
	Fitness	Holistic health
	Range of motion
	Sleep
	General health
	Nutritional status
	Stress
	Protective and repair functions of skin
Sensory/perceptual support of or impact on performance, participation, and well-being	Sensory processing	Anatomy	Assessment	Children and youth
	Somatosensory	Neuroscience	Intervention planning	Productive aging
	Vision	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Audition	Occupational science	Sensory stimulation/enhancement	Rehabilitation, disability, and participation
	Olfactory		Sensory stimulation/enhancement	Work and industry
	Gustatory		Environmental strategies	Mental illness
	Proprioceptive		Assistive technology	Health and wellness
	Tactile		Self-management strategies
	Vestibular		Use of virtual tools
Motor support of or impact on performance, participation, and well-being	Spontaneous movement	Neuroscience	Assessment	Children and youth
	Reflexes	Rehabilitation science	Intervention planning	Productive aging
	Postural control	Exercise science	Activity analysis	Rehabilitation, disability, and participation
	Fine motor control	Anatomy and physiology	Motor learning strategies	Rehabilitation, disability, and participation
	Gross motor control		Assistive technology	Work and industry
	Motor planning		Environmental strategies	Mental illness
			Self-management strategies	Health and wellness
			Use of virtual tools	Health and wellness
Spirituality support of or impact on performance, participation, and well-being	Meaning	Anthropology	Assessment	Children and youth
	Personal well-being	Philosophy	Intervention planning	Productive aging
	Mind-body connection	Psychology	Activity analysis	Rehabilitation, disability, and participation
	Life stories	Theology	Coaching	Rehabilitation, disability, and participation
		Psychoneuroimmunology	Group skills	Work and industry
		Semiotics	Interviewing skills	Health promotion
		Semiotics	Use of virtual tools	Health promotion

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SECTION I: PERSON-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Cognition support of or impact on performance, participation, and well-being	Attention	Neuroscience	Assessment	Children and youth
	Memory	Cognitive science	Intervention planning	Productive aging
	Executive function	Occupational science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Rehabilitation science	Cognitive-behavioral strategies	Rehabilitation, disability, and participation
	Social awareness (theory of mind)	Psychology	Environmental strategies	Work and industry
	Learning	Education	Employing learning strategies	Mental illness
	Communication	Psychiatry	Employing learning strategies	Health and wellness
	Awareness/insight	Communication	Activity analysis
			Self-management strategies
			Use of virtual tools
Psychological support of or impact on performance, participation, and well-being	Motivation	Neuroscience	Assessment	Children and youth
	Self-efficacy	Occupational science	Intervention planning	Productive aging
	Affect	Psychology	Coaching	Rehabilitation, disability, and participation
	Mood	Sociology	Group skills	Rehabilitation, disability, and participation
	Identity	Anthropology	Activity analysis	Work and industry
	Self-concept	Pathophysiology	Self-management strategies	Mental illness
	Self-esteem	Therapeutic use of self	Use of virtual tools	Health and wellness
	Emotional regulation		Therapeutic use of self
	Coping
	Well-being
	Life balance
Physiological support of or impact on performance, participation, and well-being	Plasticity	Neuroscience	Assessment	Children and youth
	Strength	Anatomy	Intervention planning	Productive aging
	Muscle endurance	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Muscle tone	Kinesiology	Environmental strategies	Rehabilitation, disability, and participation
	Involuntary movement reactions	Rehabilitation science	Assistive technology	Work and industry
	Involuntary movement reactions	Exercise science	Self-management strategies	Mental illness
	Gait patterns	Pathophysiology	Use of virtual tools	Health and wellness
	Cardiac endurance	Nutritional science
	Fitness	Holistic health
	Range of motion
	Sleep
	General health
	Nutritional status
	Stress
	Protective and repair functions of skin
Sensory/perceptual support of or impact on performance, participation, and well-being	Sensory processing	Anatomy	Assessment	Children and youth
	Somatosensory	Neuroscience	Intervention planning	Productive aging
	Vision	Physiology	Activity analysis	Rehabilitation, disability, and participation
	Audition	Occupational science	Sensory stimulation/enhancement	Rehabilitation, disability, and participation
	Olfactory		Sensory stimulation/enhancement	Work and industry
	Gustatory		Environmental strategies	Mental illness
	Proprioceptive		Assistive technology	Health and wellness
	Tactile		Self-management strategies
	Vestibular		Use of virtual tools
Motor support of or impact on performance, participation, and well-being	Spontaneous movement	Neuroscience	Assessment	Children and youth
	Reflexes	Rehabilitation science	Intervention planning	Productive aging
	Postural control	Exercise science	Activity analysis	Rehabilitation, disability, and participation
	Fine motor control	Anatomy and physiology	Motor learning strategies	Rehabilitation, disability, and participation
	Gross motor control		Assistive technology	Work and industry
	Motor planning		Environmental strategies	Mental illness
			Self-management strategies	Health and wellness
			Use of virtual tools	Health and wellness
Spirituality support of or impact on performance, participation, and well-being	Meaning	Anthropology	Assessment	Children and youth
	Personal well-being	Philosophy	Intervention planning	Productive aging
	Mind-body connection	Psychology	Activity analysis	Rehabilitation, disability, and participation
	Life stories	Theology	Coaching	Rehabilitation, disability, and participation
		Psychoneuroimmunology	Group skills	Work and industry
		Semiotics	Interviewing skills	Health promotion
		Semiotics	Use of virtual tools	Health promotion

SECTION II: ENVIRONMENT-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Social environment support of or impact on performance, participation, and well-being	Advocacy	Environmental psychology	Assessment	Children and youth
	Community support	Anthropology	Intervention planning	Productive aging
	Social capital	Social sciences	Activity analysis	Rehabilitation, disability, and participation
	Economic capital	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Political infrastructure	Occupational science	Written and oral communication; interviewing	Work and industry
	Family and support groups	Political science	Social interaction/community interaction	Mental illness
	Policy and access (local, state, national, international)	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
	Social inequality/health disparity	Human development	Lobbying/advocacy/policy development
	Social inequality/health disparity	Women’s studies	Therapeutic use of self
	Human rights	Race/ethnicity studies	Identification of stakeholders; stakeholders’ views and positions
	Funding	Economics
	Occupational deprivation/justice
			Scanning/awareness of social change
			Use of virtual tools
Cultural environment support of or impact on performance, participation, and well-being	Individual vs. population vs. institution:	Environmental psychology	Assessment	Children and youth
	Individual vs. population vs. institution:	Anthropology	Intervention planning	Productive aging
	Values	Social science	Activity analysis	Rehabilitation, disability, and participation
	Customs	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Beliefs	Occupational science	Written and oral communication; interviewing	Work and industry
	Policy	Political science	Social interaction/community interaction	Mental illness
	Power/decision-making-	Neuroscience	Social interaction/community interaction	Health and wellness
	Organizational practice	Engineering	Community collaboration
	Policy	Translational science	Lobbying/advocacy/policy development
	Economic	Human development	Lobbying/advocacy/policy development
		Ethics	Therapeutic use of self
		Philosophy	Use of virtual tools
Natural environment support of or impact on performance, participation, and well-being	Ecological issues	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
	Community planning and development	Social science	Activity analysis	Rehabilitation, disability, and participation
	Community planning and development	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Engineering	Occupational science	Written and oral communication; interviewing	Work and industry
	Access	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
		Human geography	Lobbying/advocacy/policy development
		Agriculture	Identification of stakeholders, stakeholders’ views and positions
		Natural resources
			Scanning/awareness of social change
			Use of virtual tools
Design and technology support of or impact on performance, participation, and well-being	Individual	Environmental psychology	Assessment	Children and youth
	Assistive technology	Anthropology	Intervention planning	Productive aging
	– Ergonomics	Social science	Activity analysis	Rehabilitation, disability, and participation
	– Accessible design	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	– Participation	Occupational science	Written and oral communication; interviewing	Work and industry
	Community planning	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
	Urbanization	Engineering	Community collaboration
	Sustainable development	Anthropometrics	Lobbying/advocacy/policy development
	Community development	Translational science	Lobbying/advocacy/policy development
	Traffic planning	Human geography	Design of technology
	– Transportation	Design theory	Computer interaction
	Participation and access	Computer science	Use of virtual tools
	Participation and access	Information technology	Use of virtual tools
Environmental support (assistive technology) support of or impact on performance, participation, and well-being	Virtual	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
		Social science	Activity analysis	Rehabilitation, disability, and participation
		Architecture	Written and oral communication	Rehabilitation, disability, and participation
		Occupational science	Written and oral communication	Work and industry
		Political science	Use of virtual tools	Mental illness
		Neuroscience		Health and wellness
		Rehabilitation engineering
		Design theory
		Translational science
		Human geography
Environment for occupational performance support of or impact on performance, participation, and well-being	Therapeutic impact of environment	Environmental psychology	Assessment	Children and youth
	Therapeutic impact of environment	Anthropology	Intervention planning	Productive aging
	Participation	Social science	Activity analysis	Rehabilitation, disability, and participation
	Person-environment fit	Architecture	Person environment fit/interaction	Rehabilitation, disability, and participation
		Occupational science	Person environment fit/interaction	Work and industry
		Political science	Written and oral communication	Mental illness
		Neuroscience	Written and oral communication	Health and wellness
		Rehabilitation engineering	Therapeutic use of self
		Translational science	Use of virtual tools
		Human development	Use of virtual tools

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SECTION II: ENVIRONMENT-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Social environment support of or impact on performance, participation, and well-being	Advocacy	Environmental psychology	Assessment	Children and youth
	Community support	Anthropology	Intervention planning	Productive aging
	Social capital	Social sciences	Activity analysis	Rehabilitation, disability, and participation
	Economic capital	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Political infrastructure	Occupational science	Written and oral communication; interviewing	Work and industry
	Family and support groups	Political science	Social interaction/community interaction	Mental illness
	Policy and access (local, state, national, international)	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
	Social inequality/health disparity	Human development	Lobbying/advocacy/policy development
	Social inequality/health disparity	Women’s studies	Therapeutic use of self
	Human rights	Race/ethnicity studies	Identification of stakeholders; stakeholders’ views and positions
	Funding	Economics
	Occupational deprivation/justice
			Scanning/awareness of social change
			Use of virtual tools
Cultural environment support of or impact on performance, participation, and well-being	Individual vs. population vs. institution:	Environmental psychology	Assessment	Children and youth
	Individual vs. population vs. institution:	Anthropology	Intervention planning	Productive aging
	Values	Social science	Activity analysis	Rehabilitation, disability, and participation
	Customs	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Beliefs	Occupational science	Written and oral communication; interviewing	Work and industry
	Policy	Political science	Social interaction/community interaction	Mental illness
	Power/decision-making-	Neuroscience	Social interaction/community interaction	Health and wellness
	Organizational practice	Engineering	Community collaboration
	Policy	Translational science	Lobbying/advocacy/policy development
	Economic	Human development	Lobbying/advocacy/policy development
		Ethics	Therapeutic use of self
		Philosophy	Use of virtual tools
Natural environment support of or impact on performance, participation, and well-being	Ecological issues	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
	Community planning and development	Social science	Activity analysis	Rehabilitation, disability, and participation
	Community planning and development	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	Engineering	Occupational science	Written and oral communication; interviewing	Work and industry
	Access	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
		Engineering	Community collaboration
		Translational science	Lobbying/advocacy/policy development
		Human geography	Lobbying/advocacy/policy development
		Agriculture	Identification of stakeholders, stakeholders’ views and positions
		Natural resources
			Scanning/awareness of social change
			Use of virtual tools
Design and technology support of or impact on performance, participation, and well-being	Individual	Environmental psychology	Assessment	Children and youth
	Assistive technology	Anthropology	Intervention planning	Productive aging
	– Ergonomics	Social science	Activity analysis	Rehabilitation, disability, and participation
	– Accessible design	Architecture	Written and oral communication; interviewing	Rehabilitation, disability, and participation
	– Participation	Occupational science	Written and oral communication; interviewing	Work and industry
	Community planning	Political science	Social interaction/community interaction	Mental illness
	Universal design	Neuroscience	Social interaction/community interaction	Health and wellness
	Urbanization	Engineering	Community collaboration
	Sustainable development	Anthropometrics	Lobbying/advocacy/policy development
	Community development	Translational science	Lobbying/advocacy/policy development
	Traffic planning	Human geography	Design of technology
	– Transportation	Design theory	Computer interaction
	Participation and access	Computer science	Use of virtual tools
	Participation and access	Information technology	Use of virtual tools
Environmental support (assistive technology) support of or impact on performance, participation, and well-being	Virtual	Environmental psychology	Assessment	Children and youth
	Physical	Anthropology	Intervention planning	Productive aging
		Social science	Activity analysis	Rehabilitation, disability, and participation
		Architecture	Written and oral communication	Rehabilitation, disability, and participation
		Occupational science	Written and oral communication	Work and industry
		Political science	Use of virtual tools	Mental illness
		Neuroscience		Health and wellness
		Rehabilitation engineering
		Design theory
		Translational science
		Human geography
Environment for occupational performance support of or impact on performance, participation, and well-being	Therapeutic impact of environment	Environmental psychology	Assessment	Children and youth
	Therapeutic impact of environment	Anthropology	Intervention planning	Productive aging
	Participation	Social science	Activity analysis	Rehabilitation, disability, and participation
	Person-environment fit	Architecture	Person environment fit/interaction	Rehabilitation, disability, and participation
		Occupational science	Person environment fit/interaction	Work and industry
		Political science	Written and oral communication	Mental illness
		Neuroscience	Written and oral communication	Health and wellness
		Rehabilitation engineering	Therapeutic use of self
		Translational science	Use of virtual tools
		Human development	Use of virtual tools

SECTION III: OCCUPATION-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Doing—Person-Level Approach	Occupation	Occupational science	Apply occupation principles to help individuals and families engage in activities that are central to their doing	Children and youth
	Occupational performance	Psychology		Productive aging
	Activity	Sociology		Rehabilitation, disability, and participation
	Habit	Disability studies		Rehabilitation, disability, and participation
	Interest	Anthropology		Work and industry
	Motivation	Education	Implement successful applications to address the person and environmental factors that support the threshold concepts that are central to doing	Mental illness
	Role	Cultural studies		Health and wellness
	Routine	Epidemiology
	Volition	Economics
	Flow	Political science
	Learning style	Computer science
	Ritual	History	Implement self-management approaches to help people manage health and performance problems
		Engineering
		Natural sciences
		Rehabilitation science
		Philosophy	Employ therapeutic strategies to enable doing by individuals, including therapeutic use of self, therapeutic rapport, empowerment, enablement principles, learning strategies, cultural sensitivity, linguistic competency
Doing—Organization and population approaches	Occupation	Epidemology	Apply occupation principles to help organizations and populations engage in activities that are central to their doing	Children and youth
	Occupational performance	Cognitive–behavioral sciences learning		Productive aging
	Activity	Cognitive–behavioral sciences learning		Rehabilitation, disability, and participation
	Habit	Health service research		Rehabilitation, disability, and participation
	Interest	Organizational behavior		Work and industry
	Motivation	Public health	Describe the behaviors of organizations and populations	Mental illness
	Role	Health behavior		Health and wellness
	Routine	Human factors
	Volition	Education	Identify incidence and prevalence
	Flow	Special education	Identify incidence and prevalence
	Learning style	Sociology	Use context as a tool
	Ritual	Sociology	Teach strategies to public
Classifications of occupational activity	International Classification of Functioning, Disability and Health (WHO, 2001)	Occupational science	Identify the occupational activities of clients organizations and populations	Children and youth
		Rehabilitation science		Productive aging
		Fine arts		Rehabilitation, disability, and participation
	Learning/applying knowledge	Education	Choose assessments for specific occupational actvities identified by the International Classification of Functioning, Disability and Health and Occupational Therapy Practice Framework classifications	Rehabilitation, disability, and participation
	General tasks/demands	International Classification of Functioning, Disability and Health		Work and industry
	Communication			Mental illness
	Mobility			Health and wellness
	Self-care	Occupational Therapy Practice Framework
	Domestic life	Occupational Therapy Practice Framework
	Interpersonal interactions and relationships	Work/vocational studies
	Interpersonal interactions and relationships	Special education
	Major life areas	Recreational studies
	Community, civic, and social life	Psychology/development
	Community, civic, and social life	Sociology	Help clients achieve goals they perceive as necessary for specific occupational activities
	Occupational Therapy Practice Framework (AOTA, 2008)	Political science
		Communication
		Neuroscience
	ADLs
	IADLs
	Rest and sleep
	Work
	Play
	Leisure
	Social participation
	Related concepts
	Tasks
Core occupational therapy outcomes	Adaptation/coping	Occupational science	Identify tools to record progress made in occupational therapy interventions	Children and youth
	Competence/mastery Independence/autonomy	Psychology		Productive aging
	Competence/mastery Independence/autonomy	Sociology		Rehabilitation, disability, and participation
	Occupational performance/function	Disability studies		Rehabilitation, disability, and participation
		Rehabilitation science	Administer measures	Work and industry
		Education	Record data	Mental illness
		Education	Report data for quality assurance and other purposes	Health and wellness

Note. ADLs = activities of daily living; IADLs = instrumental activities of daily living.

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SECTION III: OCCUPATION-CENTERED FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Doing—Person-Level Approach	Occupation	Occupational science	Apply occupation principles to help individuals and families engage in activities that are central to their doing	Children and youth
	Occupational performance	Psychology		Productive aging
	Activity	Sociology		Rehabilitation, disability, and participation
	Habit	Disability studies		Rehabilitation, disability, and participation
	Interest	Anthropology		Work and industry
	Motivation	Education	Implement successful applications to address the person and environmental factors that support the threshold concepts that are central to doing	Mental illness
	Role	Cultural studies		Health and wellness
	Routine	Epidemiology
	Volition	Economics
	Flow	Political science
	Learning style	Computer science
	Ritual	History	Implement self-management approaches to help people manage health and performance problems
		Engineering
		Natural sciences
		Rehabilitation science
		Philosophy	Employ therapeutic strategies to enable doing by individuals, including therapeutic use of self, therapeutic rapport, empowerment, enablement principles, learning strategies, cultural sensitivity, linguistic competency
Doing—Organization and population approaches	Occupation	Epidemology	Apply occupation principles to help organizations and populations engage in activities that are central to their doing	Children and youth
	Occupational performance	Cognitive–behavioral sciences learning		Productive aging
	Activity	Cognitive–behavioral sciences learning		Rehabilitation, disability, and participation
	Habit	Health service research		Rehabilitation, disability, and participation
	Interest	Organizational behavior		Work and industry
	Motivation	Public health	Describe the behaviors of organizations and populations	Mental illness
	Role	Health behavior		Health and wellness
	Routine	Human factors
	Volition	Education	Identify incidence and prevalence
	Flow	Special education	Identify incidence and prevalence
	Learning style	Sociology	Use context as a tool
	Ritual	Sociology	Teach strategies to public
Classifications of occupational activity	International Classification of Functioning, Disability and Health (WHO, 2001)	Occupational science	Identify the occupational activities of clients organizations and populations	Children and youth
		Rehabilitation science		Productive aging
		Fine arts		Rehabilitation, disability, and participation
	Learning/applying knowledge	Education	Choose assessments for specific occupational actvities identified by the International Classification of Functioning, Disability and Health and Occupational Therapy Practice Framework classifications	Rehabilitation, disability, and participation
	General tasks/demands	International Classification of Functioning, Disability and Health		Work and industry
	Communication			Mental illness
	Mobility			Health and wellness
	Self-care	Occupational Therapy Practice Framework
	Domestic life	Occupational Therapy Practice Framework
	Interpersonal interactions and relationships	Work/vocational studies
	Interpersonal interactions and relationships	Special education
	Major life areas	Recreational studies
	Community, civic, and social life	Psychology/development
	Community, civic, and social life	Sociology	Help clients achieve goals they perceive as necessary for specific occupational activities
	Occupational Therapy Practice Framework (AOTA, 2008)	Political science
		Communication
		Neuroscience
	ADLs
	IADLs
	Rest and sleep
	Work
	Play
	Leisure
	Social participation
	Related concepts
	Tasks
Core occupational therapy outcomes	Adaptation/coping	Occupational science	Identify tools to record progress made in occupational therapy interventions	Children and youth
	Competence/mastery Independence/autonomy	Psychology		Productive aging
	Competence/mastery Independence/autonomy	Sociology		Rehabilitation, disability, and participation
	Occupational performance/function	Disability studies		Rehabilitation, disability, and participation
		Rehabilitation science	Administer measures	Work and industry
		Education	Record data	Mental illness
		Education	Report data for quality assurance and other purposes	Health and wellness

Note. ADLs = activities of daily living; IADLs = instrumental activities of daily living.

SECTION IV: PROFESSIONAL and INTERPERSONAL FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Ethics and advocacy	Social responsibility and service	Moral theory and ethics	Critical thinking, reflection, and problem-solving skills	Children and youth
	Social responsibility and service			Productive aging
	Public service			Rehabilitation, disability, and participation
	Ethical behavior		Flexibility in adapting to practice settings	Rehabilitation, disability, and participation
	Equity in service access		Flexibility in adapting to practice settings	Work and industry
	Political activism		Quality	Mental illness
	Health/public policy		Understanding of workplace	Health and wellness
	Health/public policy		Research skills	Health and wellness
Communication	Electronic communication and information resources	Information technologies Management sciences Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
				Productive aging
				Rehabilitation, disability, and participation
	Social networks		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Conflict resolution			Work and industry
	Teamwork			Mental illness
	Public information			Health and wellness
	Communicating with lay audiences		Uses analytical skills to adapt evidence-based guidelines to unique and novel situations Interpersonal communication
			Working with media
			Writing for and speaking with lay public
Culture	Diversity	Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Cultural sensitivity			Productive aging
	Health beliefs and practices			Rehabilitation, disability, and participation
	Non-traditional, alterntive, and complementary health practice		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
				Work and industry
				Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations	Health and wellness
Professional development	Currency in practice	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Lifelong professional development	Health management sciences		Productive aging
	Lifelong professional development	Occupational therapy practice		Rehabilitation, disability, and participation
	Mentor	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Social systems	Information technologies		Work and industry
	Leadership development			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations
			Professional advocacy
Evidence-based practice	Accountability for health care quality and out-comes	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
		Health management sciences		Productive aging
		Occupational therapy practice		Rehabilitation, disability, and participation
	Health care utilization	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Outcome measurements	Information technologies		Work and industry
	Health services research			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines Evidence-based outcomes and research	Health and wellness
Business fundamentals	Identifying business opportunities	Health mangement sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Identifying business opportunities	Information technologies		Productive aging
	Analyzing a business concept	Political science		Rehabilitation, disability, and participation
	Analyzing a business concept	Legal, policy, and regulatory issues	Emerging areas of practice	Rehabilitation, disability, and participation
	Completing feasibility studies	Legal, policy, and regulatory issues	Entrepreneurial skills	Work and industry
	Completing feasibility studies	Communication science	Undertakes self- and business assessment to identify opportunities and possesses cognitive astuteness, technical expertise, and emotional intelligence to create success	Mental illness
	Creating vision statements			Health and wellness
	Creating mission statements
	Understanding the legal frameworks/structures within which businesses function
	Development of business plans
	Development of business plans		Uses analytical skills to assess business concepts and create clear vision and implementation strategies
	Development of marketing plans
	Financial management
	Start-up strategies
	Lobbying and advocacy		Flexibility and commitment
			Policy and legal framework analysis
			Advocacy

View Large

SECTION IV: PROFESSIONAL and INTERPERSONAL FACTORS

Topic	Concepts	Science	Skills	Area of Practice
Ethics and advocacy	Social responsibility and service	Moral theory and ethics	Critical thinking, reflection, and problem-solving skills	Children and youth
	Social responsibility and service			Productive aging
	Public service			Rehabilitation, disability, and participation
	Ethical behavior		Flexibility in adapting to practice settings	Rehabilitation, disability, and participation
	Equity in service access		Flexibility in adapting to practice settings	Work and industry
	Political activism		Quality	Mental illness
	Health/public policy		Understanding of workplace	Health and wellness
	Health/public policy		Research skills	Health and wellness
Communication	Electronic communication and information resources	Information technologies Management sciences Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
				Productive aging
				Rehabilitation, disability, and participation
	Social networks		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Conflict resolution			Work and industry
	Teamwork			Mental illness
	Public information			Health and wellness
	Communicating with lay audiences		Uses analytical skills to adapt evidence-based guidelines to unique and novel situations Interpersonal communication
			Working with media
			Writing for and speaking with lay public
Culture	Diversity	Social sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Cultural sensitivity			Productive aging
	Health beliefs and practices			Rehabilitation, disability, and participation
	Non-traditional, alterntive, and complementary health practice		Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
				Work and industry
				Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations	Health and wellness
Professional development	Currency in practice	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Lifelong professional development	Health management sciences		Productive aging
	Lifelong professional development	Occupational therapy practice		Rehabilitation, disability, and participation
	Mentor	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Social systems	Information technologies		Work and industry
	Leadership development			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines to unique and novel situations
			Professional advocacy
Evidence-based practice	Accountability for health care quality and out-comes	Health management sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
		Health management sciences		Productive aging
		Occupational therapy practice		Rehabilitation, disability, and participation
	Health care utilization	Occupational therapy practice	Applies analytical reasoning in order to choose or create alternative solutions to clinical problems	Rehabilitation, disability, and participation
	Outcome measurements	Information technologies		Work and industry
	Health services research			Mental illness
				Health and wellness
			Uses analytical skills to adapt evidence-based guidelines Evidence-based outcomes and research	Health and wellness
Business fundamentals	Identifying business opportunities	Health mangement sciences	Critical thinking, reflection, and problem-solving skills	Children and youth
	Identifying business opportunities	Information technologies		Productive aging
	Analyzing a business concept	Political science		Rehabilitation, disability, and participation
	Analyzing a business concept	Legal, policy, and regulatory issues	Emerging areas of practice	Rehabilitation, disability, and participation
	Completing feasibility studies	Legal, policy, and regulatory issues	Entrepreneurial skills	Work and industry
	Completing feasibility studies	Communication science	Undertakes self- and business assessment to identify opportunities and possesses cognitive astuteness, technical expertise, and emotional intelligence to create success	Mental illness
	Creating vision statements			Health and wellness
	Creating mission statements
	Understanding the legal frameworks/structures within which businesses function
	Development of business plans
	Development of business plans		Uses analytical skills to assess business concepts and create clear vision and implementation strategies
	Development of marketing plans
	Financial management
	Start-up strategies
	Lobbying and advocacy		Flexibility and commitment
			Policy and legal framework analysis
			Advocacy