Cover
Title Page
Notes on Contributors
Foreword
Preface
Acknowledgements
Chapter 1: Introduction to Occupation‐centred Practice for Children
1. Introduction
2. Re‐affirming occupation: The core of occupational therapy
3. External influences impacting occupational therapy practice
4. International Classification of Functioning, Disability and Health (ICF)
5. United Nations’ declarations
6. The evolution of occupational therapy practice with children
7. Changing views of child development and maturation
8. Emerging views about occupational development
9. Re‐focusing occupational therapy with children
10. Conclusion
11. References
Chapter 2: Becoming an Occupation‐centred Practitioner
1. Introduction
2. Theoretical underpinnings of occupational therapy with children
3. Occupation‐centred and performance‐component focused approaches to practice with children
4. Characteristics of occupation‐centred practice for children
5. Focus on occupational performance and participation throughout the process
6. Conclusion
7. References
Chapter 3: Child and Family‐centred Service Provision
1. Introduction
2. Defining the client: Who and how many?
3. Client‐centred practice
4. Unequal power in relationships
5. Recognising expertise and goal setting
6. Child‐centred practice
7. Family‐centred practice and service provision
8. Family‐centred practice, family‐centred services and family‐centred care
9. Becoming a child‐ and/or family‐centred practitioner
10. Developing family‐centred services
11. Outcomes of family‐centred practice and family‐centred services and their measurement
12. The extended family and community
13. Conclusion
14. References
Chapter 4: Cultural Influences and Occupation‐centred Practice with Children and Families
1. Introduction
2. Culture and the occupations of the child
3. Culturally responsive occupational therapy
4. The child’s and family’s stories are central
5. Getting connected
6. Being connected
7. Staying connected
8. Building connections
9. Case studies
10. Making the invisible visible
11. Conclusion
12. References
Chapter 5: Occupational Goal Setting with Children and Families
1. Introduction
2. Giving children and families a voice
3. Goal setting and motivation
4. Goal setting and outcomes
5. Tools to facilitate goal setting with children and families
6. Summary
7. Goal setting contributes to outcome measurement
8. Case studies: Goal setting with children and parents
9. Conclusion
10. References
Chapter 6: Occupational Transitions for Children and Young People
1. Introduction
2. Definition of transition using a life course perspective
3. Transition from home to early childcare centres
4. Transition from early childhood care to primary school
5. School readiness
6. Transition to secondary school
7. Tips for transition to secondary school
8. Transition to post‐school options
9. Conclusion
10. References
Chapter 7: Assessing Children’s Occupations and Participation
1. Introduction
2. Bottom‐up or top‐down approaches to assessment?
3. Occupation‐ and Participation‐Centred Assessment with Children (OP‐CAC) framework
4. Implementation of Occupation‐ and Participation‐Centred Assessment with Children (OP‐CAC) framework: Assessment in action
5. Occupation‐ and Participation‐Centred Assessment with Children (OP‐CAC) framework: Tools
6. Conclusion
7. References
Chapter 8: Cognitive Orientation for Daily Occupational Performance (CO‐OP)
1. Introduction
2. CO‐OP: A brief overview
3. CO‐OP Approach: An occupation‐centred intervention
4. Review of handwriting intervention
5. Conclusion
6. References
Chapter 9: Perceive, Recall, Plan and Perform (PRPP)
1. Introduction
2. Information processing, cognitive strategy use and occupational performance
3. The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention
4. Using the PRPP system of task analysis and intervention: David
5. ‘Perceive’: Observing and prompting sensory processing strategies during task performance
6. ‘Recall’: Observing strategies used for storage and retrieval of information during task performance
7. ‘Plan’: Processing information for organizing and problem‐solving
8. Conclusion
9. References
Chapter 10: Occupational Performance Coaching (OPC)
1. Introduction
2. Theoretical and philosophical basis
3. Three enabling domains
4. Research about OPC
5. Conclusion
6. References
Chapter 11: Occupation‐centred Intervention in the School Setting
1. Understanding the occupations of the school student
2. Educationally relevant occupational therapy in schools
3. Ways of working in schools
4. Planning educational programmes for diverse learners
5. Occupation‐centred information gathering in educational settings
6. Occupation‐centred programme planning and intervention in schools
7. Collaboration in service delivery
8. Conclusion
9. References
Chapter 12: Occupation‐centred Practice
1. Introduction
2. Practicalities of implementing occupation‐centred classroom‐based practice
3. Partnering for Change: A description of the model
4. Conclusion
5. Acknowledgements
6. References
7. Appendix 12.1 Occupational performance analysis template
8. Appendix 12.2 Occupational performance skills included in the OTIPM: Motor, process, and social interaction
Chapter 13: Enablement of Children’s Leisure Participation
1. Introduction
2. Outcomes of leisure engagement
3. Engaging and Coaching for Health – Child: Model of leisure coaching
4. Step One: Creating successful engagements
5. Step Two: Coaching to promote personal growth
6. Conclusion
7. References
Chapter 14: The Arts and Children’s Occupational Opportunities
1. Introduction
2. The affordances of the arts
3. Overview of arts in children’s health care
4. Role of creativity and the performing arts within childhood play: Identity, imitation and imagination
5. Skill acquisition and empowerment
6. Motivation and motivationally enhanced learning
7. Self‐reflection, feedback and competition
8. Emerging evidence for creative performing arts in therapies for children
9. Conclusion
10. References
Chapter 15: Using Animals to Support Children’s Occupational Engagement
1. Introduction
2. AAT as an enabler of occupational engagement
3. Theory in AAT
4. Attachment patterns, secure child–therapist relationships, and the effects of human–animal interaction
5. Physiological stress response
6. Understanding the individual meaning of engagement in human–animal interaction
7. Methods of AAT
8. AAT to support an increase in desired social behaviours/attention in social interaction
9. Using AAT to facilitate social interaction and positive social attention
10. Assisting participation in meaningful activities
11. Decision‐making in AAT
12. Conclusion
13. References
Chapter 16: Decision‐making for Occupation‐centred Practice with Children
1. Introduction
2. Decision‐making and information sources
3. Information from clients, families and their contexts
4. The child’s current abilities and functioning across different environmental contexts
5. Information about the practice context
6. Information from empirical research
7. Information from clinical experience
8. Integrating information given alternatives and uncertainties
9. Shared decision‐making
10. Conclusion
Appendix 1: Assessments Referred to Throughout the Book
Index
End User License Agreement

List of Tables

Chapter 02
1. Table 2.1 Comparison of performance component‐focused and occupation‐centred approaches and theoretical models and frames of reference
2. Table 2.2 Comparison of five occupational therapy process models
3. Table 2.3 Classifications of occupational therapy interventions and description in terms of occupation as means versus ends
4. Table 2.4 Occupation‐related taxonomy of terms
Chapter 03
1. Table 3.1 Family‐centred practice assessment scales
2. Table 3.2 Strategies for implementation of child‐ and family‐centred services
3. Table 3.3 Summary of MPOC and MPOC‐SP tools
Chapter 05
1. Table 5.1 Perceived Efficacy and Goal Setting System (PEGS)
2. Table 5.2 The Family Goal Setting Tools (FGSTs)
Chapter 07
1. Table 7.1 Assessment tools that measure children’s occupational performance and participation
2. Table 7.2 Assessment tools that measure children’s play and leisure occupations
3. Table 7.3 Assessment tools that measure children’s productivity and school occupations
4. Table 7.4 Assessment tools that measure children’s self‐care occupations
5. Table 7.5 Assessment tools that measure the environmental impacts on children’s occupational performance and participation
6. Table 7.6 Issues identified by Jill and her parents using the OP‐CAC framework
Chapter 08
1. Table 8.1 CO‐OP: A uniquely occupation‐centred intervention
2. Table 8.2 Summary of key features of CO‐OP (adapted from Polatajko and Mandich, 2004)
3. Table 8.3 Cognitive strategies used to master handwriting by four boys with DCD
Chapter 09
1. Table 9.1 Core principles of intervention of the PRPP System of Intervention
2. Table 9.2 Stop/Attend, Sense, Think, Do example of verbal prompting for cognitive strategy used by David’s teacher during written classwork
3. Table 9.3 Stop/Attend, Sense, Think, Do verbal prompting example using ‘chunks’ of PRPP descriptors used by David’s mother during written homework
Chapter 10
1. Table 10.1 Collaborative Performance Analysis for Goal: Eating Tidily at the Dinner Table
Chapter 11
1. Table 11.1 Assessment tools for education settings
Chapter 12
1. Table 12.1 Challenges and strategies for occupational therapists implementing whole‐class or whole‐school interventions
Chapter 13
1. Table 13.1 Assessment of interests, participation and contexts relevant to children’s leisure
2. Table 13.2 Leisure questions derived from Personal Projects Analysis – Children

List of Illustrations

Chapter 01
1. Figure 1.1 Daily life and occupations of a boy aged 11 years in metropolitan Brisbane.
2. Figure 1.2 Daily life and occupations of a boy aged 15 years in East Timorese village.
3. Figure 1.3 External influences and internal evolution within the profession leading to occupation‐centred practice with children and families.
4. Figure 1.4 Interactions between the components of the ICF.
Chapter 02
1. Figure 2.1 Occupation‐centred service delivery process for children and families.
Chapter 03
1. Figure 3.1 Example of family centred philosophy embedded in a service mission, values and principles.
Chapter 04
1. Figure 4.1 Making Connections framework.
2. Figure 4.2 The Kawa Model showing rocks and driftwood in the river.
3. Figure 4.3 Charlie’s ‘river’.
Chapter 05
1. Figure 5.1 PEGS sample item.
2. Figure 5.2 FGST materials.
3. Figure 5.3 FGST sorting baseplates.
4. Figure 5.4 Couple sorting cards.
Chapter 06
1. Figure 6.1 Adapted PEO model for adolescents transitioning to secondary school.
Chapter 07
1. Figure 7.1 Steps in the occupational therapy assessment and intervention process using an occupation‐based and participation‐focused approach.
2. Figure 7.2 Conceptual interaction between the International Classification of Functioning, Disability and Health and occupational performance.
3. Figure 7.3 OP‐CAC framework from a top‐down perspective.
Chapter 08
1. Figure 8.1 Key features of the CO‐OP Approach.
2. Figure 8.2 Joey’s early session writing.
3. Figure 8.3 Later session writing.
4. Figure 8.4 Some letter and number writing strategies.
Chapter 09
1. Figure 9.1 Information processing model with associated processing strategies.
2. Figure 9.2 The PRPP System of Task Analysis conceptual model showing the four processing quadrants: Perceive, Recall, Plan and Perform (inner circle); subquadrants (middle ring); and associated cognitive strategy behaviours (outside ring).
3. Figure 9.3 Examples of cognitive strategies associated with information processing in each of the PRPP quadrants.
Chapter 10
1. Figure 10.1 Three enabling domains of occupational performance coaching.
2. Figure 10.2 The coaching process and Person–Environment–Occupation Model.
3. Figure 10.3 Collaborative Performance Analysis within Occupational Performance Coaching.
Chapter 11
1. Figure 11.1 Strategies to support Jacob’s occupational success at school: Application of a clinical reasoning framework for children with autism spectrum disorder experiencing sensory challenges.
Chapter 12
1. Figure 12.1 The Occupational Therapy Intervention Process Model.
2. Figure 12.2 Classroom corridor prior to intervention.
3. Figure 12.3 Coats hanging in the corridor following occupational therapy intervention.
4. Figure 12.4 Partnering for Change Model.
Chapter 13
1. Figure 13.1 Engaging and Coaching for Health – Child: Model of leisure coaching.
2. Figure 13.2 The Rocket Motivation Model.
Chapter 14
1. Figure 14.1 Magic and models.
2. Figure 14.2 Children in a dance project.
3. Figure 14.3 Spinning plates necessitates a bi‐manual approach.
4. Figure 14.4 Learning the balls and cups trick.
Chapter 15
1. Figure 15.1 Simon enjoying the mischievous dog.
2. Figure 15.2 Simon monitoring the dog’s water needs.
3. Figure 15.3 Schematic representation of considerations and decision‐making process regarding AAT.
Chapter 16
1. Figure 16.1 Development and expansion of a therapist’s body of knowledge in practice.

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First edition published 2010 by John Wiley & Sons Ltd.

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Library of Congress Cataloging‐in‐Publication Data

Names: Rodger, Sylvia, editor. | Kennedy‐Behr, Ann, 1971– editor.
Title: Occupation‐centred practice with children : a practical guide for occupational therapists/[edited by] Sylvia Rodger, Ann Kennedy‐Behr.
Description: 2e. | Chichester, West Sussex ; Hoboken, NJ : John Wiley & Sons Inc., [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2016055383 (print) | LCCN 2016056138 (ebook) | ISBN 9781119057628 (pbk.) | ISBN 9781119057758 (Adobe PDF) | ISBN 9781119057765 (ePub)
Subjects: | MESH: Occupational Therapy–methods | Child
Classification: LCC RJ53.O25 (print) | LCC RJ53.O25 (ebook) | NLM WS 368 | DDC 615.8/515083–dc23
LC record available at https://lccn.loc.gov/2016055383

A catalogue record for this book is available from the British Library.

Cover Design: Wiley
Cover Images: (Background) © Alex Bors/Gettyimages; (Top Right) © FatCamera/Gettyimages;
Children Images: Courtesy of the authors

Notes on Contributors

Jill Ashburner, BOccThy, PhD
Manager
Research and Development
Autism Queensland
Brisbane
Australia;
Project Leader
Cooperative Research Centre for Living with Autism (Autism CRC)
Brisbane
Australia

Sally Bennett, BOccThy (Hons), PhD
Associate Professor
Division of Occupational Therapy
School of Health and Rehabilitation Sciences
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Ted Brown, PhD, MSc, MPA, BScOT (Hons), OT(C), OTR
Associate Professor
Department of Occupational Therapy
School of Primary Health Care
Faculty of Medicine
Nursing and Health Sciences
Monash University,
Frankston
Victoria
Australia

Christine Chapparo, PhD, MA, DipOT(NSW)
Senior Lecturer
Discipline of Occupational Therapy
Faculty of Health Sciences
The University of Sydney
New South Wales
Australia

Chi‐Wen Chien, PhD, MEd (Hons), BScOT, OTR
Assistant Professor
Occupational Therapy Program
Department of Rehabilitation Sciences
Faculty of Health and Social Sciences
Hong Kong Polytechnic University
Hung Hom
Kowloon
Hong Kong

Jodie Copley, BOccThy (Hons), PhD
Senior Lecturer
Division of Occupational Therapy
School of Health and Rehabilitation Sciences
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Karina Dancza, PhD, MA, BAppSc(OT)
Professional Adviser – Children and Young People
The College of Occupational Therapists
Southwark
London
United Kingdom

Fiona Graham, B OccTher, PhD, Dip HE
Senior Lecturer
Rehabilitation Teaching and Research Unit (RTRU)
Department of Medicine
University of Otago
Wellington
New Zealand

Dido Green, DipCOI, MSc, PhD
Reader in Rehabilitation
Oxford Brookes University
Marston Road Campus
Oxford
United Kingdom

Elizabeth Hinder, BOccThy(Hons)
Senior Advisor – Occupational Therapy
Department of Education and Training
Toowoomba
Queensland
Australia

Michael K. Iwama, PhD
Chair
Department of Occupational Therapy
Georgia Regents University
Augusta
Georgia
United States

Fiona Jones, PhD, BOccThy (Hons)
Director
Occupational Therapist
OCC Therapy Pty Ltd
Kenmore
Queensland
Australia

Judy Jones, BOccThy
Senior Occupational Therapist
Autism Queensland
Sunnybank
Brisbane
Australia

Anja Junkers, BOT, MScOT
Practice for Occupational Therapy and Animal‐assisted Therapy
Munich
Germany

Deb Keen, PhD, MA, BSpecEd, DipEdPsych, BSc
Professor
Autism Centre of Excellence
School of Education and Professional Studies (Brisbane, Logan)
Faculty of Education Executive
Mt Gravatt Campus
Griffith University
Mt Gravatt
Queensland
Australia

Ann Kennedy‐Behr, BAppSc(OT), MOccThy, PhD, OTR
Lecturer
Program Coordinator – BOccThy(Hons)
School of Health and Sport Sciences
University of the Sunshine Coast
Queensland
Australia

Tara Lewis, BSpPath
The Institute for Urban Indigenous Health
Bowen Hills
Brisbane
Queensland
Australia

Sok Mui Lim, PhD, BScOT (Hons), GCertHigherEd
Assistant Professor
Programme Director – BSc (Hons) Occupational Therapy (SIT)
Deputy Director – Centre for Learning Environment and Assessment Development (Co‐LEAD)
Academic Programme
Singapore Institute of Technology
Singapore

Chrisdell McLaren, BOccThy, MOccThy (Cont.Prac)
The Institute for Urban Indigenous Health
Bowen Hills
Brisbane
Queensland
Australia

Cheryl Missiuna, PhD, OTReg. (Ont.)
Professor
School of Rehabilitation Science
Scientist
CanChild Centre for Childhood Disability Research
John and Margaret Lillie Chair in Childhood Disability
McMaster University
Hamilton
Ontario
Canada

Alison Nelson, BOccThy, MOccThy (Research), PhD
The Institute for Urban Indigenous Health
Bowen Hills
Brisbane
Queensland
Australia

Helene Polatajko, BOT, MEd, PhD
Professor
University of Toronto
Department of Occupational Science and Occupational Therapy
Rehabilitation Sciences Institute
University of Toronto Neuroscience Program
Program Affiliate
St John’s Rehab Hospital;
Editor‐in‐Chief
Canadian Journal of Occupational Therapy
Toronto
Canada

Nancy Pollock, MSc, OTReg. (Ont.)
Associate Clinical Professor
School of Rehabilitation Science
Scientist
CanChild Centre for Childhood Disability Research
McMaster University
Hamilton
Ontario
Canada

Anne A. Poulsen, BOccThy (Hons), PhD
Senior Researcher
Division of Occupational Therapy
School of Health and Rehabilitation Sciences
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Sylvia Rodger, AM, BOccThy, MEdSt, PhD
Emeritus Professor
School of Health and Rehabilitation Sciences
Director Research and Education
Cooperative Research Centre for Living with Autism
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Merrill Turpin, BOccThy (Hons), PhD
Senior Lecturer
Division of Occupational Therapy
School of Health and Rehabilitation Sciences
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Jenny Ziviani, BOccThy, MEd, PhD
Professor
Children’s Allied Health Research
Children’s Health Queensland
School of Health and Rehabilitation Sciences
The University of Queensland
St Lucia
Brisbane
Queensland
Australia

Occupation‐Centred Practice with Children

A Practical Guide for Occupational Therapists

Notes on Contributors