How to cite “Occupational therapy practice framework” by American Occupational Therapy Association
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What is the occupational therapy practice framework?
An official AOTA document, the Occupational Therapy Practice Framework: Domain and Process (4th ed.; AOTA, 2020) describes the central concepts that ground occupational therapy practice and builds a common understanding of the basic tenets and vision of the profession.
What is the otpf–4?
Intended for occupational therapy practitioners and students, other health care professionals, educators, researchers, payers, policymakers, and consumers, the OTPF–4 presents a summary of interrelated constructs that describe occupational therapy practice. Copyright © 2020 by the American Occupational Therapy Association.
How do you cite American occupational therapy in Chicago style?
American Occupational Therapy. Formatted according to the Chicago Manual of Style 17 th edition. Simply copy it to the References page as is. If you need more information on Chicago style citations check out our Chicago style citation guide or start citing with the BibGuru Chicago style citation generator.
How do I get access to the AOTA framework?
AOTA members can access the Framework for free through the American Journal of Occupational Therapy. Not a member? Consider joining AOTA for access to the Framework and many other great member benefits.
APA citation
Formatted according to the APA Publication Manual 7 th edition. Simply copy it to the References page as is.
Chicago style citation
Formatted according to the Chicago Manual of Style 17 th edition. Simply copy it to the References page as is.
MLA citation
Formatted according to the MLA handbook 8 th edition. Simply copy it to the Works Cited page as is.
Other citation styles (Harvard, Turabian, Vancouver, ...)
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What is the purpose of evaluation in occupational therapy?
Evaluation is a key role of occupational therapy practitioners in school settings, and one of the central purposes of evaluation is to determine whether a student has a disability; whether that disability adversely affects the student’s participation, performance, and progress in the general education curriculum; and whether the student requires specially designed instruction to access and make progress in their educational program (Jackson, 2007).
What is school occupational therapy?
Since the passage of educational legislation entitling free and appropriate public education opportunities for all children, school occupational therapy has evolved from a practice resembling traditional clinic-based services to one that is strongly grounded in supporting student participation in activ-ities that occur naturally in the school setting (Handley-More et al., 2013). The shift in approach, while gradual, was guided by federal legislation, contemporary teaching and learning practices, professional guidance, and scientific evidence, all of which continue to affect the roles of occupational therapy practitioners and the ways in which they practice in school settings.
What is occupational profile?
The occupational profile is a thorough inventory of the individual’s preferences, patterns, strengths, and interests, as well as a description of the supports and barriers that affect occupational performance and partic-ipation (AOTA, 2017). The occupational profile assists practi-tioners to articulate the distinct value of occupational therapy, particularly in a climate of increased scrutiny from regulators and funders (Persch et al., 2013), and in settings where there may be role blurring and overlap with other professions. In school practice, the occupational profile helps occupational therapy practitioners articulate not only the student’s voice and the distinct value of the profession, but also practitioners’ com-mitment to client-centered practice. The profile also captures the student’s perspective without making judgments. Strategies for developing an occupational profile will vary depending on the age, preferences, and communication and cognitive skills of each student. For young students, drawing may be a helpful strategy—there is evidence that children provide more detail when asked to draw their information in addition to verbalizing it (Gross et al., 2009). Alternatively, ask-ing children to take photographs of the things that are strengths and challenges for them can be effective (Mahoney et al., 2015), whereas using a semi-structured interview format can elicit meaningful information from older students.
Do occupational therapists need to do a standardized assessment?
Although not required in many SEAs and LEAs, or by federal law, occupational therapy practitioners may supplement the occupation-based evaluation process with formalized and/or standardized assessments, tools, and measures (assessments). Practitioners may combine the use of assessments intentionally when necessary to validate and discriminate difference versus disorder, and to provide discriminative, descriptive, predic-tive, and evaluative information to the school team. To reduce assessment bias, it is important that the occupational therapist understand the type of data that the assessment will reveal, and that the assessment is appropriate to age, condition, and setting (Laverdure, 2018). The type of information that the assessment