Performance Analyses in an Assistive Technology Service Delivery Process

Performance Analyses in an Assistive Technology Service Delivery Process.Keywords: process model, occupational performance, assistive technologiesThe Poster is about teaching students, using models and theory in education and practice. It is related to Occupational therapy process and professional reasoning by using OTIPM and performance analyses in an example with an adult with disability The aim is to show how The Occupational Therapy Intervention Process Model (OTIPM) and Assessment of Motor and Process Skills (AMPS) are used in learning principles of assessment and intervention in Assistive Technology.In the curriculum in the students fifth term they learn about the assistive technology service delivery process. To make bridge between theory and practice, the students visit a disabled adult who use assistive technology. The students structure their visit by OTIPM and do an assessment with an interview and an observation of a task of Activity of Daily Living (ADL). The students use AMPS as informal, non-standardised performance analyses, to describe the persons ADL ability. They use the description as basis for a dialog with the disabled adult of enablement of activity performance and participation using technology. Implementing OTIPM and AMPS in the curriculum for OT students will bolster Occupational Therapy’s core and give the students the knowledge and skills to observe and document occupational performance. References Fisher A.G. (2012) OTIPM, En model for planlægning og implementering af top-til-bund, klientcentreret og aktivitetsbaseret interventioner, ERGO/MunksgaardFisher, A. &, Griswold, L. A., 2014. Performance Skills. I: B.Schell red.2014 Occupational Therapy. Willard &Spackman’s occupational therapy. -12th ed., p.249-264Cook A.M., Polgar J.M. (2015) Assistive Technologies: Principles and Practice, fourth edition, ElsevierAnne Karin Petersen, OT, Senior Lecturer Department of Occupational Therapy, University College Lillebaelt, [email protected].