Activity Analysis: Application to Occupation

To respond to the renewed focus by the occupational therapy profession upon occupation, the fifth edition of ""Activity Analysis and Application"" has been updated and renamed to reflect this latest emphasis. While ""Activity Analysis: Application to Occupation, Fifth Edition"" maintains the sequential process of learning activity analysis, this step-by-step approach now helps students analyze activity for the purpose of optimizing the client's occupational performance. Gayle Hersch, Nancy Lamport, and Margaret Coffey successfully guide students through the development of clinical reasoning skills critical to planning a client's return to meaningful engagement in valued occupations. The authors utilize a straightforward teaching approach that allows students to progress developmentally in understanding both the analysis and application of activity to client intervention. The Occupational Therapy Practice Framework: Domain and Process, with a prominent focus on occupation as this profession's philosophical basis for practice, has been incorporated in the updated forms and explanations of the activity analysis approach. ""Activity Analysis: Application to Occupation, Fifth Edition"" is a worthy contribution to the professional education of occupational therapists in furthering their understanding and application of activity and occupation. The features include: the newly titled Client-Activity Intervention Plan that synthesizes the activity analysis into client application; objectives at the beginning of each unit; discussion questions and examples of daily life occupations; and a Web site including 5 forms where students and practitioners can download and print information for class assignments and clinical settings.

Table of Contents:
Acknowledgments; About the Authors; Preface; Module I: Activity: The Foundation of Occupation; Unit 1: The Impact of Occupation on our Human Experience; Unit 2: Activity Analysis: The Learning Process; Module II: The Dimensions of Activity; Unit 3: Activity Awareness and Action Identification; Form 1: Activity Awareness Example: Making a Telephone Call; Form 2: Action Identification Example: Making a Telephone Call; Unit 4: Activity Analysis for Expected Performance; Form 3. Activity Analysis for Expected Performance: Making a Telephone Call; Module III Therapeutic Utilization of Activity; Unit 5: Activity Gradation and Adaptation; Unit 6: Activity Analysis for Therapeutic Intervention; Form 4. Activity Analysis for Therapeutic Intervention: Making a Telephone Call; Unit 7: The Client-Activity Intervention Plan; Form 5. Client-Activity Intervention Plan: Making a Telephone Call; Module IV The Versatility of Activity; Unit 8: A Review of the Process; Form 1. Activity Awareness Form: Making Cookies From a Recipe; Form 2. Action Identification Form: Making Cookies From a Recipe; Form 3. Activity Analysis for Expected Performance: Making Cookies From a Recipe; Form 4. Activity Analysis for Therapeutic Intervention: Making Cookies From a Recipe; Form 5. Client-Activity Intervention Plan: Making Cookies From a Recipe; Unit 9: Utilizing Assistive Technology: The Forms Web Site; Epilogue; Suggested Readings Prior to 1996; Suggested Readings From 1996 to 2003; Appendices; Appendix A: Position Papers of the American Occupational Therapy Association; Appendix B: Uniform Technology for Reporting Occupational Therapy Services, First Edition; Appendix C: Blank Student Worksheets; Index.