MOHO Flashcards Preview

OTA 140 - Pediatrics > MOHO > Flashcards

Flashcards in MOHO Deck (13)
Loading flashcards...
1
Q

Model of Human Occupation (MOHO)

A

A way to systematically analyze a child’s current occupational situation, understand his/her strengths and challenges, and identify the optimal therapeutic environment that will enable him/her to achieve goals.
• Concerned with child’s motivation for engaging in occupations, child’s ability to perform occupations, and influence of environment on occupations.
• Main concepts are VOLITION, HABITUATION, PERFORMANCE CAPACITY, and ENVIRONMENT
• Evidence-based (30 years of research)
• Most widely-used occupation-focused model in OT

2
Q

9 Therapeutic Strategies

A

1) Advise (recommend goals/strategies)
2) Coach (instruct, demo, prompt)
3) Encourage (emotional support/reassurance)
4) Give Feedback (share understanding of child’s participation in occupations)
5) Identify (locate/share factors that facilitate participation)
6) Negotiate (give/take with child, parents, etc to achieve common agreement for child)
7) Physical Support (use body to support completion of occupational task when child cannot)
8) Structure (establish parameters/choice for performance)
9) Validate (convey respect for child’s/parent’s experience/perspective)

3
Q

Volition

A
Child’s motivation for occupations.
Influenced by:
• Interests
• Values
• Personal Causation
4
Q

Personal Causation

A

Part of volition. Child’s beliefs about his/her ability to effectively perform occupations.
• Gradually built thru continued accomplishments and increases child’s motivation to engage in other occupations.
• Good sense of personal causation will seek new challenges; low sense will avoid new activities.

5
Q

Volitional Process

A

Method to influence a child’s interests, values, or personal causation.
• How children experience their participation in occupations.
• Includes 4 steps:
1) Anticipation
2) Making Choices
3) Experience
4) Interpretation
• Change child’s volition by changing the way child does these 4 things.
• Ex: Make activity easier; make activity similar to a familiar/achievable one; align activity with one of child’s interest.
• Ask if the activity is: FUN? ENJOYABLE? MEANINGFUL? ACHIEVABLE?

6
Q

Habituation

A

Internalized readiness to engage in consistent patterns of behavior during certain times of day and days of week, as determined by one’s habits and roles.

HABITS: acquired tendency to respond automatically to specific circumstance/environment. Help children to be efficient in familiar tasks.

ROLES: set of related actions and attitudes that define culturally and socially familiar status. Therapy can be a time for children to learn/practice role-related actions.

7
Q

Performance Capacity

A

Child’s ability to do things as supported by the status of his/her physical and mental components (ie strength, intelligence, proprioception) as well as his/her subjective experience of living within his/her body (“lived body” experience).

8
Q

“Lived Body” Experience

A

A child’s own experience of using and living in his/her body. Subjective aspect of performance capacity. Cannot be measured by another person.

9
Q

Environmental Factors of MOHO

A
Concepts that help us think of the environmental factors that influence participation. Includes:
• Spaces
• Objects
• Social Groups
• Occupational Tasks
10
Q

Occupational Forms/Tasks

A

Conventional sequences of actions that are oriented to a specific purpose, and understood by and recognizable to members of a shared culture. Conventional/understood way of doing something (ie: play football, bake a cake, take a test).
• OT can modify the steps or propose an alternative way of doing things to enable participation.

11
Q

Environmental Impact

A

Extent to which spaces, objects, social groups, and occupational tasks provide opportunities, supports/resources, demands or constraints on participation. (ie: are there physical obstacles to child with mobility issues?)
• Consider how environments uniquely affect each child’s participation in occupations, and attempt to provide environment that matches child’s abilities/needs.

12
Q

Skills

A

Observable, goal-directed actions that the child uses to perform. When the child uses underlying physical/mental capacities to engage in a task. There are 3 types:

1) Motor Skills
2) Process Skills
3) Interaction Skills

13
Q

MOHO-Based Assessments for Children

A
  • COSA (Child Occupational Self-Assessment) – age 7-17; child’s own perceived competence/importance of everyday activities.
  • PVQ (Pediatric Volitional Questionnaire) – age 2-7; observation of child’s volition and effect of environment on it.
  • SSI (School Setting Interview) – children who can communicate feelings; interview about student-environment fit.
  • SCOPE (Short Child Occupational Profile) – age birth-21; range of info gathering to collect personal/environmental factors that facilitate/restrict participation in occs.