Instructor: Jeni Dulek, OTR/L D ate: 3/29/15

Course: Activity Analysis in OT Intervention Lesson ___2__ of ___15__

U n it 2 T o p ic: Occupations and Occupational

Performance

Instructional Goal
This lesson addresses course objective #1: Identify and describe occupational therapy’s domain as it relates
to the selection, design, and provision of occupational therapy interventions (B.2.2, B.5.1.), and #2:
Analyze the role of occupation in creating meaning and purpose, as well as health and wellness, in an
individual’s life. (B.2.2.,B.2.3., B.2.5.). Through this lesson, students will develop an understanding of the
definition and categorization of occupations according to the Framework-III. Students will also develop an
understanding of themselves as occupational beings to better appreciate the role that occupation plays in
their lives’ meaning as well as their health and well-being.

Performance Objectives
• Students will identify at least one occupation in which they each participate from within each of the 8
areas of occupation listed within the Framework-III.
• Students will illustrate how occupational performance contributes to their identity and view of self,
and to their health and well-being by describing the influence of each area of occupation on their
individual lives.
• Students will analyze the potential impact of loss of occupational performance abilities on their lives
by listing at least 3 possible mental, psychological, social, emotional, spiritual, or physical sequelae,
in order to better understand and empathize with future OT clients.
• Students will demonstrate the ability to express the value of occupation in a clear and professional
manner.

Rationale
In order to be willing and able to provide client-centered, occupation-based care, OTAs must
understand and be able to articulate the impact of participation in occupations on one’s life.
They must also be able to relate occupations to the categories listed within the Framework-III.
This lesson focuses on the meaning and dynamics of occupation and activity (ACOTE
Standard B.2.2.) as well as the role of occupation in the promotion of health (ACOTE
Standard B.2.5.). By first relating their knowledge of occupations to their own lives, students
will be able to demonstrate their understanding of the concept of occupation as well as develop
empathy for clients who encounter barriers to occupational performance. By presenting this
information orally to their peers, they will develop their ability to articulate the unique nature
of occupation to an audience (ACOTE Standard B.2.3.).

Lesson Content
• Definition of the eight areas of occupation listed within the Framework-III. (reading and screencast)
• How individuals view and value occupations differently. (screencast)
• Examples of 3 OT clients whose occupational performance has been affected by acquired disability
(spinal cord injury, amputation, and schizophrenia). (screencast)
• Examples of use of occupations within OT treatment to promote health and prevent disease.
(screencast)
• Presentation by students of “My Occupations” Powerpoint to offer multiple examples of how
individuals view and engage in occupations, as well as possible sequelae resulting from loss of ability
to participate. (in class)
• Variety of meanings and values associated with engagement in occupations within the class. (in class)
• How occupational dysfunction may affect clients and the role of occupation in promoting health. (in
class)
 Instructional Procedures
• Assigned reading: Thomas, Chapter 2: What are We Analyzing?
• Assigned reading: Framework-III, p. S19-21: Occupations
• View online lecture (screencast with PowerPoint presentation and voice-over lecture): The Meaning and
Value of Occupation
• Assignment (to be submitted online and presented in class):
“My Occupations” Presentation: Prepare a 20-slide PowerPoint Presentation in which you describe
yourself as an occupational being. Include at least one occupation in which you engage from each of the 8
areas of occupation listed within the Framework-III (AOTA, 2014) and describe your interests and
involvement in each. Include how these occupations contribute to your identity and your view of yourself,
as well as to your overall health and well-being. Describe the impact you might experience if disability or
other circumstances no longer allowed you to perform these occupations by listing how inability to
participate in these occupations would affect you mentally, psychologically, socially, or physically. Come
to class prepared to present your PowerPoint to the class and to respond to any associated questions your
classmates or instructors have about your presentation.
• Discussion of presentations:
o Meanings and values associated with engagement in occupations
o How occupational dysfunction may affect clients, role of occupation in promoting health and
well-being

Evaluation Procedures
Students will submit a PowerPoint presentation online ahead of class time, and will come
to class prepared to present and discuss the document with the class. PowerPoint
presentations and accompanying oral presentations will be graded accorded to the rubric
located below.

T eaching Materials
• Textbook: Thomas, H. (2012). Occupation-based activity analysis. Thorofare, NJ:
Slack Incorporated.
• Article: American Occupational Therapy Association. (2014). Occupational therapy
practice framework: Domain and process (3rd edition). American Journal of
Occupational Therapy, 68, S1-S51.
• Online learning management system for student access to lessons
• Screencast of online lecture: The Meaning and Value of Occupation (by Jeni Dulek)
• Classroom to seat students and set up with A/V equipment for PowerPoint
presentations by students
• Copies of grading rubric for instructor use during class presentations

© Student Handouts, Inc.

www.studenthandouts.com

Rubric for Grading of “My Occupations” Presentation

Item 0 points 1 point 2 points 3 points 4 points 5 points

Description of Not addressed or Includes examples Includes examples Includes examples Includes examples Includes examples
interest/ includes fewer of some (3-4) of some (3-4) of most (5-7) of most (5-7) of all 8
involvement in 8 than 2 examples occupations but occupations with occupations AND occupations with occupations. Fully
occupational areas of occupations. does not fully full description of does not fully full description of describes current
describe interest/ interest/ describe interest/ interest/ interest and
involvement. involvement. involvement. involvement, OR involvement in
includes examples occupations.
of all 8
occupations but
does not fully
describe interest/
involvement.
Description of Not addressed Does not relate Attempts to relate Relates Relates Clearly and
view of self, occupational occupations to occupations to occupations to thoughtfully
health, and well- performance to sense of self, sense of self, sense of self, describes how
being in relation view of self, health, and well- health, and well- health, and well- occupations
to occupational health, or well- being, but being, but being in a basic contribute to
performance being relationship is not description lacks and sense of self,
adequately clarity straightforward health, and well-
described manner being
Description of Not addressed Description of Describes 1 Clearly and Clearly and Clearly and
possible sequelae sequelae does not possible sequela thoughtfully thoughtfully thoughtfully
of disability or relate to mental, in a basic and describes 1 describes 2 describes at least
inability to psychological, straightforward possible sequela possible sequelae 3 mental,
participate in social, emotional, manner. of disability, OR of disability, OR psychological,
valued spiritual, or describes 2 describes 3 social, emotional,
occupations physical well- possible sequelae possible sequelae spiritual, or
being in a basic and in a basic and physical sequale
straightforward straightforward of disability or
manner manner inability to
participate in
valued
occupations
Class presentation Not completed Presentation has Presentation has Presentation has Presentation has Presentation is
significant flaws significant flaws minor flaws in minor flaws in clear,
in organization, in organization, clarity, clarity, professional, and
clarity, and/or clarity, and/or professionalism, professionalism, thoughtful. All
professionalism professionalism. or thoughtfulness, or thoughtfulness, audience
which impact However, material AND audience OR audience questions are
audience’s ability is adequately questions are not questions are not sufficiently
to understand the understood by sufficiently sufficiently addressed.
material. audience. addressed. addressed.