Person-Environment-Occupation-Performance Model Of Occupational Therapy

Occupational therapy plays a major role within the health industry as the strategies the therapists employ are decisive in removing barriers and enabling the participation in meaningful occupations to promote wellbeing. The occupational therapist can work with the person, population or organisation to enable performance and wellbeing (Bass, Baum & Christiansen, 2015). Occupational therapists are in high demand within a school setting, particularly special schools, as students with physical and intellectual disabilities have several barriers impacting their participation in learning and school activities (Leigers, Myres, Schneck, 2016). When applying the person-environment-occupation-performance (PEOP) model in the environment of the special

Maintain-habilitate is focused on maintaining performance at current levels and is particularly important to those at risk of losing the capabilities to perform a task (Bass et al. 2015). This approach was evident throughout much of the interventions at the school, however, most discerning was the smart moves program. In the special school setting, the smart moves program is focused around maintaining muscle function and range of movement, enabling the students to continue to participate in other meaningful occupations. Through participating in activities such as jumping on a trampoline, modified bowling and throwing bean bags the students are enabled to maintain function by increasing the strength, endurance, movement and flexibility of muscles and also increase their bone and joint health (Durstine et al. 2000). Experts in disability and rehabilitation Rimmer and Lai (2017) explain without the use of physical activity, such as the smart moves program, limitations would incur on several structures and functions within the body, creating further barriers for the students to participate in occupations. This maintain and habilitate approach involved collaboration within the multidisciplinary team, as the teachers and occupational therapists worked within their boundaries. The program was adapted to effectively use gross

2015). Modify and compensate was seen in the special school setting when the children participated in the Riding for the Disabled Association (RDA) horse riding, as both the environment and the occupation was modified to compensate for personal barriers allowing engagement in the occupation (American Occupational Therapy Association, 2014). The environment was modified to consist of flat ground and no obstacles, compensating for the student’s lack of experience. Meanwhile, the occupation was modified as each student had assistance from others to ensure they keep balance and to also lead the horse. Additionally, the saddle on the horse was modified to be deeper and stronger to increase support, compensating for the student’s lack of balance and increasing safety. The movement of the horse encourages the rider to engage trunk strength which promotes muscle strengthening, balance and even volume of speech (Bender & McKenzie, 2008).RDA speaks true to the orientation of occupational therapy, as through the meaningful occupation of horse riding, wellbeing was enabled, while simultaneously maintaining physical function and giving the students an opportunity to relax, allowing them to be better prepared for the tasks which make up the remainder of the school day (Davis et al,