First Midterm - Occupational Therapy Models' Orientation: orientation to person and self, place, time and others

FUNCTION

NONE

MINIMALLY

CHALLENGED

GREATLY

CHALLENGED

HOW IS USED

Global mental functions

Orientation: orientation to person and self, place, time and others

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Orientation to person and self:

Participants understands what her name is and has an idea of who she is in relation to others.

Orientation to place:

Participants being aware of one´s own location.  They understanding the type of place one currently is how in university or other.

Orientation to time:

Participants identify current date, month, day of the week, and year are all part of being oriented to time. Having an awareness of what time it is also helps shape activities and interactions with others.

Orientation to others:

Participants are being aware of identity of significant people in one’s life. This includes identify who he or she is in relation with them, in this case they identify the Classmates and the therapeutic. Being able to identify others is important in activities that involve others or that are oriented toward others.

Temperament and personality: extroversion, introversion, agreeableness, and conscientiousness; emotional stability; openness to experience; self-expression; confidence; motivation; self-control and impulse  control; appetite

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Extroversion, introversion, agreeableness, and conscientiousness: disposition of the individual to react in a particular way to situations, including the set of mental characteristics that makes the individual distinct from others.

In the game there were extroverted participants, that is, they were easily related with others. In addition, there were Introverted participants who were more focused on the self and their inner feelings.

Also highlighted the agreeableness at the time of sharing the game pieces, that is to say, the participants were adjusted to the needs of others. In addition, Conscientiousness was evident in the participants as they have principles and a strong sense of values.

Emotional Stability:

Emotional stability is characteristic of a personality and temperament that is that is even-tempered, calm and composed. In the game each participant had a different kind of temperament than the others.

Openness to Experience:

The participants were open to accept new experiences and activities (such as the Ring Game) as a means of learning.

Self-Expression:

Each participant expresses their feelings and emotions which allows a personal expression during the game.

Confidence:

Some participants had confidence in themselves, which allowed them to be successful in the game.

Motivation:

Each participant had an incentive in the game, which was to win or learn. This allows participating in activities that go beyond basic needs.

Self-Control and Impulse Control:

Each participant had a quantity of impulse control during the game. For example at the time of taking the game pieces each participant toke the necessary.

Appetite:

The participants were impelled to satisfy needs by means of action, in the game they were sensory stimulating behaviors.

Energy and drive:

Motivation, impulse control, appetite

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Motivation:

Each participant had an incentive to behave in a certain way in the game. The game requires high levels of motivation because it involves a new challenge. In addition, the game is performed to obtain an intrinsic or extrinsic reward.

Impulse control:

Each participant had a quantity of impulse control during the game. For example at the time of taking the game pieces each participant toke the necessary.

Appetite:

The participants were impelled to satisfy needs by means of action, in the game they were sensory stimulating behaviors.

Sleep: physiological process

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Sensory Functions

Visual: quality of vision, visualn acuity, visual stability, visual field

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Quality of vision:[pic 7]

Participants require the ability to detect light, contrast, and color in the games pieces and the environment.  This is very important because permit detect various shapes of objects and to detect the color to identify each piece.

Visual acuity:

Visual acuity detect form and contour to see the pieces of game and things clearly near or far. The visual acuity help to detect pieces of game, differentiate between them, and discern details.

Visual Stability:

The participants had ability to perceive objects or the environment as stable even though their eyes are moving rapidly.

Visual Field:

The game required detection of all within the visual field: game pieces close to their body and those far away.

Hearing: Sound detection and discrimination, awareness of location and distance of sound

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Sound detection and discrimination:

During the game they hear and respond to certain sounds, based on their ability to detect noise. The ability to discriminate between sounds  allows their to act appropriately  within their environments. The game required  detect the sound of the bell for continue.

Awareness of location and distance of sound:

The participants required the ability to be aware of the location and distance of sounds.

Vestibular: Position, balance, secure movement against gravity

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Position:

This function helps to determine the position of the body, this lets the participants know if he is sitting or leaning to the side.

Balance:

Balance allows maintain an upright position while sitting.

secure movement against gravity:

Thanks to this function people can move in space against the force of gravity without falling.

Taste: qualities of bitter ness, sweetness, sourness, and saltines

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Smell: sensing odors and smells

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Proprioceptive: awareness of body position and space

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Awareness of body position and space:

The participants must have the ability to determine where one’s body part moving and in which direction they are moving.

Touch: feeling of being touched, touching various textures

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feeling of being touched:

During the game the participants could perceive the sensation of being touched by others (companions) or by objects (the pieces of the game, the bell and the cards).

touching various textures:

During the game the participants differentiated the textures of all the objects (letters, pieces and bell).

Pain: localized and generalized pain

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FUNCTION

NONE

MINIMALLY

CHALLENGED

GREATLY

CHALLENGED

HOW IT IS USED[pic 15]

Specific Mental Functions

Higher-level cognitive: judgment, concept formation, metacognition, executive functions, praxis, cognitive flexibility, insight

Judgment:

It is required to link the experiences and knowledge during the game, in addition the participants examine different options (like the game pieces). However, the game does not require participants form an opinion.[pic 16]

Concept Formation:

The participants They should have the ability to organize information and develop ideas based on the common qualities of game pieces and of the instruction of the letter, It also requires being able to define how the objects of the game are different from each other and also understand their relationship by color and form.

Metacognition:

Metacognition is having an awareness of one’s own cognitive processes and the ability to manipulate and control one’s own cognition.

The participants need to analyze the game, control your progress towards the solution of the figure and plan strategies to achieve the figure with the pieces of the game in the shortest time possible.

Executive Functions:

The participants need to develop and execute plans and strategies to form the figure with the pieces of the game, In addition, mental flexibility is also present at the time of changing the strategy of the game if the one used previously did not work.

Praxis:

The participants required the ability to carry out sequential movements, with correct timing and transitions of the game pieces between one movement an another, the planning and execution of functional movements is also related.

Cognitive Flexibility:

 Some participants changed the strategies of the game as it progressed.

Insight:

Each participant was clear about their physical and mental abilities and according to these they made decisions during the game.

Attention: Sustained attention and concentration; selective, divided, and shifting attention

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Sustained attention and concentration:

The participants required to maintain concentration in the game for a long time (when assembling the figures) and the sustained attention to maintain the thought and receive the sensory information of the game.

Selective attention:

The participants had to focus on a single stimulus (assembling the pieces) while ignoring the rest (noise from the classmates).

Divided Attention:

During the game the participants had to focus on several stimuli such as identifying the pieces of the game by color and shape, and be attentive to the form indicated in the letter.

shifting attention:

During the game the attention is divided between two or more stimuli, for example when looking for the piece with the indicated form the attention to the general figure of the letter is left aside.

Memory: Short-term, working, and long-term memory

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Short-term memory:

Some participants memorized the figure of the letter for a very short time

Working Memory:

Thanks to the working memory the participants retained the information of the figure of the letter and the location of the pieces by form and color while they were assembling the figures of the game