Diana Gantman Kraversky, OTD, MS, OTR/L, AP
Assistant Professor, OTD/MSOT Programs, West Coast University, Center for Graduate Studies, Los Angeles, CA
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
The importance of parent involvement in intervention with children has long been recognized (Foster et al., 2013). Current trends in pediatric occupational therapy service delivery have been directed toward occupation-based and family-centered care, with a principal component of this approach being caregiver–therapist collaboration in planning and evaluating intervention addressing occupational performance deficits (Foster et al., 2013; King et al., 2017).
At the same time, it is a well-substantiated fact that widely used traditional caregiver education methods often do not produce the desired results and do not promote generalization and transfer of the intervention gains to the home and community environments (Bagby et al., 2012; Bulkeley et al., 2016). In these cases the caregivers frequently do not feel empowered and lose site of the therapeutic value of occupational therapy interventions (Foster et al., 2013).
The aim of this article is to describe occupational performance coaching (OPC) as an alternative approach to intervention congruent with occupation- and family-centered practice. OPC is occupation-centered intervention for working with caregivers to achieve occupational performance goals for their children and themselves. OPC is appropriate when children’s performance depends on the context, and caregivers seek ways to support their children and have goals relating to their own performance in terms of improving family life and supporting children’s occupational mastery and participation in their life contexts (Graham et al., 2009; Graham et al., 2015). This article provides realistic, useful techniques to implement OPC in daily practice as an occupation-centered intervention approach that helps parents recognize and implement social and physical environment changes that support more successful occupational performance for themselves and their children.
1. Discuss the major principles of OPC
2. Identify the theoretical basis for OPC
3. Distinguish major differences between traditional caregiver education methods and OPC
4. Describe domains, session format, and techniques used during the OPC implementation process
5. Incorporate OPC techniques into occupational therapy intervention process
Learning Level: Intermediate to Advanced
Target Audience: Occupational Therapy Practitioners
Content Focus: Domain: Client Factors; OT Process: Occupational Therapy Evaluation and Interventions