MOHO
Volition - how children’s thoughts and feelings about their own abilities and occu- pations motivate them to engage in everyday activities or occupations.
Environment - considers the influence that spaces, objects, and people have on one’s ability to engage in occupations.
Habituation - one’s daily routines, patterns of activities, and the expectations asso- ciated with those patterns
Why this is important: helps therapists understand what children view as worth doing, how they want to perform, and what goals and aspirations deserve focus in intervention.
interests are generated through the pleasure and satisfaction gained in occupations
This provides information on which to base interventions
= client centered practice
helps achieve OP potential
Understanding what is importan helps the team design activities that motivate her, give her meaning and identity, and inform goal setting.
What does she like to do? What motivates her? What are her desires? What would she like to do more? How does she feel about her abilities? What are her parent’s goals? What are her goals? How does she feel about herself? What types of things does she feel she is good? What is hard for her? What is important to her? What interest her? What are her desires? What does she really want to do? How does she feel about her schoolwork? Does she have any friends? With whom does she spend time? What is fun for her?
Getting to know children’s desires may help them feel empowered and important. Listening to children and asking for their own goals helps practitioners relate and connect with their clients.
Why this is important? because it gives them identity
Understanding roles, how children spend their day, and the routines and occupations they assume allows therapists to fully appreciate the diversity of children’s occupations and provides therapists with information to evaluate and intervene and create specific interventions to make a difference in children’s lives.
Questions to ask: How does she spend her day? Does she go to school? What is her school day like? Who does she play with at school? What is her classroom like? What types of things are difficult at school? What does she do after school? Where does she go? What does she do on the weekend? What does she do for fun? Does she have any brothers or sisters? What is her home routine? In which community, school, or home activity does she participate? What patterns of activities does she enjoy? What roles does she undertake?
Self-care questions: How long does it take Emma to get ready in the morning? What is her nighttime routine? Does she sleep through the night?
Performance capacity - children’s underlying abilities and their subjective experience of those abilities.
affected by the status of the musculoskeletal, neurological, cardiopulmonary, and other bodily systems that are called on when a person does things
practitioners pay careful attention to how children experience their impairments.!!!
practitioners can help children develop new ways of doing things that work for them.
Questions to ask: What interferes with her motor skills? What helps her control movement? Why does she have atheotoid movement? When do her movements become better? What is the quality of her fine-motor, gross-motor, and oral motor skills? Where is she functioning developmentally? What is her potential for functioning? How does she interact socially? What are her coping skills? How does she behave when challenged or frustrated? How does she express herself? What is her confidence in her abilities? What types of behaviors does she exhibit that interfere (or support) her performance? How does she communicate? How strong is Sarah currently? How does her poor strength interfere with her abilities at school and home? What is her current endurance for activity? How much physical activity does Sarah receive during the week?
clinically relevant and per- sonally meaningful goals and intervention
2 parts of the environment: social and physical
Physical: the spaces and objects that children encounter such as school materials, curbs and sidewalks, interiors of buildings, objects used in self-care activities, and even resources such as accessible transportation
Social: individuals and groups with whom children interact such as classmates, teachers, and com- munity members. The shared understanding of how specific activities are done within a culture, known as occupational tasks
understanding the environment the client is in tells OTs important information for intervention planning; cause if the environment is limited than the other parts of MOHO willl be limited
Questions to ask: Where does she play? What interferes or supports her participation? Where does she live? What is her home life like? What is a typical day like? With whom does she live? Who supports her in her environment? Is she able to play in her environment?