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MOHO - Coggle Diagram
MOHO
Volition - how children’s thoughts and feelings about their own abilities and occu- pations motivate them to engage in everyday activities or occupations.
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.
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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.
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Environment - considers the influence that spaces, objects, and people have on one’s ability to engage in occupations.
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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?
Habituation - one’s daily routines, patterns of activities, and the expectations asso- ciated with those patterns
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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
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