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DEVELOPMENTAL FRAMES OF REFERENCE

 AARTHI A
BOT(2nd YR)
+ OBJECTIVES

- Theoretical base
- Basic assumptions
- Function and dysfunction
- Goal
- Assessment and Intervention
+ Developmental Approach

The developmental frame of reference is based on the normal human

development

- Anne Cronin Mosey

- Lela Loren’s
Anne –“ Recapitulation of ontogenesis”

Mosey—“Facilitation of growth and development”

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-Developmental theories have typically described that development

occurs in pattern or sequence

-Early stage of development can only proceed normally if the

preceding stages have been completed successfully

-Incomplete development in one area of skill or in one life stage,

will influence the subsequent development

-Fidler & Fidler (1978) proposed that purposeful action “ is viewed

as enabling the development and integration of sensory, motor,
cognitive and psychosocial systems
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Assumption

1. A person growth develops parallel in the areas of neurophysiological,

physical, psychosocial and psychodynamic growth, daily living and
sociocultural skills

2. All these areas continue to develop throughout the person’s life

3. Mastery of skills to an age appropriate level in all areas of development

is necessary to the achievement of satisfactory coping behaviours and
adaptive relationships

4. Such mastery is usually achieved naturally in the course of development

5. Intrinsic factors and external stimulation received within the family

environment interact to promote early growth and development
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6. The later influences of external family, community and social groups

assist in the growth process

7.Physical or psychological trauma can interrupt the growth and

developmental process

8. Such interruption will cause gap in the developmental process

9. Occupational therapy provide growth and development links to assist

in closing the gap

10. Occupational therapy can provide growth experiences to prevent

Maladaptive behaviour
+ Function and Dysfunction

-A functioning individual is one who achieves coping behaviour and

adaptive relationships by developing appropriate skills and abilities at
each stage of the life span

The adaptive behaviour allow the individual to adjust to both internal

needs and external demands

-Dysfunction occurs when the developmental level of the individual, in

any area, is unequal to the age related demands
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+ Mosey’s Developmental Groups

There are 5 stages of developmental groups

-Parallel Group
-Project Group
-Egocentric- cooperative Group -Cooperative Group
-Mature Group
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 Parallel group

This is the most basic level of group interaction, typically occurring in

children ages 18 months to 2 years of age. Clients are involved in their own
individual tasks with little required interaction between members. The group
leader helps with task accomplishment

 Project Group

This level of group participation is typically shown in children ages 2 to 4

years of age. Clients are involved in short-term tasks with the main emphasis
on task accomplishment. There is some group interaction required, such as
sharing of tools and interaction between the members occurs.
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 Egocentric-cooperative Group

Participation at this level is typical of children ages 5 to 7 years of age.

Members select, implement, and execute their tasks, which may be moderately
long-term and require some social-emotional satisfaction from each other. The
group leader provides support and guidance for group members to achieve task.

 Cooperative group

This level of social interaction is typically accomplished between 9 to 12 years

of age. This group experience includes a very supportive atmosphere where
both task accomplishment and social-emotional needs are met by fellow
members. The group leader is often an advisor and may not be present at all
group meetings.
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 Mature group

This is the highest level of group interaction skill typically seen in adolescents
between the ages of 15 to 18 years old. All task accomplishment needs and
social-emotional needs are met by members. The group leader acts as a co-
equal.
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 GOAL

The goal of intervention is to increase skills in all areas, with emphasis being placed on the
main area of deficit, so that the gap between the developmental cycle is closed or narrowed

 ASSESSMENT

Appropriate assessment methods includes

- Interview
- General observations
- Bayley scale of infant development (BSID)

- Sensory Profile
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Treatment Techniques

It includes
- Activities
- Relationships

Activities are analysed and selected for their potential to facilitate the
development of particular skills and are combined with interpersonal
interaction to achieve the maximum benefit
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Reference

- Occupational therapy and Mental Health

( Jennifer Creek)

Frame of reference for Pediatric Occupational Therapy

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