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QI 1 Table

Principle 1:

Children and youth learn best; build authentic social relationships; and experience improved health and wellness outcomes when they participate actively in meaningful and valued roles, routines and self-chosen activities.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 2 Table

Principle 2:

Regulatory, policy and guidance requirements (such as licensure requirements, educational legislation, state and local policy and regulation, standards of learning, professional association guidance) are observed in the development of professional roles and the provision of safe and ethical services.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 3 Table

Principle 3:

Information regarding strengths and needs that influence occupational performance and the ability to participate in meaningful school activities and contexts is gathered through collaboration with relevant stakeholders, formal observation in relevant environments, occupation-based data collection, and standardized and non-standardized assessment.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 4 Table

Principle 4:

Prioritization and decision making regarding relevant educational outcomes, functional and measurable goals and objectives, related services frequency, duration and discontinuation is done collaboratively based on current/future environmental demands; student and family preferences, learning styles, cultural beliefs and goals; and the student’s needs to access curricular and extracurricular activities and progress in the general education curriculum.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 5 Table

Principle 5:

Interventions are embedded into the context of natural activities and routines and are based upon best available research.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 6 Table

Principle 6:

Building trusting collaborative relationships with caregivers, teachers, multidisciplinary team members and administrative personnel supports active student participation in relevant contexts, routines, and occupations of interest.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team

QI 7 Table

Principle 7:

Obtaining, maintaining and enhancing clinical competence through professional development activities to promotes quality and provides evidence based service.

Key Concepts

Developmental, medical, social-emotional and learning characteristics of children and youth together with contextual factors influence participation in relevant occupations and social and physical contexts.
Development and learning is facilitated by participation in activities of meaning across the spectrum of occupational routines in natural settings; conversely, limited participation interferes with learning and development, yielding a detrimental cascade effect.
Adapting activities and environments to enhance participation in meaningful roles and routines can positively influence learning and development

What it looks like

The Occupational Therapy Practitioner

Understands the influence of client factors, performance skills and patterns, and environments and context on health, wellness, engagement in occupations of meaning, and social participation.
Adapts and/or modifies school environments and instruction to promote access and optimal participation and learning for all students (e.g., physical environmental modification and optimal classroom design, universal design and system supports [SEL, RtI, PBIS], inclusive classroom supports).
Observes and intervenes in naturally occurring contexts throughout the school environment
Encourages engagement and participation in occupation across school contexts
Works with other education partners to promote student participation across contexts

What it isn't

The Occupational Therapy Practitioner

Does not use the OTPF-4 to guide assessment and intervention, starting with an occupational profile
Uses only therapy materials in a contrived setting or therapy room
Uses only therapist directed interventions and activities
Works in isolation without input from the team