Activity Analysis
Presented by
Dr ; Amira Farag
Lecturer of pediatric physical
therapy
Cairo University
GUIDING QUESTIONS
1. What is the relationship of activity analysis to pediatric occupational therapy?
2. What are the similarities and differences between the two types of activity analysis?
3. How does a theoretical model or frame of reference guide activity observation and analysis?
4. What are the specific contributions of activity observations and analysis to pediatric
evaluation?
5. How are activity observations and analysis performed in pediatric occupational therapy?
6. How are the activity analysis and observational assessment findings synthesized to guide
pediatric intervention?
KEY TERMS
Activity analysis
Activity match
Activity synthesis
Grading
Modification
Activity Observation and Analysis
Activity observations and analysis are essential tools for assessing and supporting occupational
performance for children and adolescents.
Activity analysis (task Analysis) is recognized as a process of examining the essential
components of an activity to identify its demands and opportunities for therapeutic intervention
occupational therapists analyze the steps of the activity as well as the activity’s requirements
for body structures, body functions, and performance skills; context; and personal relevance in
relation to the individual’s interests and goals
Activity analysis is widely applied in pediatric populations for diverse occupations including
activities of daily living (ADLs), instrumental activities of daily living (IADLs), schoolwork,
play, and leisure
benefits
By analyzing the steps and considering activity demands, context, and meaning with attention
to therapeutic intervention,
Identification of the steps that need to be completed for the activity
Occupational therapists provide valuable insight about the barriers and supports to
participation and identify individualized interventions for promoting participation, including
modification of the steps.
Occupational therapists use activity analysis findings to match activities to client needs
and strengths
They encourage the child or adolescent to participate in therapeutic activities that develop
skills and abilities for occupational performance in sessions or in consultation with the
family, teacher, or other caregivers.
Types of Activity Analysis
Occupational therapists utilize two primary
general activity analysis and
client-focused activity analysis
General Activity Analysis
Refers to an analysis of the generic properties of an activity as it is
typically performed including;
Steps, materials, context, activity demands
Which provide a base for comparative assessment of a client’s
performance .
Client-Focused Activity Analysis
Refers to a highly individualized analysis of the personal way in which an activity
or occupation is performed in real-life contexts by a specific individual.
Each general activity may be performed with a range of common variations or specific
individualized variations
A client-focused activity analysis allows occupational therapists to analyze the unique
features of how the activity is done and its personal meaning .
Designed to analysis of both current and potential occupations.
Occupations that the pediatric client wants to do as well as un preferred activities
the client needs to do.
Observational Assessment
Activity analysis relies heavily on direct observation of occupational
performance especially in the case of client-focused.
Observations provide ecologically valid information about occupational
performance the preferred method to gather the information for a client- focused.
Interactive Relationship with Frame of
Reference
Clinician whose expertise in sensory integration may focus an activity analysis
predominately on sensory features of the activities and context as well as
praxis and sensory discrimination demands.
psychiatric hospital may focus an activity analysis on the cognitive processing
demands and client meaning.
The frame of reference guides occupational therapists in prioritizing the
elements on which to focus their observations and analyses.
Examples of Activity Demands in
Activity Analysis as Prioritized by
Different Frames of Reference Common
in Pediatric Occupational Therapy
Assessment Through Activity Observation
and Analysis
Activity analysis provides foundational information and data necessary
for initial evaluation and clinical intervention.
Pediatric occupational therapists conduct activity analysis and
observations to provide a level of specific detail that feeds their clinical
reasoning,
Client-focused activity analysis and
observation provide
understanding of personal occupational meaning or its absence.
This can be difficult to do with pediatric clients who may have a range of developmental
and language barriers to expressing their values, beliefs, spirituality, and goals
assess personally preferred activities for signs of what is meaningful to the individual.
used to assess unconventional activities that are important to the child such as playing
with dirt, sticks, jars, pots, and pans, when their specific nature makes it more difficult to
perform a general activity analysis
Activity analysis and observation are essential in clarifying the occupational
barriers and supports within the activity and its context as well as the way in which
the client’s skills and factors enable or hinder performance.
A clear assessment of occupational performance is critical for intervention planning
and to articulate findings in everyday routine for children, their families, and
The clinical reasoning process for use of activity
observation and analysis in occupational
therapy
Determining Activity Parameters
Implementing Activity Analysis with
Observations
The core content of a general activity analysis includes the activity’s steps,
demands, and context
A client-focused activity analysis also includes personal meaning and is
commonly accompanied by observations of performance
Three versions of the format provide a natural
grading for analysis
The first version is designed for a general activity analysis,
the second for a client-focused activity analysis
the third incorporates performance observations with a client-focused activity analysis
The general activity analysis starts with identification of the steps.
The actual steps may be modified in a client-focused activity analysis. For each step, the activity demands and
context are determined.
In the client- focused activity analysis, the occupational therapist also identifies factors related to personal
meaning with each step.
When a client-focused activity analysis is being conducted for assessment purposes, the occupational therapist also
records the client’s performance of each step.
The structure may be modified to focus on specific elements based on client population,
interventions, models of practice, or frames of reference.
Forms for daily practice may be more practical if simplified to fit a specific area of
practice.
These activity analysis forms are meant to be adapted to fit practice.
Activity Synthesis and Intervention
Synthesizing the results from activity analyses and observations guides tailored intervention
planning in pediatric occupational therapy through analyzing the barriers and strengths in
different activity components,
Activity synthesis integrates the information in alternate ways to Customize the activity to
enable occupational performance
The occupational therapist applies this detailed information in selecting or prioritizing the
activities to address goals; determining modifications to an occupation, activity, or
environment; and ongoing grading of modifications to focus on participation and skill
building
Activity selection, design, modification, and grading are the fundamental interventions in
pediatric occupational therapy.
Activity Synthesis for Selection and Design
Occupational therapists identify that the greatest value of activity analysis is for selecting
treatment activities that match the client’s goals and interests .
Activity analysis helps occupational therapy practitioners select and craft activities that are
occupationally relevant
Activity analysis provides critical information to compare activities and their components.
The clinician can determine which activities are best matched, which has elements that are
more feasibly adapted, and which might provide a foundation of skills to apply with other
activities.
Activity Synthesis for Modifications
With careful analysis and creativity, an occupational therapist can identify potential ways to
modify any aspect of the activity including:
The steps, materials, demands, personal meaning, as well as the context, including its social
and sensory properties.
It is important for the therapist to consider both how the activity is traditionally done and a
wide range of alternative ways of doing it
Activity Synthesis for Grading
In contrast to modifications which are designed to remain fixed for an extended period to
support participation, grading dynamically adjusts in response to the client’s ongoing
performance to continually build further participation over time.
Grading is the process of making portions of the activity easier or more difficult based on the
client’s performance”
The purpose of grading is to create “a bridge” to higher levels of performance
Grading makes the activity therapeutic.
Grading is used commonly to train a client to participate in new activities or at a higher level
of an activity, to target client factors, and to develop performance skills.
This developmental intervention is particularly well-suited for pediatric practice
The occupational therapist may grade the steps, the requirements, the environment, the
type and amount of assistance provided.
Any modifications made to the activity can be graded to evolve as the client develops new
skills
Grading is appropriate for all aspects of occupational therapy practice with its application
ranging from “simple reflex action to those of advanced interactive social responsibility”
Grading enables the therapist to change the requirements to a just-right level for the client
For example, if an adolescent is having difficulty with voluntary movements and
controlling force when pouring a bowl of cereal, the occupational therapist can grade the
opening in the cereal box liner to facilitate the client’s skill development
Ongoing Activity Analysis and Synthesis
Activity analysis and synthesis involve a dynamic interaction between the
assessment and intervention processes.
As the activity is adapted, the activity analysis is revised.
Based on the evaluation findings of the client’s motivations, skills, abilities,
and needs,
The occupational therapist anticipates how the client is likely to perform in
the adapted activity.
The form of the occupation helps elicit, guide, and structure occupational
performance
Occupational form refers to the objects, materials, environment, human context (e.g.,
movement, speech), and the time
When the client has not yet participated in an activity or participation has been very
limited, the therapist identifies potential safety, behavioral, emotional, and
physical precautions that may emerge. Further therapeutic reasoning drives the therapist’s
determination of modifications and grading to manage precautions and promote further
participation and skill building
Summary
Activity observation and analysis are an enduring pillar of pediatric occupational therapy,
steeped in the history and identity of the profession.
The occupational therapist uses them to determine aspects of the activity including
personal meaning, which support or hinder.
Performance for a specific child or adolescent as well as detailed occupational
performance.
Activity analysis may take the form of a generic analysis of the standard or expected way
Activity is performed or a specific individualized analysis as in the case of a client-focused activity analysis.
Occupational therapists use models of practice and frames of reference to provide a theoretical
perspective and structure to focus activity observation and analysis.
Once they have collected information from the analysis,
they use the frame of reference to create intervention plans.
Mastering skills in activity observation and analysis is essential for all aspects of pediatric practice.
Activity analysis involves both technical skill in observing children and youth as well as clinical reasoning
skills to synthesize the findings for intervention.
Proficiency takes structured practice and personal commitment of occupational therapy students, educators,
mentors, and new practitioners.
Activity observations and analyses inform intervention planning.
The occupational barriers are minimized and supports are expanded through modifications
and graded therapeutic activities that are tailored to the context, materials, and preferences of
the individual.
Occupational therapists synthesize information gained through observations from the
activity analysis and client-focused analysis to engage in clinical reasoning.
The occupational therapist considers all information to develop a hypothesis regarding what
is interfering with the child’s ability to participate in occupations. This informs the
intervention plan.