This is a course module for 1st year B.Sc in Occupational Therapy Students of Bangladesh Health Professions Institute.

2. Shamima Akter
BOT, MRS (enrolling)
Lecturer,
Department of Occupational Therapy
Bangladesh Health Professions Institute
Centre for the Rehabilitation of the Paralysed
Chapain, Savar
OCCUPATIONAL
PERFORMANCE
COMPONENT

3. Occupational Performance
Components
 These are the component attributes of the
performer as well as the components of
occupational tasks. There are six kinds of
sensory components:-
Sensory
Perceptual
Neuro-musculoskeletal
Motor
Cognitive and
Psychosocial

4. VS
SENSORY COMPONENT

5. Sensory Component
 Tactile
 Auditory
 Visual
 Gustatory
 Olfactory
 Proprioception
 Vestibular

6. TACTILE
Interpreting light touch, pressure,
temperature, pain, and vibration through
skin contact/ receptors.
• Mobile vibration
• Serving food in restaurant
• Pressure of any heavy objects on the body
• Mosquito bite
• Touch a glass

7. Name of Sense Name of Receptor
1.Touch (localization) Meissner’s corpuscles
2.Light touch Markel’s disc
3.Deep pressure Pacinian corpuscles
4. Temperature (Cold) End bulbs of Krause
5.Temperature (Heat) End organ of Ruffini
6.Pain Free nerve endings

8. AUDITORY
Interpreting and localizing sounds, and
discriminating background sounds.
•Hearing a song.
•Hearing voice by mobile phone.
•Hearing one’s voice.
•Hearing radio.
•By hearing Azan understand that it comes
from mosque.

10. VISUAL
Interpreting stimuli through the eyes,
including peripheral vision and acuity, and
awareness of color and pattern.
 Looking on the white board.
 Seeing the book.
 Viewing a picture.
 Looking at a mobile phone.
 Watching movie.

12. OLFACTORY
Interpreting smells
•Taking smell of a perfume.
•Taking odor of dust.
•Taking smell of a rose.
•Taking smell of a chocolate.
•Taking smell of a mango.

14. GUSTATORY
Interpreting tastes
•Taste a sour mango.
•Taste some sweets.
•Taste a lemon.
•Tasting a chili.
•Taste a salty food

17. PROPRIOCEPTION
Interpreting stimuli originating in muscles,
joints, and other internal tissues that give
information about the position of one body
part in relation to another.
•My foot is beneath of my body
• Raise your hand
•Step up your right foot
•Hands on head
•Raise your right leg

19. VESTIBULAR
Interpreting stimuli from the inner ear
receptors regarding head position and
movement.
•Jumping on a trampoline
•Running through a forest
•Walking on pavement
•Playing basketball
•Coming down from bus

23. •Kinesthesia
•Pain response
•Body scheme
•Stereognosis
•Form constancy
•Visual closure
•Figure Ground
•Right-Left
discrimination
•Spatial relations
•Position in space
•Topographical
organization
•Depth perception
COMPONENT

24. KINESTHESIA
Identifying movement and the direction of joint
movement.
•Keep your hand on your head.
•Keep your hand on your nose.
•Move your hand on your back.
•Keep your right hand on your left leg.
•Turn your head backwards

26. Proprioception Kinesthesia
Interpreting stimuli originating in
muscles, joints, and other
internal tissues that give
information about the position of
one body part in relation to
another.
Identifying movement
and the direction of joint
movement
Joint position sense Joint movement sense
Proprioceptors are sensors in
our joints, muscles, and fascia,
providing information needed to
produce coordinated movement.
Kinesthetic awareness
refers to our ability to
navigate space and the
awareness of how we
move.
Walking— is a kinesthetic experience based on
proprioception, which provides the awareness of our joints

27. PAIN RESPONSE
Interpreting noxious stimuli
•Feeling head pain.
•Feeling pain of biting by a bee.
•Feeling back pain.
•Feeling pain of slap.
•Feeling pain of poke by someone.

29. BODY SCHEME
Acquiring an internal awareness of the body
scheme and the relationship of body parts to
each other.
 My toe is below of my leg.
 My finger is attach with wrist.
 My nose is into both cheek.
 My both eye are under my forehead.
 My teeth is covered by lips.

31. STEREOGNOSIS
Identifying objects through proprioception,
cognition, and the sense of touch.
•Bring moneybag from pant’s back pocket
•Take out a pencil cutter from box
•Combing hair
•Understanding a coin by touch without
seeing.
•Wearing ear ring

33. FORM CONSTANCY
Recognizing forms and objects as the same
in various environments, positions, and
sizes.
•This is a football and this is a cricket ball.
•My purse is small shape and your purse is
large shape.
•This is a table fan and this is a large fan.
•My mobile is small size and yours is large
size.
•This is a mini bus and this is a big bus.

35. VISUAL CLOSURE
Identifying forms or objects from incomplete
presentations
•Identifying a pen by seeing the tip of it.
•Identifying a mobile phone by seeing its
button.
•Identifying a tree by seeing its leaf.
•Recognize a bottle by seeing the bottom of
it.
•Understanding a paper by seeing its one
corner

37. FIGURE GROUND
Differentiating between foreground and
background forms and objects.
•Writing on a white board.

40. RIGHT-LEFT
DISCRIMINATION
Differentiating one side from another
•I eat by my right hand.
•I write by my left hand.
•I kick a football by my left foot.
•I wear a bracelet in my left hand.
•Wearing a ring in the middle finger of left hand.

42. SPATIAL RELATIONS
Determining the position of objects relative
to each other.
•The bed is beside the table.
•The table is beside the bookshelf.
•The chair is in front of the table.
•The mobile is in the mobile box.
•The pen is in the drawer.

45. POSITION IN SPACE
Determining the spatial relationship of
figures and objects to self or others forms
and objects
•I am lying on the bed near the wall
•I am sitting on a chair in front of my
computer.
•I am standing on the floor under the roof.
•I am sitting on a sofa and the sofa is beside
the t-table
•I am sitting on a tool forward a mirror.

47. Spatial Relationship Position in Space
Spatial Relations is the ability
to perceive two or more
object’s position in space
relative to oneself and in
relation to each other.
Spatial Relations involves the
ability to understand
directions, reversals, and
identify left and right on one’s
own body.
A child with visual spatial
problems may have difficulty
with: Interpreting
Position in Space is the
ability to perceive an object’s
position in space relative to
oneself and the direction in
which it is turned (for
example: up, down, in front,
behind, between, left, right).
d/b/p f/t/j s/z n/m

48. TOPOGRAPHICAL ORIENTATION
Determining the location of objects and
settings and the route of the location.
•Go to the kitchen from bedroom straightly.
•Go to the house from field.
•Go to the hospital by right side.
•Go to the bazaar by rickshaw using right
and left side of the road.
• Go to the dining room from kitchen.

50. DEPTH PERCEPTION
Determining the relative distance between
objects, figures, or landmarks and the
observer, and changes in planes of surface.
•Pouring milk into a container.
•Pouring water into a bottle.
•Jumping into a hole.
•Climbing stair in a dark place.
•Swimming in a river.

52.  Reflex
 Range of motion
 Muscle Tone
 Muscle Strength
 Endurance
 Postural control
 Postural alignment
 Soft Tissue Integrity
NEUROMUSCULAR
COMPONENT

53. REFLEX
Eliciting an involuntary muscle response by sensory
input.
• Throwing something to someone
• Catching a ball
• Playing tennis
•

55. RANGE OF MOTION
Moving a body part through an arc (min-
max motion)
•Taking something from top shelf by right
hand.
•Keep the pen on the table using hand.
•Walking by Both legs.
•Brushing teeth by hand.
•Combing hair.

57. MUSCLE TONE
Demonstrating a degree of tension or
resistance in a muscle at rest and in
response to stretch.
•Grip a pen.
•Grip a book.
•Grasp a glass.
•Cutting a pencil by cutter.
•Manipulate something by hand.

58. STRENGTH
Demonstrating a degree of muscle power
when movement is resisted. Eg. When
picking up heavy objects or moving against
gravity.
•Go to the kitchen from bedroom straightly.
•Go to the house from field.
•Go to the hospital by right side.
•Go to the bazaar by rickshaw using right
and left side of the road.
• Go to the dining room from kitchen.

59. ENDURANCE
Sustaining cardiac (heart), pulmonary
(lungs), and musculoskeletal exertion
(functioning) over a length of time.

60. POSTURAL CONTROL
Using righting and equilibrium adjustments
to maintain balance during functional
movements.

62. POSTURAL ALIGNMENT
Maintaining biomechanical integrity among
body parts.

64. SOFT TISSUE INTEGRITY
Maintaining anatomical and physiological
condition of interstitial tissue and skin.

66. MOTOR COMPONENT

67. ACTIVITY TOLERANCE
Sustain a purposeful activity over the time

68. Woman
Does
6:00 AM-
12:00 PM

69. GROSS MOTOR COORDINATION
Using large muscle groups for controlled, goal-
directed movements.

71. CROSSING THE MIDLINE
Moving limbs and eyes across the mid-sagittal
plane (midline) of the body.

73. LATERALITY
Using a preferred unilateral (one) body part for
activities requiring a high level of skill (e.g.
writing).

75. BILATERAL INTEGRATION
Coordinating both body sides during activity.

76. Continue...
 Bilateral Coordination is the ability to use both
sides of the body at the same time. This includes
using both sides at the same time for the same
action, such as using a rolling pin. It also includes
using the same action at alternate times, such as
walking. Finally, it includes the ability to use
different sides of the body for dissimilar
movements such as holding the paper down
when writing.

79. PRAXIS
Conceiving and planning a new motor act in
response to an environmental demand.

81. FINE COORDINATION/DEXTERITY
Using small muscle groups for controlled
movements, particularly in object manipulation.

82.  Fine Motor Skills involve the use of precise and
coordinated movements of the fingers to perform
hand use tasks.
 Fine motor skills are necessary for completing
daily tasks such as dressing (using
buttons/zippers), feeding (using mealtime
utensils), being a student (using a pencil,
keyboard, or scissors), and leisure/play activities
(drawing, playing many musical instruments).

83. VISUAL MOTOR INTEGRATION
Coordinating the interaction of information from
the eyes with body movement during activity.

85. ORAL MOTOR CONTROL
Coordinating oropharyngeal (mouth/swallow)
musculature for controlled movements.
Drinking a cup of tea
Eating pizza
Speaking
Chewing chewing gum
Bite apple

87. COGNITIVE COMPONENT

88. LEVEL OF AROUSAL
Demonstrating alertness and responsiveness
to environmental stimuli.
Crossing the road
Driving a car in the hilly area
Walking during rain
Surfing in the sea
Playing football

89. ORIENTATION
Identifying new person, place, time, and
situation.
Going to a zoo for first time.
Attend an open day program
Introduce with participant during running a
workshop
Introduce with guest during marriage
ceremony
Introduce with classmates in orientation

90. RECOGNITION
Identifying familiar faces, objects, and other
previously presented materials.
Meet with school friends in a reunion program
Attend to school after Eid vacation
Go to college library
Set up multimedia before Therapeutic Skills class
Meet with Nardev Tappa at British Council

91. ATTENTION SPAN
Focusing on a task over time.
Watching test cricket match
Attending classes of a course
Sewing a dress
Listening speech of a politician
Playing ‘candy crush’ games in tab

92. INITIATION OF ACTIVITY
Starting a physical or mental activity.
Doing assignment
Introduce with a stranger
Take a bath during winter season
Participate in practical class
Organize a get together program

93. TERMINATION OF ACTIVITY
Stopping an activity at an appropriate time.
Terminate mobile game during class
Stop gossiping during meeting
Complete writing in examination paper within given time
Wake up from bed at 6:00 AM
Pack up shooting during rain/ last scene

94. MEMORY
Recalling information after brief or long
periods of time.
Example:
 Telling childhood experience.
 Writing the registration number on examination
sheet
 Gossiping
 Recite rhymes
 Singing a song

95. SEQUENCING
Placing information, concepts, and actions in
order.
FOR EXAMPLE:2, 1,8,3,9
Sequenced in correct order = 1, 2,3,8,9
 OR When dressing we know that our
underwear must go on before trousers, or
socks must go on before shoes.
Example:
 Wearing a shirt
 Cooking rice
 Applying cosmetics
 Recite ‘namta’

96. CATEGORIZATION
Identifying similarities of and differences
among information or objects. FOR
EXAMPLE: dog, bicycle, car, motorbike,
bird, horse
 Categorized dog, bird, horse = animals
 Bicycle, car, motorbike = transport vehicles
 OR, two different brands of cokes (e.g. Pepsi
or Coca Cola) are still coke despite their
different brand names.

97. CONCEPT FORMATION
Organizing a variety of information to form
thoughts and ideas. FOR EXAMPLE - color
and shapes are concepts, as are our ideas of
what is good and bad. For example, the
concepts of color, car and shape contribute to
distinguishing cars from trucks.

98. SPATIAL OPERATIONS
Mentally manipulating the position of objects
in various relationships. FOR EXAMPLE -
Before parking a car between two other cars,
you need to visualize how close your car will
come to the other vehicles. This skill requires
good spatial relations abilities.

99. PROBLEM SOLVING
Recognizing a problem, defining a problem,
identifying alternative plans, selecting a plan,
organizing steps in a plan, implementing a
plan, and evaluating the outcome.
 FOR EXAMPLE - We use our problem solving
skills any time we do a new activity, or have
difficulty in a familiar one.

100. LEARNING
Acquiring new concepts and behaviors.
FOR EXAMPLE - We learn by studying new
concepts or ideas, through practice, and by
direct experience. We know that someone
has learned something when
- Their behaviour has changed
- They can do something that they could not do before
- explain something they previously had not understood.

101. GENERALIZATION
Applying previously learned concepts and
behaviors to a variety of new situations

102. PSYCHOSOCIAL COMPONENT

103. Dynamic state

104. NEEDS
It is inherent that directs individuals to engage
in activities that will sustain life, to be involved
in human community and to maximize
personal potential. According to Maslow the
basic needs are: physiological needs, safety
needs, love and belonging needs, esteem
needs and self- actualization needs. On the
other hand, needs of master is another
important needs in perspective of
occupational therapy literature.

105. EMOTIONS
Emotions are inner, subjective responses to
need satisfaction and need deprivation.
Positive emotions arise from or are responses
to need fulfillment. Negative emotions are
associated with need deprivation.

106. VALUES
Values are the degree of worth ascribed to a
person, thing, activity or idea. Values are
described as being on continuum: high
positive, low positive, low negative and high
negative. The words right and wrong, good
and bad, should and should not are
statements of values.

107. INTEREST
Interest refers to a person, thing, event or idea
that concerns, involves, draws the attention or
arouses the curiosity of a person.

108. MOTIVATION
It is the determiner of the direction and or
strength of action or a line of action.

109. Intrapsychic dynamics

110. THE CONSCIOUS- UNCONSCIOUS
CONTINUUM
It has been formulated to classify an
individual’s degree of attention to immediate
external and internal stimuli, memory traces
and process.

111. PSYCHODYNAMICS
 It is a term used to identify systems for
explaining behavior in terms of motives,
needs, impulses.
 Refers to any activity, including thinking and
feeling, designated to shut out of awareness
any unpleasant or shameful or anxiety
arousing fact or one threatens self- esteem.

112. REALITY TESTING
It is a phenomenon that exists only through
the collective beliefs and values of a particular
social system.

113. INSIGHT
It is a reasonable understanding of and
evaluation of one’s own mental processes,
reactions, abilities; self- knowledge.

114. OBJECT RELATIONS
Refers to the investment of emotions and
psychic energy in objects for the purpose of
satisfying needs.

115. Self- concept

116. IDENTITY
Identity is the sense of self, who one is, and
where one fits into a scheme of significant
others.

117. SEXUAL IDENTITY
Refers to individual’s awareness of feelings
and interaction with others as a sexual being.

118. BODY IMAGE
Refers to visual image one has of one’s body
and the emotions one attaches to that image.

119. KNOWLEDGE OF ONE’S ASSETS AND
LIMITATIONS
Refers to an individual’s understanding of
those things in which he excels those things
he is able to do with a fair degree of skill and
those things he is unable to do.

120. SELF- ESTEEM
It is essentially the evaluative component of
self- concept. it is the degree to which an
individual’s worth to himself.

121. SELF- DISCIPLINE
Refers to an individual’s capacity to manage
himself in the conduct of his daily affairs.

122. VOLITION
Refers to the deliberate concise choice of a
course of action, the power of choosing and
controlling one’s own action.

123. SELF- CONTROL
Refers to skill in modifying present behaviors
and in initiating new behaviors in accordance
with situational demands.

124. SELF- RESPONSIBILITY AND DIRECTIONS
Refers to the individual’s recognition of
himself as a capable of and accountable for
his own needs satisfaction, establishing
personal goals, and selecting a preferred life
style.

125. DEALING WITH ADVERSITY
Refers to dealing with three specific areas of
stress: success/failure, frustration, and
anxiety.

126. CONCEPT OF OTHERS
Refers to ideas an individual has about other
people. These ideas can be categorized as
being: about people in general, about
particular classes or types of people, ideas
about specific people significant to the
individual.

127. SOCIAL INTERACTION
Refers to the ability to engage with others in
casual and sustained relationships individually
and within the context of a variety of small
groups.

128. INTERPRETATION OF SITUATIONS
Refers to the ability to identify the needs,
values, motivations and emotions of other
people fairly accurately.

129. SOCIAL SKILLS
Refers to the capacity to seek out others for
the purpose of gaining assistance, fulfilling
needs or merely for the pleasure of being with
others.

130. COMMUNICATION
 It is the process of transmitting and receiving
information by means of words, tone of voice,
facial expressions and gesture from one
person to another.

131. DYADIC INTERACTION
Ability to engage in meaningful interaction
with another person.

132. GROUP INTERACTION
Refers to ability to be productive member of a
variety of small groups in such a way that the
goals of a group are accomplished
concomitant with satisfaction of personal
needs and the needs of other group
members.

133. TOPOGRAPHICAL ORGANIZATION
 Structured social interplay
 Cooperation: refers to work and act together
for a common purpose or benefit.

134. COMPETITION
 Refers to contention or rivalry for supremacy,
a prize, honor, or advantage.

135. COMPROMISE
 Refers to the settlement of differences by
mutual concessions.

136. NEGOTIATION
 It is the process of dealing or bargaining with
another in order to enhance one’s position or
advantage.

137. ASSERTIVENESS
 Involves putting oneself forward boldly and
insistently in order to make a point or
accomplish a given task.

139. REFERENCE
 Trombly CA 1996, Occupational Therapy for
Physical Dysfunction, 5th ed, Mosby Company,
Philadelphia
 Radomski and Trombly-Latham 2008,
Occupational Therapy for Physical Dysfunction
(6th Ed). Philadelphia: Lippincott, Williams and
Wilkins.
 Radomski and Trombly-Latham 2014,
Occupational Therapy for Physical Dysfunction
(7th Ed). Philadelphia: Lippincott, Williams and
Wilkins.

140. In-course examination in oral format
 Shazal
 Jesmin
 Ifterkhar
 Sudeepa
 Rima
 Khairul
 Alve
 Sakib
 Sajeeb
 Hannan