occupational therapist theory

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Model of Human
Occupation
Learning Objectives
For the Model of Human Occupation
• Identify the developer
• Describe key constructs and their relationships
• Apply understanding of MOHO to a case example

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Identifying Theory:
Title/Who Developed It?
Model of Human Occupation
(MOHO)
Gary Kielhoffner
(Kielhofner, 1985, 1995, 2002)

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Identifying Theory:
Purpose/Focus
Model of Human Occupation (MOHO)
seeks to explain how occupation is
motivated, patterned, and performed
http://www.moho.uic.edu/

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Identifying Theory:
Primary Concepts or
Constructs
MOHO Constructs
Aims to understand occupation in
terms of its primary concepts:
Volition
Habituation
Performance capacity
Environmental context

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MOHO: Volition
Volition refers to the motivation for
occupation
Personal Causation
Values
Interest
Motivated towards what they chose
MOHO: Habituation
Refers to the process by which
occupation is organized into
patterns or routines

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MOHO: Performance Capacity
Refers to the physical and mental
abilities that underlie skilled
occupational performance.
MOHO: ENVIRONMENT Construct
to understand human
occupation, we must
understand the physical and
social environments in which it
takes place.

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Model of Human Occupation (MOHO)
Concepts address:
Motivation for occupation
Routine patterns of occupation
Nature of skilled performance
Influence of the environment
(Chartrand, 2001)

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MOHO: Integrating Concepts
Results in what people:
Feel
Think
Do
Identifying Theory:
Assumptions

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MOHO: Assumptions & Limitations
 Behavior is dynamic and context dependent
 Affects motivation, actions and performance
 Occupation is necessary for self-organization
 Experience affirms/shapes motivation
 OT shapes abilities, self-concept & identity
MOHO: Guiding Practice
 If we believe that occupational therapy can affect a person’s:
 Thinking, feeling & doing
 And we work to address:
 Volition, habituation, performance capacity & environmental context
• Then, our clients should be able to adapt to perform desired
occupations

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Ms. Riggles
Ms. Riggles is a retired high-school vocal teacher who lives alone in a
townhouse. She retired early due to changes in vision, sensation and
mobility from Type II diabetes. Reading has been a favorite activity,
but is increasingly difficulty changes in central vision. She also used to
go to the library weekly. Now that she is not driving, her daughter
brings her books or will occasionally take her to the library. She has
two grandchildren who come to her house after school during the
week and their mother picks them up later. She enjoys having them
over and they help her with laundry.
How Does MOHO guide us?
 Occupational therapy can affect a person’s:
 Thinking, feeling & doing
• Do we know how Ms. Riggles is feeling, what she is thinking and what
she is doing?
• Feeling
• Thinking
• Doing

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Ms. Riggles
• Feels:
• isolated from friends
• connected to family
• Thinks:
• Reading could be more enjoyable if she could select her own books
• Her daughter could do more to help her
• Does:
• Attempt to read books she has
• Read to her grandchildren
Ms. Riggles
• Guiding Principle: our clients should be able to adapt to perform
desired occupations
• What is a desired occupation we might help her to perform?

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Ms. Riggles--Volition
• How can we help her take a step towards change?
• Personal Causation—vision changing, does not want to feel dependent on
her daughter
• Values—time with grandchildren, independence
• Interests—music, reading
• How can we build on what motivates her?
• Grandchildren help her to reserve (audio) books online
Ms. Riggles--Habituation
• Patterns/Routines
• Decreased frequency of going to the library
• Increased frequency of reserving books online
• Able to make own selections more readily

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Ms. Riggles –
Performance capacity
• Physically and mentally can use computer to make selections
Ms. Riggles—Environmental Context
• Social
• Grandchildren help with computer selections when difficult to see.
• Physical
• Can order books from home
• Use zoom text feature on computer to better see options

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Outcome of MOHO
• Was she able to change how she feels, what she thinks and what she
does?
• By addressing volition, habituation, performance capacity and
environmental context was she able to adapt to perform the a
desired occupation?
MOHO Clearinghouse
• Visit the MOHO Clearninghouse
• http://www.uic.edu/depts/moho/
• How does this model guide your thinking about the population served at
your service learning site?
• Review the assessments and programs developed based on MOHO
• Would any of these assessment s be useful to understanding the population
at your community service learning site?