About the Editors
Sylvia Rodger AM, Emeritus Professor, University of Queensland, Australia and Director of Research and Education Cooperative Research Centre for Living with Autism (Autism CRC).

Ann Kennedy-Behr, Lecturer and Program Coordinator - Discipline of Occupational Therapy, School of Health and Sports Science, University of the Sunshine Coast, Australia.

Notes on Contributors xi Foreword xv Preface xvii Acknowledgements xix 1 Introduction to Occupation?]centred Practice for Children 1Sylvia Rodger and Ann Kennedy?]Behr Introduction 1 Re?]affirming occupation: The core of occupational therapy 5 External influences impacting occupational therapy practice 6 International Classification of Functioning, Disability and Health (ICF) 8 United Nations' declarations 9 The evolution of occupational therapy practice with children 11 Changing views of child development and maturation 11 Emerging views about occupational development 13 Re?]focusing occupational therapy with children 14 Conclusion 15 References 16 2 Becoming an Occupation?]centred Practitioner 21Sylvia Rodger and Ann Kennedy?]Behr Introduction 21 Theoretical underpinnings of occupational therapy with children 22 Occupation?]centred and performance?]component focused approaches to practice with children 23 Characteristics of occupation?]centred practice for children 28 Focus on occupational performance and participation throughout the process 30 Conclusion 39 References 40 3 Child and Family?]centred Service Provision 45Sylvia Rodger and Deb Keen Introduction 45 Defining the client: Who and how many? 46 Client?]centred practice 46 Child?]centred practice 48 Family?]centred practice and service provision 49 Family?]centred practice, family?]centred services and family?]centred care 51 Becoming a child?] and/or family?]centred practitioner 52 Developing family?]centred services 55 Outcomes of family?]centred practice and family?]centred services and their measurement 61 The extended family and community 64 Conclusion 65 References 66 4 Cultural Influences and Occupation-centred Practice with Children and Families 73Alison Nelson, Chrisdell McLaren, Tara Lewis and Michael K. Iwama Introduction 73 Culture and the occupations of the child 74 Culturally responsive occupational therapy 75 The child's and family's stories are central 76 Getting connected 77 Being connected 78 Staying connected 80 Building connections 82 Case studies 82 Making the invisible visible 88 Conclusion 88 References 89 5 Occupational Goal Setting with Children and Families 91Nancy Pollock, Cheryl Missiuna and Judy Jones Introduction 91 Giving children and families a voice 92 Goal setting and motivation 93 Goal setting and outcomes 94 Tools to facilitate goal setting with children and families 94 Summary 102 Goal setting contributes to outcome measurement 102 Case studies: Goal setting with children and parents 103 Conclusion 106 References 106 6 Occupational Transitions for Children and Young People 111Sok Mui Lim and Fiona Jones Introduction 111 Definition of transition using a life course perspective 112 Transition from home to early childcare centres 112 Transition from early childhood care to primary school 116 School readiness 118 Transition to secondary school 121 Tips for transition to secondary school 125 Transition to post?]school options 127 Conclusion 129 References 129 7 Assessing Children's Occupations and Participation 133Chi?]Wen Chien and Ted Brown Introduction 133 Bottom?]up or top?]down approaches to assessment? 135 Occupation?] and Participation?]Centred Assessment with Children (OP?]CAC) framework 137 Implementation of Occupation?] and Participation?]Centred Assessment with Children (OP?]CAC) framework: Assessment in action 138 Occupation?] and Participation?]Centred Assessment with Children (OP?]CAC) framework: Tools 141 Conclusion 159 References 159 8 Cognitive Orientation for Daily Occupational Performance (CO?]OP): An Occupation?]centred Intervention 165Sylvia Rodger and Helene Polatajko Introduction 165 CO?]OP: A brief overview 166 CO?]OP Approach: An occupation?]centred intervention 169 Review of handwriting intervention 183 Conclusion 183 References 184 9 Perceive, Recall, Plan and Perform (PRPP): Occupation?]centred Task Analysis and Intervention System 189Christine Chapparo Introduction 189 Information processing, cognitive strategy use and occupational performance 190 The Perceive, Recall, Plan and Perceive (PRPP) System of Task Analysis and intervention 192 Using the PRPP system of task analysis and intervention: David 196 'Perceive': Observing and prompting sensory processing strategies during task performance 198 'Recall': Observing strategies used for storage and retrieval of information during task performance 199 'Plan': Processing information for organizing and problem?]solving 201 Conclusion 205 References 206 10 Occupational Performance Coaching (OPC): Enabling Caregivers' and Children's Occupational Performance 209Fiona Graham, Sylvia Rodger and Ann Kennedy?]Behr Introduction 209 Theoretical and philosophical basis 210 Three enabling domains 211 Research about OPC 228 Conclusion 229 References 229 11 Occupation?]centred Intervention in the School Setting 233Elizabeth Hinder and Jill Ashburner Understanding the occupations of the school student 235 Educationally relevant occupational therapy in schools 236 Ways of working in schools 238 Planning educational programmes for diverse learners 238 Occupation?]centred information gathering in educational settings 240 Occupation?]centred programme planning and intervention in schools 244 Collaboration in service delivery 245 Conclusion 249 References 250 12 Occupation?]centred Practice: When the Classroom Is Your Client 257Karina Dancza, Cheryl Missiuna and Nancy Pollock Introduction 257 Practicalities of implementing occupation-centred classroom-based practice 259 Partnering for Change: A description of the model 269 Conclusion 275 Acknowledgements 275 References 278 13 Enablement of Children's Leisure Participation 289Anne A. Poulsen and Jenny Ziviani Introduction 289 Outcomes of leisure engagement 291 Engaging and Coaching for Health - Child: Model of leisure coaching 292 Step One: Creating successful engagements 294 Step Two: Coaching to promote personal growth 298 Conclusion 308 References 308 14 The Arts and Children's Occupational Opportunities 311Dido Green and Jenny Ziviani Introduction 311 The affordances of the arts 312 Overview of arts in children's health care 312 Role of creativity and the performing arts within childhood play: Identity, imitation and imagination 313 Skill acquisition and empowerment 316 Motivation and motivationally enhanced learning 317 Self?]reflection, feedback and competition 318 Emerging evidence for creative performing arts in therapies for children 320 Conclusion 323 References 324 15 Using Animals to Support Children's Occupational Engagement 329Anja Junkers and Ann Kennedy?]Behr Introduction 329 AAT as an enabler of occupational engagement 331 Theory in AAT 332 Attachment patterns, secure child-therapist relationships, and the effects of human-animal interaction 332 Physiological stress response 333 Understanding the individual meaning of engagement in human-animal interaction 334 Methods of AAT 335 AAT to support an increase in desired social behaviours/attention in social interaction 336 Using AAT to facilitate social interaction and positive social attention 337 Assisting participation in meaningful activities 339 Decision?]making in AAT 341 Conclusion 344 References 345 16 Decision?]making for Occupation?]centred Practice with Children 349Jodie Copley, Sally Bennett and Merrill Turpin Introduction 349 Decision?]making and information sources 350 Information from clients, families and their contexts 351 Information about the practice context 356 Information from empirical research 357 Information from clinical experience 360 Integrating information given alternatives and uncertainties 361 Shared decision?]making 365 Conclusion 367 References 368 Appendix 1 Assessments Referred to Throughout the Book 373 Index 377