Current through Register Vol. 63, No. 9, September 1, 2024
(1) "Supervision," is a process in which two or more people
participate in a joint effort to promote, establish, maintain and/or evaluate a
level of performance. The occupational therapist is responsible for the
practice outcomes and documentation to accomplish the goals and objectives.
Levels of supervision:
(a) "Close supervision" requires daily, direct contact in
person at the work site;
(b) "Routine supervision" requires the supervisor to have
direct contact in person at least every two weeks at the work site or via
telehealth as defined in OAR 339-010-0006(9) with interim supervision occurring
by other methods, such as telephone or written communication;
(c) "General supervision" requires the supervisor to have at
least monthly direct contact in person with the supervisee at the work site or
via telehealth as defined in OAR 339-010-0006(9) with supervision available as
needed by other methods.
(2) "Leisure," as it is used in ORS 675.210(3) means
occupational behavior that is developed as part of an individual occupational
therapy evaluation and treatment process. This process is goal oriented toward
the maximum health of the patient by the interaction of self-care, work and
leisure, and is not used as an isolated recreation activity. The use in this
way does not include leisure activities as used by therapeutic recreation
specialists.
(3) "Licensed occupational therapy practitioner," for purposes
of these rules, means an individual who holds a current occupational therapist
or occupational therapy assistant license.
(4) "Occupational therapy aide," as it is used in OAR
339-010-0055, means an unlicensed worker who is assigned by the licensed
occupational therapy practitioner to perform selected tasks.
(5) "Mentorship," as it is used in these rules, is a
collaborative experience of direct contact between currently licensed
occupational therapy practitioners for the purpose of updating professional
skills. Mentorship may include, but is not limited to, mentee observation of
the mentor's practice, classroom work, case review and discussion, and review
and discussion of professional literature.
(6) "Occupational Therapy" further defines scope of practice as
meaning the therapeutic use of everyday life activities (occupations) with
individuals or groups for the purpose of participation in roles and situations
in home, school, workplace, community, and other settings. Occupational therapy
services are provided for the purpose of promoting health and wellness and to
those who have or are at risk for developing an illness, injury, disease,
disorder, condition, impairment, disability, activity limitation, or
participation restriction. Occupational therapy addresses the physical,
cognitive, psychosocial, sensory, and other aspects of performance in a variety
of contexts to support engagement in everyday life activities that affect
health, well-being, and quality of life:
(a) Occupational Therapists use selected methods or strategies
to direct the process of interventions such as:
(A) Establish, remediate or restore skill or ability that has
not yet developed or is impaired;
(B) Compensate, modify, or adapt activity or environment to
enhance performance;
(C) Maintain and enhance capabilities without which performance
in everyday life activities would decline;
(D) Promote health and wellness to enable or enhance
performance in everyday life activities;
(E) Prevent barriers to performance, including disability
prevention.
(b) Occupational Therapists evaluate factors affecting
activities of daily living (ADL), instrumental activities of daily living
(IADL), education, work, play, leisure, and social participation,
including:
(A) Client factors, including body functions (such as
neuromuscular, sensory, visual, perceptual, cognitive) and body structures
(such as cardiovascular, digestive, integumentary, genitourinary
systems);
(B) Habits, routines, roles and behavior patterns;
(C) Cultural, physical, environmental, social, and spiritual
contexts and activity demands that affect performance;
(D) Performance skills, including motor, process, and
communication/interaction skills.
(c) Occupational Therapists use the following interventions and
procedures to promote or enhance safety and performance in activities of daily
living (ADL), instrumental activities of daily living (IADL), education, work,
play, leisure, and social participation, including
(A) Therapeutic use of occupations, exercise, and
activities;
(B) Training in self-care, self-management, home management and
community/work reintegration;
(C) Development, remediation, or compensation of physical,
cognitive, neuromuscular, sensory functions and behavior skills;
(D) Therapeutic use of self, including one's personality,
insights, perceptions, and judgments, as part of the therapeutic
process;
(E) Education and training of individuals, including family
members, caregivers, and others;
(F) Care coordination, case management, and transition
services;
(G) Consultative services to groups, programs, organizations,
or communications;
(H) Modification of environments (home, work, school, or
community) and adaptation of processes, including the application of ergonomic
principles;
(I) Assessment, design, fabrication, application, fitting, and
training in assistive technology, adaptive devise, and orthotic devices, and
training in the use of prosthetic devices;
(J) Assessment, recommendation, and training in techniques to
enhance functional mobility, including wheelchair management;
(K) Driver rehabilitation and community mobility;
(L) Management of feeding, eating, and swallowing to enable
eating and feeding performance;
(M) Application of physical agent modalities, and use of a
range of specific therapeutic procedures (such as wound care management;
techniques to enhance sensory, perceptual, and cognitive processing, manual
therapy techniques) to enhance performance skills as they relate to
occupational therapy services.
