Current through Register Vol. 63, No. 3, March 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 and eating to
enable swallowing 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.