Discover published sets by community

Randomly varying the practice order of tasks to improve learning outcomes. Therapy sessions often include random practice to enhance skill retention and transfer.

Knowledge of results or performance is necessary for learning. Therapists provide verbal, tactile or visual feedback to improve patient skill.

Varying practice conditions can improve adaptability and motor learning. OTs change therapy environments or task requirements to promote flexibility in learned skills.

Encouraging self-directed learning enhances motivation and outcomes. OTs allow for choice and self-initiation in tasks during therapy.

Learners achieve better retention when they have control over aspects of their practice. In therapy, patients might choose the order, duration, or focus of tasks.

The structure of the task affects how it is best practiced. Therapists consider task complexity and organization when designing interventions.

Learning complex tasks by breaking them down into small steps or chains. OTs use forward or backward chaining to gradually teach each step of a task.

Entire tasks or their components are practiced separately. Occupational Therapists decide to use whole or part practice based on task complexity and patient capability.

The therapist assists the learner physically or verbally. Initial stages of learning often involve guidance, which is faded out as the patient gains independence.

Skills are best learned when the practice context resembles the real-life scenario. OTs create practice tasks that closely mimic the actual desired skills.

Motor learning proceeds through the cognitive, associative, and autonomous stages. Therapy progresses from skill acquisition to consolidation and automaticity.

Practice that is spaced over time leads to better retention. Therapy sessions are structured to allow breaks and distribution of practice.

Additional feedback provided by an external source to supplement intrinsic feedback. Therapists use devices or additional information to help patients understand their performance.

Interleaved or mixed practice results in better learning than repetitive practice. Therapists plan sessions to include a variety of tasks to promote this.

Attention can be directed internally or externally. Therapists encourage patients to focus externally on the effects of their movements for better outcomes.

Repeating the same task multiple times before moving to another. This technique can be used initially to help in the acquisition of a new skill.

Both conscious understanding (explicit) and unconscious acquisition (implicit) are essential for learning. OTs use both approaches depending on the task and patient.

The application of learned skills to new, but related contexts. Occupational Therapists encourage practice in various contexts to promote generalization.

The ability to anticipate or recognize errors in performance is crucial to motor learning. Occupational Therapists teach these skills to enable self-correction.

Learners who are more motivated achieve better motor learning. OTs increase motivation by setting achievable goals and using positive reinforcement.

Repetitive action is crucial to learning a new skill. Occupational Therapists encourage frequent practice of tasks within therapy sessions and as homework.

Skills should be introduced from simple to complex to foster understanding and success. In therapy, components of a task are broken down before the entire task is practiced.

Concentrated, continuous practice of a skill. In cases where quick learning is necessary, OTs may use this method, while monitoring for fatigue.

Imagining the performance of a task can improve actual performance. Therapists incorporate mental rehearsal in preparation for or alongside physical practice.