Babulal Ganesh M, Foster Erin R, Wolf Timothy J
Program in Occupational Therapy, Washington University School of Medicine, St. Louis, Missouri.
Department of Neurology, Washington University School of Medicine, St. Louis, Missouri.
Asian J Occup Ther. 2016;11(1):19-25. doi: 10.11596/asiajot.11.19. Epub 2016 Mar 31.
In Occupational Therapy (OT) practice, practitioners assume that the skills and strategies taught to clients during rehabilitation will transfer to performance and participation in everyday life. Despite transfer serving as a practice foundation, outcome studies conclude that this assumption of transfer is not occurring and it often results in decreased efficacy of rehabilitation. This paper investigated key aspects of transfer and found concepts in the psychology literature that can support transfer of skills and strategies in OT. Six key principles proposed from educational psychology can serve as a guide for practitioners to better train for transfer. In this paper, we discuss the six principles and apply concepts from psychology. Each principle is supported with examples of how they may be incorporated OT practice. If occupational therapists understand these principles and implement them in treatment, the efficacy of treatment may improve for many populations.
在职业治疗（OT）实践中，从业者假定在康复过程中教授给客户的技能和策略将转化为日常生活中的表现和参与。尽管技能转移是一种实践基础，但结果研究表明这种转移的假设并未实现，而且这往往会导致康复效果降低。本文研究了技能转移的关键方面，并在心理学文献中找到了可以支持职业治疗中技能和策略转移的概念。教育心理学提出的六个关键原则可以作为从业者更好地进行技能转移训练的指南。在本文中，我们讨论这六个原则并应用心理学概念。每个原则都配有如何将其纳入职业治疗实践的示例。如果职业治疗师理解这些原则并在治疗中加以实施，那么对于许多人群来说，治疗效果可能会得到改善。
