The four-quadrant model of facilitated learning (Part 1): Using teaching-learning approaches in occupational therapy

Australian Occupational Therapy Journal

Volumn 54, Issue SUPPL. 1, 2007, Pages

  Greber, Craig ^a   Ziviani, Jenny ^a   Rodger, Sylvia ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Clinical reasoning; OT theory; Patient client education

Indexed keywords

EID: 37149012643     PISSN: 00450766     EISSN: 14401630     Source Type: Journal    
DOI: 10.1111/j.1440-1630.2007.00662.x     Document Type: Article

References (59)

1. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
2. Bass-Haugen, J. & Mathiowetz, V. (1995). Contemporary task oriented approach. In: C. A. Trombly (Ed.). Occupational therapy for physical dysfunction (4th ed., pp. 510-527). Baltimore, MD: Williams & Wilkins.
3. Berg, C. A. & Clough, M. (1991). Hunter lesson design: The wrong one for science teaching. Educational Leadership, 48, 73-78.
4. Bergstrom, J. M. & O'Brien, L. A. (2001). Themes of discovery. Educational Leadership, 58, 29-33.
5. Berkeland, R. & Flinn, N. (2005). Therapy as learning. In: C. H. Christiansen, C. M. Baum & J. Bass-Haugen (Eds.). Occupational therapy: Performance, participation and well being (3rd ed., pp. 421-448). Thorofare, NJ: Slack Incorporated.
6. Brassic Royeen, C. & Duncan, M. (1999). Acquisitional frame of reference. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 377-400). Baltimore, MD: Lippincott, William & Wilkins.
7. Breines, E. B. (1995). Understanding 'occupation'as the founders did. British Journal of Occupational Therapy, 58, 458-460.
8. Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky's analysis of learning and instruction. In: A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.). Vygotsky's educational theory in cultural context (pp. 39-64). Cambridge: Cambridge University Press.
9. Chapparo, C. & Ranka, J. (2000). Clinical reasoning in occupational therapy. In: J. Higgs & M. Jones (Eds.). Clinical reasoning in the health professions (2nd ed.). Oxford: Butterworth & Heinemann.
10. Christiansen, C., Clark, F., Kielhofner, G. & Rogers, J. (1995). Position paper: Occupation. American Journal of Occupational Therapy, 49, 1018-1025.
11. Duncan, E. A. S. (2006). An introduction to conceptual models of practice and frames of reference. In: E. A. S. Duncan (Ed.). Foundations for practice in occupational therapy (4th ed., pp. 59-66). London: Elsevier.
12. Eggen, P. D. & Kauchak, D. P. (1996). Strategies for teachers: Teaching content and thinking skills (3rd ed.). Boston: Allyn and Bacon.
13. Exner, C. E. (1990). The zone of proximal development in in-hand manipulation skills of non-dysfunctional 3- and 4-year-old children. American Journal of Occupational Therapy, 44, 884-891.
14. Giest, H. & Lompscher, J. (2003). Formation of learning activity and theoretical thinking in science teaching. In: A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.). Vygotsky's educational theory in cultural context (pp. 267-288). Cambridge: Cambridge University Press.
15. Gipps, C. & McGilchrist, B. (1999). Primary school learners. In: P. Mortimer (Ed.). Understanding pedagogy and its impact on learning (pp. 46-67). London: Paul Chapman.
16. Goldenberg, G., Daumuller, M. & Hagmann, S. (2001). Assessment and therapy of complex activities of daily living in apraxia. Neuropsychological Rehabilitaion, 11, 147-169.
17. Greber, C., Ziviani, J. & Rodger, S. (2006). The four quadrant model of facilitated learning: A clinically-based action learning project. Australian Occupational Therapy Journal, doi: 1101111/ j.1440-1630.2006.00558.x.
18. Hagedorn, R. (2001). Foundations for practice in occupational therapy (3rd ed.). Edinburgh: Churchill Livingstone.
19. Hallenbeck, M. J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing. Learning Disability Quarterly, 25, 227-246.
20. Hayes, D. (2004). Foundations of primary teaching. London: David Fulton.
21. Hinojosa, J. & Kramer, P. (1999). Developmental perspective: Fundamentals of developmental theory. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 3-8). Baltimore, MD: Lippincott, William & Wilkins.
22. Joyce, B. R., Weil, M. & Calhoun, E. (2000). Models of teaching (6th ed.). Boston, MA: Allyn and Bacon.
23. Joyce, B. R., Calhoun, E. & Hopkins, D. (2002). Models of learning: Tools for teaching (2nd ed.). Buckingham, UK: Open University Press.
24. Kaplan, M. T. & Bedell, G. (1999). Motor skill acquisition frame of reference. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 401-429). Baltimore, MD: Lippincott, William & Wilkins.
25. Karpov, Y. V. (2003). Development through the lifespan: A neovygotskyan approach. In: A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.). Vygotsky's educational theory in cultural context (pp. 138-155). Cambridge: Cambridge University Press.
26. Katz, N., Parush, S. & Bar-Ilan, T. (2005). Dynamic occupational therapy cognitive assessment for children (DOTCA-Ch). Pequannock, NJ: Maddock Inc.
27. Kielhofner, G. (2002). A model of human occupation: Theory and application (3rd ed.). Baltimore, MD: Williams & Wilkins.
28. Kozulin, A. (2003). Psychological tools and mediated learning. In: A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.). Vygotsky's educational theory in cultural context (pp. 15-38). Cambridge: Cambridge University Press.
29. Kramer, P. & Hinojosa, J. (1999a). Domain of concern of occupational therapy: Relevance to pediatric practice. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 9-25). Baltimore, MD: Lippincott, William & Wilkins.
30. Kramer, P. & Hinojosa, J. (1999b). Structure of the frame of reference. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 67-80). Baltimore, MD: Lippincott, William & Wilkins.
31. Kyriacou, C. (1995). Direct teaching. In: C. Desforges (Ed.). An introduction to teaching: Psychological perspectives (pp. 115-131). Oxford: Blackwell.
32. Langford, P. E. (2005). Vygotsky's developmental and educational psychology. Hove, UK: Psychology Press.
33. Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34, 30-34.
34. Lasley, T. J., Matczinski, T. J. & Rowley, J. B. (2002). Instructional models: Strategies for teaching in a diverse society. Melbourne: Thomas Learning.
35. Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P. & Letts, L. (1996). The person-environment-occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9-23.
36. Long, M. (2000). The psychology of education. London: RoutledgeFalmer.
37. Luebben, A. J., Hinojosa, J. & Kramer, P. (1999). Legitimate tool in pediatric occupational therapy. In: P. Kramer & J. Hinojosa (Eds.). Frames of reference for pediatric occupational therapy (2nd ed., pp. 27-40). Baltimore, MD: Lippincott, William & Wilkins.
38. Lyons, B. G. (1984). Defining a child's zone of proximal development: Evaluation process for treatment planning. American Journal of Occupational Therapy, 38, 446-451.
39. McDougall, J., King, G. A., Malloy-Miller, T., Gritzan, J., Tucker, T. A. & Evans, J. (1999). A checklist to determine the methods of intervention used in school-based therapy: Development and pilot testing. Physical and Occupational Therapy in Pediatrics, 19, 53-77.
40. MacFadyen, T. (2000). The effective use of teaching styles. In: R. Bailey & T. MacFadyen (Eds.). Teaching physical education 5-11 (pp. 37-48). London: Continuum.
41. Mahn, H. (2003). Periods in child development: Vygotsky's perspective. In: A. Kozulin, B. Gindis, V. S. Ageyev & S. M. Miller (Eds.). Vygotsky's educational theory in cultural context (pp. 119-137). Cambridge: Cambridge University Press.
42. Marks, S. B. (1998). Understanding and preventing learned helplessness in children who are congenitally deaf-blind. Journal of Visual Impairment and Blindness, 92, 200-212.
43. Meadows, S. (1993). The child as thinker: The development and acquisition of cognition in childhood. London: Routledge.
44. Meadows, S. & Cashdan, A. (1988). Helping children learn: Contributions to a cognitive curriculum. London: David Fulton.
45. Meichenbaum, D. & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Massachusetts: Brookline Books.
46. Missiuna, C., Malloy-Miller, T. & Mandich, A. (1998). Mediational techniques: Origins and application to occupational therapy in pediatrics. Canadian Journal of Occupational Therapy, 65, 202-209.
47. Mosston, M. & Ashworth, S. (2002). Teaching physical education. San Francisco, CA: Benjamin Cummings.
48. Muijs, D. & Reynolds, D. (2005). Effective teaching: Evidence and practice. London: Sage Publications.
49. Newton, D. P. (2000). Teaching for understanding: What it is and how to do it. London: Routledge Falmer.
50. O'Reilly, M., Tiernan, R., Lancioni, G., Lacey, C., Hillery, J. & Gardiner, M. (2002). Use of self-motivating and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education and Treatment of Children, 25, 91-102.
51. Polatajko, H. J., Davis, J. A., Hobson, S. J. G., Landry, J. E., Mandich, A., Street, S. L. et al. (2004). Meeting the responsibility that comes with privilege: Introducing a taxonomic code for understanding occupation. Canadian Journal of Occupational Therapy, 71, 261-264.
52. Rogers, C. R. & Freiberg, H. J. (1994). Freedom to learn (3rd ed.). New York: Macmillan College.
53. Skinner, B. F. (1974). Beyond freedom and dignity. New York: Knopf.
54. Strong, S., Rigby, P., Stewart, D., Law, M., Letts, L. & Cooper, B. (1999). Application of the person-environment-occupation model: A practical tool. Canadian Journal of Occupational Therapy, 66, 122-133.
55. Thorndike, E. L. (1932). Fundamentals of learning. New York: Teachers College, Columbia University.
56. Townsend, E. (2002). Enabling occupation: An occupational therapy perspective (rev. ed.). Ottawa: Canadian Association of Occupational Therapists.
57. Troia, G. A. & Graham, S. (2002). The effectiveness of a highly explicit teacher-directed instructional routine: Changing the writing performance of students with learning difficulties. Journal of Learning Difficulties, 35, 290-305.
58. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Translated by M. Cole, S. Scribner, V. John-Steiner & E. Souberman. In: R. W. Reiber & D. K. Robinson (Eds.). The essential Vygotsky (pp. 345-400). New York: Kluwer Academic.
59. Woolfolk, A. E. (2004). Educational psychology (9th ed.). Boston: Allyn and Bacon.