Occupational Repertoire Development Measure - Parent v2.0
ORDM-P Instructions for Using with Parents or Guardian
The focus of this measure is to understand parents’ or guardians’ perceptions of their children’s occupational development, specifically their competence and repertoire development.
This measure contains approximately 100 occupations (items/rows) within 15 occupational groupings (sections) and takes about 20 minutes to complete if it is done straight through. It can also be used as a tool to engage further discussion.
1. Add Participant Code that is provided by the research student _________
2. Refer below or to the measure administration document provided to you on how to use the measure.
Should do = Parent wants or expects the child to do [engage in] or have the ability to do [perform] the occupation. Parents may respond to this question by either speaking about the child’s initiation of the occupation (engagement without prompt) or ability to do on their own or with help.
Does do = Parent perceives that the child initiates performance or desire to engage in the occupation with or without help; thus, the occupation is viewed by the parent as part of the child’s repertoire.
Can do = Parent perceives that the child has the ability or some ability to perform the occupation (with or without help) but does not engage in or try to initiate the occupation. The child may or may not have the opportunity to engage in or perform the occupation.
Can't do = Parent perceives that the child has no ability to perform the occupation. The child may or may have had an opportunity to learn how to perform the occupation.
Need Help = Help can mean the perception of need for any form of support (e.g., physical, emotional, behavioural) from others. It does not include using assistive devices or technology.
Opportunity = Opportunity involves both opportunities to do an occupation that a child can perform or opportunity to learn how to perform an occupation that a child cannot perform. Opportunity predominately involves having access to be able to perform or engage in the occupation. Opportunity may be limited due to a decrease environmental access, geography, economic exclusion, and discriminatory or oppressive policies or systems.
For each occupation (item/row) in each occupational grouping, work across the columns asking the following questions.
For each item, ask the parent/guardian "Do you think your child should (insert words from left column)?"
If YES, move onto to “Does Do”.
If NO, .
(child performs the occupation and it is part of their repertoire)
Ask the parent/guardian: "Does your child (insert words from left column)?"
If NO, move onto to Can Do”.
If YES, ask, “Does your child need help . Check the “Need Help” box if YES, and following response, .
Ask the parent/guardian: "Can your child (insert words from left column)?"
If NO, move onto and check “Can’t Do”.
If YES, ask, first ask: “Does your child need help to and check the “Need Help” box if YES. Second ask: “Does your child have the opportunity to engage in and check the “N.O.” [No Opportunity] box if NO. Then, following response, .
Ask the parent/guardian: “Has your child had the opportunity to learn how to (insert words from left column)?"
Check the “N.O.” [No Opportunity] box if NO. Then, following response, .