Occupational Therapist Interview Questions & Answers (with Model Answers)

Model Answer

I start by understanding the occupations that matter to the client, often using a tool like the Canadian Occupational Performance Measure to identify and prioritise their goals. I make goals client-led, specific and measurable, such as preparing a meal independently rather than a vague aim to improve. I revisit and adjust them collaboratively as progress unfolds. Goals rooted in what the person values drive engagement and outcomes.

Model Answer

I assess the person, their occupations and their environment together, observing real tasks rather than relying on self-report alone. I consider physical, cognitive, sensory and psychosocial factors and how the environment helps or hinders performance. I use standardised assessments where appropriate and clinical observation throughout. This holistic picture lets me target the right barriers to independence.

Model Answer

I grade activities so the client experiences early success, building self-efficacy step by step. I connect tasks to occupations they personally value, which makes effort feel worthwhile. I acknowledge their feelings and celebrate small wins to rebuild belief. Restoring confidence is often as important as restoring physical function.

Model Answer

I contribute the functional and occupational perspective, translating clinical findings into what the person can actually do at home or work. I share assessments clearly, coordinate with physiotherapy, nursing and social care, and align goals so the client receives consistent support. I respect each discipline's expertise while advocating for the client's independence. Collaboration ensures the rehabilitation is joined up.

Model Answer

I follow occupational therapy journals, attend CPD on areas like sensory integration or vocational rehabilitation, and reflect on outcomes with colleagues. I appraise new approaches critically before adopting them and use outcome measures to evaluate my interventions. I also keep up with assistive technology, which evolves quickly. Evidence-based, reflective practice keeps my interventions effective.

Activity analysis breaks a task into its component steps and the physical, cognitive, sensory and social demands each requires. I use it to match or adapt activities to a client's abilities, identify where they struggle and grade the task up or down. It underpins how I design therapeutic interventions to build specific skills.

I assess the client's functional abilities and observe them performing key tasks in their actual environment where possible. I identify barriers such as a high bath edge or stairs, then recommend equipment like grab rails, a perching stool or a ramp, or refer for major adaptations. I ensure recommendations are safe, acceptable to the client and reviewed after fitting.

Remediation aims to restore an underlying impaired skill, such as rebuilding hand strength after injury. Compensation works around a deficit using strategies, equipment or environmental change, such as teaching one-handed dressing techniques. I often combine both, weighting compensation more when recovery is unlikely or time is limited.

I assess cognition through functional observation and standardised tools, looking at memory, attention, executive function and insight as they affect occupations. I then use strategies like routines, environmental cues, checklists and graded tasks to support independence. I involve carers and ensure safety, for example around cooking, while maximising autonomy.

MOHO explains occupational performance through volition, habituation and performance capacity within the environment. I use it to understand why a client engages or disengages, not just what they can physically do. It keeps my reasoning occupation-focused and helps me target motivation, habits and skills together.

A stroke survivor wanted to return to cooking for his family but lacked confidence and had a weak dominant hand. I graded the activity from simple cold tasks to full meals, introduced adaptive equipment and practised in the kitchen environment. Within weeks he prepared a full meal independently. Linking the goal to his role as a parent drove his motivation.

A client with autism found the busy clinic overwhelming, limiting engagement. I moved sessions to a quieter space, used visual schedules and shortened tasks to match their sensory needs. Engagement and progress improved markedly. Tailoring the environment to the individual was the key change.

A client was being discharged home without the equipment they needed to be safe. I completed an urgent functional assessment, escalated the risk to the team and arranged provision and a follow-up review before discharge. The client went home safely and independently. Advocacy meant ensuring the system met the client's real functional needs.

The team wanted to discharge a client I assessed as unsafe for independent transfers. I presented my functional assessment findings and a short demonstration of the risk at the MDT. We agreed a brief extension with targeted transfer practice and equipment. The client was then discharged safely. Evidence-based advocacy resolved the disagreement.