Occupational therapy is fundamentally concerned with how people perform meaningful occupations within the environments where life actually occurs.

A person’s abilities cannot always be understood through clinical interviews, questionnaires or structured assessments alone. Functional performance is influenced by the interaction between:

• the person;
• the task;
• the environment;
• available supports;
• expectations;
• context.

This is particularly important in assistance animal practice because an assistance animal becomes part of the person’s everyday environment.

The occupational therapist is not simply assessing whether a person has a disability or whether an animal can perform a task.

The therapist must understand:

“How does this person function in the real situations where they want the assistance animal to support them?”

Why Real-World Assessment Matters

People often perform differently depending on the environment.

A person may appear highly capable in a structured clinical setting but experience significant barriers in everyday life.

Conversely, a person may demonstrate greater independence in familiar environments than in unfamiliar assessment situations.

Functional performance is influenced by factors such as:

• familiarity;
• stress;
• sensory demands;
• social expectations;
• environmental complexity;
• available supports;
• fatigue;
• time pressures.

Therefore, assessment conducted only in controlled settings may provide an incomplete picture.

The Environment as Part of Functional Performance

Occupational therapy recognises that disability is not located only within the person.

The environment can either:

• enable participation; or
• create barriers.

Environmental factors relevant to assistance animal assessment may include:

Physical Environment

Including:

• home layout;
• accessibility;
• available space;
• hazards;
• animal facilities.

For example, an assistance dog may require appropriate space for:

• movement;
• resting;
• feeding;
• toileting;
• enrichment.

Social Environment

Including:

• family members;
• housemates;
• carers;
• workplace colleagues;
• education staff.

The attitudes and understanding of others can influence partnership success.

Community Environment

Including:

• public transport;
• shopping centres;
• workplaces;
• schools;
• universities;
• healthcare environments.

An assistance animal must function within the environments where the person needs support.

Clinic Performance Does Not Always Predict Everyday Performance

A common assessment error is assuming that performance in a clinic reflects performance everywhere.

For example:

A person may successfully explain their needs during an appointment but experience difficulty:

• communicating under stress;
• navigating busy environments;
• managing unexpected changes;
• completing routines at home.

Similarly, an animal may demonstrate excellent behaviour in a training environment but respond differently in:

• crowded places;
• noisy environments;
• unfamiliar settings;
• situations involving stress.

Real-world assessment provides information that cannot always be captured in controlled environments.

Home Assessment and Occupational Therapy Practice

Home assessment can provide valuable information about:

• daily routines;
• functional barriers;
• environmental demands;
• safety;
• available supports;
• animal suitability.

For assistance animal practice, the home environment is particularly important because the animal will become part of everyday life.

Considerations may include:

• Where will the animal sleep?
• Where will food and equipment be stored?
• Are routines compatible with animal care?
• Are there existing animals?
• Are there household members with additional needs?
• Are there environmental risks?

These questions are not intended to exclude people.

They support realistic planning.

Community-Based Functional Assessment

Assistance animals often support participation outside the home.

Therefore, assessment may need to consider environments such as:

• workplaces;
• educational settings;
• transport systems;
• healthcare appointments;
• community activities.

The occupational therapist considers:

• what situations create barriers;
• what occupations are affected;
• whether the assistance animal could realistically support participation.

For example:

A person may report difficulty attending university.

Assessment should explore:

• travelling to campus;
• navigating busy spaces;
• attending classes;
• managing breaks;
• interacting socially.

The assistance animal’s role must be linked to actual participation needs.

Observing Function Rather Than Assuming Function

Self-report is an essential part of occupational therapy assessment.

People are experts in their own experiences.

However, observation can provide additional information about:

• routines;
• environmental interactions;
• practical barriers;
• safety;
• existing strategies.

A comprehensive assessment combines:

• the person’s experience;
• observation;
• clinical reasoning;
• relevant evidence.

No single source of information is sufficient alone.

Assessing the Person–Animal–Environment Interaction

Assistance animal assessment requires consideration of the interaction between the person and the animal within real environments.

Questions may include:

Person

• Does the person understand the animal’s needs?
• Can they communicate effectively with the animal?
• Are expectations realistic?

Animal

• Is the animal suited to the environment?
• Can the animal work safely within those settings?
• Are welfare needs supported?

Environment

• Does the environment support the partnership?
• Are there barriers that need addressing?

A successful partnership depends on the fit between all three.

The Importance of Considering Invisible Barriers

Functional assessment must consider barriers that may not be immediately visible.

These may include:

• sensory demands;
• fatigue;
• anxiety;
• cognitive load;
• communication barriers;
• social expectations.

For example:

A person may physically be able to attend a community environment but experience significant barriers due to sensory overload or difficulty managing unpredictable situations.

Occupational therapy assessment explores the full occupational experience.

Functional Assessment and Reasonable Alternatives

Assessment within real environments also helps determine whether an assistance animal is the most appropriate intervention.

Sometimes environmental changes may provide equal or greater benefit.

Examples may include:

• workplace adjustments;
• accessibility modifications;
• assistive technology;
• communication supports;
• routine changes.

The occupational therapist considers:

“What intervention best supports this person’s participation?”

not:

“How can we make the assistance animal fit the situation?”

The Role of the Occupational Therapist

The occupational therapist’s role is to understand:

• the person’s daily life;
• occupational barriers;
• environmental demands;
• desired outcomes;
• intervention options.

The OT does not assess the animal’s obedience or training standards.

Those responsibilities belong to appropriately qualified animal professionals.

However, the OT must understand enough about assistance animal partnerships to determine whether the intervention aligns with occupational goals and can be realistically integrated into daily life.

Examples of Real-World Functional Reasoning

Example 1: Home Support

A person reports difficulty managing daily routines.

Assessment explores:

• what routines are affected;
• what strategies are already used;
• whether an animal task would meaningfully improve participation.

Example 2: Community Participation

A person reports avoiding shopping centres.

Assessment explores:

• whether the barrier is sensory;
• whether environmental changes could help;
• whether an assistance animal role is appropriate.

Example 3: Family Environment

A child is being considered for an assistance animal.

Assessment explores:

• family routines;
• caregiver capacity;
• other household members;
• whether the environment supports the partnership.

Key Practice Principles

1. Function Must Be Assessed Where Life Happens

Real-world performance provides information that clinic settings may not capture.

2. Environment Influences Occupational Performance

Disability and participation are shaped by context.

3. Home and Community Context Matter

Assistance animals are integrated into everyday environments, not isolated assessment settings.

4. Observation Complements Lived Experience

The person’s perspective and professional assessment should be combined.

5. Assess the Partnership, Not Just the Person

The interaction between person, animal and environment determines sustainability.

6. The Goal Is Participation, Not Simply Task Performance

An assistance animal should support meaningful occupations.

7. Assessment Determines Appropriateness

The role of assessment is to identify the best intervention, not to justify a predetermined request.

Functional assessment in assistance animal practice requires occupational therapists to understand people within the environments where they live, work, learn and participate. By moving beyond clinic-based assumptions and considering the interaction between person, occupation, environment and animal, occupational therapists can develop recommendations that are realistic, ethical and focused on meaningful participation.