أخصائيو العلاج الوظيفي
الرعاية الصحيةالتعرّض للذكاء الاصطناعي
- مصدر البيانات: BLSتاريخ النشر: 2026-08
مرتفع· نسبي
منخفضأربع فئات نسبيةمرتفع جدًاقيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
أربع فئات نسبية (منخفض / متوسط / مرتفع / مرتفع جدًا)
831 مهنة تفصيلية في جدول توقعات التوظيف لدى BLS. وتُسند القيمة على مستوى رمز مصفوفة التوظيف الوطنية (NEM)، فالمهن التي تشترك في الرمز نفسه تأخذ النطاق نفسه
- مصدر البيانات: Anthropicتاريخ النشر: 2026-03
0.008
0.000نطاق القيم المعروضة هنا0.745المقياس والأساس والمصدر
- مصدر البيانات: ILOتاريخ النشر: 2025
0.20
0.09نطاق القيم المعروضة هنا0.70قيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
مؤشر التعرّض للذكاء الاصطناعي التوليدي، 0–1 كما نُشر
وحدة التصنيف ISCO-08 — تأخذ كل المهن ذات الرمز نفسه هذه القيمة
محسوب من قِبل هذا الموقع وليس منشورًا من منظمة العمل الدولية: من بين 1,012 مهنة يربطها هذا الموقع بمجموعة بيانات المنظمة، تبلغ نسبة التي تساوي هذه القيمة أو تتجاوزها 86%.
ما نوع القيمة التي ينشرها هذا المصدر
فئة BLS رتبة نسبية لا مستوى مطلق، وليست قياسًا مباشرًا: فهي تجمع الرتب المئينية للمهنة في عدة دراسات منشورة في أربع فئات. وهي ليست توقّعًا للتوظيف أو الأجور، ولا احتمالًا للتبني، ولا تفرّق بين الأتمتة والتعزيز.
Task-level exposure
المهام ذات التعرض فقط| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Provide consultation, support, or education to groups such as parents and teachers.29-1122 | 0.013453.8 | 0.003139.2 |
Select activities that will help individuals learn work and life-management skills within limits of their mental or physical capabilities.29-1122 | 0.003112.5 | —0 |
Provide training and supervision in therapy techniques and objectives for students or nurses and other medical staff.29-1122 | 0.002510.0 | —0 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.29-1122 | 0.00218.3 | —0 |
Plan, organize, and conduct occupational therapy programs in hospital, institutional, or community settings to help rehabilitate those impaired because of illness, injury or psychological or developmental problems.29-1122 | 0.00207.9 | —0 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.29-1122 | 0.00197.5 | —0 |
Complete and maintain necessary records. | —0 | 0.004860.8 |
| Not observed on any surface — 30 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Evaluate patients' progress and prepare reports that detail progress. | —0 | —0 |
Test and evaluate patients' physical and mental abilities and analyze medical data to determine realistic rehabilitation goals for patients. | —0 | —0 |
Recommend changes in patients' work or living environments, consistent with their needs and capabilities. | —0 | —0 |
Consult with rehabilitation team to select activity programs or coordinate occupational therapy with other therapeutic activities. | —0 | —0 |
Help clients improve decision making, abstract reasoning, memory, sequencing, coordination, and perceptual skills, using computer programs. | —0 | —0 |
Develop and participate in health promotion programs, group activities, or discussions to promote client health, facilitate social adjustment, alleviate stress, and prevent physical or mental disability. | —0 | —0 |
Design and create, or requisition, special supplies and equipment, such as splints, braces, and computer-aided adaptive equipment. | —0 | —0 |
Plan and implement programs and social activities to help patients learn work or school skills and adjust to handicaps. | —0 | —0 |
Lay out materials such as puzzles, scissors and eating utensils for use in therapy, and clean and repair these tools after therapy sessions. | —0 | —0 |
Advise on health risks in the workplace or on health-related transition to retirement. | —0 | —0 |
Conduct research in occupational therapy. | —0 | —0 |
Train caregivers how to provide for the needs of a patient during and after therapy. | —0 | —0 |
Provide patients with assistance in locating or holding jobs. | —0 | —0 |
Teach cane skills including cane use with a guide, diagonal techniques, and two-point touches. | —0 | —0 |
Participate in professional development activities such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | —0 | —0 |
Obtain, distribute, or maintain low vision devices. | —0 | —0 |
Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | —0 | —0 |
Administer tests and interpret test results to develop rehabilitation plans for clients. | —0 | —0 |
Teach clients to travel independently using a variety of actual or simulated travel situations or exercises. | —0 | —0 |
Train clients to use tactile, auditory, kinesthetic, olfactory, and propioceptive information. | —0 | —0 |
Train clients to use adaptive equipment such as large print, reading stands, lamps, writing implements, software, and electronic devices. | —0 | —0 |
Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | —0 | —0 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals. | —0 | —0 |
Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | —0 | —0 |
Train clients with visual impairments to use mobility devices or systems such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 | —0 |
Identify visual impairments related to basic life skills in areas such as self-care, literacy, communication, health management, home management, and meal preparation. | —0 | —0 |
Teach independent living skills or techniques such as adaptive eating, medication management, diabetes management, and personal management. | —0 | —0 |
Recommend appropriate mobility devices or systems such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 | —0 |
Design instructional programs to improve communication using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | —0 | —0 |
Train clients to read or write Braille. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Complete and maintain necessary records.O*NET Task ID 347 | 1.0 |
Evaluate patients' progress and prepare reports that detail progress.O*NET Task ID 348 | 1.0 |
Test and evaluate patients' physical and mental abilities and analyze medical data to determine realistic rehabilitation goals for patients.O*NET Task ID 349 | 0.5 |
Recommend changes in patients' work or living environments, consistent with their needs and capabilities.O*NET Task ID 352 | 0.5 |
Help clients improve decision making, abstract reasoning, memory, sequencing, coordination, and perceptual skills, using computer programs.O*NET Task ID 354 | 0.5 |
Design and create, or requisition, special supplies and equipment, such as splints, braces, and computer-aided adaptive equipment.O*NET Task ID 357 | 0.5 |
Advise on health risks in the workplace or on health-related transition to retirement.O*NET Task ID 360 | 0.5 |
Conduct research in occupational therapy.O*NET Task ID 361 | 0.5 |
Select activities that will help individuals learn work and life-management skills within limits of their mental or physical capabilities.O*NET Task ID 350 | 0.0 |
Plan, organize, and conduct occupational therapy programs in hospital, institutional, or community settings to help rehabilitate those impaired because of illness, injury or psychological or developmental problems.O*NET Task ID 351 | 0.0 |
Consult with rehabilitation team to select activity programs or coordinate occupational therapy with other therapeutic activities.O*NET Task ID 353 | 0.0 |
Develop and participate in health promotion programs, group activities, or discussions to promote client health, facilitate social adjustment, alleviate stress, and prevent physical or mental disability.O*NET Task ID 355 | 0.0 |
Provide training and supervision in therapy techniques and objectives for students or nurses and other medical staff.O*NET Task ID 356 | 0.0 |
Plan and implement programs and social activities to help patients learn work or school skills and adjust to handicaps.O*NET Task ID 358 | 0.0 |
Lay out materials such as puzzles, scissors and eating utensils for use in therapy, and clean and repair these tools after therapy sessions.O*NET Task ID 359 | 0.0 |
Provide patients with assistance in locating or holding jobs.O*NET Task ID 362 | 0.0 |
Train caregivers in providing for the needs of a patient during and after therapy.O*NET Task ID 15231 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page