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OT 102 LAB QUIZ > ADLs and IADLs > Flashcards

ADLs and IADLs Flashcards

1
Q

What are the Contexts where ADLs and IADLs occur?

A

Home
School
Community
Work

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2
Q

What are the ADLs for Infancy?

A

Feeding
Bathing
Dressing

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3
Q

What are the ADLs acquired for Toddler-Preschool Age?

A

Self-feeding
Dressing
Toileting

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4
Q

What are the ADLs acquired for Adolescence?

A

Functional mobility (in school)
Dressing
Toileting
Socialization with peers
Grooming and functional communication

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5
Q

What is acquired during Adolescence stage?

A

Independence in ADLs
More focus on fitting in a group

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6
Q

It is an approach used in occupational therapy to assess how individuals perform tasks in real-life settings, focusing on the interaction between the person, task, and environment.

A

Dynamic Performance Analysis

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7
Q

It is a real-time, observational method that allows OTs to analyze the ongoing, adaptable nature of task performance and identify specific challenges in completing activities.

A

Dynamic Performance Analysis

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8
Q

What are the ADL and IADLs Assessment?

A

Assessment of Motor and Process Skills (AMPS)
Hawaii Early Learning Profile (HELP)
Pediatric Evaluation of Disability Inventory (PEDI)
School Function Assessment (SFA)
Weefim

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9
Q
  • ADLs Assessed:
    Self-Care Tasks: These include grooming, dressing, bathing, and eating. For example, during the assessment, a child may be observed brushing their teeth or getting dressed.
  • IADLs Assessed:
    Functional Activities: This can include tasks like meal preparation or managing personal belongings (e.g., packing a backpack).
A

Assessment of Motor and Process Skills (AMPS)

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10
Q
  • ADLs Assessed:
    Self-Care: Tasks include feeding, dressing, toileting, and grooming. The assessment looks at the child’s ability to perform these tasks independently or with assistance.
  • IADLs Assessed:
    While HELP is more focused on foundational skills, it considers some IADLS indirectly by evaluating children’s interaction with their environment and caregivers, which can affect their participation in family routines.
A

Hawaii Early Learning Profile (HELP)

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11
Q
  • ADLs Assessed:
    Self-Care Skills: The PEDI evaluates a variety of self-care tasks, including:
    o Eating: The child’s ability to feed themselves.
    o Grooming: Skills related to brushing teeth, hair, and general personal hygiene.
    o Bathing: The capacity to wash and bathe independently.
    o Dressing: Includes dressing upper and lower body.
    o Toileting: Management of toilet use, including hygiene.
A

School Function Assessment (SFA)

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12
Q

It is a standardized tool used to assess functional independence in children aged 6 months to 7 years.

A

WeeFIM

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13
Q

It evaluates a child’s performance in various self-care, mobility, and cognitive activities of daily living (ADLs).

A

WeeFIM

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14
Q

It uses a 7-point scale to rate independence levels, with scores indicating the level of assistance required to perform each task.

A

WeeFIM

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15
Q

It is widely used as a non-standardized assessment tool designed to evaluate the development of children from birth to 6 years of age

A

Hawaii Early Learning Profile

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16
Q

It is a comprehensive tool which gathers the ability of students with disabilities to participate in general, daily, school based functional activities and was designed for primary school children, aged 4-12 years old.

A

School Function Assessment (SFA)

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17
Q

What scale in the WeeFIM where the child performs all parts of the task independently, safely, and within a reasonable amount of time.

A

7 Complete Independence

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18
Q

What scale in the WeeFIM where the child performs the task independently but requires extra time, adaptive equipment, or techniques.

A

6 modified independence

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19
Q

What scale in the WeeFIM where the child can perform the task independently but needs verbal cues, setup assistance, or supervision to ensure safety or quality.

A

5 Supervision

20
Q

What scale in the WeeFIM where the child performs 75% or more of the task independently, needing only minimal physical help.

A

4 minimal contact assistance

21
Q

What scale in the WeeFIM where o the child performs 50-74% of the task and requires moderate assistance.

A

3 moderate assistance

22
Q

What scale in the Weefim where the child performs 25-49% of the task and needs significant help to complete the activity.

A

2 maximal assistance

23
Q

What scale in the WeeFIM where the child performs less than 25% of the task and is dependent on full assistance.

A

1 total assistance

24
Q

Performs with safety and total independence but needs more time

A

6 Modified Independence

25
Q

Task is not performed

A

1 Total Assistance

26
Q

Client does >50% of the task

A

3 Moderate Assistance

27
Q

Client does >25% of the task

A

4 Maximal assistance

28
Q

Therapist does 50% of the task

A

4 Maximal Assistance

29
Q

Needs models to make the task

A

5 Supervision

30
Q

Client does 75% of the task

A

4 Minimal assistance

31
Q

Therapist helps during preparation

A

5 Supervision

32
Q

Therapist does 25% of the task

A

4 Minimal assistance

33
Q

Needs verbal commands

A

5 Supervision

34
Q

Assistive device

A

6 Modified Independence

35
Q

What are the General Intervention Principles?

A

Value, Independence, Safety, and Adequacy (VISA)

36
Q

What are the Cueing by Reese and Snell?

A

*Least Intrusive (Verbal cues)
*More intrusive (Verbal cues and gestural cues)
*Most intrusive (Verbal and Physical cues)

37
Q

General Interventions

A

Video Modelling
Use of Pictures
Checklists

38
Q

It is the primary occupation of childhood

A

Play

39
Q

Important for cognitive, socioemotional, motor, and language development

A

Play

40
Q

How do play transitions to adulthood?

A

Play becomes leisure activities

41
Q

What are the theories of play?

A

Skill Development Through Play,
Lifelong Relevance, Historical and MOdern Views on Play, and PIaget’s Stages of play

42
Q

Peer acceptance can significantly affect a child’s willingness to engage in activities. For example, if a child is ridiculed for using an adaptive device, they may avoid it.

A

Positive or Negative Reinforcement

43
Q

An OT must consider a child’s cultural and physical environment to create supportive, appropriate interventions.

A

Peer and Environmental Contexts

44
Q

What are the challenfes for children with disabilities?

A

*Limited Access: Children with disabilities often face restricted access to activities.

*Socialization Desires: As children grow, they often wish to socialize away from family.

*Exclusion from Competitive Sports: Middle school and high school years often emphasize competitive sports, from which children with special needs may be excluded.

45
Q

What are the role of OT’s in supporting inclusive participation?

A

Resourceful Advocacy and Addressing Practical Barriers

46
Q

OT’s Role in Facilitating Play and Leisure

A
  • Evaluation and Intervention
  • Assessing a child’s play abilities and creating interventions to enhance skill development
  • Therapeutic Use of Play: OTS integrate play in therapy to address developmental delays or skills deficits.
  • Therapeutic Play Settings
  • Early childhood, schools, hospitals, community settings
  • Promoting Skills for Adulthood
  • How OT helps children develop independence through play

OT 102 LAB QUIZ (1 decks)

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