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NBCOT > Assessments > Flashcards

Assessments Flashcards

1
Q

assesses the effectiveness, efficiency, or safety of 3-5 ADL performance including ADLs, IADLs, and some leisure; requires training and rater collaboration; appropriate for anyone 2 and older

A

Assessment of Motor and Process Skills (AMPS)

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2
Q

measures independence in BADL and functional mobility as well as level of personal care assistance needed via observation of task performance and interview of caregiver; for adults and elders with physical disabilities/chronic illness

A

Barthel Index

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3
Q

measure of 6 functional ADL tasks that require process based on Allen’s cognitive disabilities; determines ability to live independently for adults/elders with psychiatric and/or cognitive dysfunction

A

Cognitive Performance Test

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4
Q

assessment of severity of disability determined by observation of six performance areas and assistance needed (1-7); versions for adults who are not functionally independent and children 6 months-7 years

A

functional independence measure (FIM)

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5
Q

measure of the level of independent functioning and type of assistance required for 6 areas via observation or client interview for adults/older adults with chronic illness

A

Kantz Index of ADLs

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6
Q

assessment of judgement, planning, and organization to perform a simple cooking task (cooked pudding from mix); for use with cognitive dysfunctions

A

kitchen task assessment (KTA)

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7
Q

assessment of independent functioning in ADLs; 170 items in 6 areas via observation; used from 6 months-older adulthood

A

Klein-Bell Activities of Daily Living Scale (K-B)

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8
Q

assessment of knowledge and performance of 17 basic living skills needed to live independent in 5 main areas (self-care, safety/health, money management, community mobility/telephone, employment/leisure); adolescents/adults/older adults with psychiatric illness

A

Kohlman Evaluation of Living Skills (KELS)

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9
Q

assessment of performance of living skills needed to function in the expected environment; 13 ares screened for relevance then administered with standardized procedures (times)

A

Milwaukee Evaluation of Daily Living Skills (MEDLS)

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10
Q

assessment of level of impairment in ADLs according to Allen’s cognitive levels on 6 physical scales and 8 instrumental scales via observation, self-report, and caregiver report; for adults and elders with cognitive impairment

A

routine task inventory

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11
Q

assessment of functional performance and identification of difficulties in 18 BADL tasks in 4 main areas (personal care, housekeeping, work/leisure, financial); includes motivational questionnaire; adolescents-older adults with psychiatric illness

A

scoreable self-care evaluation

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12
Q

assessment to determine ability to shop for groceries using grocery list; measures accuracy, time, redundancy as well as observation of strategies; for cognitive impairment that interferes with community living

A

test of grocery shopping skills (TOGSS)

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13
Q

at what level of a SCI is a person independent in all self care

A

T6-L4

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14
Q

what does the PLISSIT model stand for and what is it used for

A 
sexual expression
permission to discuss
limited information provided to ensure accurate knowledge
specific suggestions
intensive therapy
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15
Q

assessment of perception of meaning of leisure and the extent of participation via a questionnaire to rate level of participation in 23 activities

A

activity index

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16
Q

assessment of level of interest in 80 leisure activities, additional activities, and evolution over times via a checklist and interview

A

interest checklist

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17
Q

assessment of leisure experience and motivational and situational influence via a questionnaire; adults and 9-14

A

leisure diagnostic battery (LDB)

18
Q

assessment of perception that leisure pursuits are meeting personal needs in 6 categories (psychological, educational, social, relaxation, physiological, aesthetic); for adults and older adults

A

leisure satisfaction questionnaire

19
Q

assessment of enjoyment, motivational source, perception of competence, and participation via a questionnaire for adults and older adults

A

meaningfulness of activity scale

20
Q

assessment of energy expended during leisure activities for adults via an interview of 63 physical activities; used to examine physical health, disease, cardiovascular fitness, and weight control

A

Minnesota Leisure Time Physical Activity Questionnaire

21
Q

assessment of child/adolescent developmental level and adequacy of the play environment via a semi-structured interview with the parent/caregiver for children and adolescents

A

play history

22
Q

observation of behavior in 4 dimensions for a 15-30 minute time period via observation of space management, material management, imitation, and participation; comparison to age norms

A

preschool play scale

23
Q

screen to identify deficits in performance areas/components that could impact work; includes prevocational interests, current ability level, standardized assessment (aptitude and behavior), and previous employment

A

prevocational assessment

24
Q

assessment of capabilities in relation to one of several dimensions: physical demands, critical demands of job and occupational group, demands of competitive employment

A

functional capacity evaluation (FCE)

25
Q

work assessment using real or simulated work activities (Valpar, BTE)

A

work capacity evaluation

26
Q

evaluation of the expectations, supports, ergonomics, essential functions, marginal functions, and potential reasonable accommodations

A

job site analysis

27
Q

assessment of capacity for lifting, carrying, climbing, pulling/pushing, balance, motor coordination, standing, whole body ROM, finger/hand dexterity; formal training required for scoring and interpretation

A

EPIC Functional Evaluation System

28
Q

assessment of work-related skills in 14 major areas (cognitive/motor); 15 tasks with checklist of difficulties, time, behavior; for adolescents and pre-adolescents with learning disabilities

A

Jacob’s Prevocational Assessment (JPVA)

29
Q

assessment of prevocational, vocational, educational abilities of individuals with disabilities and or sociocultural disadvantages (16+); pre screening interview, work samples, and assessment tools used; 3 day workshop required for administration/scoring

A

McCarron Dial System

30
Q

assessment of vocational areas of interest and/or patterns of interest in a number of vocational areas for adolescents and adults with learning/developmental disability; pictures presented with client selecting preferences; score represent vocational complexity

A

Reading-Free Vocational Interest Inventory

31
Q

assessment of occupational performance on 154 real and simulated items based on interest for adults with physical and psychiatric disorders; performance compared to age matched norms

A

Smith Physical Capacity Evaluation

32
Q

assessment of groups of skills required for specific employment and basic functional capabilities; includes 23 work samples and rating of 17 worker behavior characteristics; compared to industrial standard

A

valpar component work sample (VCWS)

33
Q

assessment of student interest in 8 employment areas for adolescents unclear about vocational interests via a questionnaire with 112 forced choice statements’ compared to established norms for compatible college majors

A

vocational interest inventory-revised (VII-R)

34
Q

assessment of psychosocial and environmental factors related to past work experience, job setting, and ability to return to work via a structure interview

A

worker role interview

35
Q

interdisciplinary approach with real or simulated work activities to transition between acute care and return to work; productivity, safety, physical tolerance, work behavior (requires CARF accreditation)

A

work hardening

36
Q

provided by one discipline with real or simulated work activities for transition between acute care and return to work; flexibility, strength, movement, endurance (accreditation not required)

A

work conditioning

37
Q

participants in sheltered workshops get paid at a ________ rate

A

per piece

38
Q

participants in transitional employment and supported employment programs get paid at a ________ rate

A

competitive

39
Q

what assessments can be used to assess sleep

A

barth time construction and activities configuration

40
Q

what sleep syndrome should be referred to a physician immediately

A

obstructive sleep apnea

NBCOT (12 decks)

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