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Lifespan Final > Ch. 20 > Flashcards

Ch. 20 Flashcards

1
Q

detect whether a behavior or skill development is at a level that causes concern

A

screening process

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2
Q

help make diagnosis, identify atypical development, or determine eligibility for services

A

evaluation process

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3
Q

evaluation instrument that has uniform procedures for administration & scoring i.e. norm- referenced tests

A

standardized tests

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4
Q

distinguishes b/w individuals or groups on specific dimensions, such as acquisition of developmental milestones

A

discriminative index

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5
Q

types of assessment

A

comprehensive strategies & tools; ecological approach, evaluation approach, arena assesment

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6
Q

delineates strengths & needs, develop appropriate intervention plans & strategies, & determine change in individuals

A

comprehensive strategies and tools

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7
Q

documenting individual’s success in participating in activities & routines across domains & environment

A

ecological approach

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8
Q

describe an individual’s strengths & needs to help design appropriate individualized therapeutic intervention plans

A

evaluative approach

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9
Q
  • primarily used in early intervention

- simultaneous observation of a child by various disciplines (can be used in adult rehabilitation or geriatric setting)

A

arena assessment

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10
Q

the emphasis of arena assessment is to

A

provide team based services & reduce duplication of services

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11
Q

purpose of arena assessment are to

A

obtain an integrated, holistic view of the client; determine the interrelationship of skills across domains; decrease handling of the individual by multiple professionals; decrease repetitive questioning

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12
Q

two tools used by therapist in standardized testing

A

norm reference & criterion reference

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13
Q

test given to a large number of people to serve as normative sample

A

norm reference

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14
Q

developmental milestones is an example of what type of standardized test

A

norm reference

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15
Q

designed to measure performance on specific tasks

A

criterion reference

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16
Q

academic tests; TAKS is an example of what type of standardized test

A

criterion reference

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17
Q
  1. standard point score 2. evaluates ind. against group 3. poss. related to therapeutic or instructional content 4. normal distribution score 5. max. diff. among people 6. requires diagnostic skills 7. not sensitive to therapy effects 8. not concerned w/ task analysis 8. summative measures proficiency
A

norm reference

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18
Q
  1. cut off scores 2. performance against standard 3. content specific 4. variable scores not desired 5. discriminates 6. provides info to plan intervention 6. sensitive to effects of therapy 7. depends on task analysis 8. formative guides improvement
A

criterion reference

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19
Q

-first tool developed to assess severity & spasticity - rates resistance encountered when passively moving specific muscle groups through ROM - there is a 5 point scaled that is widely used & modified 6 point geared for stroke patients

A

ashworth scale

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20
Q

reliable & valid measure of development skill in children birth to 24 months
helps determine if developmental delays are present and to assist with early intervention

A

bayley scales of infant development

21
Q

consists of observation of the child in a series of tasks that measure physical, motor, sensory & cognitive development

A

bayley scales

22
Q

bayley consists of three scales that can be used independently

A

-mental -motor - behavioral

23
Q

most widely used in motor proficiency test

A

bruininks oseretsky test

24
Q

Ages 4-21 Short form time. wide range of physical activities (walking on balance beam); game like tasks capture students interest, not verbal complex, norms based on US Census Data

A

bruininks oseretsky test

25
Q

provides a comprehensive picture of motor development

A

bruininks oseretsky test

26
Q

fine motor precision (cutting). fine motor integration (copying). manual dexterity (transferring, stringing). bilateral cordination (tapping, jumping). balance(walking). running speed & agility (one leg hop) . upper limb coordination. strength (sit ups)

A

bruininks oseretsky test

27
Q

birth-5 yrs motor development.6 subtests standard scores, pecentile ranks, age equivalents

A

peabody

28
Q

6 peabody subtests

A

reflexes, stationary. locomotion, object manipulation, grasping & visual motor integration

29
Q

Peabody fine motor scale

A

consists of tasks that require precise movements of the small muscles of the body, percentile score where child places related to other children. age equivalent (where most children complete these tasks), grasping & visual motor integration

30
Q

peabody: visual motor infants

A

tracking, reaching, attaining items, transferring & attaining multiple items

31
Q

peabody:visual motor 2-6 y.o.

A

stacking blocks, block design, copying drawing, tracing, coloring, lacing, cutting

32
Q

pdms-2 grasp infant

A

grasping holding rattle, cubes, small pellets

33
Q

pdms-2 grasp 2-6 y.o.

A

block grasp, manipulation, grasping marker, buttons, serial oppositon

34
Q

several hours, sensory original design for ages 3-10 later infant toddler and adolesent/adult, compared to normative sample of children

A

sensory profile

35
Q

very helpful in identifying sensory processing issues, autistic or children with ADHD

A

Sensory Profile

36
Q

sensory processing

A

low registration, sensation, sensory sensitivity, & sensory avoidance

37
Q

assesses a person’s degree of independence in a variety of ADLs : self help skills, mobility, communication, social adjustment, problem solving. widely used in rehab settings 13 motor tasks & 5 cognitive tasks

A

functional independence measure

38
Q

eating, grooming, bathing, UE LE body dressing, toiletting, showering, social interaction

A

functional independence measure

39
Q

sig. changes in providing therapeutic intervention to ind, w/ motor dysfunction

A

functional independence measure

40
Q

multiple sources of info & components, emphasizes clients needs, desires, & outcomes

A

Principles of appropriate assessment

41
Q

Client’s relationship & interactions w/ his or her most trusted caregiver should form a cornerstone of assessment. follows an individualized sequence & pattern

A

Principles of appropriate assessment

42
Q

process should identify client’s current competencies and strengths as well as weaknesses & impairments; process of assessment is first step in an intervention process; client’s status should occur in context of naturally occurring activities & routines

A

Principles of appropriate assessment

43
Q

checklist for assessment standards TREATMENT

A

does assessment identify feasible goals & objectives? does the information assist in the selection or use of therapeutic methods or approaches? does it continue to evaluating intervention effects?

44
Q

screening tools are designed to provide an initial estimate of cognitive function. score from screen must be validated by further observations of performance

A

allen cognitive level screen

45
Q

most common ADLs are analyzed in

A

routine task inventory

46
Q

punched leather rectangle, instruction manual, sewing needle, wax linen thread, lacing needle, leather lacing. follow instructions & complete task

A

allen cognitive level screen kit

47
Q

flexible & useful measure of occupation that enables OT practitioners to help clients describe their instrumental, social, leisure activities. easily understood 89 photographs(institutional, recovery, community living)

A

activity card sort

48
Q

help build routines of meaningful & healthy activities. place cards in rows “not done before” “cont. to do” “do less” “given up” “new”

A

activity card sort

Lifespan Final (8 decks)

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