Ch. 3: The Process of OT Flashcards
1
Q
OT Screening
A
- outcome of a screening will determine the client factors, areas of occupation, performance skills, patterns and/or contexts that require further eval.
- goals CANNOT be established or tx implemented/managed until AFTER an eval is complete
2
Q
Standardization
A
- standardized evals are uniform and well established
- always the SAME in content, administration and scoring
3
Q
Characteristics of a Standardized Assessment
A
- description of its purpose
- administration and scoring protocol
- established norms and validity
4
Q
Norms
A
-used for comparative analysis of an individual’s score
5
Q
Types of Norms
A
- age
- gender
- diagnostic criteria
6
Q
Validity
A
-measures the assessments ACCURACY to determine if the tool measures what it is intended to measure
7
Q
Face Validity
A
- how well the assessment instrument APPEARS OR LOOKS “on the face of it” to meet its stated purpose
- i.e. activity configuration looks like it measures time use
8
Q
Content Validity
A
- content in the eval is representative of the content that could be measured
- i.e. does the content of a role checklist provide an adequate listing of roles
9
Q
Criterion Validity
A
- COMPARES the assessment tool to another one that already has ESTABLISHED VALIDITY
- criterion validity is based on CORRELATION. HIGHER the correlation the BETTER the criterion validity
10
Q
Concurrent Validity
A
-COMPARES the RESULTS of 2 instruments given at about the SAME TIME
11
Q
Predictive Validity
A
-COMPARES the degree to which an instrument can PREDICT performance on a FUTURE criterion
12
Q
Reliability
A
- establishes the CONSISTENCY and STABILITY of the eval
- if it is reliable, eval measurements/scores are the SAME from time to time, place to place, and eval to eval
13
Q
IntErrater Reliability
A
-DIFFERENT people using the SAME ASSESSMENT will get the SAME results
14
Q
Test-retest Reliability
A
-same results will be obtained when the eval is given TWICE by the SAME PERSON
15
Q
Norm-referenced Assessments
A
-produce scores that compare a person’s performance to a SET POPULATION’S performance
16
Q
Criterion-referenced Assessments
A
-provide scores that compare a person’s performance to a PRE-ESTABLISHED criterion
17
Q
Prevention
A
- interventions designed to promote wellness, prevent disabilities and illness, and maintain health
- types: primary prevention, secondary prevention, tertiary prevention
18
Q
Primary Prevention
A
- reduction of incidence or occurrence of a disease or disorder within a population that is CURRENTLY WELL or considered to be POTENTIALLY AT RISK
- i.e. parenting skill classes for teen parents to PREVENT child neglect/abuse
19
Q
Secondary Prevention
A
- EARLY DETECTION of problems in a population AT RISK to reduce the duration of the disorder/disease and/or minimize the effects through early detection/diagnosis, early referral and early/effective intervention
- *i.e. SCREENING pre-mature infants for developmental delays and immediate implementation of intervention for ID delays
20
Q
Tertiary Prevention
A
- ELIMINATION or REDUCTION of impact of dysfunction on an individual
- i.e. provision of rehab services to maximize community participation
21
Q
The Change Process
A
- interventions designed to achieve behavioral changes and functional outcomes
- MOST COMMONLY used in OT practice
- MOST REIMBURSABLE
- only form of intervention discussed or documented
- most guidelines for intervention planning and implementation relate directly to the change process
22
Q
Individual Interventions
A
- attention and skill required from the OT to body structure and functional impairment
- privacy need
- greater control over context and environment
- complexity of occupation and activity demands, performance skills, and performance patterns
- inappropriate or dangerous behaviors of the person
23
Q
Group Interventions
A
- developing interpersonal skills
- engaging in socialization
- receiving feedback from people with similar conditions
- motivated by peers
- putting one’s own condition into perspective
- developing group normative behavior for successful performance in shared occupations (i.e. work, study, and leisure groups).
24
Q
Types of Clinical Reasoning
A
- procedural reasoning/scientific reasoning
- interactive reasoning
- narrative reasoning
- pragmatic reasoning
- conditional reasoning
25
Procedural Reasoning/Scientific Reasoning
- actual "DOING" of practice
| - implementing tx strategies
26
Interactive Reasoning
- focus is on the pt as a person
- PERSONAL MEANING OF ILLNESS AND DISABILITY (influence of tx engagement)
- CARING philosophy
27
Narrative Reasoning
- process of CHANGE to reach goals
- ID past important roles and activities
- what the pt can perform now
- what valued roles and activities can the pt perform in the future given their circumstances
28
Pragmatic Reasoning
- CONTEXT in which the OT's thinking occurs
- tx environment, values, knowledge, abilities, experience of the OT
- tx possibilities within the tx setting
- reframes understanding of influence of personal and practical constraints on OT practice
29
Conditional Reasoning
- ONGOING REVISION OF TX
- focuses on current and possible future social contexts
- multidimensional thinking is required
- integration of interactive, procedural, and pragmatic reasoning in context of pts narrative
30
Groups: Therapeutic Norms
1. encourage self-reflection, self-disclosure, and interaction among members
2. reinforce value and importance of group by being on time and well-prepared
3. establish atmosphere for safety and support
4. maintain confidentiality and respect
5. regard members as effective agents of change by not placing group leader in expert role
31
Medicare Guidelines for Group Membership
- engage willingly in group
- attend to group guidelines/procedures
- actively participate in group process
- benefit from group leadership input
- benefit from group membership/peer input
- respond appropriately throughout group process
- incorporate feedback
- complete activities for goal attainment
- pt gets a better benefit from group intervention than from 1:1 intervention
32
Medicare Guidelines for Group Leadership
- provides active leadership
- instructs members as a group
- monitors and documents individual's participation and response to intervention
- provides individualized guidance and feedback
- documents pts progress towards goals, defined in the individual tx plan in objective, measurable, functional terms
33
Types of Developmental Groups
- parallel
- project/associative
- egocentric-cooperative/basic cooperative
- cooperative/supportive cooperative
- mature
34
Parallel
- members perform INDIVIDUAL TASKS in the presence of others
- MINIMAL INTERACTION verbally and non-verbally with others (task does not require interaction for successful completion)
* inpt units use this
35
Project/Associative
- perform a SHARED, SHORT-TERM ACTIVITY WITH ANOTHER MEMBER in a comfortable and cooperative manner
- develop INTERACTIONS beyond those that the activity requires
- enables members to give and seek assistance
* inpt units use this
36
Egocentric-cooperative/Basic cooperative
- MEMBERS SELECT and implement a LONG-RANGE ACTIVITY which requires GROUP INTERACTION to complete
- understanding of group interaction norms
- ID and meet needs of themselves and others (i.e. safety, esteem).
37
Cooperative/Supportive Cooperative
- engage in GROUP ACTIVITY which facilitates FREE EXPRESSION OF IDEAS AND FEELINGS
- develop a sense of trust, love, and belonging, and cohesion
- enable members to ID and meet SOCIO-EMOTIONAL NEEDS
* community based settings use this
38
Mature Group
- members to assume ALL FUNCTIONAL SOCIO-EMOTIONAL AND TASK ROLES within a group
- members to REINFORCE BEHAVIORS which result in need satisfaction and task completion
