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TherapyEd NBCOT > Ch. 3: The Process of OT > Flashcards

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
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2
Q

Standardization

A
  • standardized evals are uniform and well established

- always the SAME in content, administration and scoring

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3
Q

Characteristics of a Standardized Assessment

A
  • description of its purpose
  • administration and scoring protocol
  • established norms and validity
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4
Q

Norms

A

-used for comparative analysis of an individual’s score

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5
Q

Types of Norms

A
  • age
  • gender
  • diagnostic criteria
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6
Q

Validity

A

-measures the assessments ACCURACY to determine if the tool measures what it is intended to measure

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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
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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
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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
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10
Q

Concurrent Validity

A

-COMPARES the RESULTS of 2 instruments given at about the SAME TIME

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11
Q

Predictive Validity

A

-COMPARES the degree to which an instrument can PREDICT performance on a FUTURE criterion

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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

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13
Q

IntErrater Reliability

A

-DIFFERENT people using the SAME ASSESSMENT will get the SAME results

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14
Q

Test-retest Reliability

A

-same results will be obtained when the eval is given TWICE by the SAME PERSON

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15
Q

Norm-referenced Assessments

A

-produce scores that compare a person’s performance to a SET POPULATION’S performance

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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
Q

Procedural Reasoning/Scientific Reasoning

A
  • actual “DOING” of practice

- implementing tx strategies

26
Q

Interactive Reasoning

A
  • focus is on the pt as a person
  • PERSONAL MEANING OF ILLNESS AND DISABILITY (influence of tx engagement)
  • CARING philosophy
27
Q

Narrative Reasoning

A
  • 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
Q

Pragmatic Reasoning

A
  • 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
Q

Conditional Reasoning

A
  • 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
Q

Groups: Therapeutic Norms

A
  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
Q

Medicare Guidelines for Group Membership

A
  • 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
Q

Medicare Guidelines for Group Leadership

A
  • 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
Q

Types of Developmental Groups

A
  • parallel
  • project/associative
  • egocentric-cooperative/basic cooperative
  • cooperative/supportive cooperative
  • mature
34
Q

Parallel

A
  • 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
Q

Project/Associative

A
  • 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
Q

Egocentric-cooperative/Basic cooperative

A
  • 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
Q

Cooperative/Supportive Cooperative

A
  • 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
Q

Mature Group

A
  • 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

TherapyEd NBCOT (2 decks)

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