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Psychosocial > Chapter 15 > Flashcards

Chapter 15 Flashcards

1
Q

__________ is the foundation of intervention

A

Evaluation

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2
Q

___________ supplies the info on which the plan is built.

A

Evaluation

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3
Q

___________ is the planned process of collecting, interpreting, and documenting info needed to plan intervention.

A

Evaluation

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4
Q

_________ is used to identify specific tests, instruments, interviews, and other measures used in eval.

A

Not evaluation! It’s ASSESSMENT

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5
Q

The main purpose of evaluation in psychiatric OT is to identify client’s ________ and their ______ within the revelant performance contexts.

A

goals, abilities

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6
Q

_________ aims to identify clients’ functional skills in activities of daily living, ed, work, play, leisure, and social particiaption.

A

evaluation ;-)

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7
Q

With eval, it’s important to always keep in mind their level of __________ in the past.

A

function

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8
Q

This is a useful, adaptive behavior, one that helps the ct get what he or she needs and carry out daily life activities

A

asset

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9
Q

a behavior that interferes with meeting the ct’s needs and doing the things he or she needs and wants to go

A

deficit

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10
Q

This describes the conditions that surround and give meaning to occupational functioning.

A

context

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11
Q

The ____________________ include:cultural, physical, social, personal, spiritual, temporal & virtual

A

7 aspects of context

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12
Q

This derives from the larger groups with which a person identifies himself or herself

A

cultural context

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13
Q

This includes nonhuman aspects of the environment

A

physical context

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14
Q

This concerns other people, groups and organizations with which the person interacts

A

social context

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15
Q

The way in which and the extent to which relationships with other people help the person meet needs and carry out daily activities

A

social support

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16
Q

This includes such features as age, gender, and socioeconomic status

A

personal context

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17
Q

This includes those things that the person believes give life higher meaning and purpose.

A

spiritual context

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18
Q

This locates the performance of occupation in time, whether by time of day, time of life, the season, or other time orientation.

A

temporal context

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19
Q

This is used with technology, etc

A

virtual context

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20
Q

T/F - All aspects of the person’s context and psychological message should be considered when doing rehab

A

T

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21
Q

person’s habits, routines, roles and rituals

A

performance patterns

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22
Q

Break down categories of Areas of Occupation

A

ADLs, IADLs, Education, Work, Play/Leisure, Social Participation

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23
Q

Break down performance skills

A

process skills, communication skills, motor skills

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24
Q

Break down performance patterns

A

habits, routines, roles, rituals

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25
Q

Break down context

A

cultural, physical, social, personal, spiritual, temporal, virtual

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26
Q

This type of eval begins c the ct’s goals

A

Top down eval

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27
Q

This type of eval begins with the factors that appear to impede occupational engagement

A

Bottom up eval

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28
Q

This type of eval is appropriate when safety is a factor

A

Environment first eval

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29
Q

COTAs must first have demonstrated this before undertaking independent use of tests or instruments

A

Service competency

30
Q

Someone who knows a cts situation can think and communicate, and is willing to sPeak up

A

Reliable informant

31
Q

This is known as giving a patient an understanding of ot and how it will benefit the pt specifically

A

Therapy set

32
Q

T/F: a COTA, when given a questionnaire from an OTR, should treat the questionnaire just like any structured assessment and should nd add to or change the directions to help the ct interpret them, unless that is part of the standard procedure

A

True, p 408 under questionnaires and checklists

33
Q

A method of collecting info by watching what a Person does

A

Observation

34
Q

The process of giving meaning to what we’ve observed

A

Inference or interpretation

35
Q

When taking observation notes it’s important to do this

A

As evidenced by, demonstrated by, etc. Basically justify your assumption as to how ct was performing, looking, etc

36
Q

Ideally, observation should be as ________/______ as possible

A

Unstructured/naturalistic - what the ct does wo performing

37
Q

A way of ensuring accuracy and consistency

A

Standardization

38
Q

A standard against which an individual’s performance is measured

A

Criteria

39
Q

This represents the consistency of the results when the test is repeated

A

reliability

40
Q

This does the degree of sameness of scores when a test is repeated

A

Test retest reliability

41
Q

The degree to which two people giving the test will obtain simular results

A

Interrater reliability

42
Q

The degree to which the test measures what it says it’s measuring

A

Validity

43
Q

If you want to know some of the assessments COTAs can do, feel free to browse 414-428.

A

Just don’t see it as testable info

44
Q

It is important to know where an inpatient will be going after discharge. It is called ______ _______

A

expected environment

45
Q

CMS

A

Center for Medicare and Medicaid Services

46
Q

This requires that the evaluator use one of four specified performance measures or another functional assessment measure that has been published in the peer-reviewed literature, or another documented method to define the patient’s functional status.

A

CMS (Center for Medicare and Medicaid Services)

47
Q

AMPS

A

Assessment of Motor and Process Skills

48
Q

This measures a person’s motor skills and organizational abilities as revealed in familiar household tasks.

A

Assessment of Motor and Process Skills (AMPS)

49
Q

An assessment that is _____ _______ will provide tables of normative data.

A

norm referenced

50
Q

OPHI-II stands for what?

A

Occupational Performance History Interview, Version 2.0

51
Q

OPHI-II has 3 parts:

A
  1. Semistructured interview about the client’s occupational history
  2. Rating scales
  3. Life history narrative
52
Q

T/F: The OPHI-II is a standardized test.

A

False: It is highly flexible, allowing the interviewer to rephrase questions and probe for more info to obtain sufficiently detailed answers.

53
Q

Three separate rating scales are used in the OPHI-II. They are:

A
  1. Occupational Identity
  2. Occupational Comptetence
  3. Occupational Settings
54
Q

This is a short written inventory that can be completed by people who have basic literacy and intact cognition.

A

Role Checklist

55
Q

This is a structured interview that measures a client’s own perceptions about his or her own occupational performance.

A

Canadian Occupational Performance Measure (COPM)

56
Q

A 24-item brief assessment covering areas related to occupational participation. Info can be collected by interview, review of medical records, casual conversation, consultation with members of the team, and other methods.

A

Model of Human Occupation Screening Tool (MOHOST)

57
Q

A checklist most widely used to record observations. May be used for single observation or a series of observations of a client performing a task. Has a list of 25 behaviors and provides a scale for rating them.

A

Comprehensive Occupational Therapy Evaluation (COTE)

58
Q

COTE behavioural scale has behaviors divided into 3 areas:

A 
General Behavior (7 items)
Interpersonal Behavior (6 items)
Task Behavior (12 items)
59
Q

COTE scale is rated ___ (normal) to ____ (extreme or grossly abnormal)

A

0- 4

60
Q

T/F: The OTA can give help, advice or encouragement during the COTE.

A

False- exact opposite. They CANNOT help, advise or encourage.

61
Q

This is a standardized assessment used as a nursing home screening tool.

A

Milwaukee Evaluation of Daily Living Skills (MEDLS)

62
Q

This standardized assessment assesses several skills in the areas of personal care, safety and health, money management, transportation, use of the telephone, and work and leisure.

A

Kohlman Evaluation of Living Skills (KELS)

63
Q

The rating scale for the KELS is ____ (Independent) to ___ (Dependent)

A

0-6

64
Q

This is one of several assessments that seek information about how an individual spends time. Consists of a grid filled out. Measures time and volition.

A

Occupational questionnaire

65
Q

This is similar to the occupational questionnaire, but is used with color coded paper to represent 12 categories of activities for patients that are illiterate.

A

Barth Time Construction (BTC)

66
Q

This is a standardized instrument that assesses some of the general skills needed for independent functioning. Begins with interview to orient person to purpose of the assessment and collect basic info. Then is followed by task oriented assessment consisting of 5 tasks.

A

Bay Area Functional Performance Evaluation (BaFPE)

67
Q

TOA

A

Task oriented assessment

68
Q

What are the 5 tasks in the BaFPE?

A
  1. sorting shells
  2. money and marketing task
  3. drawing a house floor plan
  4. constructing nine block designs from memory
  5. drawing a person
69
Q

SIS

A

Social Interaction Scale

70
Q

This is an example of a questionnaire the client can complete independently. List of 80 activities sorted into categories of manual skills, physical sports, social recreation, ADL’s, cultural and educational pursuits. Client checks off whether their interest in each activity is casual, strong or nonexistent.

A

Neuropsychiatric Institute Interest Checklist (NPI)

71
Q

This is based on the NPI, but it is modified to include information about participation and future interest in the activities.

A

Modified Interest Checklist

72
Q

Assessment of Adolescents’ interest in, participation in, and feelings about leisure. It is a questionnaire that contains 86 activity items in a checklist format.

A

Adolescent Leisure Interest Profile (ALIP)

Psychosocial (15 decks)

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