Chapter 3 Flashcards
- Recapitulation of ontogenesis (return to, or review of early stages of development) is another name for this OT practice model
- Stage-by-stage repeating of development for clients who have not mastered all of the stages of development appropriate for their chronological age
- Conceived by Mosey and based on developmental concepts
development of adaptive skills
6 areas of adaptive skills identified by Mosey.
1) Sensory Integration skill
2) Cognitive skill
3) Dyadic interaction skill
4) Group interaction skill
5) Self-identity skill
6) Sexual-identity skill
The ability to participate in a variety of relationships involving one other person.
Dyadic interaction skill
The ability to receive, select, combine, and use information from the vestibular, tactile, and proprioceptive senses to perform functional activities.
Sensory integration skill
The ability to perceive, represent, and organize sensory information for thinking & problem solving.
Cognitive skill
The ability to accept one’s sexual nature as natural and pleasurable and to participate in a relatively long-term sexual relationship that considers the needs of both partners.
Sexual identity skill
The ability to recognize one’s own assets and limitations and to perceive the self as worthwhile, self-directed, consistent, and reliable.
Self-identity skill
The ability to participate successfully in a variety of groups (being able to act as a productive member of the group)
Group interaction skill
6 OT practice models used successfully with clients with Psychiatric disorders
- development of adaptive skills
- role acquisition
- psychoeducation
- sensory integration
- cognitive disabilities
- MOHO (model of human occupation)
1 - the therapist must provide an environment that facilitates growth
2 - subskills are mastered in order
3 - subskills from different areas may be addressed at the same time, provided they are normally acquired at the same chronological age
4 - the patient’s intrinsic motivation (desire) for mastery of subskills must be engaged
4 basic concepts, which guide the use of the Development of Adaptive Skills Model.
Mosey’s title for the development of adaptive skills model. Refers to the return to or review of early stages of development.
recaptitulation of ontogenesis
Skills used to relate to other people in a variety of situations.
social skills
The ability to apply a skill or behavior to new situations that are similar to the one in which it was learned.
generalization
The ability to recognize differences in situations that call for a change in behavior.
discrimination
A method of learning by copying or mimicking the behavior of another person.
imitation
The new behavior to be learned in the immediate treatment situation. Also known as the short-term goal (STG).
target behavior
The long-term goal (LTG). A desired behavior that will be mastered by the completion of the treatment program.
terminal behavior
Teaching the interpersonal skills needed to relate to other people effectively in varied situations - such as dating and applying for a job.
Social skills training
Learning daily life, work, and leisure skills that enable one to participate in social and productive roles. (Roles = student, worker, family member, leisure participant, etc.)
Role acquisition
4 distinct phases of a social skills training session
1 - motivation
2 - demonstration
3 - practice
4 - feedback
1st stage in the cycle of skills training.
The target behavior is identified and its importance explained.
The therapist gives examples of the desired behavior & discusses why it is relevant to the person’s goals.
motivation phase
2nd stage in the cycle of skills training.
During this phase the patient only watches and observes, while the therapist shows the person how the behavior is performed (ex. - modeling, role-playing, films)
demonstration phase
3rd stage in the cycle of skills training.
The client attempts the target behavior & repeats it until he or she becomes comfortable with the skill.
(Having the client rehearse the desired behavior by talking through first can reduce anxiety and is included in this phase.)
practice phase
4th stage in the cycle of skills training.
Client’s performance of the target behavior is reviewed and summarized.
(Most effective when given immediately after the behavior. It includes positive aspects and specific information about what can be done to improve performance.)
feedback phase
