Chunk Two Flashcards
group leader
role in a therapeutic group that includes:
facilitating participation and process
defining expectations and norms
teaching needed skills
guiding actions toward achieving desired outcomes
group task roles
roles that individuals in a group assume to accomplish tasks related to the overall objective for the group
types of group task roles
information provider information seeker energizer recorder leader/facilitator
group maintenance roles
a type of role in the group process where members contribute to the overall performance of the group
types of group maintenance roles
harmonizer
compromiser
follower
group dynamics
internal and external factors that influence functioning of a group and its outcomes
parallel group
a type of group in which members work or play independent of each other with little to no interaction
project group
a type of group in which there is a specific, outcome based activity or project
group members have some interaction through sharing and cooperation
egocentric cooperative group
a type of group in which members focus on completing a project or activity over several sessions
group members choose level of interaction with each other, which is often based on the need to complete various aspects of the project
social skills group
group intervention approach with focus on interactive activities that may address
empathy development
relationships with others
nonverbal and verbal communication skills
social interactions
sensorimotor group
intervention used primarily in pediatric and geriatric settings, includes the provision of sensory experiences through movement or play in a therapeutically structured group
life skills group
group intervention approach to address acquisition of barriers to specific skills that promote participation in occupation may include practical exercises related to
daily living tasks conflict resolution anger management communication skills time management clarification of values
discussion oriented group
a type of group in which peers interact and engage with each other while learning skills for personal growth
types of discussion oriented group include:
stress management
sleep hygiene education
advocacy training
caregiver support
group termination
a therapeutic process that brings closure to the group process and ends a group
sensory seeking behavior
actions characterized by craving input from a variety of senses and experiences, typically associated with
altered sensory processing ability
challenges with regulation of arousal level atypical praxis
hyper-hypo responsivity
self-management education
therapeutic approach that involves
enabling and empowering the client to independently identify issues
problem solving meaningful and realistic solutions/actions plan
self-determination
the action or process of making an informed personal decision on how to solve a problem, overcome a barrier, make a choice, or plan for the future
self-verbalization strategies
cognitive strategy where an individual learns to talk out loud to regulate or control behaviors
therapeutic sensory diet
customized program designed to help regulate responses to a variety of sensory input
typically used as an adjunct intervention for children with:
autism spectrum disorder
sensory modulation disorder
sensory seeking behaviors
attention deficit hyperactivit disorder
sensory re-education
active training strategies used in the presence of a peripheral nerve injury or after a brain injury to enhance sensory awareness or compensate for lack of sensation, distinct categories include
protective sensory re-education
discrimination sensory re-education
protective sensation
ability to accurately perceive sensory input necessary to prevent personal injury or harm
pain and temperature
diplopia
visual impairment secondary a neurological event, also referred to as double vision may cause loss of depth perception and increase risk of falls
interventions for managing diplopia
prism correction
full occlusion eye-patching
partial visual occlusion
oculomotor dysfunction
visual impairment characterized by lack of efficient eye movements and eye tracking skills due to cranial nerve lesion or neural disruption of the extraocular muscles, functional deficits may include difficulties with
reading speed
copying skills
writing skills
unilateral spatial neglect
neurobehavioral deficit characterized by the inability to interact with stimuli on the ocntralateral side to a brain lesion
ie bumps into walls with the affected side of the body
interventions for unilateral neglect
awareness training limb activation lighthouse strategy partial visual occlusion scanning techniques videotaped feedback environmental adaptation
hemianopsia
visual impairment secondary to a brain lesion that results in loss of vision to half the visual field
compensatory strategies may include hemianopsia
visual anchoring
scanning training
environmental modification
desensitization
systematic intervention for decreasing hyper responsiveness to averse stimuli, may be used in
mental health interventions for anxiety disorder
hand therapy for nerve hypersensitivity
visual skills training
interventions for impairment of the peripheral or central visual field
visual strategies and visual scanning
training
and for central visual field effects ie: eccentric viewing training
magnification
the process of enlarging an object’s appearance using an optical device or lens, commonly used in low vision therapy to enhance vision
categories include
low power
high power
categories of magnification
low power – hand held magnifier reading glasses
high power – closed circuit television
anchoring technique
strategy used in visual scanning training where a visual cue ie: solid line or a bright colored thin strip
is placed in the impaired field of view and the client is encouraged to scan to the visual cue
attention
cognitive process of being able to focus on specific stimuli task and/or task component while disregarding irrelevant distractors types include
selective sustained
alternating
divided
awareness deficit
lack of insight into a person’s own functional deficits
memory
cognitive process of retaining information types include:
working short term adn long term
procedural explicit and implicit
prospective and metamemory
distractibility
disruption in the cognitive process of attention that manifests itself with inability to maintain focus on desired performance due to distractions caused by external stimuli
metacognition
self-awarness of one’s own cognitive performance ability and capacities and the need for strategy use
frequently impaired in clients with executive dysfunction
executive function
high level cognitive process that includes
planning and organizing
regulatory control
problem solving and working memory
environmental adaption: contrast
solution to enhance safety and performance for client’s with low vision that includes a distinct color gradient may be used for:
visual presentations/educational materials
placemat during meal time
edge of stairs
video detective
an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by presenting a mute video clip to the client who must identify and interpret the emotions expressed through nonverbal behaviors
emotions charades
an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by having a person role-play an emotional expression and asking the client to identify the emotion
power card
an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by listing the steps of a desired behavior on a card with a picture that shows the client’s special interest or hero
scales and thermometer
an intervention technique that dresses self-regulation skills that can assist a client in recognizing, quantifying, and describing energy level and emotion
social autopsy
an intervention technique in which the client is asked to reflect on a social event to consider behaviors and motivation associated with the situation
privacy circle
an intervention technique that addresses social skills by teaching the client about social boundaries through use of concentric circles ie: family and close friends are identified in an inner circle to the client and a customer at a grocery store are placed in an outer ring to the licent
video modeling
intervention technique frequently used to teach a specific motor or social skill by having a client/child watch a video of the skill being performed then attempting to imitate the task
social script
narrative used to promote social participation or a skill to children, written from the perspective of the child, and practiced for use in a variety of contexts
typical narratives relate to:
giving or receiving compliments
asking oft or giving help
self-introductions
social story
narrative used to promote social participation or a skill to children, written to prepare children how to act and respond in a variety of contexts
four types of sentences in a social story
descriptive
directive
perspective
control/affirmative
