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NBCOT Domain Three Prep > Chunk Two > Flashcards

Chunk Two Flashcards

1
Q

group leader

A

role in a therapeutic group that includes:

facilitating participation and process
defining expectations and norms
teaching needed skills
guiding actions toward achieving desired outcomes

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2
Q

group task roles

A

roles that individuals in a group assume to accomplish tasks related to the overall objective for the group

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3
Q

types of group task roles

A 
information provider
information seeker 
energizer 
recorder 
leader/facilitator
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4
Q

group maintenance roles

A

a type of role in the group process where members contribute to the overall performance of the group

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5
Q

types of group maintenance roles

A

harmonizer
compromiser
follower

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6
Q

group dynamics

A

internal and external factors that influence functioning of a group and its outcomes

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7
Q

parallel group

A

a type of group in which members work or play independent of each other with little to no interaction

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8
Q

project group

A

a type of group in which there is a specific, outcome based activity or project

group members have some interaction through sharing and cooperation

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9
Q

egocentric cooperative group

A

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

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10
Q

social skills group

A

group intervention approach with focus on interactive activities that may address

empathy development
relationships with others
nonverbal and verbal communication skills
social interactions

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11
Q

sensorimotor group

A

intervention used primarily in pediatric and geriatric settings, includes the provision of sensory experiences through movement or play in a therapeutically structured group

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12
Q

life skills group

A

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
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13
Q

discussion oriented group

A

a type of group in which peers interact and engage with each other while learning skills for personal growth

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14
Q

types of discussion oriented group include:

A

stress management
sleep hygiene education
advocacy training
caregiver support

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15
Q

group termination

A

a therapeutic process that brings closure to the group process and ends a group

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16
Q

sensory seeking behavior

A

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

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17
Q

self-management education

A

therapeutic approach that involves

enabling and empowering the client to independently identify issues
problem solving meaningful and realistic solutions/actions plan

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18
Q

self-determination

A

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

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19
Q

self-verbalization strategies

A

cognitive strategy where an individual learns to talk out loud to regulate or control behaviors

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20
Q

therapeutic sensory diet

A

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

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21
Q

sensory re-education

A

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

22
Q

protective sensation

A

ability to accurately perceive sensory input necessary to prevent personal injury or harm

pain and temperature

23
Q

diplopia

A

visual impairment secondary a neurological event, also referred to as double vision may cause loss of depth perception and increase risk of falls

24
Q

interventions for managing diplopia

A

prism correction
full occlusion eye-patching
partial visual occlusion

25
Q

oculomotor dysfunction

A

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

26
Q

unilateral spatial neglect

A

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

27
Q

interventions for unilateral neglect

A 
awareness training 
limb activation 
lighthouse strategy 
partial visual occlusion 
scanning techniques 
videotaped feedback 
environmental adaptation
28
Q

hemianopsia

A

visual impairment secondary to a brain lesion that results in loss of vision to half the visual field

29
Q

compensatory strategies may include hemianopsia

A

visual anchoring
scanning training
environmental modification

30
Q

desensitization

A

systematic intervention for decreasing hyper responsiveness to averse stimuli, may be used in

mental health interventions for anxiety disorder
hand therapy for nerve hypersensitivity

31
Q

visual skills training

A

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

32
Q

magnification

A

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

33
Q

categories of magnification

A

low power – hand held magnifier reading glasses

high power – closed circuit television

34
Q

anchoring technique

A

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

35
Q

attention

A

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

36
Q

awareness deficit

A

lack of insight into a person’s own functional deficits

37
Q

memory

A

cognitive process of retaining information types include:

working short term adn long term

procedural explicit and implicit

prospective and metamemory

38
Q

distractibility

A

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

39
Q

metacognition

A

self-awarness of one’s own cognitive performance ability and capacities and the need for strategy use

frequently impaired in clients with executive dysfunction

40
Q

executive function

A

high level cognitive process that includes

planning and organizing
regulatory control
problem solving and working memory

41
Q

environmental adaption: contrast

A

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

42
Q

video detective

A

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

43
Q

emotions charades

A

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

44
Q

power card

A

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

45
Q

scales and thermometer

A

an intervention technique that dresses self-regulation skills that can assist a client in recognizing, quantifying, and describing energy level and emotion

46
Q

social autopsy

A

an intervention technique in which the client is asked to reflect on a social event to consider behaviors and motivation associated with the situation

47
Q

privacy circle

A

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

48
Q

video modeling

A

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

49
Q

social script

A

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

50
Q

social story

A

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

51
Q

four types of sentences in a social story

A

descriptive
directive
perspective
control/affirmative

NBCOT Domain Three Prep (6 decks)

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