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Evaluation exam 2 Flashcards

1
Q

how many parts of the OPHI-2 assessment are there

A

3

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2
Q

What are the 3
parts of the OPHI-2 assessment

A

-semi-structured interview
-rating scales
-life history narrative

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3
Q

what is the semi-structured interview of the OPHI-2 addressing

A

-occupational roles
-daily routine
-occupational settings
-activity/occupational choices
-critical life events

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4
Q

What is the reliability of the OPHI-2

A

excellent for occupational competence, identity, and behavior scales

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5
Q

validity of OPHI-2

A

good rapport building

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6
Q

rating scales of OPHI-2

A

-occupational identity scale
-occupational competence scale
-occupational setting scale

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7
Q

OPHI-2 occupational ID scale

A

degree to which a person has internalized a positive occupational ID

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8
Q

OPHI-2 occupational competence scale

A

degree to which a person is able to sustain a pattern of occupational behavior that is productive and satifying

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9
Q

OPHI-2 occupational setting scale

A

impact of the environment on the client’s life

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10
Q

OPHI-2 administration

A

-single comprehensive interview
-2 shorter interviews to understand the client and their environment

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11
Q

OPHI-2 appropriate client

A

-capable of responding to a life history interview
-adolescents and older
-possesses emotional capacity for interview

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12
Q

construct of the MOHOST

A

measure occupational participation of the client

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13
Q

why use MOHOST

A

understand why a client is not engaging in self-care, productivity, or leisure

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14
Q

MOHOST sections of items

A

-volition
-habituation
-communication and interaction skills
-process skills
-motor skills
-environment

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15
Q

what is the MOHOST essentially

A

screening tool

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16
Q

MOHOST reliability

A

inter/intrarater can be used as a reliable measure of occupational participation

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17
Q

MOHOST validity

A

construct= excellent
divergent= poor
content = poor

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18
Q

administration of MOHOST

A

-one or two session to a week
-getting to know the client

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19
Q

how many forms is the MOHOST

A

4

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20
Q

MOHOST rating system

A

F- facilitates occupational participation
A- allows occupational participation
I- inhibits occupational participation
R- restricts occupational participation

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21
Q

MOHOST client population

A

-verbal and non-verbal
-regular contact and sufficient access to meaningful occupation
-performance consistent over period of time

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22
Q

OSA constructs

A

client’s perception of occupational competence, value of occupations, satisfaction

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23
Q

what is the OSA intended to be administered as

A

initial evaluation

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24
Q

OSA reliability

A

test/restest= excellent

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25
OSA validity
poor and minimal detectable change = 10.37
26
OSA administration
-client responds to statements indicating competence and importance - reviews statement and priorities for change and therapy
27
OSA ratings
-competence and importance on scale of 1 is the worst and 4 is the best
28
OSA client population
-higher functional level -some insight -adequate cognitive skills for reflecting and planning -ability to realistically appraise themselves -reading skills -desire to achieve own therapy goals
29
VQ construct
observational assessment tool that examines a person's motivation as represented by the concept of volition
30
what does the VQ provide
-insight into person's inner motives -info. about how the environment enhances or attenuates volition
31
what is the VQ useful in
setting goals and designing intervention plans
32
VQ reliability
interrater/intrarater= excellent
33
VQ validity
excellent and minimal detectable change= 2.45
34
VQ administration
observation
35
VQ ratings
-spontaneous -involved -hesitant -passive -N/O: no opp. to observe
36
VQ client population
-difficulty examing their own volition -higher functioning clients -8 years +
37
role checklist construct
client's perceived role incumbency, satisfaction, and participation
38
when is the role checklist best used
over time to monitor progress
39
two features useful for role check list follow-up
-amount of roles and individual is participating in -satisfaction rating by role
40
role checklist reliability
test/retest= adequate
41
role checklist validity
excellent
42
role checklist administration
-self report -interview with answers submitted
43
role checklist scoring
role satisfaction score = # of satisfied role/ # of current roles desired performance score= # of current roles/(# of current roles + # of now roles
44
role checklist client population
older adults
45
ACS constructs
activity participation (instrumental, leisure, social)
46
three versions of the ACS
-institutional -recovering -community living
47
ACS reliability
excellent
48
ACS validity
excellent
49
ACS administation
intra-individual avoids comparison to another indivdual
50
ACS client population
older adults can be given with a caregiver
51
WEIS construct
impact of work setting on a person's performance, satisfaction, and well-being
52
what is the WEIS designed to gather
info. about how individuals with disabilities experience and perceive their work settings
53
what is the frequent outcome of WEIS
ID of elements in the work environment that should be modified to accommodate the worker with disability/injury
54
WEIS reliability
interrater/intarater= poor
55
WEIS validity
adequate
56
WESI administration
recommended steps for interview process
57
WEIS rating
4- strong supports 3- supports 2- interferes 1- strongly interferes N/A
58
WEIS client population
individuals who are currently employed/ nor working but anticipating return to work
59
SSI contructs
level of student-environment fit of students with physical disabilities
60
SSI student environment fit
the level of the students' need for adjustment in school
61
SSI reliability
inter/inrarater= adequate
62
SSI validity
adequate
63
SSI administration
-general background form -need for adjustment form -intervention planning form
64
SSI rating scale
4- perfect fit 3- good fit 2- partial fit 1- unfit
65
SSI client population
Designed for students with physical disabilities who have some type of motor dysfunction; 10 years +
66
goal
functional outcome that the client will accomplish as a result of the intervention provided
67
long term goals
-may be referred to as outcomes -often discharged goals -for each problem at least one LTG
68
short term goals
-may be referred to as objectives -met daily/weekly increments while progressing towards LTG
69
key goal areas
-safety -mobility issues functional deficits
70
COAST method
C- client O- occupation A- assistance level S- specific condition T- timeline
71
PASS construct
independence, adequacy, and safety of ADL and IADL performance
72
PASS reliability
test/restest=excellent interrater/intrarater=adequate
73
PASS validity
excellent
74
PASS administration
therapists reads instructions, records prompts, safety, and adequacy
75
PASS client population
adolescent and adult
76
CKTA constructs
level of assistance needed; executive functioning
77
What is the CKTA
children follow writing and visual instructions to make play dough using the microwave
78
CKTA reliability
inter/intrarater= excellent internal consistency= poor
79
CKTA validity
adequate
80
CKTA administration
no cures(0) -do for participant (5); wait 10 sec. before cueing, begin with verbal guidance; give 2 cures from each level before moving on to next
81
CKTA client population
children 6-12 years old
82
CKTA scoring
cues are weighted for the level and type of cue then all added together
83
COPM construct
measures performance and satisfaction in self-care, productivity and leisure, from client's perspective
84
what is the intended use of COPM
outcome measure
85
occupational problem COPM
an occupation that a person whats to do, needs to do, or is expected to do, BUT can't do, doesn't do or isn't satisfied with the way they do it
86
COPM reliability
test/retest= adequate internal consistency =adequate
87
COPM validity
excellent
88
COPM administration
-problem definition -rating importance -selecting problem for scoring -scoring performance and satisfaction -client reassessment

Evaluation (2 decks)

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