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Evaluation > Evaluation exam 2 > Flashcards

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
Q

OSA validity

A

poor and minimal detectable change = 10.37

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26
Q

OSA administration

A

-client responds to statements indicating competence and importance
- reviews statement and priorities for change and therapy

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27
Q

OSA ratings

A

-competence and importance on scale of 1 is the worst and 4 is the best

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28
Q

OSA client population

A

-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

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29
Q

VQ construct

A

observational assessment tool that examines a person’s motivation as represented by the concept of volition

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30
Q

what does the VQ provide

A

-insight into person’s inner motives
-info. about how the environment enhances or attenuates volition

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31
Q

what is the VQ useful in

A

setting goals and designing intervention plans

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32
Q

VQ reliability

A

interrater/intrarater= excellent

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33
Q

VQ validity

A

excellent and minimal detectable change= 2.45

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34
Q

VQ administration

A

observation

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35
Q

VQ ratings

A

-spontaneous
-involved
-hesitant
-passive
-N/O: no opp. to observe

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36
Q

VQ client population

A

-difficulty examing their own volition
-higher functioning clients
-8 years +

37
Q

role checklist construct

A

client’s perceived role incumbency, satisfaction, and participation

38
Q

when is the role checklist best used

A

over time to monitor progress

39
Q

two features useful for role check list follow-up

A

-amount of roles and individual is participating in
-satisfaction rating by role

40
Q

role checklist reliability

A

test/retest= adequate

41
Q

role checklist validity

A

excellent

42
Q

role checklist administration

A

-self report
-interview with answers submitted

43
Q

role checklist scoring

A

role satisfaction score = # of satisfied role/ # of current roles
desired performance score= # of current roles/(# of current roles + # of now roles

44
Q

role checklist client population

A

older adults

45
Q

ACS constructs

A

activity participation (instrumental, leisure, social)

46
Q

three versions of the ACS

A

-institutional
-recovering
-community living

47
Q

ACS reliability

A

excellent

48
Q

ACS validity

A

excellent

49
Q

ACS administation

A

intra-individual
avoids comparison to another indivdual

50
Q

ACS client population

A

older adults
can be given with a caregiver

51
Q

WEIS construct

A

impact of work setting on a person’s performance, satisfaction, and well-being

52
Q

what is the WEIS designed to gather

A

info. about how individuals with disabilities experience and perceive their work settings

53
Q

what is the frequent outcome of WEIS

A

ID of elements in the work environment that should be modified to accommodate the worker with disability/injury

54
Q

WEIS reliability

A

interrater/intarater= poor

55
Q

WEIS validity

A

adequate

56
Q

WESI administration

A

recommended steps for interview process

57
Q

WEIS rating

A

4- strong supports
3- supports
2- interferes
1- strongly interferes
N/A

58
Q

WEIS client population

A

individuals who are currently employed/ nor working but anticipating return to work

59
Q

SSI contructs

A

level of student-environment fit of students with physical disabilities

60
Q

SSI student environment fit

A

the level of the students’ need for adjustment in school

61
Q

SSI reliability

A

inter/inrarater= adequate

62
Q

SSI validity

A

adequate

63
Q

SSI administration

A

-general background form
-need for adjustment form
-intervention planning form

64
Q

SSI rating scale

A

4- perfect fit
3- good fit
2- partial fit
1- unfit

65
Q

SSI client population

A

Designed for students with physical disabilities who have some type of motor dysfunction; 10 years +

66
Q

goal

A

functional outcome that the client will accomplish as a result of the intervention provided

67
Q

long term goals

A

-may be referred to as outcomes
-often discharged goals
-for each problem at least one LTG

68
Q

short term goals

A

-may be referred to as objectives
-met daily/weekly increments while progressing towards LTG

69
Q

key goal areas

A

-safety
-mobility issues
functional deficits

70
Q

COAST method

A

C- client
O- occupation
A- assistance level
S- specific condition
T- timeline

71
Q

PASS construct

A

independence, adequacy, and safety of ADL and IADL performance

72
Q

PASS reliability

A

test/restest=excellent
interrater/intrarater=adequate

73
Q

PASS validity

A

excellent

74
Q

PASS administration

A

therapists reads instructions, records prompts, safety, and adequacy

75
Q

PASS client population

A

adolescent and adult

76
Q

CKTA constructs

A

level of assistance needed; executive functioning

77
Q

What is the CKTA

A

children follow writing and visual instructions to make play dough using the microwave

78
Q

CKTA reliability

A

inter/intrarater= excellent
internal consistency= poor

79
Q

CKTA validity

A

adequate

80
Q

CKTA administration

A

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
Q

CKTA client population

A

children 6-12 years old

82
Q

CKTA scoring

A

cues are weighted for the level and type of cue then all added together

83
Q

COPM construct

A

measures performance and satisfaction in self-care, productivity and leisure, from client’s perspective

84
Q

what is the intended use of COPM

A

outcome measure

85
Q

occupational problem COPM

A

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
Q

COPM reliability

A

test/retest= adequate
internal consistency =adequate

87
Q

COPM validity

A

excellent

88
Q

COPM administration

A

-problem definition
-rating importance
-selecting problem for scoring
-scoring performance and satisfaction
-client reassessment

Evaluation (2 decks)

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