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Applied Occupational Theory > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

How is theory organized?

A

Paradigm > OBM > FOR

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2
Q

Consider occupation on a development continuum

A

Occupational Behavior (OB)

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3
Q

Focus is to prevent and reduce the disruptions and incapacities in occupational behavior

A

Occupational Behavior (OB)

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4
Q

Uses the general systems theory (input, through-put, output, feedback)

A

Model of Human Occupation (MOHO)

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5
Q

Key words: heterarchy, volition, habituation, performance capacity, motivation

A

Model of Human Occupation (MOHO)

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6
Q

Emphasis on motivation with the idea that skills, performance, and adaptation will follow

A

Model of Human Occupation (MOHO)

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7
Q

Heterarchy

A

the system “orders” itself dependent on the demand of the context (MOHO)

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8
Q

Volition

A

Commitment to achieve something (MOHO)

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9
Q

Motivation

A

desire to do something (MOHO)

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10
Q

Performance capacity

A

mind-brain-body (MOHO)

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11
Q

Emphasize the need to create supportive environments and advancing a vision of health, well-being, and justice

A

Canadian Model of Occupational Performance and Engagement (CMOP-E)

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11
Q

6 principles of client centered and collaborative practice

A
  1. Client autonomy and choice
  2. Respect for diversity
  3. Therapeutic partnership and shared responsibility
  4. Enablement and empowerment
  5. Contextual congruence
  6. Accessibility and flexibility (CMOP-E)
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12
Q

Key terms: human spirit, engagement, enablement

A

Canadian Model of Occupational Performance and Engagement (CMOP-E)

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13
Q

Focus on the complexity of the relationships of people performing occupation within broad environments

A

Person-Environment-Occupation (PEO)

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14
Q

Transactional relationship between the person, their environment, and the occupations they engage in

A

Person-Environment-Occupation (PEO)

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15
Q

Key terms: FIT changes over a lifetime (the greater the fit, the greater the occupational performance

A

Person-Environment-Occupation (PEO)

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16
Q

Activity

A

basic unit of a task (PEO)

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17
Q

Task

A

a set of purposeful activities (PEO)

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18
Q

Occupations

A

a group of self-directed functional tasks and activities in which a person engages over the lifespan (PEO)

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19
Q

Key terms: focuses on OCUPATIONAL PERFORMANCE and PARTICIPATION, NARRATIVE

A

Person-Environment-Occupation-Performance (PEOP)

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20
Q

Intrinsic (person) factors and extrinsic (environmental) factors can be facilitators or barriers to occupational performance

A

Person-Environment-Occupation-Performance (PEOP)

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21
Q

Narrative

A

“story” reflects occupational history, needs, goals, attitudes, and motivation (PEOP)

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22
Q

Used for people who can restore cognitive function

A

Toglia’s Dynamic Interactional FOR

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23
Q

Key terms:
Executive functioning - set of cognitive process that help people regulate their thoughts and actions to achieve goals
Generalization - transfer of learning
Metacognition (on-line awareness) - think about your thinking

A

Toglia’s Dynamic Interactional FOR

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24
Q

Goal: restore functional performance for individuals with cognitive dysfunction

A

Toglia’s Dynamic Interactional FOR

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25
Q

Used for people who cannot restore cognitive function

A

Allen’s Cognitive Levels FOR

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26
Q

Focus on changing occupational performance through interactions with activity demands and environmental demands

A

Toglia’s Dynamic Interactional FOR

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27
Q

Focuses on adapting the environment to facilitate occupational performance for a person with a cognitive disability

A

Allen’s Cognitive Levels FOR

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28
Q

Hierarchy of functional cognition: 0

A

comatose (ACL FOR)

29
Q

Hierarchy of functional cognition: 1

A

automatic; response to stimulus (ACL FOR)

30
Q

Hierarchy of functional cognition: 2

A

postural actions; gross body movements (ACL FOR)

31
Q

Hierarchy of functional cognition: 3

A

manual actions; reach/grasp; constant supervision needed (ACL FOR)

32
Q

Hierarchy of functional cognition: 4

A

goal-directed actions; complete familiar activities (ACL FOR)

33
Q

Hierarchy of functional cognition: 5

A

exploratory activities; explores new activities or products through action (ACL FOR)

34
Q

Hierarchy of functional cognition: 6

A

planned actions; anticipates consequences (ACL FOR)

35
Q

ACL 4 and below

A

do not have enough short-term memory for new learning (ACL FOR)

36
Q

ACL level 4.6

A

minimal for living independently (ACL FOR)

37
Q

Assess what is developmentally appropriate

A

Developmental FOR

38
Q

Goal: assisting individuals to achieve mastery of life tasks

A

Developmental FOR

39
Q

Focus on assisting with transitional tasks

A

Developmental FOR

40
Q

Positive reinforcement

A

apply stimulus, increase the frequency of desired behavior (AB FOR)

41
Q

Negative reinforcement

A

remove stimulus, increase the frequency of desirable behavior (AB FOR)

42
Q

Positive punishment

A

apply stimulus, decrease the frequency of undesirable behavior (AB FOR)

43
Q

Negative punishment

A

remove stimulus, decrease the frequency of undesirable behavior (AB FOR)

44
Q

Fixed ratio

A

receive a reward after a fixed number of times they perform a desired behavior (AB FOR)

45
Q

Variable ratio

A

receive a reward after a variable number of times they perform a desired behavior (AB FOR)

46
Q

Fixed interval

A

receives a reward after a fixed period of time in which they perform the desired behavior (AB FOR)

47
Q

Variable interval

A

receives a reward after a variable period of time in which they performed the desired behavior (AB FOR)

48
Q

Shaping

A

reinforcing a desired behavior repeatedly until the person learns to do the task (AB FOR)

49
Q

Chaining

A

completing a sequence of shaped behaviors (AB FOR)

50
Q

Forward chaining

A

breaking down a task into smaller steps and teaching in order (AB FOR)

51
Q

Backward chaining

A

breaking down a task into smaller steps and teaching the last step first (AB FOR)

52
Q

Stimulus/response, action/consequence, classical conditioning

A

AB FOR

53
Q

Focuses on a person’s ability to take in senses and integrate that information into one’s actions

A

Sensory Integration FOR

54
Q

Developed by Jean Ayres

A

Sensory Integration FOR

55
Q

Exteroception

A

external world - taste, touch, smell, hearing, sight (SI FOR)

56
Q

Proprioception

A

allows movement and a sense of agency - position and movement (proprioception and kinesthetic sense) and gravity, head movement, and balance (vestibular) (SI FOR)

57
Q

Interoception

A

visceral sensation - internal awareness of what’s happening inside your body (SI FOR)

58
Q

Low threshold

A

quick to notice sensory stimulus (SI FOR)

59
Q

High threshold

A

slow to notice sensory stimulus (SI FOR)

60
Q

Passive self-regulation

A

allow sensory experiences to happen as then react (SI FOR)

61
Q

Active self-regulation

A

engage in behaviors to manage or control sensitive input (SI FOR)

62
Q

SI Level 1

A

1 year old - integrated for mother-infant bond (SI FOR)

63
Q

SI Level 2

A

2 years old - building blocks for emotional stability and body map, skilled movements against gravity

64
Q

SI Level 3

A

integrated with auditory and visual systems to allow body to work as whole for purposeful activity

65
Q

SI Level 4

A

age 4-5 - brain organizes and functions more efficiently for academic learning

66
Q

Applies the principles of physics to human movement and posture with respect to force of gravity

A

Biomechanical FOR

67
Q

ROM, strength, endurance

A

Biomechanical FOR

68
Q

Focus on adaptation, compensation, and environmental modifications when remediation of deficits is not possible

A

Rehabilitative FOR

69
Q
A

Applied Occupational Theory (1 decks)

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