Exam 1 Flashcards
Chapters: 1, 3, 4, 5
1
Q
OT Process (7)
A
- referral
- screening
- evaluation
- intervention plan (long-term/ short-term goals)
- intervention services
- reassessment
- discharge or discontinuation of services
2
Q
Role of OTR within CYP
A
- responsible for all aspects of the OT process
- supervises the COTA
3
Q
COTA
A
- assists in all aspects of the OT process
- assists/ completes assessments as requested by OTR
- provides intervention
- assists with discharge planning and implementation
4
Q
close supervision def.
A
direct and daily
5
Q
routine supervision def.
A
direct and regularly scheduled
6
Q
general supervision def.
A
indirect as needed and direct one each month or as designated by state law
7
Q
minimum supervision def.
A
direct and indirect
8
Q
means of establishing service competency (3)
A
- videotaping
- co-treatment
- observation
9
Q
OT code of ethics principles (6) and defs.
A
- beneficence (benefits)
- nonmaleficence (not harmful)
- autonomy and confidentiality (rights and privacy)
- social justice (fair services for all)
- procedural justice (compliance with state and federal laws)
- veracity (honesty)
- fidelity (fairness and respect)
10
Q
lifelong scholarship def. and types (4)
A
form of leadership and enable practitioners to expand their knowledge base and to maintain competence
- discovery
- integration
- application
- teaching
11
Q
discovery L.S. def.
A
reviewing/ researching various intervention methods
12
Q
integration L.S. def.
A
researching other professions and relating it to OT practice
13
Q
application L.S. def.
A
applying knowledge to interventions and assessing outcomes
14
Q
teaching L.S. def.
A
educating others and determining what methods are needed based on individual needs
15
Q
continuum of care: most - least intense (5)
A
- NICU
- PICU
- subacute care
- home-based care
- residential or long-term care
16
Q
possible team members (8)
A
- children
- families
- specialists
- generalists
- nurses
- OT
- PT
- many more
17
Q
models of medical care (4)
A
- primary
- secondary
- tertiary
- quaternary
18
Q
NICU
A
- necessitated by complicated births
- neonate who is physiologically unstable: unable to maintain body temperature, heart rate, or breath rate
- symptoms: cyanosis, bradycardia, low birth weight, respiratory difficulties, surgery, injury
- team leader: neonatologist
19
Q
PICU
A
- address acute symptoms
- wean pts. off external medical supports
- sensorimotor stimulation given as tolerated
- team leader: pediatric intensivist
20
Q
medical/ surgical/ general care units
A
- children who require 24-hr medical attention
- diagnoses: trauma, drowning, falls, sports-related injuries, flu, cardiac conditions
- OT documents medical status and progress during rounds to other professions
- frequency: 2-5 times/wk for 30-60 mins
21
Q
hematology/ oncology units
A
- interventions directed toward occupations
- evaluate client factors and performance skills
- recommend AE, mods to activities, and EC
22
Q
speciality services (3)
A
- surgical beds
- palliative care
- child life services
23
Q
sub-acute
A
- pts. more medically stable but not ready to go home for medical or family reasons
- continue to monitor and treat acute symptoms
- wean off external medical supports
- provide developmentally appropriate interventions
- team leader: pediatrician
24
Q
acute rehabilitation
A
- speciality services found in a children’s hospital or rehab hospital
- programs directed by PT, OT, SLP 5-7times/wk for 3hrs/day
- rehabilitation
- maximize independence in meaningful activities
25
home care
- develop discharge plans to help children return home
- promote caregiver and child bonding
- medical services on an outpatient or home-delivered basis
- communication with caregivers and children
- community-based supports and resources
- facilitate the acquisition of developmentally appropriate skills
26
outpatient services
- habilitative and rehabilitative approaches
- focus on development skill acquisition
- behavior modification
- home programs
- consult with other professionals
27
support groups
- focus on conditions
- supportive of variety of issues (bullying, grieving, coping, etc.)
- OT can lead or consult
- camp programs
28
assistive technology
- recommend, fit, train, and educate on devices
- special certification is needed in this area
29
role of OT practitioner in medical setting
- understand conditions and medical terminology and status
- demonstrate understanding of standards of care per each setting
- knowledge of equip, and how to manage it
- promote occupations
- assist OTR throughout OT process
30
team collaboration in medical setting
- work effectively with all members of the team
- follow physician orders
- quality documentation to keep communication open within IDT
31
documentation in medical setting
initial screening or evaluation
- establishes baseline information
medical record
- legal document
format and frequency
- setting dependent or determined
guidelines
- concise, clear, accurate, complete
- chronologically ordered
32
documentation: progress notes (medical setting)
- notes justify interventions
- notes justify continued interventions
- notes are used for discharge planning
33
reimbursement in a medical setting (3)
- insurance
- private pay
- charitable organizations
34
challenges in medical setting
- number of specialists involved in caring for child or adolescent
- medical term.
- incorporating pre admission habits, roles, and routines into interventions
- palliative care and prognosis
35
infection control
- hand washing!!
- contact: gloves/ gown
- droplet: gown, gloves, mask
- airborne: gown, gloves, N-95
- clean equipment/ toys
- vaccinations
36
legal and ethical considerations in medical setting
- laws govern practices of pediatric practitioners, with violations being punishable
- professional code of ethics governs the professional standard of care
37
education system IDT
- regular/ special ed teachers
- OT, PT, SLP
- audiologist
- orientation and mobility specialist
38
role of OT in education setting
- improve the child or adolescent's performance in the school or educational environment
- OT is a related service in school, NOT a primary service
39
public law 94-142 (1975) Education of Handicapped Act (EHA)
- free and appropriate public education
- LRE and inclusion
- due process for parents
- IEP
40
rehabilitation act (504)
- cannot discriminate against persons who have disabilities
- person with disability who does not receive special ed but requires reasonable accommodations may be eligible
- must have condition that limits 1+ major life activity
41
ADA 1990
- protects persons with disabilities
- prohibits discrimination in employment, transportation, accessibility, and telecommunications
42
public law 99-457
- part C of EHA
- mandates early intervention for birth-3
- included identification and referral, evaluation, determination of eligibility, development of an individual family service plan (IFSP) and transition plans
43
IDEA (formerly EHA) in 1990, revised in 1997
- encourages INCLUSION (working with children in classroom) and INTEGRATION (support to to the general ed teacher)
- role of OT is to assist children who have special needs perform in a regular classroom
44
no child left behind act; 2001
- supports EBP
- "adequate yearly progress" report (single accountability standards)
- OTs must consider research when selecting intervention/ instruction practices
- collaborate and consult with the team to prioritize child's needs
45
rights of parents and children (education)
- notification of all proposed actions in WRITING
- parental consent to evaluate/ re-evaluate
- notification and right to attend all IEP meetings
- right to an independent evaluation
- right to appeal school decisions
- informed of rights in WRITING
46
referral (education)
- referral sources: physicians, health care professionals, screening clinics, teachers
- IEP team determines students' need for services through evaluation (parent, teacher, special educator, related service personnel, child
47
evaluation (education)
- referral to OT
- parental consent
- knowledge of students strengths and needs from consultation with parents, teachers, child, and staff
- assessments
- observation of the student in various contexts (in school)
- OTR responsible for completing and interpreting the evaluation with input and report from the COTA
48
eligibility (education)
- determined once ALL evaluations are completed
- based on exceptional educational needs (EEN)
- does the disability interfere with successful participation in SCHOOL-RELATED activities
49
IEP
- required for children 3-21 years old who require special ed services
- written plan and process
- goals
- objectives
- methodologies
- local education agency (LEA) representative as part of IEP team
- formats vary among districts within a state and across states
50
individualized family service plan
- written when a child enters school at age 3
- result of collaboration between professionals and reviewed every 6 months
- emphasize the family's goals for the child
- same requirements for parents to accept services
51
transitions (education)
- creation of plan
- steps taken to support students and their families as changes occur
- changing schools
- graduation
- educating families and students about resources available and their rights
- when student turns 14, transitional services focus on vocational education
52
OTs role (education)
- OTRs legally responsible for all aspects
- COTA is responsible for providing services within his or her level of competence
- can report and suggest changes or re-evaluation
- cannot interpret findings or change service/goals
53
tips for working with parents (education)
- listen
- use plain language
- put parents at ease in meetings
- highlight child's strengths
- speak to parents before meeting
- be clear about what has been DONE
- list MAIN problems
- ask parents for suggestions and advice
- provide suggestions
- follow up with parents
54
tips for working with teachers (education)
- respect the teachers style, rules, and classroom
- spend time in the classroom
- ask the teachers opinion
- prioritize strategies
- provide short written strategies
- respect the teachers time
- communicate in short emails or writing
- help determine child-teacher fit
- present self as a resource
- use OT resources to help teachers
- provide solutions
- use plain language
55
tips: providing intervention in the classroom
- develop a good rapport with the teacher
- develop a flexible plan
- work in small groups
- keep a regular schedule
- do not disrupt the classroom
- provide intervention at natural times
- adjust activities
- be flexible
56
types of services (education)
direct service
- individual or group
monitoring service
- monitoring a child's progress in a program established by the OT practitioner
- family, teacher, or other staff member implements plan
consultative service
- practitioners expertise used to assist other personnel to help the child in meeting the goals and objectives
57
discontinuing services (education)
- frequently difficult because of rapport built between child, family, and practitioner
- ease out by decreasing frequency
- discharge or decrease in frequency decided with the IEP team
- may continue on a consultative basis
58
service delivery models in a community setting
direct, individual or group, coaching, mentoring, education
59
community defs. (3)
- a person's natural environment (where her or she works, plays, performs other daily activities)
- an area with geographic and political boundaries
- a place where members have identity and a sense of belonging
60
community-BASED practice
- skilled services provided by a practitioner using an interactive model
- focus on deficits
- initiated by the medical model
- referrals for health care providers
61
community-BUILT practice
- skilled services provided by a practitioner using a collaborative and interactive model
- focus on wellness and health promotion from a public health perspective
- referrals from a variety of community resources
62
health (community & def.)
complete physical, emotional, and social-wellbeing
- in order to support optimal health, the OT must understand the community in which the child functions
63
intentional relationship model - therapeutic modes of interacting (6)
- advocating
- collaborating
- empathizing
- encouraging
- instructing
- problem-solving
64
challenges in practices in community settings (6)
- funding
- ability to maintain communication among service providers
- cultural competence
- lack of support
- lack of understanding of OT
- accessibility and resources
65
OTs role (community)
- complete occupational profiles to gather information
- any other assessment as indicated
- reassess goals
- discharge
- focus on completion of outcomes determined
- may or may not be a formal dischargef
