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CHILDREN AND YOUTH > Exam 1 > Flashcards

Exam 1 Flashcards

Chapters: 1, 3, 4, 5

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1
Q

OT Process (7)

A
  • referral
  • screening
  • evaluation
  • intervention plan (long-term/ short-term goals)
  • intervention services
  • reassessment
  • discharge or discontinuation of services
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2
Q

Role of OTR within CYP

A
  • responsible for all aspects of the OT process
  • supervises the COTA
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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
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4
Q

close supervision def.

A

direct and daily

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5
Q

routine supervision def.

A

direct and regularly scheduled

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6
Q

general supervision def.

A

indirect as needed and direct one each month or as designated by state law

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7
Q

minimum supervision def.

A

direct and indirect

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8
Q

means of establishing service competency (3)

A
  • videotaping
  • co-treatment
  • observation
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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)
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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

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11
Q

discovery L.S. def.

A

reviewing/ researching various intervention methods

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12
Q

integration L.S. def.

A

researching other professions and relating it to OT practice

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13
Q

application L.S. def.

A

applying knowledge to interventions and assessing outcomes

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14
Q

teaching L.S. def.

A

educating others and determining what methods are needed based on individual needs

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15
Q

continuum of care: most - least intense (5)

A
  • NICU
  • PICU
  • subacute care
  • home-based care
  • residential or long-term care
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16
Q

possible team members (8)

A
  • children
  • families
  • specialists
  • generalists
  • nurses
  • OT
  • PT
  • many more
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17
Q

models of medical care (4)

A
  • primary
  • secondary
  • tertiary
  • quaternary
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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
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19
Q

PICU

A
  • address acute symptoms
  • wean pts. off external medical supports
  • sensorimotor stimulation given as tolerated
  • team leader: pediatric intensivist
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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
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21
Q

hematology/ oncology units

A
  • interventions directed toward occupations
  • evaluate client factors and performance skills
  • recommend AE, mods to activities, and EC
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22
Q

speciality services (3)

A
  • surgical beds
  • palliative care
  • child life services
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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
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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
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25
Q

home care

A
  • 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
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26
Q

outpatient services

A
  • habilitative and rehabilitative approaches
  • focus on development skill acquisition
  • behavior modification
  • home programs
  • consult with other professionals
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27
Q

support groups

A
  • focus on conditions
  • supportive of variety of issues (bullying, grieving, coping, etc.)
  • OT can lead or consult
  • camp programs
28
Q

assistive technology

A
  • recommend, fit, train, and educate on devices
  • special certification is needed in this area
29
Q

role of OT practitioner in medical setting

A
  • 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
Q

team collaboration in medical setting

A
  • work effectively with all members of the team
  • follow physician orders
  • quality documentation to keep communication open within IDT
31
Q

documentation in medical setting

A

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
Q

documentation: progress notes (medical setting)

A
  • notes justify interventions
  • notes justify continued interventions
  • notes are used for discharge planning
33
Q

reimbursement in a medical setting (3)

A
  • insurance
  • private pay
  • charitable organizations
34
Q

challenges in medical setting

A
  • 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
Q

infection control

A
  • hand washing!!
  • contact: gloves/ gown
  • droplet: gown, gloves, mask
  • airborne: gown, gloves, N-95
  • clean equipment/ toys
  • vaccinations
36
Q

legal and ethical considerations in medical setting

A
  • laws govern practices of pediatric practitioners, with violations being punishable
  • professional code of ethics governs the professional standard of care
37
Q

education system IDT

A
  • regular/ special ed teachers
  • OT, PT, SLP
  • audiologist
  • orientation and mobility specialist
38
Q

role of OT in education setting

A
  • 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
Q

public law 94-142 (1975) Education of Handicapped Act (EHA)

A
  • free and appropriate public education
  • LRE and inclusion
  • due process for parents
  • IEP
40
Q

rehabilitation act (504)

A
  • 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
Q

ADA 1990

A
  • protects persons with disabilities
  • prohibits discrimination in employment, transportation, accessibility, and telecommunications
42
Q

public law 99-457

A
  • 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
Q

IDEA (formerly EHA) in 1990, revised in 1997

A
  • 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
Q

no child left behind act; 2001

A
  • 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
Q

rights of parents and children (education)

A
  • 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
Q

referral (education)

A
  • 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
Q

evaluation (education)

A
  • 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
Q

eligibility (education)

A
  • determined once ALL evaluations are completed
  • based on exceptional educational needs (EEN)
  • does the disability interfere with successful participation in SCHOOL-RELATED activities
49
Q

IEP

A
  • 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
Q

individualized family service plan

A
  • 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
Q

transitions (education)

A
  • 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
Q

OTs role (education)

A
  • 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
Q

tips for working with parents (education)

A
  • 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
Q

tips for working with teachers (education)

A
  • 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
Q

tips: providing intervention in the classroom

A
  • 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
Q

types of services (education)

A

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
Q

discontinuing services (education)

A
  • 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
Q

service delivery models in a community setting

A

direct, individual or group, coaching, mentoring, education

59
Q

community defs. (3)

A
  • 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
Q

community-BASED practice

A
  • skilled services provided by a practitioner using an interactive model
  • focus on deficits
  • initiated by the medical model
    • referrals for health care providers
61
Q

community-BUILT practice

A
  • 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
Q

health (community & def.)

A

complete physical, emotional, and social-wellbeing
- in order to support optimal health, the OT must understand the community in which the child functions

63
Q

intentional relationship model - therapeutic modes of interacting (6)

A
  • advocating
  • collaborating
  • empathizing
  • encouraging
  • instructing
  • problem-solving
64
Q

challenges in practices in community settings (6)

A
  • funding
  • ability to maintain communication among service providers
  • cultural competence
  • lack of support
  • lack of understanding of OT
  • accessibility and resources
65
Q

OTs role (community)

A
  • 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

CHILDREN AND YOUTH (6 decks)

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