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OT Concepts > Exam 2 > Flashcards

Exam 2 Flashcards

0
Q

Designed to determine a persons ability to function in basic living skills in their environment. Use in a short-term inpatient psychiatric unit

A

KELS (kohlman evaluation of living skills)

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1
Q

Assessment of basic daily living skills for use with the chronically mentally ill.

A

MEDLS (Milwaukee evaluation of daily living skills)

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2
Q

Designed for use by OTs to detect change in a clients self perception of occupational performance over time.

A

COPM (Canadian occupational performance measure

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3
Q
  1. Identify performance issues
  2. Rating importance
  3. Scoring
  4. Reassessment
A

4 step COPM process

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4
Q

Determines the most appropriate living arrangements for adults who are cognitively impaired. Written directions not necessary if able to hear.

A

ILS (independent living scales)

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5
Q

Multidimensional concept. Individually determined, socially constructed, and developed over time.

A

Health

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6
Q

Based on supernatural or spiritual factors; rewarded for living a good life; disability due to sinfulness (dungeon therapy before Enlightenment)

A

Historical Religious model of health

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7
Q

Health based on intrinsic biological factors. Impairments cause disability.

A

Historical medical model of health

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8
Q

Health based on interaction of social and physical environments and intrinsic and extrinsic factors. Disability created by social, economic, and political factors along with individual characteristics.

A

Historical social model of health

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9
Q

Describe consequences of health, disease and disability. Included definitions of impairment, disability and handicap. Incorporates medical and social models of health and disability

A

WHO (world health organization) universal framework ICIDH

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10
Q

Health conditions are elements of health, functioning, disease and disability.

A

International classification of function

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11
Q

Two dimensions of health conditions; linked in a non-linear manner

A

Body structures and function, and activities and participation

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12
Q

Occupational engagement is a vital length between…

A

Health and participation

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13
Q

What is essential for health and well being and to reduce illness, injury, trauma and disability?

A

Occupational perspective

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14
Q

For health and well being to be present the following must exist: engagement in meaningful occupations, optimal opportunity for growth, flexibility to develop and change, and compatibility with sustaining ecology and sociocultural values

A

Wilcock’s perspective on health

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15
Q

Providing competent OT services, creating adaptive equipment, engaging in research, using humor, crying or offering hope

A

Caring (using ourselves as a therapeutic tool)

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16
Q

Gilfoyle identified the importance of what when it comes to caring?

A

Knowledge, skill and attitude

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17
Q

Devereaux’s 7 elements of caring

A 
Competence
Dignity and worth of individual
Potential for growth
Effective communication
Values
Touch
Humor
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18
Q

Collaboration to develop common goals

A

Working alliance (type of bond in a client centered relationship)

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19
Q

Listening that comes after working alliance

A

Rapport building (type of bonding in a client centered relationship)

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20
Q

As OT’s we commit to upholding values defined by our

A

Code of ethics

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21
Q

Refining technical, cultural and interpersonal competence will enhance…

A

Therapeutic use of self

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22
Q

To enhance therapeutic use of self, one must

A

Constantly reflect on experiences

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23
Q

Safety and emergency maintenance are

A

IADLs

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24
Q

General safety principles

A 
Precautions:
Orthopedic
Cardiac
Positioning
Weight bearing
Feeding status
Supervision
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25
Q

Potential risks and precautions

A 
Suicide risk 
Infection control
Hand hygiene
Gloves
Masks and eye protection
Gowns
Client care equipment 
Linens
Coughing etiquette
Vaccinations
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26
Q

Basic first aid

A

Burns, bleeding, cardiac arrest and choking, allergies, orthostatic hypotension, seizures, diabetes

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27
Q

Fire safety (RACE)

A

Remove all persons in danger
Activate the pull station and 911
Close doors to prevent spread of fire
Extinguish the fire

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28
Q

Fire safety (PASS)

A

Pull pin
Aim at base of fire
Squeeze handles together
Swing from side to side at base of fire

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29
Q

MSDS

A

Material safety data set

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30
Q

Success of activity analysis has two factors

A

The ability to identify the steps and understanding the timing

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31
Q

Procedural task analysis was designed by who

A

Yuen and D’Amico 1998

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32
Q
  1. Determine what activity you will analyze
  2. Preparatory and clean up tasks should only be included if absolutely necessary
  3. When writing the step begin with an active verb
  4. Second part of statement should include what will be acted upon
A

Step by step activity analysis

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33
Q

Never indicate these things in directions to an activity

A

Which hand to utilize, do not list physical or mental requirements

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34
Q

Requires the person to do something “with something”

A

Physical activity

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35
Q

Physical articles that are needed to make or do something

A

Materials

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36
Q

Objects such as scissors, pants, skis, or a stapler

A

Tools (not equipment)

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37
Q

Space demands

A

Size, arrangement of objects, surface, lighting, temperature, humidity, noise, ventilation

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38
Q

The typical norms and expectations of how one should act

A

Social rules

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39
Q

Five categories of occupational intervention

A
  1. Create and promote
  2. Establish and restore
  3. Maintain
  4. Modify through adaptation or compensation
  5. Prevent occupational dysfunction
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40
Q

Defines a concept (describes, correlated and explains why then predicts and evaluates); presents a systematic view.

A

Theory

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41
Q

Begins with asking a question, hypothesis formed, hypothesis tested, patterns are identified, theory offered

A

Theory development

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42
Q

Uses scientific method to collect data, random selection of subjects, use of control group

A

Experimental research

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43
Q

Preferred when theory not well developed, begins with descriptive query, uses in depth interviews, single cases, purposive samples, themes identified

A

Qualitative research

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44
Q

A dominant trend when OT began; learning by doing, mind/body unity, building health through engagement in occupation

A

Pragmatism

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45
Q

1900-1940. Based on humanism and pragmatism

A

Occupation paradigm

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46
Q

1940-1970. Based on scientific method, study of component parts

A

Mechanistic paradigm

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47
Q

1980-present. Occupation based models, client centered care, dynamical systems theory

A

Emerging paradigm in OT (current)

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48
Q

Client, disability, enablement, subjective, outcome, intervention, client collaboration

A

Client centered models

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49
Q

Patient, diagnosis, prescription, objective, progress, treatment, application of expertise, different definitions of health

A

Medical models

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50
Q

Classification system for all know diseases

A

ICF model of global health and wellness

51
Q

Participation stressed, impairment changed to health condition

A

Holistic perspective in ICF model of global health and wellness

52
Q

Functioning seen as dynamic interaction between health and condition and contextual factors

A

Systems orientation in ICF model of global health and wellness

53
Q

Applies scientific knowledge

A

Procedural track of OT reasoning

54
Q

Three tracks of OT reasoning proposed in IFC

A

Procedural, interactive and conditional

55
Q

Subjective reality of clients experience is considered

A

Interactive tract of OT reasoning

56
Q

Consider of contexts of clients

A

Conditional track of OT reasoning

57
Q

Mosey’s three levels of applied theory in OT

A
  1. Paradigm: philosophy, values and ethics, knowledge, framework
  2. Occupation-based models: overarching theories that provide parameters for practice; top-down
  3. Frames of reference: provide guidelines for practice in specific domains; bottom-up
58
Q

Multi step process

A

Analysis of occupational performance

59
Q

Groups of concepts from theory

A

Frames of reference

60
Q

Collaborative client centered actions (EBP)

A

Intervention plan

61
Q

Purposes interaction between PEO

A

Occupation based models

62
Q

Can be visible or non visible

A

Theoretical constructs

63
Q

Founded by OTs; client centered; guidelines for evaluation and intervention process; all emphasize the promotion of health and well being through occupational performance

A

Occupational based models

64
Q

A set of interrelated concepts derived from theory that provides a systematic description for particular designs of the environment for the purpose of facilitating evaluation and effecting change relative to a specific part of the professions domain of concern

A

Frames of reference

65
Q

Client view is most important as well as input

A

Top down approach

66
Q

What enables the occupational therapy process?

A

Effective communication

67
Q

First step in becoming an effective communicator

A

Listening

68
Q

Listening partnerships steps

A

Not interrupting, nonverbal communication, asking questions (allow for silence); listening to emotions; self awareness (life story); restatement, reflection, clarification, develop cultural competence; conflict resolution and assertiveness

69
Q

4 steps to effective listening

A

Listening and understanding
Empathizing
Asking and encouraging
Paraphrasing/ summarizing

70
Q

Pretend to listen

A

Pseudo listening

71
Q

Relating everything we hear to our own experience

A

Scoring points

72
Q

Predicting what the other person is thinking

A

Mind reading

73
Q

Practicing what we are going to say and missing what is being said

A

Rehearsing

74
Q

Listening for a key piece of information then switching off. Only hearing what you want to hear

A

Cherry picking

75
Q

Throwing in a word here and there when there is a natural pause

A

Filling gaps

76
Q

Putting people into a category before hearing all the evidence; or not listening to someone you think is a rambler

A

Labeling

77
Q

Intervening here and there with defensive remark

A

Dueling

78
Q

Responding to expressions of emotion with cliche’s or jocular remarks

A

Side stepping sentiment

79
Q

Words used to show an order, for example: the second step, next, following

A

Sequence words

80
Q

Words used to show a measured area or space

A

Distance words

81
Q

To prevent and reduce the disruptions and incapacities in occupational behavior that result from injury and illness. Health and well being are represented by a balance of occupational behavior in self care, work, and play

A

Occupational behavior (Reilly) (model)

82
Q

Conceptualized the interactive and cyclical nature of human interaction with ones environment; volition, habituation, performance, environment

A

Model of human occuaption (MOHO) (kielhofner and Burke)

83
Q

A framework that describes a normal human phenomenon called adaptation and it’s role in the interactive process between a persona and his environment

A

Occupational adaptation (schkade and Schultz)

84
Q

Targeted area of concern is the role of context in task performance within the areas of activities of daily living, work, producing activities, education, play, and social participation (interdisciplinary approach)

A

Ecology of human performance (Dunn, brown, mcguigan)

85
Q

Focuses on the interdependent relationship between occupations (consisting of values roles, tasks, and activities) and performance. These occupations in turn influence ones life roles

A

Person environment occupation performance (PEO) (Christiansen and Baum)

86
Q

Objects relations, ego psychology, humanism, and human spirituality - Bruce and Borg

A

Psychodynamic FOR

87
Q

Emphasizes the structure for linking psychoanalytical theories, the symbolic potential and reality aspects of activities and the process of altering intra psychic content in the direction of providing a more adaptive basis for interaction wth the enviro

A

Analytical FOR (Mosey)

88
Q

Focuses on external features of human functioning that can be observed and measured (skinner, Pavlov, and bandura) treatment would focus on behavioral modification and social skills training

A

Behavioral FOR

89
Q

Self regulation approach and social and life skills training approach

A

Acquisitional FOR (mosey)

90
Q

Applies principles of physics to human movement and posture with forces of gravity in mind (ROM, strength, endurance, ergonomic, avoidance of pain)

A

Biomechanical FOR

91
Q

foundation in neuroscience and theory of occupation. Can utilize when concerned with restoring functional performance for persons with cognitive dysfunction

A

Toglia’s dynamic interactional model of cognitive rehabilitation

92
Q

Focuses on the role of cognition (a process skill), the role of habits and routines, the effect of physical and social contexts, and the analysis of activity demand

A

Allen’s cognitive disabilities FOR

93
Q

Goal is to establish and restore client-chosen, age appropriate occupations in life roles and assist with adaptation to changes brought on by health conditions across the life span

A

Developmental FOR

94
Q

Reflection on childhood (developmental FOR)

A

Piaget and erikson

95
Q

Sensory integration as the brains ability to organize sensory information from the body and environment and to produce an adaptive response

A

Sensory FOR

96
Q

Three common approaches to sensory FOR

A 
Sensory integration (Ayers)
Sensory processing (Dunn)
Sensory defensiveness (wilbarger)
97
Q

Guidelines for restoring functional movement with clients having a broad range of health conditions

A

Motor learning FOR

98
Q

Common approaches of motor control theories

A

NDT (bobath)
Rood’s sensorimotor approach
Knotty and voss’ PND
Brunnstrom’s movement therapy

99
Q

Test or tool used to collect data needed for comprehensive evaluation

A

Assessment

100
Q

Outline objectives to see what client can and cannot do

A

Criterion-referenced

101
Q

Formalized procedure followed to maximize consistency where rigorous analysis has occurred (guarantees assessment of psychometric characteristics)

A

Standardized assessments

102
Q

What must be administered for results of a standardized test to be valid

A

Sub tests assessments

103
Q

What may lead to the use of nonstandardized assessments

A

Clinical reasoning, professional judgement and review of EBP

104
Q

Use a sample of a normal population; need to match clients profile to the group used for norming

A

Norm referenced assessments

105
Q

Outline objectives criteria or skill components to document status of clients; results compared to set of expected criteria rather than normative group

A

Criterion referenced assessment

106
Q

Primary issue that might lead to inaccurate assessment

A

Cultural bias in tools

107
Q

Professional requirements for discharge planning; documentation often also requires this

A

Re-assessment

108
Q

Obtaining and interpreting data to fully understand and appreciate clients strengths and areas of concern ; a fluid process

A

Evaluation

109
Q

Evaluation components

A 
Client info 
Reason for referral
Occupational profile
Assessments used
Assessment results
Summary and analysis
Recommendations
110
Q

Ways to obtain an occupational profile

A

COPM, occupational self assessment, child occupational self assessment, occupational performance history interview

111
Q

Features of the COPM

A

Can be used with any client(can be administered to a caregiver); good way to gain information about occupational profile; valid and reliable; provides Info for good outcome measures

112
Q

Goal directed actions enacted in context of occupational performance

A

Performance skills

113
Q

Only client centered, performance based, standardized occupational therapy ADL/IADL evaluation tool

A

Assessment of motor process skills (AMPS)

114
Q

Evaluates performance skills during natural context of schoolwork

A

School AMPS

115
Q

ADL/IADL instrument characteristics;

A

No flexible; does not assess individual performance skills in context of ones occupational performance, do not consider impact of environment, do not always provide you with information causing the problem

116
Q

Criterion referenced assessment; judgement based questionnaire

A

School function assessment

117
Q

Part of uniform data system for medical rehabilitation

A

functional independence measure (FMI) and Wee FMI

118
Q

Selection of tool involves transaction between

A

Individual, task and environment

119
Q

Initiates and directs the evaluation process; interprets the data, including information provided by OTA, and develops the intervention plan

A

Role of OT in ADL/IADL evaluation

120
Q

Contributes to the evaluation process by implementing delegated assessments and sharing the findings with the OT

A

Role of OTA In ADL/IADL evaluation

121
Q

Does not attempt to describe how someone makes a decision (wtf?)

A

Value expectancy theory (related to education)

122
Q

Causes that individuals generate to make sense of their world (related to health behavior)

A

Attribution theory (related to education)

123
Q

Addressed methods of promoting behavior change and the psychosocial dynamics underlying health behavior (self efficacy)

A

Social learning theory (related to education)

124
Q

Common assessments in work

A
  1. Becker work adjustment profile
  2. DSI work solutions functional capacity assessment
  3. EPIC life capacity test
  4. Geist picture interest inventory
  5. Transition planning inventory
  6. Valpar
  7. Vocational research institute inventory
  8. Work adjustment inventory
  9. Work well systems.

OT Concepts (1 decks)

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