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)
1
Q
Assessment of basic daily living skills for use with the chronically mentally ill.
A
MEDLS (Milwaukee evaluation of daily living skills)
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
3
Q
- Identify performance issues
- Rating importance
- Scoring
- Reassessment
A
4 step COPM process
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)
5
Q
Multidimensional concept. Individually determined, socially constructed, and developed over time.
A
Health
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
7
Q
Health based on intrinsic biological factors. Impairments cause disability.
A
Historical medical model of health
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
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
10
Q
Health conditions are elements of health, functioning, disease and disability.
A
International classification of function
11
Q
Two dimensions of health conditions; linked in a non-linear manner
A
Body structures and function, and activities and participation
12
Q
Occupational engagement is a vital length between…
A
Health and participation
13
Q
What is essential for health and well being and to reduce illness, injury, trauma and disability?
A
Occupational perspective
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
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)
16
Q
Gilfoyle identified the importance of what when it comes to caring?
A
Knowledge, skill and attitude
17
Q
Devereaux’s 7 elements of caring
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Competence Dignity and worth of individual Potential for growth Effective communication Values Touch Humor
18
Q
Collaboration to develop common goals
A
Working alliance (type of bond in a client centered relationship)
19
Q
Listening that comes after working alliance
A
Rapport building (type of bonding in a client centered relationship)
20
Q
As OT’s we commit to upholding values defined by our
A
Code of ethics
21
Q
Refining technical, cultural and interpersonal competence will enhance…
A
Therapeutic use of self
22
Q
To enhance therapeutic use of self, one must
A
Constantly reflect on experiences
23
Q
Safety and emergency maintenance are
A
IADLs
24
General safety principles
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Precautions:
Orthopedic
Cardiac
Positioning
Weight bearing
Feeding status
Supervision
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25
Potential risks and precautions
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Suicide risk
Infection control
Hand hygiene
Gloves
Masks and eye protection
Gowns
Client care equipment
Linens
Coughing etiquette
Vaccinations
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26
Basic first aid
Burns, bleeding, cardiac arrest and choking, allergies, orthostatic hypotension, seizures, diabetes
27
Fire safety (RACE)
Remove all persons in danger
Activate the pull station and 911
Close doors to prevent spread of fire
Extinguish the fire
28
Fire safety (PASS)
Pull pin
Aim at base of fire
Squeeze handles together
Swing from side to side at base of fire
29
MSDS
Material safety data set
30
Success of activity analysis has two factors
The ability to identify the steps and understanding the timing
31
Procedural task analysis was designed by who
Yuen and D'Amico 1998
32
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
Step by step activity analysis
33
Never indicate these things in directions to an activity
Which hand to utilize, do not list physical or mental requirements
34
Requires the person to do something "with something"
Physical activity
35
Physical articles that are needed to make or do something
Materials
36
Objects such as scissors, pants, skis, or a stapler
Tools (not equipment)
37
Space demands
Size, arrangement of objects, surface, lighting, temperature, humidity, noise, ventilation
38
The typical norms and expectations of how one should act
Social rules
39
Five categories of occupational intervention
1. Create and promote
2. Establish and restore
3. Maintain
4. Modify through adaptation or compensation
5. Prevent occupational dysfunction
40
Defines a concept (describes, correlated and explains why then predicts and evaluates); presents a systematic view.
Theory
41
Begins with asking a question, hypothesis formed, hypothesis tested, patterns are identified, theory offered
Theory development
42
Uses scientific method to collect data, random selection of subjects, use of control group
Experimental research
43
Preferred when theory not well developed, begins with descriptive query, uses in depth interviews, single cases, purposive samples, themes identified
Qualitative research
44
A dominant trend when OT began; learning by doing, mind/body unity, building health through engagement in occupation
Pragmatism
45
1900-1940. Based on humanism and pragmatism
Occupation paradigm
46
1940-1970. Based on scientific method, study of component parts
Mechanistic paradigm
47
1980-present. Occupation based models, client centered care, dynamical systems theory
Emerging paradigm in OT (current)
48
Client, disability, enablement, subjective, outcome, intervention, client collaboration
Client centered models
49
Patient, diagnosis, prescription, objective, progress, treatment, application of expertise, different definitions of health
Medical models
50
Classification system for all know diseases
ICF model of global health and wellness
51
Participation stressed, impairment changed to health condition
Holistic perspective in ICF model of global health and wellness
52
Functioning seen as dynamic interaction between health and condition and contextual factors
Systems orientation in ICF model of global health and wellness
53
Applies scientific knowledge
Procedural track of OT reasoning
54
Three tracks of OT reasoning proposed in IFC
Procedural, interactive and conditional
55
Subjective reality of clients experience is considered
Interactive tract of OT reasoning
56
Consider of contexts of clients
Conditional track of OT reasoning
57
Mosey's three levels of applied theory in OT
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
Multi step process
Analysis of occupational performance
59
Groups of concepts from theory
Frames of reference
60
Collaborative client centered actions (EBP)
Intervention plan
61
Purposes interaction between PEO
Occupation based models
62
Can be visible or non visible
Theoretical constructs
63
Founded by OTs; client centered; guidelines for evaluation and intervention process; all emphasize the promotion of health and well being through occupational performance
Occupational based models
64
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
Frames of reference
65
Client view is most important as well as input
Top down approach
66
What enables the occupational therapy process?
Effective communication
67
First step in becoming an effective communicator
Listening
68
Listening partnerships steps
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
4 steps to effective listening
Listening and understanding
Empathizing
Asking and encouraging
Paraphrasing/ summarizing
70
Pretend to listen
Pseudo listening
71
Relating everything we hear to our own experience
Scoring points
72
Predicting what the other person is thinking
Mind reading
73
Practicing what we are going to say and missing what is being said
Rehearsing
74
Listening for a key piece of information then switching off. Only hearing what you want to hear
Cherry picking
75
Throwing in a word here and there when there is a natural pause
Filling gaps
76
Putting people into a category before hearing all the evidence; or not listening to someone you think is a rambler
Labeling
77
Intervening here and there with defensive remark
Dueling
78
Responding to expressions of emotion with cliche's or jocular remarks
Side stepping sentiment
79
Words used to show an order, for example: the second step, next, following
Sequence words
80
Words used to show a measured area or space
Distance words
81
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
Occupational behavior (Reilly) (model)
82
Conceptualized the interactive and cyclical nature of human interaction with ones environment; volition, habituation, performance, environment
Model of human occuaption (MOHO) (kielhofner and Burke)
83
A framework that describes a normal human phenomenon called adaptation and it's role in the interactive process between a persona and his environment
Occupational adaptation (schkade and Schultz)
84
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)
Ecology of human performance (Dunn, brown, mcguigan)
85
Focuses on the interdependent relationship between occupations (consisting of values roles, tasks, and activities) and performance. These occupations in turn influence ones life roles
Person environment occupation performance (PEO) (Christiansen and Baum)
86
Objects relations, ego psychology, humanism, and human spirituality - Bruce and Borg
Psychodynamic FOR
87
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
Analytical FOR (Mosey)
88
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
Behavioral FOR
89
Self regulation approach and social and life skills training approach
Acquisitional FOR (mosey)
90
Applies principles of physics to human movement and posture with forces of gravity in mind (ROM, strength, endurance, ergonomic, avoidance of pain)
Biomechanical FOR
91
foundation in neuroscience and theory of occupation. Can utilize when concerned with restoring functional performance for persons with cognitive dysfunction
Toglia's dynamic interactional model of cognitive rehabilitation
92
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
Allen's cognitive disabilities FOR
93
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
Developmental FOR
94
Reflection on childhood (developmental FOR)
Piaget and erikson
95
Sensory integration as the brains ability to organize sensory information from the body and environment and to produce an adaptive response
Sensory FOR
96
Three common approaches to sensory FOR
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Sensory integration (Ayers)
Sensory processing (Dunn)
Sensory defensiveness (wilbarger)
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97
Guidelines for restoring functional movement with clients having a broad range of health conditions
Motor learning FOR
98
Common approaches of motor control theories
NDT (bobath)
Rood's sensorimotor approach
Knotty and voss' PND
Brunnstrom's movement therapy
99
Test or tool used to collect data needed for comprehensive evaluation
Assessment
100
Outline objectives to see what client can and cannot do
Criterion-referenced
101
Formalized procedure followed to maximize consistency where rigorous analysis has occurred (guarantees assessment of psychometric characteristics)
Standardized assessments
102
What must be administered for results of a standardized test to be valid
Sub tests assessments
103
What may lead to the use of nonstandardized assessments
Clinical reasoning, professional judgement and review of EBP
104
Use a sample of a normal population; need to match clients profile to the group used for norming
Norm referenced assessments
105
Outline objectives criteria or skill components to document status of clients; results compared to set of expected criteria rather than normative group
Criterion referenced assessment
106
Primary issue that might lead to inaccurate assessment
Cultural bias in tools
107
Professional requirements for discharge planning; documentation often also requires this
Re-assessment
108
Obtaining and interpreting data to fully understand and appreciate clients strengths and areas of concern ; a fluid process
Evaluation
109
Evaluation components
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Client info
Reason for referral
Occupational profile
Assessments used
Assessment results
Summary and analysis
Recommendations
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110
Ways to obtain an occupational profile
COPM, occupational self assessment, child occupational self assessment, occupational performance history interview
111
Features of the COPM
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
Goal directed actions enacted in context of occupational performance
Performance skills
113
Only client centered, performance based, standardized occupational therapy ADL/IADL evaluation tool
Assessment of motor process skills (AMPS)
114
Evaluates performance skills during natural context of schoolwork
School AMPS
115
ADL/IADL instrument characteristics;
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
Criterion referenced assessment; judgement based questionnaire
School function assessment
117
Part of uniform data system for medical rehabilitation
functional independence measure (FMI) and Wee FMI
118
Selection of tool involves transaction between
Individual, task and environment
119
Initiates and directs the evaluation process; interprets the data, including information provided by OTA, and develops the intervention plan
Role of OT in ADL/IADL evaluation
120
Contributes to the evaluation process by implementing delegated assessments and sharing the findings with the OT
Role of OTA In ADL/IADL evaluation
121
Does not attempt to describe how someone makes a decision (wtf?)
Value expectancy theory (related to education)
122
Causes that individuals generate to make sense of their world (related to health behavior)
Attribution theory (related to education)
123
Addressed methods of promoting behavior change and the psychosocial dynamics underlying health behavior (self efficacy)
Social learning theory (related to education)
124
Common assessments in work
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.
