Exam 2 Flashcards
chapters: 2, 10, 26
1
Q
MOHO is…
A
- occupation-focused
- evidence-based
- client-centered
- a systematic way of thinking about practice
2
Q
MOHOs concerns:
A
- motivation to engage in occupations
- patterns and organization of occupations
- ability to perform occupations
- influence of the environment on occupations
3
Q
MOHOs main concepts:
A
- volition
- habituation
- performance capacity
- environment
4
Q
ways to gather data (4)
A
- observations
- informal interviews
- record reviews
- assessments
5
Q
what are therapeutic strategies?
A
specific actions that can facilitate change
6
Q
name the 9 therapeutic strategies
A
- advice
- coach
- encourage
- give feedback
- identify
- negotiate
- physical support
- structure
- validate
7
Q
volition
A
MOTIVATION for occupations
8
Q
3 key factors in volition
A
- interests
- values
- personal causation
9
Q
interests (volition)
A
enjoyable and satisfying
10
Q
values (volition)
A
important and meaningful
11
Q
personal causation (volition)
A
sense of competence (sense of capacity) and effectiveness (self-efficacy)
12
Q
4 steps in the volitional process:
A
- anticipation
- making choices
- experience
- interpretation
13
Q
OTs can influence volition by…
A
changing any of the steps in the volitional process and can adapt an activity to accomodate for them
14
Q
habituation
A
- HABITS AND ROLES
- patterns and organization of participation in different occupations
- internal readiness to participate in occupations
15
Q
habits (habituation)
A
responding to familiar situations in consistent ways
16
Q
roles (habituation)
A
- set of related actions and attitudes that defines associated culturally and socially familiar status
- help to define relationships
17
Q
performance capacity
A
- ability to do things
- physical and mental abilities
- subjective experience of living in his/her body
18
Q
“lived body” experience
A
child’s own experience of using and living in his or her body is the subjective aspect of performance capacity
19
Q
spaces (environmental)
A
physical places or context
20
Q
objects (environmental)
A
natural or man-made items used during occupations
21
Q
social groups (environmental)
A
collections of people
22
Q
occupational forms or tasks (environmental)
A
common and typical ways of doing specific occupations
23
Q
impact of environmental factors
A
- variable and unique to each individual
- opportunities
- supports and resources
- demands
- constraints
24
Q
motor skill
A
moving one’s body or objects
25
process skill
logical sequencing of actions and problem solving
26
communication and interaction skill
ability to convey intentions and needs and to engage socially
27
use of MOHO (5)
- methodical
- systematic
- occupation-focused
- client-centered
- evidence-based
28
MOHO based assessments
- child occupational self assessment (COSA)
- pediatric volitional questionnaire (PVQ)
- school setting interview (SSI)
- short child occupational profile (SCOPE)
29
examples of MOPS (4)
- help to organize thinking
- MOHO
- PEOP
- occupational adaptation model
- canadian model of occupational performance (COPM)
30
referral rules
- reasons for referral depend on state licensure laws or regulations
- ONLY OTRs accept
- variety of sources; mostly from md or np
- OTA is responsible for acknowledging and forwarding to OTR
31
screening rules
- general overview for functioning level to determine need for further eval
- OTR or COTA can perform
- once OTA has identified need, OTR determines specific eval or format to be used
32
evaluation rules
- OTR determines type and scope, COTA assists
- service competency allows COTA to administer under supervision
- OTR interprets results, develops an intervention plan
33
what does an evaluation assess (3)
- areas of performance
- client factors
- performance skills
34
all about occupational profile
- clients PRIORITIES and TARGETED OUTCOMES for child
- who, why, what, where
- occupational history
35
functional independence def.
completion of age-appropriate activities with or without the use of assistive devices and WITHOUT human assistance
36
assisted performance def.
participation in age-appropriate task with SOME assist from the caregiver
37
dependent performance def.
unable to perform an age-appropriate task; caregiver completes ALL of the task
38
considerations for intervention planning (7)
- parental concerns
- client's strengths/ weaknesses
- client's potential
- long-term goals
- short-term objectives
- method, media, and modality
- frequency and duration
39
FORs (7) *know defs.
- developmental
- sensory integration
- biomechanical
- neurodevelopmental
- motor control
- rehabilitative
- MOHO
40
legitimate tools
instruments a profession uses to bring about change
- occupations
- purposeful activities
- activity analysis
- activity synthesis
- TUS
promotes optimal participation, satisfaction, enjoyment, and success
41
long-term goals rules
- outcomes of intervention
- should be measurable, observable, clear, occupation-based, and written in terms of behavior
- more general than short-term objectives
42
short-term objectives rules
- steps toward long-term goals
- describe skill to be mastered in a relatively short period
- must meet RUMBA/COAST criteria
43
treatment implementation (intervention)
involves working with the system through which the child is receiving therapy
- planning sessions
- developing/ analyzing activities
- grading/ adapting activities
- accomplish short-term, then long-term goals
44
re-evaluation and discharge planning
- COTA is responsible for reporting changes to OTR (collaboration)
- ultimately, OTR responsible
- reasons for discontinuation may vary (goals met, no motivation from child, plateau in recovery, exacerbation in illness, timing for family (crisis))
45
prescriptive role
direct service with CHILD
- demonstrate with the child
46
consultative role
working with the FAMILY (most important role for OT)
- establish goals & understand routines
- show and teach parents
47
public law 99-457 (1986)
- parents are the central role in interventions with young children
- families as co-leaders (can advocate) on state-level advisory boards
- families' concerns, resources, and priorities important to the development of an intervention plan
- families' roles in assessment
- rights of families
48
morphostatic
- typical day-to-day rules
- unspoken rules that are followed
- day to day function
48
current issues in pediatrics
- always changing policies and service delivery models
- expansion of practitioner's roles
- demographic changes in the U.S. population
- implications for practice
49
morphogenetic
- evolving
- families have capacity for change
- new family member, death, etc.
- (return to morphostatic eventually)
50
equifinality
- family members evolve along different paths and arrive at similar end state
- families can change in an infinite number of ways to meet goals (return to morphostatic eventually)
51
family life cycle: critical stages
moving from one stage to another causes significant stress
- birth
- marriage
- leaving home
- death
52
stress and morphogenesis
- critical stages cause stress
- leads to evolution/ change
- normative - can be good/ bad
53
non-normative life cycle events
- frequent hospitalizations
- not reaching developmental milestones
- multiple doctor visits and other appts.
- unexpected death
- having a child with disability
54
family adaptations
- denial or helicopter
- we provide resources and education; coping strategies and external resources
- can experience grief over an over again
- be NON-JUDGMENTAL
55
perceptual coping strategies
- passive appraisal (ignoring problem; "I'm doing great!)
- reframing (to make it less than it is; optimistic - be aware that they might be struggling) (redifining a situation)
- downward compression (yeah, but at least... yeah it could be worse) (validate them and where they are) (identifying a situation that is worse than yours)
- use of spiritual beliefs (helpful; we do not get to determine)
