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CHILDREN AND YOUTH > Exam 2 > Flashcards

Exam 2 Flashcards

chapters: 2, 10, 26

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1
Q

MOHO is…

A
  • occupation-focused
  • evidence-based
  • client-centered
  • a systematic way of thinking about practice
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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
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3
Q

MOHOs main concepts:

A
  • volition
  • habituation
  • performance capacity
  • environment
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4
Q

ways to gather data (4)

A
  • observations
  • informal interviews
  • record reviews
  • assessments
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5
Q

what are therapeutic strategies?

A

specific actions that can facilitate change

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6
Q

name the 9 therapeutic strategies

A
  • advice
  • coach
  • encourage
  • give feedback
  • identify
  • negotiate
  • physical support
  • structure
  • validate
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7
Q

volition

A

MOTIVATION for occupations

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8
Q

3 key factors in volition

A
  • interests
  • values
  • personal causation
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9
Q

interests (volition)

A

enjoyable and satisfying

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10
Q

values (volition)

A

important and meaningful

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11
Q

personal causation (volition)

A

sense of competence (sense of capacity) and effectiveness (self-efficacy)

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12
Q

4 steps in the volitional process:

A
  • anticipation
  • making choices
  • experience
  • interpretation
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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

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14
Q

habituation

A
  • HABITS AND ROLES
  • patterns and organization of participation in different occupations
  • internal readiness to participate in occupations
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15
Q

habits (habituation)

A

responding to familiar situations in consistent ways

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16
Q

roles (habituation)

A
  • set of related actions and attitudes that defines associated culturally and socially familiar status
  • help to define relationships
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17
Q

performance capacity

A
  • ability to do things
  • physical and mental abilities
  • subjective experience of living in his/her body
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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

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19
Q

spaces (environmental)

A

physical places or context

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20
Q

objects (environmental)

A

natural or man-made items used during occupations

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21
Q

social groups (environmental)

A

collections of people

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22
Q

occupational forms or tasks (environmental)

A

common and typical ways of doing specific occupations

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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
Q

process skill

A

logical sequencing of actions and problem solving

26
Q

communication and interaction skill

A

ability to convey intentions and needs and to engage socially

27
Q

use of MOHO (5)

A
  • methodical
  • systematic
  • occupation-focused
  • client-centered
  • evidence-based
28
Q

MOHO based assessments

A
  • child occupational self assessment (COSA)
  • pediatric volitional questionnaire (PVQ)
  • school setting interview (SSI)
  • short child occupational profile (SCOPE)
29
Q

examples of MOPS (4)
- help to organize thinking

A
  • MOHO
  • PEOP
  • occupational adaptation model
  • canadian model of occupational performance (COPM)
30
Q

referral rules

A
  • 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
Q

screening rules

A
  • 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
Q

evaluation rules

A
  • OTR determines type and scope, COTA assists
  • service competency allows COTA to administer under supervision
  • OTR interprets results, develops an intervention plan
33
Q

what does an evaluation assess (3)

A
  • areas of performance
  • client factors
  • performance skills
34
Q

all about occupational profile

A
  • clients PRIORITIES and TARGETED OUTCOMES for child
  • who, why, what, where
  • occupational history
35
Q

functional independence def.

A

completion of age-appropriate activities with or without the use of assistive devices and WITHOUT human assistance

36
Q

assisted performance def.

A

participation in age-appropriate task with SOME assist from the caregiver

37
Q

dependent performance def.

A

unable to perform an age-appropriate task; caregiver completes ALL of the task

38
Q

considerations for intervention planning (7)

A
  • parental concerns
  • client’s strengths/ weaknesses
  • client’s potential
  • long-term goals
  • short-term objectives
  • method, media, and modality
  • frequency and duration
39
Q

FORs (7) *know defs.

A
  • developmental
  • sensory integration
  • biomechanical
  • neurodevelopmental
  • motor control
  • rehabilitative
  • MOHO
40
Q

legitimate tools

A

instruments a profession uses to bring about change
- occupations
- purposeful activities
- activity analysis
- activity synthesis
- TUS
promotes optimal participation, satisfaction, enjoyment, and success

41
Q

long-term goals rules

A
  • outcomes of intervention
  • should be measurable, observable, clear, occupation-based, and written in terms of behavior
  • more general than short-term objectives
42
Q

short-term objectives rules

A
  • steps toward long-term goals
  • describe skill to be mastered in a relatively short period
  • must meet RUMBA/COAST criteria
43
Q

treatment implementation (intervention)

A

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
Q

re-evaluation and discharge planning

A
  • 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
Q

prescriptive role

A

direct service with CHILD
- demonstrate with the child

46
Q

consultative role

A

working with the FAMILY (most important role for OT)
- establish goals & understand routines
- show and teach parents

47
Q

public law 99-457 (1986)

A
  • 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
Q

morphostatic

A
  • typical day-to-day rules
  • unspoken rules that are followed
  • day to day function
48
Q

current issues in pediatrics

A
  • always changing policies and service delivery models
  • expansion of practitioner’s roles
  • demographic changes in the U.S. population
  • implications for practice
49
Q

morphogenetic

A
  • evolving
  • families have capacity for change
  • new family member, death, etc.
  • (return to morphostatic eventually)
50
Q

equifinality

A
  • 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
Q

family life cycle: critical stages

A

moving from one stage to another causes significant stress
- birth
- marriage
- leaving home
- death

52
Q

stress and morphogenesis

A
  • critical stages cause stress
  • leads to evolution/ change
  • normative - can be good/ bad
53
Q

non-normative life cycle events

A
  • frequent hospitalizations
  • not reaching developmental milestones
  • multiple doctor visits and other appts.
  • unexpected death
  • having a child with disability
54
Q

family adaptations

A
  • denial or helicopter
  • we provide resources and education; coping strategies and external resources
  • can experience grief over an over again
  • be NON-JUDGMENTAL
55
Q

perceptual coping strategies

A
  • 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)

CHILDREN AND YOUTH (6 decks)

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