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OCTH 600 (Professor Szendrey) > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What are the areas of occupation?

A

ADLs
IADLs
Health management
Rest and sleep
Education
Work
Play
Leisure
Social Participation

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2
Q

What are the performance skills?

A

Motor skills
Process skills
Social interaction skills

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3
Q

Examples of motor skills:

A

Stabilizes
Aligns
Positions
Reaches
Bends
Grips
Manipulates
coordinates
Moves
Lifts
Walks
Transports
Calibrates
Flows
Endures
PAces

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4
Q

Examples of process skills:

A

Paces
Attends
Heeds
Chooses
Uses
Handles
Inquires
Initiates
Continues
Sequences
Terminates
Searches/Locates
Gathers
Organizes
Restores
Navigates
Notice/Responds
Adjusts
Accommodates
Benefits

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5
Q

Examples of social participation skills:

A

Approaches/Starts
Concludes/Disengages
Produces speech
Gesticulates
Speaks fluently
Turns toward
Looks
Paces self
Touches
Regulates
Questions
Replies
Discloses
Expresses emotions
Disagrees
Thanks
Transitions
Time response
Time duration
Takes turns
Matches language
Clarifies
Acknowledgee/Encourages
Empathizes
Heeds
Accommodates
Benefits

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6
Q

What are the client factors?

A

Values, beliefs, spirituality
Body functions
Body structures

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7
Q

Examples of body functions:

A
  1. Mental functions
  2. Sensory functions
  3. Neuromusculoskeletal functions
  4. Cardiovascular/ Hematological/Immune/Respiratory functions
  5. Voice/Speech functions
  6. Skin functions
  7. Global mental functions
  8. Muscle functions
  9. Movement functions
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8
Q

Examples of mental functions?

A

Higher level cognitive
Attention
Memory
Perception
Thought
Mental functions of sequencing
Emotional
Experience of self and time

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9
Q

Examples of global mental functions:

A

Consciousness
Orientation
Psychological
Temperament and personality
Energy
Sleep

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10
Q

Examples of sensory functions:

A

Visual
Hearing
Vestibular
Taste
Smell
Proprioceptive
Touch
Interoception
Sensitivity to temp/pressure

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11
Q

Examples of neuromusculoskeletal and movement related functions:

A

Joint mobility
Joint stability

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12
Q

Examples of muscle functions:

A

Muscle power
Muscle tone
Muscle endurance

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13
Q

Examples of movement functions:

A

Motor reflexes
Involuntary movement reactions
Control of voluntary movement
Gait patterns

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14
Q

Examples of Cardiovascular/ Hematological/Immune/Respiratory functions:

A
  1. Blood pressure, heart rate, etc
  2. Avoiding infection and allergic reactions
  3. Rate, rhythm, & depth of respiration
  4. Physical endurance, stamina, etc
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15
Q

Examples of body structures:

A

Nervous system
Eyes & ears
Voice and Speech
Cardiovascular, etc
Digestive, etc
Reproductive, etc
Movement

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16
Q

Examples of performance patterns:

A

Habits
Routines
Rituals
Roles

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17
Q

Examples of environmental contexts:

A

Physical geography
Population
Plants (flora)
Natural events
Human-caused events
Light
Time-related changes
Products and technology
Support and relationships
Attitudes
Services, systems, & Policies

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18
Q

Examples of personal contexts:

A
  1. Age
  2. Sexual orientation
  3. Gender identity
  4. Sex/Race
  5. Cultural identification/attitudes
  6. Social background, socioeconomic status, social status
  7. Habits and past behavioral patterns
  8. Individual psychosocial assets
  9. Education
  10. Lifestyle
  11. Profession & professional identity
  12. Other health conditions and fitness
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19
Q

What are the approaches to intervention?

A
  1. Create/promote
  2. Establish/restore
  3. Maintain
  4. Modify
  5. Prevent
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20
Q

This type of intervention approach is designed to provide enriched contextual and activity experiences that will enhance performance for all people in the natural contexts of life.

A

Create and Promote Approach

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21
Q

This type of intervention approach is designed to change client variables to establish a skill or ability that has not yet developed or to restore a skill or ability that has been impaired.

A

Establish and Restore Approach

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22
Q

This intervention approach is designed to provide supports that will allow clients to preserve the performance capabilities that they have regained and that continue to meet their occupational needs.

A

Maintain Approach

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23
Q

This intervention approach is directed at finding ways to revise the current context or activity demands to support performance in the natural setting (compensation or adaptation)

A

Modify Approach

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24
Q

This intervention approach is designed to prevent the occurrence or evolution to barriers to performance in context. It also address the need of people with or without a disability who are at risks for occupational performance problems.

A

Prevent Approach

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25
Q

therapeutic intervention in which task demands are changed to be consistent with the individuals’ ability level; may involve modification by reducing demands, use of assistive devices, or changes in the physical or social environment

A

Adaptation

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26
Q

systematically increasing [or decreasing the demands of an activity of occupation to stimulate improved function or reducing the demands to respond to client difficulties in performance.

A

Grading

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27
Q

analysis that is performed with an understanding of “the specific situation of the client and therefore the specific occupations the client wants or needs to do in the actual context in which these occupations are performed.

A

Occupational analysis

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28
Q

a generic and decontextualized analysis that seeks to develop an understanding of typical activity demands within a given culture.

A

Activity analysis

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29
Q

What aspects are included in a occupational and activity analysis?

A
  1. Description of activity
  2. Tools, materials, and equipment
  3. Space demands
  4. Social demands
  5. Sequence, timing, patterns
  6. Required skills
  7. Required body structures/functions
  8. Safety hazards
  9. Adaptability to promote participation
  10. Grading
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30
Q
A

Occupational engagement

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31
Q

The therapeutic use of everyday life activities (occupations) with individuals or groups for the purpose of enhancing or enabling participation in roles, habits, and routines in home, school, workplace, community, and other settings.

A

Occupational Therapy

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32
Q

process used by practitioners to plan, direct, perform, and reflect on client care

A

Professional (Clinical) reasoning

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33
Q

a task that is manageably demanding, neither too difficult nor too easy

A

Just-right challenge

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34
Q

What are the occupational therapy process steps?

A

Evaluation
Intervention
Re-evaluation
Continue or Discontinue

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35
Q

What do the evaluation consist of?

A

Occupational Profile
Occupational or activity analysis
Formal assessments

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36
Q

What do the intervention consist of?

A
  1. Intervention Plan & Implementation
  2. Types of Interventions
  3. Approaches to Intervention
  4. Occupation as means and as the end goal
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37
Q

What do the Re-evaluation and Discontinue consist of?

A

Progress toward goals
Functional level
Influenced by third-party payers, service-setting policies, etc.

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38
Q

beginning and ending with the occupation

A

Occupation as means and ends

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39
Q

performance of occupations as the result of choice, motivation, and meaning within a supportive context.

A

Engagement in occupation

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40
Q

The MOHO concepts address the:

A
  1. Motivation for occupation
  2. Routine patterning of occupation
  3. Nature of skilled performance
  4. Influence of environment on occupation
    (Volition, Habituation, Performance capacity)
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41
Q

refers to persons’ motivation and choices of activities

A

Volition

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42
Q

refers to processes people use “to organize their actions into patterns and routines”

A

Habituation

43
Q

refers to a person’s underlying mental and physical abilities and how they are used and experienced in occupational performance

A

Performance capacity

44
Q

MOHO concept of environment:

A

All occupation results from an interaction of the person with characteristics of the physical and social environment

45
Q

MOHO concept of person:

A

Volition
Habituation
Performance capacity

46
Q

Examples of Ecological models:

A
  1. The Person-Environment-Occupation (PEO) model
  2. The Person-Environment-Occupational-Performance (PEOP) model
  3. Canadian Model of Occupational Performance and Engagement (CMOP-E)
  4. The Ecology of Human Performance (EHP) framework
47
Q

Ecological models

A

All 4 have similar definitions of the person:
1. A unique and holistic view of the person that acknowledges the mind, body, and spirit.
2. Variables associated with the person include:
 Values and interests (CMOP uniquely focuses on spirituality)
 Skills and abilities
 Life experience

48
Q

What ecological model uniquely focuses on spirituality ?

A

Canadian model of occupational performance and engagement (CMOP-E)

49
Q

What happens in the environment aspect of ecological models?

A

occupational performance takes place

50
Q

What ecological model focuses on task?

A

Ecology of Human Performance

51
Q

This ecological model focuses on:
activities > tasks >occupations

A

PEO

52
Q

This ecological model focuses on:
Actions > tasks >occupation

A

PEOP

53
Q

This ecological model focuses on:
Occupation is the link between the person and the environment

A

CMOP-E

54
Q

This ecological model focuses on:
Task is intentionally used to foster interdisciplinary communication and collaboration

A

EHP

55
Q

Organization created in 1952 that worked to expand OT services worldwide to an estimated 1 billion persons with disabilities

A

World Federation of Occupational Therapy (WFOT)

56
Q

Organization incorporated in 1917 that is responsible for:
1. guiding/developing professional standards and professional development
2. they summarize resources and provide resources for OT practitioners in all settings
3.Advocating on behalf of practitioners and clients

A

American Occupational Therapy Association (AOTA)

57
Q

Organization that:
1. Municipal structures of each country shapes associated professional organizations
2. U.S. state organizations are independent of AOTA allowing adaptation to state laws

A

Maryland Occupational Therapy Association (MOTA)

58
Q

Organization that accredits education programs.

A

ACOTE

59
Q

Organization that certifies you to become a registered Occupational Therapist (the “R”) State Boards: licenses you to practice in a state (the “L”

A

NBCOT

60
Q

the leading journal in the US that supplies evidence for OT practice

A

AJOT

61
Q

a screening developed by an OT to assess problem-solving skills/cognition

A

Allen Cognitive Level Screen (ACLS)

62
Q

The integration of clinical expertise, patient values, and the best research evidence into the decision making process for patient care

A

Evidence-based practice

63
Q

A way of thinking that enables an understanding of occupation, the occupational nature of humans, the relationship between occupation, health and wellbeing, and the influence that shape occupation.

A

Occupational science

64
Q

“equity and fairness…[in] the everyday individual, group, and population experiences within broad social conditions and structures that shape options for and against justice in the lives of people in different cultures around the world”

A

Occupational justice

65
Q

Index to simply assess a client’s level of independence with ADLs

A

Barthel Index

66
Q

A clinical-administered assessment that measures mastery of developmental milestones in the global domains of communication, social-emotional, adaptive, motor, and cognitive development. It is appropriate for use with children from birth to 7 years, 11 months.

A

Battelle Developmental Inventory

67
Q

Who enforces the code of ethics?

A

AOTA

68
Q

What are the principles of the code of ethics?

A

Beneficence
Nonmaleficence
Autonomy
Justice
Veracity
Fidelity

69
Q

This principle involves the concern for the safety and well-being of the recipients of services.

A

Beneficence

70
Q

This principle means to do no harm.

A

Nonmaleficence

71
Q

This principle involves respecting the right of the individual to self-determination.

A

Autonomy

72
Q

This principle involves providing services in a fair and equitable manner.

A

Justice

73
Q

This principle involves providing comprehensive, accurate, and objective information when representing the profession.

A

Veracity

74
Q

This principle involves treating colleagues and other professionals with respect, fairness, and integrity.

A

Fidelity

75
Q

This movement involved social justice and addressing inequalities.

A

Arts and Crafts movement

76
Q

changing conditions of deprivation in mental health care.

A

Moral Treatment

77
Q

type of reasoning that can include establishing rapport with a client through eye contact, body positioning, or carefully-timed praise during a session

A

Interactive reasoning

78
Q

type of reasoning guided by physiological conditions and symptoms

A

Diagnostic reasoning

79
Q

Adolf Meyer

A

a psychiatrist who helped shape OT and is known for his perspectives on the use of work-cure

80
Q

type of professional reasoning that might include the therapist’s own timing and goals

A

Pragmatic reasoning

81
Q

an example of occupation used as this would be stringing fishing lures on a line to increase fine motor control

A

Means

82
Q

a type of hospital setting where OT would complete screening/assessments, treat for about 20-30 minute sessions, and plan for discharge after a few days

A

Acute

83
Q

type of grip utilizing all five fingers and the palm

A

Power grip

84
Q

aspirational qualities or elements listed in the OT code of ethics

A

values

85
Q

in EHP, interventions for the person, environment, or occupation maximizes this

A

Fit

86
Q

one of the professions represented at the initial meeting in 1917 that established OT as a formal profession

A

Architecture

87
Q

process skill that can describe “putting away supplies”

A

terminates

88
Q

Area of occupation that includes personal device care (including glasses, orthotics, hearing aids, contraceptives, contacts, etc.)

A

Personal device and care management

89
Q

Type of professional reasoning that asks the questions, “what is the evidence? what if we try this?”

A

Scientific

90
Q

in PEO, the concept includes values, skills, and life experiences

A

Person

91
Q

smaller chunks of activity that can organize time and can be addictive or detrimental

A

Habits

92
Q

one of the founders and early presidents of the profession who was originally a social worker and is commemorated with a lecture each year at the AOTA conference

A

Eleanor Slagle

93
Q

walker that is particularly useful for someone with one-sided weakness in an upper extremity because it can be used with just one arm

A

Hemi-walker

94
Q

the skill affected if you can’t reach into your purse and grab chapstick without looking and using both hands

A

stereognosis

95
Q

include values, joint mobility, and stability, and energy and drive

A

client factors

96
Q

A weight-bearing status when your injured leg should not touch the floor

A

Non-weight-bearing

97
Q

civilian women during WWI that provided direct care and rehabilitative services to soldiers

A

Reconstruction aides

98
Q

motor skills required for shaping a clay pot using appropriate force

A

Calibrates

99
Q

A weight-bearing status when the injured leg can lightly rest on the floor to aid with balance

A

Toe-touch weight bearing

100
Q

created by environments, not something inherent within a person, as influenced by the “participation” focused language of the WHO and the disability rights movement in the US

A

Disability

101
Q

a code of this is needed because issues will arise in day-to-day practice

A

Ethics

102
Q

Given to OTs by state boards

A

License

103
Q

an example of occupation used as this would be stacking measuring cups to improve the fine motor skills in order to return to baking

A

Ends

104
Q

Who are the main founding characters of the profession?

A
  1. William Dunton
  2. Isabel Newton
  3. Thomas Kidner
  4. Susan Cox Johnson
  5. George Barton
  6. Eleanor Clark Slagle

OCTH 600 (Professor Szendrey) (1 decks)

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