interprofessional team Flashcards
Member of the interprofessional care team who specializes in reducing pain, restoring mobility, managing a physical disability and preventing injury
Physical therapist
Member of the interprofessional care team who specializes in acquiring client information about contextual challenges and helping clients obtain healthcare, community programming, government assistance, and legal aid
Social worker
Member of the interprofessional team responsible for the coordination of services deemed medically or educationally necessary for an individual
Case manager
Member of the IEP team who provides academic support to the student and consultative recommendations to the team regarding inclusion capacity, learning and/or behavioral strategies, and student-focused curriculum-based needs
Resource teacher
Member of the interprofessional care team who specializes in evaluation, fabrication, and custom fitting of artificial limbs
Prosthetist
Member of the interprofessional team who plans and implements leisure activities for clients with physical and behavioral needs
Therapeutic recreation specialist
Member of the interprofessional team who specializes in psychotherapy and cognitive behavioral therapies for clients with mental health conditions and behavioral problems
Clinical psychologist
Professional contribution to the collaborative team process focusing on the needs of the client, characterized by teamwork and effective communication
Interprofessional role
Team in which health care providers perform professional roles and develop discipline specific goals independent of other team members
Regular communication regarding client’s progress in discipline specific goals occur through written and verbal methods
Multidisciplinary team
Team in which health care providers collaboratively determine client goals with discipline specific interventions being combined with use of complimentary, shared approaches
Interdisciplinary team
Team in which healthcare professionals work cooperatively sharing knowledge, roles, expertise and shared discipline specific interventions to integrate service delivery
Transdisciplinary team
A team-based approach that involves multiple service providers and the client working together to support progress toward a common intervention outcome
Interprofessional collaboration
Process of requesting services from members of the interprofessional team
Referral
Public and private services available in a client’s community aimed to:
• enable participation in meaningful occupations
• provide ongoing social support
• provide outreach based on needs
Community resources
Based on evaluation results, includes: • selection of intervention approach • client-centered goals • intervention activities • outcome measures
Intervention plan
Process of re-examining the intervention plan to determine its effectiveness in facilitating the client to achieve goals and achieve outcomes
Intervention review
Collaborative client-centered teaching approach used to advise family and relevant others on: • plan of care and goals • resources • discharge planning • home programs
Includes assessing the ability to carry out health care recommendations
Caregiver education
Professionals involved in developing the individualized education program, including the student and relevant others, such as: • parents or guardians • general education teacher • special education teacher • representative from school system • related services professionals
Individualized education program (IEP) team
A written document developed by a multidisciplinary team for a student in public school who is eligible for special education; must include:
• student’s present level of performance
• annual goals and how and when progress will be measured
• what special education services and modifications will be provided
• the extent to which the student will not participate in regular school activities with general education students
• accommodations for assessments and testing
• start date, frequency, location, and duration of services
Individualized education program (IEP) plan
Legal requirement for students enrolled in special education, includes collaboration among student, and relevant others involved in supporting the student to meet post-high school goals, may include:
• recommendations for post school environment
• establishment of goals for attaining a life skill
• service options for supporting the student in adult life
Transition planning for students with an IEP
Conference with educators to support a student’s participation in curriculum-based activities related to:
• classroom performance
• barriers and facilitators in the school
• adaptive teaching/learning strategies
• educational goals
Teacher consultation
Collaborative process in which the OT practitioner assists the educator to assimilate curriculum-based learning or behavioral strategies in the least restrictive environment for supporting students’ participation in occupation
Teacher coaching
Intended objective for providing students with disabilities least restrictive and fair access to education, includes:
• full participation in school activities
• supporting peer interactions
• options for general educational curriculum
• establishing an environment of respect and tolerance
• supporting interaction within the community
Inclusion outcome
Persons involved in progressing a student to meet post-high school goals, includes the student and relevant others such as: • family or caregiver • OT, PT, and/or Speech • special ed team • supported employment rep • vocational counselor
Transition team
Occupation-based service outcomes and goals used as part of the IEP to assist a student transitioning from high school to adult life
Focus may include: • academic achievement • employment integration • community integration • independent living
Transition target
Referred to as the objective of a specific intervention, includes the incremental sub-steps of an expected outcome
Short term goal
The expected outcome of the intervention plan that is measurable and includes a timeframe for completion
Long term goal
Method of indicating a measurable functional outcome based on client needs and priorities; includes a timeframe for completion
Occupation-based goal
Collaborative process of establishing goals to ensure fidelity between priorities that are meaningful and motivating to the client and the goals recommended by the therapist
Client-centered goals
The expected overall change in a client’s performance and level of participation based on the interventions provided
Occupational Therapy outcomes
An approach that involves learning the client’s goals, needs, and priorities and applying this information to goal setting and selection of intervention activities
Client-centered
Treatment delivery program where family-centered services are delivered to infants and toddlers in natural settings to support development and minimize delays
Early intervention
The physical and social environment in which a client typically participates in meaningful occupations
Natural setting
Treatment delivery model where educationally-relevant services are delivered to a student in the school environment
School-based therapy
Clinical setting providing intensive therapies and 24-hour nursing care to medically stable patients
Inpatient rehabilitation
Subacute inpatient setting providing medical services and rehabilitation for up to 100 days for clients with hospital-related medical conditions
Skilled nursing facility
State-supported program that provides educational and employment services to eligible recipients
Services include: • guidance and counseling • job-skills training • job placement • transition services • supported employment
Vocational rehabilitation
Treatment delivery model where services are delivered in the community to individuals who have a mental illness to promote recovery and social inclusion
Psychosocial rehabilitation
Term used to describe the area of medicine that evaluates, treats, and engages in clinical studies related to persons with morbid obesity (i.e., body mass index of 40 or more)
Bariatrics
Treatment delivery model where services are delivered in the client’s home, if the client meets the definition of “home-bound” and requires medically necessary skilled services
Home health
Form of palliative care in which physical, emotional and spiritual services are provided for terminally ill clients and caregivers, can be provided in: • client’s home • long term care centers • skilled nursing facilities • hospice center
Hospice
A treatment delivery model that involves delivery of professional services using telecommunication technology when the practitioner and client are in different settings
Telehealth
Individuals with a common challenge who gather or communicate with each other to provide support, guidance, and/or comfort to one another
Support group
Reflective and cognitive process whereby the practitioner integrates information from all aspects of care and interactions to problem solve and understand application of best practice
Clinical reasoning
Professional reasoning that involves using evidence-based evaluation methods and intervention techniques to support progress toward improving occupational performance
Procedural reasoning
Professional reasoning that involves interacting and connecting with the client to collaboratively solve problems and identify solutions
Interactive reasoning
Professional reasoning that involves clinical decision-making based on a broad view of the situation and consideration of the client’s:
• personal belief structure and value system
• social, cultural, and temporal context
Conditional reasoning
Professional reasoning that involves approaching current problems and barriers a client faces as part of the client’s overall life journey and framing the client’s situation and future through storytelling
Narrative reasoning
Professional reasoning that involves consideration for the practical aspects of service delivery, including:
• reimbursement
• competency of the practitioner
• available resources and equipment
Pragmatic reasoning
Professional reasoning that involves clinical decision-making based on philosophical issues, including: • autonomy • beneficence • nonmaleficence • occupational justice
Ethical reasoning
A process that involves ensuring the client understands the possible risks and benefits of intervention, allowing the client to make an educated decision, and having the client grant permission to willfully proceed
Informed consent
Respectful way of communicating, includes recognizing the person before the disability.
Intended to avoid dehumanization and to reduce societal perceptions (e.g., saying “person who is hearing impaired” versus “hearing impaired person”)
Person-first language
A communication method that involves confirming that a message or idea has been accurately understood by asking for validation from the client
Reflective listening
Type of communication that involves conveying a message without use of words, may include:
• facial expression
• tone of voice
• eye contact
Nonverbal communication
Practitioner’s ability to integrate empathy and effective interpersonal skills into the occupational therapy process in order to achieve an optimal working relationship with the client
Therapeutic use of self
A therapeutic mode that involves ensuring that:
• the client has access to necessary resources
• the rights of the client are respected
Therapeutic mode: Advocating
A therapeutic mode that involves engaging the client to be:
• an active participant in the intervention planning process
• involved in joint decision-making throughout the therapy process
Therapeutic mode: Collaborating
A therapeutic mode that involves validating the client’s concerns and verbalizing an understanding of the situation
Therapeutic mode: Empathizing
A therapeutic mode that involves providing the client with positive support to instill confidence and hope
Therapeutic mode: Encouraging
A therapeutic mode that involves providing education to support the client to:
• learn new information
• follow a specific protocol or precaution
• know the effect of thoughts and behaviors on performance
Therapeutic mode: Instructing
A therapeutic mode that involves using interpersonal skills to support the client to:
• identify an alternative solution
• determine pros and cons to current behaviors
Therapeutic mode: Problem-solving
Process of measuring performance change during the occupational therapy process to determine:
• effectiveness of intervention
• need for modification to the intervention plan
• appropriateness of proceeding or discontinuing services
Re-evaluation
Process of continually reviewing the effect of interventions on the client to determine if services should continue or if modifications to the plan are needed
Monitoring
Based on the Intentional Relationship Model, the process in which the therapist actively analyzes interpersonal events during the client-therapist relationship to decide best course of action
Interpersonal reasoning
Naturally-occurring communications between a therapist and a client that can strengthen or weaken a therapeutic relationship
Interpersonal event
