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NBCOT Domain 2 > interprofessional team > Flashcards

interprofessional team Flashcards

1
Q

Member of the interprofessional care team who specializes in reducing pain, restoring mobility, managing a physical disability and preventing injury

A

Physical therapist

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2
Q

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

A

Social worker

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3
Q

Member of the interprofessional team responsible for the coordination of services deemed medically or educationally necessary for an individual

A

Case manager

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4
Q

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

A

Resource teacher

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5
Q

Member of the interprofessional care team who specializes in evaluation, fabrication, and custom fitting of artificial limbs

A

Prosthetist

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6
Q

Member of the interprofessional team who plans and implements leisure activities for clients with physical and behavioral needs

A

Therapeutic recreation specialist

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7
Q

Member of the interprofessional team who specializes in psychotherapy and cognitive behavioral therapies for clients with mental health conditions and behavioral problems

A

Clinical psychologist

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8
Q

Professional contribution to the collaborative team process focusing on the needs of the client, characterized by teamwork and effective communication

A

Interprofessional role

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9
Q

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

A

Multidisciplinary team

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10
Q

Team in which health care providers collaboratively determine client goals with discipline specific interventions being combined with use of complimentary, shared approaches

A

Interdisciplinary team

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11
Q

Team in which healthcare professionals work cooperatively sharing knowledge, roles, expertise and shared discipline specific interventions to integrate service delivery

A

Transdisciplinary team

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12
Q

A team-based approach that involves multiple service providers and the client working together to support progress toward a common intervention outcome

A

Interprofessional collaboration

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13
Q

Process of requesting services from members of the interprofessional team

A

Referral

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14
Q

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

A

Community resources

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15
Q 
Based on evaluation results, includes:
• selection of intervention approach
• client-centered goals
• intervention activities
• outcome measures
A

Intervention plan

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16
Q

Process of re-examining the intervention plan to determine its effectiveness in facilitating the client to achieve goals and achieve outcomes

A

Intervention review

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17
Q 
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

A

Caregiver education

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18
Q 
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
A

Individualized education program (IEP) team

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19
Q

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

A

Individualized education program (IEP) plan

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20
Q

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

A

Transition planning for students with an IEP

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21
Q

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

A

Teacher consultation

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22
Q

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

A

Teacher coaching

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23
Q

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

A

Inclusion outcome

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24
Q 
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
A

Transition team

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25
Q

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
A

Transition target

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26
Q

Referred to as the objective of a specific intervention, includes the incremental sub-steps of an expected outcome

A

Short term goal

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27
Q

The expected outcome of the intervention plan that is measurable and includes a timeframe for completion

A

Long term goal

28
Q

Method of indicating a measurable functional outcome based on client needs and priorities; includes a timeframe for completion

A

Occupation-based goal

29
Q

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

A

Client-centered goals

30
Q

The expected overall change in a client’s performance and level of participation based on the interventions provided

A

Occupational Therapy outcomes

31
Q

An approach that involves learning the client’s goals, needs, and priorities and applying this information to goal setting and selection of intervention activities

A

Client-centered

32
Q

Treatment delivery program where family-centered services are delivered to infants and toddlers in natural settings to support development and minimize delays

A

Early intervention

33
Q

The physical and social environment in which a client typically participates in meaningful occupations

A

Natural setting

34
Q

Treatment delivery model where educationally-relevant services are delivered to a student in the school environment

A

School-based therapy

35
Q

Clinical setting providing intensive therapies and 24-hour nursing care to medically stable patients

A

Inpatient rehabilitation

36
Q

Subacute inpatient setting providing medical services and rehabilitation for up to 100 days for clients with hospital-related medical conditions

A

Skilled nursing facility

37
Q

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
A

Vocational rehabilitation

38
Q

Treatment delivery model where services are delivered in the community to individuals who have a mental illness to promote recovery and social inclusion

A

Psychosocial rehabilitation

39
Q

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)

A

Bariatrics

40
Q

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

A

Home health

41
Q 
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
A

Hospice

42
Q

A treatment delivery model that involves delivery of professional services using telecommunication technology when the practitioner and client are in different settings

A

Telehealth

43
Q

Individuals with a common challenge who gather or communicate with each other to provide support, guidance, and/or comfort to one another

A

Support group

44
Q

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

A

Clinical reasoning

45
Q

Professional reasoning that involves using evidence-based evaluation methods and intervention techniques to support progress toward improving occupational performance

A

Procedural reasoning

46
Q

Professional reasoning that involves interacting and connecting with the client to collaboratively solve problems and identify solutions

A

Interactive reasoning

47
Q

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

A

Conditional reasoning

48
Q

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

A

Narrative reasoning

49
Q

Professional reasoning that involves consideration for the practical aspects of service delivery, including:
• reimbursement
• competency of the practitioner
• available resources and equipment

A

Pragmatic reasoning

50
Q 
Professional reasoning that involves clinical decision-making based on philosophical issues, including:
• autonomy
• beneficence
• nonmaleficence
• occupational justice
A

Ethical reasoning

51
Q

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

A

Informed consent

52
Q

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”)

A

Person-first language

53
Q

A communication method that involves confirming that a message or idea has been accurately understood by asking for validation from the client

A

Reflective listening

54
Q

Type of communication that involves conveying a message without use of words, may include:
• facial expression
• tone of voice
• eye contact

A

Nonverbal communication

55
Q

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

A

Therapeutic use of self

56
Q

A therapeutic mode that involves ensuring that:
• the client has access to necessary resources
• the rights of the client are respected

A

Therapeutic mode: Advocating

57
Q

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

A

Therapeutic mode: Collaborating

58
Q

A therapeutic mode that involves validating the client’s concerns and verbalizing an understanding of the situation

A

Therapeutic mode: Empathizing

59
Q

A therapeutic mode that involves providing the client with positive support to instill confidence and hope

A

Therapeutic mode: Encouraging

60
Q

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

A

Therapeutic mode: Instructing

61
Q

A therapeutic mode that involves using interpersonal skills to support the client to:
• identify an alternative solution
• determine pros and cons to current behaviors

A

Therapeutic mode: Problem-solving

62
Q

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

A

Re-evaluation

63
Q

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

A

Monitoring

64
Q

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

A

Interpersonal reasoning

65
Q

Naturally-occurring communications between a therapist and a client that can strengthen or weaken a therapeutic relationship

A

Interpersonal event

NBCOT Domain 2 (3 decks)

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