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Intervention Flashcards

1
Q

Fall prevention techniques

A

Securing gait belt snugly around the client’s waist prior to functional t/f or mobility
Facilitating and providing assistance to support the pt in an upright posture
Ensuring proper footwear and placement of feet
Testing for adequate LE strength and motor control prior to mobilization
Monitoring vital signs
Assessing the ned for patient-lift equipment

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2
Q

First-then board

A

A visual support shared with a client that offers a preferred activity after a nonpreferred or challenging task to increase engagement

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3
Q

Compression garment

A

A custom-fit garment used in burn rehab programs to prevent and reduce hypertrophic scars by providing pressure over the affected area

Also used to manage lymphedema or other types of swelling

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4
Q

Tendon gliding exercises

A

Series of hand exercises intended to prevent tendon adhesion and preserve tendon excursion, includes the following:
- straight fist
- hook fist
- intrinsic plus
- straight IPs
- full fist

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5
Q

Neural gliding exercises

A

Series of structured UP exercises intended to prevent nerve adhesion and preserve neural mobility often used as an adjunct for compression neuropathies or nerve entrapment syndromes

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6
Q

Codman’s pendulum exercises

A

Therapeutic ex for the shoulder joint in which the client bends forward at the waist with the arm perpendicular to the floor, then rocks the body side-to-side allowing the relaxed arm to freely move in a clockwise and counterclockwise direction

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7
Q

Isometric exercise

A

Type of exercise in which a muscle or muscle group and the joint angle do not move when the muscle(s) acting on the joint are contracted

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8
Q

Principles for joint protection

A

Using the largest joint possible for the task
Sliding items and performing tasks bilaterally
Modifying the environment
Considering adaptive equipment

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9
Q

Work hardening

A

Structured rehab program aimed at maximizing a client’s physical ability to return to a specific job function after an injury, may include:
- job simulation activities
- work conditioning exercises

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10
Q

Work conditioning

A

Program focusing on returning a client to work, may:
- include restoring ability and capacity associated with work related tasks
- precede work hardening program

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11
Q

Mental practice/motor imagery

A

Intervention approach used in rehab where the client creates a mental image of a desired movement and imagines performing the motion without actually moving the body part

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12
Q

Constraint-induced movement therapy

A

Evidence-based intervention approach in stroke rehab where the unaffected limb is restrained to facilitate functional use of the affected limb

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13
Q

Principles of body mechanics

A

Plan movements
Load close to body and bend knees when lifting
Ensure solid base of support and use inertia when appropriate

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14
Q

Steps of diaphragmatic breathing

A

Place hand on abdomen
Inhale to fill the lungs with a slow, deep breath
Pay attention to chest moving slightly and abdomen rising
Exhale while abdomen relaxes

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15
Q

Tummy time facilitates…

A

development of oral, fine, and gross motor skills

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16
Q

Edema management may include…

A

Limb elevation
Cryotherapy
Compression
Retrograde massage
Manual edema mobilization
Purposeful activity/movement

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17
Q

Reality orientation

A

Intervention method used for persons with cognitive impairment that includes routine and consistent reminder of:
- time, date, and weather
- current location
- familiar names
- roles of people in their support network

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18
Q

Automaticity

A

Ability to perform activities using an automatic response or habit, involves less attention to details of the procedural steps

Intervention strategies may include:
- linking a new activity with an existing one
- ensuring consistency in instruction, steps, and environment

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19
Q

Explicit instruction

A

Most direct level of graded cueing that includes instruction in the next step required for a given activity

Ex: Now that you finished bathing, it’s time to dry your feet.

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20
Q

Cognitive compensatory strategy

A

Internal or external method to maximize cognitive performance where strategy training may be a 3 phase process:
- acquisition
- application
- adaptation

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21
Q

Scanning training

A

Intervention for visual field deficits to structure a visual search and increase awareness of blind spots, may include:
- progression of clinic activities to contextual task performance
- visual anchoring
- change in head and body position

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22
Q

Metacognitive strategy

A

Self-management method that includes the ability to identify cognitive challenges during day to day activities and to create strategies that can be duplicated over time

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23
Q

Internal memory strategy

A

Group of techniques to aid in mentally organizing cognitive information for retrieval at a later time

Therapeutically used in conjunction with external strategies:
- visual imagery
- grouping similar information mnemonically

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24
Q

Egocentric cooperative group

A

A type of group in which members focus on completing a project or activity over several sessions
Group members choose level of interaction with each other, which is often based on the need to complete various aspects of the project

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25
Group maintenance roles
A type of role in the group process where members contribute to the overall performance of the group Types include: - harmonizer - compromiser - follower
26
Social autopsy
An intervention technique in which the client is asked to reflect on a social event to consider behaviors and motivations associated with the situation
27
Power card
An intervention technique that addresses social skills used with individuals who have ASD by listing the steps of a desired behavior on a card with a picture that shows the client's special interest or hero
28
Video detective
An intervention technique that addresses social skills used with individuals who have ASD by presenting a mute video clip to the client, who must identify and interpret the emotions expressed through nonverbal behaviors
29
Anchoring technique
Strategy used in visual scanning training where a visual cue is placed in the impaired field of view and the client is encouraged to scan to the visual cue
30
Gesture training
Compensatory intervention for neurobehavioral deficits that includes providing graded levels of task demands in 2 phases: - transitive gesture training (client demonstrates use of common objects) - intransitive gesture training (client performs pantomime gestures based on cues)
31
Progressive part learning
A technique for teaching skills in which the therapist breaks down a task into several steps and teaches each step individually to the client
32
Whole learning
A technique for teaching skills in which the client learns the entire sequence of steps within the task
33
Random practice
A method of learning that involves learning skills associated with a task in a varied order
34
Blocked practice
A method of learning that involves practicing the same skill or task over and over
35
Handling
Therapeutic technique that involves providing physical support and cueing to manually guide the torso or limbs into functional movement patterns Support is graded based on the amount of assistance the client needs
36
Errorless learning
Cognitive intervention method in which the task or activity is set up so that the client does not make an error, may be useful for clients with severe memory impairment and during skill training
37
Spaced retrieval
Cognitive intervention method in which the client is asked to recall information at expanding intervals
38
Scar management
Mobilization orthoses Massage Compression Densensitization ROM Thermal modalities
39
Top down approach
Big picture Occupations –> performance skills Or just adapting and remediating occupations
40
Bottom up approach
Performance skills –> occupations Developmental
41
Treating the subacute stage of RA
Begin to introduce heat in moderation - contrast bath - continuous US - hot pack - fluidotherapy/whirpool - paraffin Goal is to restore ROM through pain free P/AROM or use of dynamic orthotic (LMB). - functional activities based on occupations and function. Prevent flare ups. Adapt and modify equipment
42
Treating inactive stage of RA
Paraffin Joint protection Orthotics - maintain or prevent decline
43
Preparatory tasks
Theraband or weight lifting to increase strength Often called: - therapeutic exercise - therapeutic activity
44
Preparatory methods
PROM to wam a patient up Hot pack Something you do to a patient
45
Purpose of therapeutic exercise and activity in OT
Develop or restore normal movement patterns and improve voluntary or automatic responses Develop or restore strength and endurance to allow for functional tasks Develop, improve, or restore coordination Increase muscle power Remediate ROM deficits Increase work or task tolerance Prevent or eliminate contracture or deformity
46
Procedural reasoning
Based on what needs to happen next Rules, policy, protocol Closely related to client factors and body functions - diagnosis, prognosis What typically happens - gives birth to critical pathways, clinical tracts, protocols
47
Interactive reasoning
Focus is on what makes the patient tick Therapeutic use of self is big Not everyone tracts the same - what motivates this client? - how do you communicate with them?
48
Conditional reasoning
The “what if” game Constant reassessment of function Context is huge “Ok, you can bathe in the rehab bathtub, but what if you go to Disney or home?”
49
Narrative reasoning
Storytelling Lets the patient tell their story Therapist uses therapeutic use of self to connect and look for themes Used more in psych, with noncompliant patients, and children with autism
50
Pragmatic reasoning
Realistic/sensible Considering community supports, environment, and therapist skill level
51
Facilitation techniques
Increase tone Heavy joint compression Manual resistance Quick stretch Tapping Vibration Fast brushing Vestibular stim (fast motion)
52
Inhibitory techniques
Decrease tone Neutral warmth Slow stroking Light joint compression (consistent) Slow vestibular stim Prolonged stretch
53
Backward chaining
when the OTP begins the task and then asks the client to complete the task; allows sense of accomplishment when the task is finished
54
Forward chaining
when the client begins the task and once unable to complete the task the OTP steps in
55
Narrative reasoning
The process used to help the therapist understand what the client is experiencing and how it is affecting their daily life. This process helps clients express who they are and make sense of what is happening to them.
56
Pragmatic reasoning
Consists of the practical, mundane, real-world decisions involved in arranging for and delivering therapy to clients, such as scheduling therapy sessions and deciding on the best way to use the tools available in a particular treatment setting to meet clients’ needs. These decisions represent the creativity, compromises, and adjustments the therapist makes throughout the workday to juggle busy schedules.
57
Ethical reasoning
Take into account the context of treatment and the types of ethical decisions that may emerge. Some of the ethical decisions that come up in practice include issues related to confidentiality, autonomy, justice, veracity, and fidelity. These terms are all defined in the AOTA OT Code of Ethics.
58
Interactive reasoning
At its core, it reflects the choices the therapist makes with regard to initiating, fostering, and supporting an ongoing therapeutic relationship with each individual client. Realization that every client will need different things from the client-therapist relationship. Important components: active listening, trust building, affirmation and validation, genuineness, confrontation, and empathy.
59
Conditional reasoning
Therapists must flexibly modify interventions in response to changing conditions. We refer to this as “thinking on your feet.” The therapist’s ability to design interventions to meet multiple goals is also an important aspect of conditional reasoning. Consider motor performance skills…when using a neuromuscular or ortho rehab approach, the therapist needs to select and combine individual actions with process skills such as initiating, sequencing, and terminating tasks. By doing so, the therapist enables the client to develop effective performance patterns and move towards their desired occupational performance goals.
60
Clinical reasoning
The big idea is that you understand the differences among the various methods and combine them thoughtfully. Using more than one type of reasoning can be a practical and realistic way to select the interventions and approaches that are best suited to help your client.

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