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PHTY3130 M1 > M1-L12: Ax Participation Goal Setting > Flashcards

M1-L12: Ax Participation Goal Setting Flashcards

1
Q

What is the international classification of functioning disability and health?

A
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2
Q

What are the 4 “Activity” dimensions of participation?

A
  1. Learning and applying knowledge
  2. General tasks and demands
  3. Communication
  4. Mobility
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3
Q

What are the 4 “Participation” dimensions of participation?

A
  1. Self care
  2. Domestic life
  3. Interpersonal interactions and relationships
  4. Major life areas
  5. Community, social and civic life
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4
Q

What are the 3 dimensions of participation?

A
  1. Productivity
    • e.g. Education, Occupation
  2. Self-ˇCare
    • e.g. Bathing, Dressing, Eating
  3. Leisure
    • e.g. Sports, Recreation
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5
Q

What is the measurement of participation?

A
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6
Q

What is the measures for children and youth?

A
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7
Q

What is the population-specific reviews for participation measures?

A
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8
Q

What is the purpose of the School Function Assessment?

A

Structured evaluation functional tasks & activities supporting participation in school. Facilitates collaborative program planning for students with disabilities

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9
Q

What are the ages of the School Function Assessment?

A

5 years (kindergarten) to 12 years (Grade 6)

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10
Q

What is the format of the School Function Assessment?

A

Three parts / scales

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11
Q

What is the respondent of the School Function Assessment?

A

Record form completed by school personnel familiar with the student’s typical performance

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12
Q

What is the measurement of the School Function Assessment?

A

Scale items written in measurable, behavioural terms that can be used in an individualised educational placement. Criterion cut-off scores are provided to help establish eligibility for special services.

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13
Q

What is the test time of the School Function Assessment?

A

5 to 10 minutes

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14
Q

What are the 3 parts of the School Function Assessment?

A
  1. Participation
  2. Task Supports
  3. Activity Performance
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15
Q

What is Part 1 of the Shcool Function Assessment?

A

Part I -Participation

  • Rates participation in 6 school settings
    1. Regular/special education classroom
    2. Playground/recess
    3. Transportation
    4. Bathroom/toileting
    5. Transitions
    6. Mealtime
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16
Q

What is Part 2 of the Shcool Function Assessment?

A

Part II - Task Supports

  • Rates assistance and adaptations currently provided to the student for both physical and cognitive/behavioural tasks
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17
Q

What is Part 3 of the Shcool Function Assessment?

A

Part III -ˇ Activity Performance

  • Rates performance of specific school- related functional activities in each of the task areas assessed globally in Part II.
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18
Q

What are the 4 features (participations constructs assessed) of the School Function Assessment?

A
  1. Attendance
  2. Involvement
  3. Activity competence
  4. Environment
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19
Q

What is the assessment for self care?

A

Pediatric Evaluation of Disability Inventory (PEDI)

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20
Q

What is the purpose (3) of PEDI?

A

evaluate and identify performance

  1. Capabilities: functional skills where competence demonstrated
  2. Functional disabilities / deficits
  3. Guides treatment planning, can evaluate progress
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21
Q

What are the 4 populations of PEDI?

A
  1. Intended population – children 6 months to 7 years
  2. Can use with older children with low functional abilities
  3. Standardized on a normative sample
  4. Standard and scaled performance scores
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22
Q

What are the 3 domains of capability and performance of PEDI?

A
  1. Self-care – 73 items
  2. Mobility – 59 items
  3. Social function – 65 items
23
Q

What is the process structure for PEDI?

A
24
Q

What is the assessment for leisure?

A

CAPE-PAC

Children’s Assessment of Participation and Enjoyment & Preferences for Activities of Children

  • What are they participating in and what they like?
25
Q

What is the CAPE in CAPE-PAC?

A

Explore an individual’s day-to-day participation for the purpose of intervention planning or measuring outcomes

26
Q

What is the PAC in CAPE-PAC?

A

assess an individual’s preference for activities.

27
Q

What are 5 features of the CAPE-PAC?

A
  1. Used independently or together
  2. For children with or without disabilities
  3. Ages 6 to21 years
  4. Questionnaire or card sort options
  5. Completed by the client with caregiver
28
Q

What are 5 activity types addressed in CAPE-PAC?

A
  1. Recreational
  2. Physical
  3. Social
  4. Skill-based
  5. Self-improvement
29
Q

What are 5 domains for scoring addressed in CAPE-PAC?

A
  1. Diversity
  2. Intensity
  3. With whom
  4. Where
  5. Enjoyment
30
Q

What is the assessment for multi-dimensional?

A

Life-H

Assessment of Life Habits

31
Q

What is the purpose of Life-H?

A

Assesses participants on 77 life habits from daily activities to social participation across 12 domains.

Based on perception of difficulty & assistance required.

32
Q

What are 2 respondent of Life-H?

A
  1. Parent = V1 (0-ˇ4 years) and V2 (5-ˇ13 years)
  2. Client = V3 (Teenager/Adult/Seniors)
33
Q

What are 2 main outcomes of Life-H?

A

perception of

  • (A) Observed level of performance (accomplishment and assistance)
  • (B) Satisfaction with level of performance
    • Can incorporate goal setting into this
34
Q

What is the benefit of Life-H?

A

An effective system of measuring the outcomes of therapy during pre-post intervention assessments

35
Q

What does the scoring of Life-H look like?

A
36
Q

What is the purpose of the Canadian Occupational Performance Measure (COPM)?

A

Assist therapists to use a family-ˇcentred approach by identifying & prioritising a child/family’s priorities. Therapy is then individualized and targeted to areas of greatest need

37
Q

What is the respondent of the Canadian Occupational Performance Measure (COPM)?

A

parent report

38
Q

What are the 2 main outcomes of the Canadian Occupational Performance Measure (COPM)?

A

parent perception of

  • (A) Observed level of child’s performance
  • (B) Satisfaction with level of child’s performance
39
Q

What are the 4 steps of COPM?

A
  1. Step 1
    1. 1A: Self care
    2. 1B: Productivity
    3. IC: Leisure
  2. Step 2
  3. Step 3
  4. Step 4
40
Q

What is step 1 of COMP? What are the 3 components?

A

Identify performance issues

  1. 1A: Self-ˇcare
    • Personal care
    • Functional mobility
    • Community management
  2. 1B: Productivity
    • Paid/unpaid work
    • Household management
    • Play/school
  3. 1C: Leisure
    • Quiet recreation
    • Active recreation
    • Socialisation
41
Q

What are the 2 purposes fo Goal Attainment Scaling (GAS)?

A
  1. Individualized measure of change
  2. Goals relate to clients perceived needs
42
Q

What are the 2 populations fo Goal Attainment Scaling (GAS)?

A
  1. Any professional, with any patient, of any age, with any intervention goal – very useful in team approach
  2. Original paediatric research by Gillian King CanChild McMaster University
43
Q

What are the 2 outcomes fo Goal Attainment Scaling (GAS)?

A
  1. “Empty scale” – ICF level of goal depends on specific wording of that goal
  2. Specific goals can be set Body Functions & Structures, Activity or Participation levels
44
Q

What are the 5 GAs goal levels?

A
  • -2 Ability at time goal is set
  • -1 Less than expected outcome, but making progress
  • 0 Expected outcome after intervention, meets ST goal
  • +1 Greater than expected outcome
  • +2 Much greater than expected outcome, achieves LT goal
45
Q

What is the recording of PT goals look like?

A
46
Q

What is the recording of IPE goals look like?

A
47
Q

What is a SMARTER goal?

A
48
Q

What are the 2 types of goals?

A
  1. Participation
  2. Activity goals
49
Q

What is an example of a participation goal, when looking at this ICF planning sheet?

A

Tom will improve involvement in soccer, which will be observed by keeping up with play and receiving the ball from a team mate 5 times during the match.

50
Q

What is an example of an activity goal, when looking at this ICF planning sheet?

A

Tom will improve skills for soccer, which will be measured by being able to run 10m while dribbling a soccer ball without losing the ball on 8/10 attempts.

51
Q

What is the treatment planing using GAS look like?

A
52
Q

What are 3 important features of the subjective assessment?

A
  1. What were the child/family goals?
  2. Parent’s report of the perceived level of performance on the goal/s?
  3. Parent’s report of the level of satisfaction?
53
Q

What are 3 important features of the objective assessment?

A
  1. No formal “Participation Ax” in these videos
  2. BUT -ˇ what ICF “Activity competence” items are related to the parents goals, perceived level of performance and satisfaction?
  3. THEN – what ICF “Body functions & structures” must be addressed to improve this “activity competence”?
54
Q

What are 3 important features of the Summary/goal reporting/planning?

A
  1. Summarize issues AND “answer” any parent’s/doctor’s question/s
  2. Write goal sentences that link family goals to issues to be addressed
  3. Indicate additional information/actions needed (how will you ACT?)

PHTY3130 M1 (20 decks)

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