NBCOT CH 3 - The OT process Flashcards
1
Q
The basic request for OT services - varies among program types and practice areas
A
Referral
2
Q
The acquisition of information to determine the need for an in-depth evaluation and to obtain a preliminary understanding of the individual’s needs, limitations, assets, and resources. It measures broad performance abilities such as chart review, observations, and brief interviews
A
Screen
3
Q
The comprehensive process of obtaining and interpreting the data necessary to understanding the individual, system, or situation while also obtaining a history of the individual’s prior level of function
A
Evaluation
4
Q
A psychometric property of assessments in which an evaluation is uniform and well-established with the same content, administration, and scoring
A
Standardization
5
Q
A psychometric property of assessments that measures the assessment’s accuracy
A
Validity
6
Q
A psychometric property of assessments that establishes how well the assessment instrument appears “on the face of it” to meet its stated purpose
A
Face Validity
7
Q
A psychometric property of assessments that establishes that the content included in the evaluation is representative of the content that could be measured
A
Content Validity
8
Q
A psychometric property of assessments that compares the assessment tool to another one with already established validity. It is reported as a correlation.
A
Criterion Validity
9
Q
A psychometric property of assessments that compares the results of two instruments given at about the same time
A
Concurrent Validity
10
Q
A psychometric property of assessments that compares the degree to which an instrument can predict performance on the future criterion
A
Predictive Validity
11
Q
A psychometric property of assessments that establishes the consistency and stability of the evaluation
A
Reliability
12
Q
A psychometric property of assessments that establishes that different raters using the same assessment tool will achieve the same results
A
Inter-rater reliability
13
Q
A psychometric property of assessments that establishes that the same results will be obtained when the evaluation is administered twice by the same administrator
A
Test-retest reliability
14
Q
An assessment tool that involves visual assessment of an individual, his/her behavior, and environmental contexts
A
Observation
15
Q
An assessment tool which involves the therapist asking the individual specific questions
A
Interview
16
Q
An assessment tool which requires the individual to disclose personal information in an organized manner (i.e. through a questionnaire)
A
Self-report
17
Q
An assessment tool that requires the use of a predetermined listing of items against which a person’s performance is checked to determine the presence of these items
A
Check-list
18
Q
An assessment tool that requires the individual or therapist to rate reactions, performance, or set criteria according to an established scale
A
Rating scale
19
Q
An assessment tool that uses interviews and rating scales during initial sessions to facilitate clients’ participation in the goal-setting process by identifying intervention outcomes that are personally relevant to them; used during post-tx sessions to assess client progress toward desired goals
A
Goal Attainment Scaling (GAS)
20
Q
An assessment tool that involves structured guidelines and/or standardized procedures for engaging the individual in performing an activity and for scoring this activity’s performance
A
Performance test
21
Q
An assessment tool that produces scores that compare the individual’s performance to a set population’s performance
A
Norm-referenced assessment
22
Q
An assessment tool that provides scores that compare the individual’s performance to a pre-established criterion
A
Criterion referenced assessment
23
Q
A type of intervention designed to promote wellness, prevent disabilities and illness, and maintain health
A
Prevention
24
Q
Prevention intervention that reduces the incidence or occurrence of a disease or disorder within a population that is currently well or considered to be potentially at risk
A
Primary prevention
25
A type of intervention in the OTPF that focuses on providing enrichment experiences to enhance a person's occupational performance in their natural contexts
Create/Promote, and health promotion
26
Prevention intervention that involves the early detection of problems in a population at risk to reduce the duration of a dx and/or minimize its effects through
1. early detection/dx,
2. early appropriate referral
3. early/effective intervention
Secondary Prevention
27
A type of prevention intervention that involves the elimination or reduction of the impact of dysfunction on an individual
Tertiary Prevention
28
A type of intervention in the OTPF which designates interventions that address the needs of persons with or w/o disabilities who are considered at risk for problems with occupational performance. Interventions focus on preventing the occurrence or minimizing the effects of barriers to occupational performance.
Disability Prevention
29
A type of intervention designed to satisfy inherent, universal human needs. These needs are not automatically met and include psychosocial, temporal balance and regularity, safety, love and acceptance, group association, mastery, esteem, sexual, pleasure, and self-actualization
Meeting Health Needs
30
A type of intervention designed to achieve behavioral changes and functional outcomes. It is the most commonly used and reimbursed intervention in OT practice.
The change process
31
A type of intervention in the OTPF that focuses on establishing a skill or ability that a person had never developed and/or restoring a skill or ability that the person had lost due to impairment
Establish/restore/remediation/restoration
32
A type of intervention designed to reduce or minimize disruptive or undesirable behavior that interferes with therapeutic activities or procedures needed to change areas of dysfunction that are the main focus of intervention
Management
33
A type of intervention in the OTPF in which compensation and adaptation techniques are used to alter the context or demands of an activity to support the person's ability to engage in areas of occupation.
Modify/compensation/adaptation
34
A type of intervention in the OTPF in which no improvement in function is planned but a decline in function is prevented
Maintain
35
The change in activity limitations and participation restrictions that will occur prior to the termination of intervention, in order to achieve the desired functional occupational performance outcome
Long term goals
36
The component subskills which are to be achieved over shorter time frames, leading to the attainment of the long term goal
Short term goals
37
The process of determining whether the individual's occupational performance has improved declined, or remained the same after the intervention
Reevaluation/Intervention Review
38
The process for planning for the discontinuation of services
Discharge planning
39
The established, legitimate means by which the practitioners of a profession achieve the profession's goals and meet society's needs
OT Tools of Practice
40
Goal-directed pursuits typically extend over time. They have purpose, value, and meaning to the performance and involve multiple tasks. They are ordinary and familiar things that people do every day.
Occupation
41
The area of occupation that involves activities that involve the care of self
ADLs
42
The area of occupation that involves activities that involve environmental interaction; they are more complex than self-care and can be optional
IADLs
43
The area of occupation that involves all productive activities that contribute to services, goods, or commodities to society, whether financially compensated or not
Work
44
The area of occupation that involves activities that involve the student role and participation in an educational environment
Education
45
The area of occupation that involves all activities engaged in for pleasure, relaxation, amusement, and/or self-fulfillment
Play/leisure
46
The area of occupation that involves all activities engaged in for pleasure, relaxation, amusement, and/or self-fulfillment
Social participation
47
Doing processes that are directed toward a desired and intended outcome. They require energy and thought to engage in and complete. The goal-directed tasks and/or behaviors that makeup occupations
Purposeful activities
48
The breaking down and identification of the component parts of an activity/task. Determination of the abilities needed to effectively perform and successfully complete the activity/task. Determination if the activity/task has therapeutic value.
Activity/task analysis
49
The process of designing an activity for OT evaluation or intervention; combines information obtained from the activity analysis with assessment information about the individual to ensure that a suitable match is made between the activity requirements and the person's needs and abilities.
Activity synthesis
50
The process by which the OT practitioner designs experiences to facilitate the individual's acquisition of the knowledge and skills needed for living
The teaching-learning process
51
Ways to present information and/or a task to an individual on a one-to-one basis or in a group
Teaching methods
52
The complex mental processes the therapist uses when thinking about the individual, the disability, and the personal, social, and cultural meanings the individual gives to the disability, the uniqueness of the situation, and him/herself
Clinical Reasoning
53
A type of clinical reasoning that involves identifying OT problems, goal setting, and treatment planning and involves implementing treatment strategies via systematic gathering and interpreting of client data, the actual technical "doing" of practice, and the reasoning that is documented the most for reimbursement purposes
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The goal-directed pursuits which typically extend over time. They have purpose, value, and meaning to the performance and involve multiple tasks. They are ordinary and familiar things that people do every day.
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Terms in this set (93)
Original
Referral
The basic request for OT services- varies among program types and practice areas
Screening
The acquisition of information to determine the need for an in depth evaluation and to obtain a preliminary understanding of the individual's needs, limitation, assets, and resources. It measures broad performance abilities such as chart review, observations, and brief interviews
Evaluation
The comprehensive process of obtaining and interpreting the data necessary to understanding the individual, system, or situation while also obtaining a history of the individual's prior level of function
Standardization
A psychometric property of assessments in which an evaluation is uniform and well-established with the same content, administration, and scoring
Validity
A psychometric property of assessments that measures the assessment's accuracy
Face Validity
A psychometric property of assessments that establishes how well the assessment instrument appears "on the face of it" to meet its stated purpose
Content Validity
A psychometric property of assessments that establishes that the content included in the evaluation is representative of the content that could be measured
Criterion validity
A psychometric property of assessments that compares the assessment tool to another one with already established validity. It is reported as a correlation.
Concurrent validity
A psychometric property of assessments which compares the results of two instruments given at about the same time
Predictive validity
A psychometric property of assessments which compares the degree to which an instrument can predict performance on future criterion
Reliability
A psychometric property of assessments which establishes the consistency and stability of the evaluation
Inter-rater reliability
A psychometric property of assessments which establishes that different raters using the same assessment tool will achieve the same results
Test-retest reliability
A psychometric property of assessments which establishes that he same results will be obtained when the evaluation is administered twice by the same administrator
Observation
An assessment tool which involves visual assessment of an individual, his/her behavior, and environmental contexts
Interview
An assessment tool which involves the therapist asking the individual specific questions
Self-report
An assessment tool which requires the individual to disclose personal information in an organized manner (i.e. through a questionnaire)
Checklist
An assessment tool which requires the use of a predetermined listing of items against which a person's performance is checked to determine the presence of these items
Rating Scale
An assessment tool which requires the individual or therapist to rate reactions, performance, or set criterion according to an established scale
Goal Attainment Scaling (GAS)
An assessment tool which uses interviews and rating scales during initial sessions to facilitate clients' participation in the goal-setting process by identifying intervention outcomes that are personally relevant to them; used during post-tx sessions to assess client progress toward desired goals
Performance test
An assessment tool which involves structured guidelines and/or standardized procedures for engaging the individual in performing an activity and for scoring this activity performance
Norm-referenced assessment
An assessment tool which produces scores that compare the individual's performance to a set population's performance
Criterion-referenced assessment
An assessment tool which provides scores that compare the individual's performance to a pre-established criterion
Prevention
A type of intervention designed to promote wellness, prevent disabilities and illness, and maintain health
Primary Prevention
A type of prevention intervention that reduces the incidence or occurrence of a disease or disorder within a population that is currently well or considered to be potentially at risk
Create/Promote, health promotion
A type of intervention in the OTPF that focuses on providing enrichment experiences to enhance person's occupational performance in their natural contexts
Secondary Prevention
A type of prevention intervention that involves the early detection of problems in a population at risk to reduce the duration of a dx and/or minimize its effects through early detection/dx, early appropriate referral, and early/effective intervention
Tertiary Prevention
A type of prevention intervention that involves the elimination or reduction of the impact of dysfunction on an individual
Disability Prevention
A type of intervention in the OTPF which designates intervention that address the needs of person with or w/o disabilities who are considered at risk for problems with occupational performance. Interventions focus on preventing the occurrence or minimizing the effects of barriers to occupational performance.
Meeting Health Needs
A type of intervention designed to satisfy inherent, universal human needs. These needs are not automatically met and include psychosocial, temporal balance and regularity, safety, love and acceptance, group association, mastery, esteem, sexual, pleasure, and self-actualization
The change process
A type of intervention designed to achieve behavioral changes and functional outcomes. It is the most commonly used and reimbursed intervention in OT practice.
Establish/restore/remediation/restoration
A type of intervention in the OTPF that focuses on establishing a skill or ability that a person had never developed and/or restoring a skill or ability that the person had lost due to impairment
Management
A type of intervention designed to reduce or minimize disruptive or undesirable behavior that interfere with therapeutic activities or procedures needed to change areas of dysfunction that are the main focus of intervention
Modify/compensation/adaptation
A type of intervention in the OTPF in which compensation and adaptation techniques are used to alter the context or demands of an activity to support the person's ability to engage in areas of occupation.
Maintenance
A type of intervention designed to support and preserve the individual's current functional level
Maintain
A type of intervention in the OTPF in which no improvement in function is planned but a decline in function is prevented
Long term goals
The change in activity limitations and participation restriction that will occur prior to the termination of intervention, in order to achieve the desired functional occupational performance outcome
Short term goals
The component subskills which are to be achieved over shorter time frames, leading to the attainment of the long term goal
Reevaluation/Intervention Review
The process of determining whether the individual's occupational performance has improved, declined, or remained the same after intervention
Discharge planning
The process for planning for discontinuation of services
OT Tools of Practice
The established, legitimate means by which the practitioners of a profession achieve the profession's goals and meet society's needs
Occupation
The goal-directed pursuits which typically extend over time. They have purpose, value, and meaning to the performance and involve multiple tasks. They are ordinary and familiar things that people do every day.
Activities of daily living (ADLS)
The area of occupation that involves activities that involve care of self
Instrumental activities of daily living
The area of occupation that involves activities that involve environmental interaction; they are more complex than self-care and can be optional
Work
The area of occupation that involves all productive activities that contribute to services, goods, or commodities to society, whether financially compensated or not
Education
The area of occupation that involves activities that involve the student role and participation in an educational environment
Play/leisure
The area of occupation that involves all activities engaged in for pleasure, relaxation, amusement, and/or self-fulfillment
Social participation
The area of occupation that involves activities involving interaction with community, family, and peers/friends
Purposeful activities
Doing processes that are direction toward a desired and intended outcome and require energy and thought to engage in and complete. The goal-directed tasks and/or behaviors that make up occupations
Activity/task analysis
The breaking down and identification of the component parts of an activity/task. Determination of the abilities needed to effectively perform and successfully complete the activity/task. Determination if the activity/task has therapeutic value.
Activity synthesis
The process of designing an activity for OT evaluation or intervention; combines information obtained from the activity analysis with assessment information about the individual to ensure that a suitable match is made between the activity requirements and the person's needs and abilities.
The teaching-learning process
The process by which the OT practitioner designs experiences to facilitate the individual's acquisition of the knowledge and skills needed for living
Teaching methods
Ways to present information and/or a task to an individual on a one-to-one basis or in a group
Clinical Reasoning
The complex mental processes the therapist uses when thinking about the individual, the disability, and the personal, social, and cultural meanings the individual gives to the disability, the uniqueness of the situation, and him/herself
Procedural reasoning/Scientific reasoning
54
Clinical reasoning that deals with how the disability or disease affects the person, the therapeutic relationship between the therapist, the individual, and caregivers, facilitates effective treatment, and is congruent with the professional's philosophy and heritage of caring
Interactive Reasoning
55
Clinical reasoning that deals with the individual's occupational story and focuses on the process of change needed to reach an imagined future, identifies what activities and roles were important to the person prior to illness/injury, analyzes what valued activities and roles the individual can perform now, explores what valued activities and roles are possible in the future, given the person's disability, asks what valued activities and roles the individual would choose as priorities for the future, neglects larger practice area issues in which the client/practitioner interaction is occurring
Narrative reasoning
56
Clinical reasoning which considers the context in which the OT practitioner's thinking occurs, states that mental activities are shaped by the situation, considers the treatment environment and OT practitioner's values, knowledge, abilities, and experiences, focuses on the tx possibilities within a given tx setting, reframes understanding of the influence of personal and practical constraints on OT practice, the most effective OT practitioners are able to negotiate pragmatic contextual issues in favor of quality care
Pragmatic Reasoning
57
A type of clinical reasoning that involves an ongoing revision of treatment focuses on current and possible future social contexts, represents an integration of interactive, procedural, and pragmatic reasoning in the context of the client's narrative, requires multidimensional thinking
Conditional reasoning
58
The practitioner's conscious, planned interaction with the individual, family members, significant others, and/or caregivers. The conscious, planned use of one's personality, unique characteristics, perceptions, and insights during the therapeutic process
Therapeutic Use of Self
59
An unconscious response to an individual that is similar to the way one has responded to a significant person (i.e. the therapist responded to as a parent)
Transference
60
An unconscious response to transference in which the individual responds in a manner that is expected and desired by the person who has transference towards him/her (i.e. the therapist assumes a parents role toward to client)
Countertransference
61
The forces which influence the nature of small groups, the interrelationships of their members, the events that typically occur in small groups and ultimately the outcomes of these groups
Group Dynamics
62
The stages groups typically go through from their initial beginnings to their termination
Group Development
63
Group development phase involves members learning what the group is about, making a preliminary commitment to the group, and developing initial connections with other members
Origin Phase
64
The Group development phase involves members developing interpersonal bonds, group norms, and specialized member roles through involvement in goal-directed activities and clarification of the group's purpose
Intermediate phase
65
The group development involves members challenging the group's structure, purposes, and/or processes, and is characterized by dissension and disagreements among members. The unsuccessful resolution of this phase results is the dissolution of the group. Successful resolution of this phase results in modifications to the group that is acceptable to members, enabling the group to proceed to the next phase of development
Conflict phase
66
Group development phase which involves members regrouping after the conflict with a clearer sense of purpose and a reaffirmation of group norms and values, leading to group stability
Cohesion Phase
67
Group development phase which involves members using their energies and skills to be productive and to achieve group's goals
Maturation Phase
68
Group development phase involves the dissolution of the group due to lack of engagement of members, inability to resolve conflict, administrative constraints, goal attainment, or task accomplishment
Termination Phase
69
Describe the patterns of behavior that are typical within groups
Group Roles
70
Groups roles that are functional and assumed to help the group select, plan, and complete the group's task (i.e. initiator, organizer)
instrumental roles
71
Groups roles that are functional and assumed to support and maintain the overall group and to meet members' needs (i.e. encourager, compromiser)
Expressive roles
72
Groups roles are dysfunctional and contrary to group roles, for they serve an individual purpose and interfere with successful group functioning (i.e. aggressor, blocker)
Individual roles
73
The standards of behavior and attitudes that are considered appropriate and acceptable to the group
Group Norms
74
The desired outcomes of the group are shared by a sufficient number of the group's members. They are the focus for the group and are not just a compilation of individual member goals.
Group Goals
75
The process of giving, receiving and interpreting information through verbal and nonverbal expression
Group communication
76
The degree to which members are committed to the group and the extent of members' liking for the group
Group Cohesiveness
77
The process of agreeing on a resolution to a problem. Can be obtained through unanimous determination, consensus, majority rule, or compromise
Group decision making
78
Leadership style takes place when the therapist is responsible for the planning and structuring of much of what takes place in the group.
This is needed when the members' cognitive, social, engagement and verbal skills are limited. Therapists select the activities and provide clear verbal and demonstrated instructions to complete tasks. Feedback is provided by the therapist.
Directive Leadership
79
Leadership style occurs when the therapist shares responsibility for the group with the members.
This is needed when the members' skill levels and engagement are moderate (i.e. egocentric-cooperative, cooperative). Leaders collaborate with group members to select the activities to be used in a group. Members and leaders share instruction and feedback is provided by the members with the leader's facilitation. The leader's goal is for members to acquire skills through experience.
Facilitative Leadership
80
Leadership style takes place when the therapist functions as a resource to the members who set the agenda and structure the group's functioning.
This is needed when the members' skills and engagement are high (i.e. cooperative and mature groups). Members select and complete the group's activity with the leader's advice if needed. Feedback occurs as a natural part of the group's self-directed process. The leader's goal is to have members under and self-direct the process.
Advisory Leadership
81
leadership style which occurs when there is sharing of group leadership between two or more therapists.
Co-leadership
82
An activity group with the purpose/focus to enable the client and therapist to assess the client's skills, assets, and limitations regarding group interaction.
One must observe the client in a setting where the skills can be demonstrated. Appropriate for all individuals who will be involved in groups or who lack group interaction skills.
Therapist: selects and orients client, selects activities that require collaboration and interaction, does not participate or intervene in group, asks for client's input, and validates assessment and establishes treatment goals.
Activities: are tasks that can be completed in one session and require interaction to complete.
Evaluation Group
83
An activity group with the purpose/focus to assist members in acquiring the knowledge, skills, and/or attitudes needed to perform a specific activity.
Learning is facilitated by practicing and experiencing needed behaviors, with reinforcement of appropriate behaviors given.
Members' needs, concerns, and goals must match the objectives of the group. Members must have a minimal group interaction skill level equal to a parallel group skill level.
Therapist: selects, structures, and grades activities to teach skills. Attention is not paid to conflicts unless they interfere with the activity.
Activities: are simulated, clearly defined, and structured to enable members to practice and learn needed skills, attitudes, and knowledge within the group.
Thematic Group
84
An activity group with the purpose/focus to discuss specific activities that members are engaged in outside of group to enable them to engage in the activities in a more effective, need-satisfying manner.
Clients: share similar current or anticipatory problems in functioning and who are at an egocentric-cooperative skill level.
Therapist: facilitates group discussion while maintaining focus on the activity, helps members problem-solve, and shares the lead with the members while acting as a role model.
Activities: verbal discussions about the activity that may include fears, problems, solutions, or coping mechanisms.
Topical Group
85
An activity group with the purpose/focus to increase client's awareness of their needs, values, ideas, feelings, and behaviors as they engage in a group task and to improve intra/interpsychic functioning by focusing on problems that emerge in the process of choosing, planning, and implementing a group activity.
Clients: those whose primary dysfunction is in the cognitive and socioemotional areas due to psychological or physical trauma.
Therapists: initially very active and assists with activity selection, facilitates discussion, gives feedback, but fades as the group develops giving members more of a role.
Activities: chosen by members and act as a means to an end, not the end itself.
Task-oriented group
86
A continuum of activity groups consisting of parallel, project, egocentric-cooperative, cooperative, and mature groups. The purpose/focus is to teach and develop members' group interaction skills.
Learning principles are the basis of these groups and goals are to increase appropriate behavior in a group setting. The therapist places clients in the appropriate group and orients them to the group's goals, structure, and norms
Developmental Group
87
Type of a DEVELOPMENTAL activity group that focuses to enable members to perform individual tasks in the presence of others, to minimally interact verbally and nonverbally with others even though task does not require interaction for successful completion, and to develop a basic level of awareness, trust, and comfort with others in the group.
Therapist: provides positive regard to develop trust, reinforces positive behavior, provides structure, and facilitates interaction.
Activities: those that can be performed independently but in the presence of others.
Parallel
88
A DEVELOPMENTAL activity group that focuses to develop the ability to perform a shared, short-term activity with another member in a comfortable, cooperative manner, to develop interactions beyond those that the activity requires, and to enable members to give and seek assistance.
Therapist: selects and structures activities that can be shared by two or more members. Fulfills all member's needs while encouraging the to interact beyond activity requirements. Reinforces cooperation, mild competition, sharing, and interactions.
Activities: short-term, shareable and requires the participation and interaction of two or more people
Project
89
A DEVELOPMENTAL activity group that focuses to enable members to select and implement a long-range activity that requires group interaction to complete and to enable members to identify and meet the needs of themselves and others (i.e. safety, esteem).
Therapist: less of an active and direct leader. Facilitates and allows members to fulfill functional leadership roles to function independently. Provides guidelines and assistance as needed. Reinforces members' meeting needs of self and others, and serves as a role model.
Activities: activities allow 5-10 people to work together on a longer-term project.
Egocentric-cooperative
90
A type of DEVELOPMENTAL activity group that focuses to enable members to engage in a group activity that facilitates the free expression of ideas and feelings, develops a sense of trust, love, belonging, and cohesion, and enables members to identify and meet socio-emotional needs.
Therapists: act as an advisor, not a leader, and leaders and members are mutually responsible for giving feedback and reinforcing behavior.
Activities: facilitate and allow for free expression of ideas and feelings with the activity being secondary to need fulfillment.
Cooperative
91
A DEVELOPMENTAL activity group that focuses to enable members to assume all functional socio-emotional and task roles within a group and to enable members to reinforce behaviors that result in need satisfaction and task completion.
Therapists: acts as a peer and only fills in if needed to maintain the group.
Activities: require a number of people to work together and require an end product or have a time limit for completion.
Mature
92
A type of activity group that focuses to help members function at their highest possible level for as long as possible and to meet mental health needs.
Clients: functioning at the highest possible level and the. They can't independently meet their mental health needs and need assistance to maintain function due to psychological, cognitive, perceptual-motor, and/or social deficits.
Group: meant to provide activities to prevent regression, maintain function, and meet mental health needs.
Therapist: provides unconditional positive regard, support, and structure to create a comfortable, safe, environment for the patient.
Activities: selected by the therapist and should be non-threatening, enjoyable, and provide the ability to have fun and socialize with others.
Instrumental group
