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OT 102 LAB/ LEC EXAM > OT PROCESS > Flashcards

OT PROCESS Flashcards

1
Q

It is focused on finding out what the client wants and needs to do; determining what the client can do and has done; and identifying supports and barriers to health, well-being, and participation

A

Evaluation

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2
Q

What consists the Evaluation process?

A

Occupational profile performance, which are synthesized to inform the intervention plan

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3
Q

It is part of the 1st part of OT Process?

A

REFERRAL & SCREENING

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4
Q

It helps OT practitioners to organize their thinking

A

Models of Practice

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5
Q

It serves as a framework for thinking and arranging the OT’s material.

A

Models of Practice

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6
Q

Why is the Models of Practice important?

A

o Help practitioners focus on factors that influence functioning

o Helps look at what areas to look during the evaluation

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7
Q

Consists of services provided by occupational therapy practitioners in collaboration with clients to facilitate engagement in an occupation related to health, well-being, and achievement of established goals consistent with the various service delivery models

A

Intervention

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8
Q

What consist the Intervention Process?

A

Intervention Plan, Implementation, and Review

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9
Q

It is describes the type of media and modality that will be used and the frequency of duration of treatment.

A

Intervention Planning

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10
Q

It is important because it provides the guidelines and intervention s strategies to be used and it directs the OT Intervention so that we know what areas are we looking on.

A

Frame of Reference

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11
Q

What are the help of Frame of Reference?

A
  • Defines populations for which they are suitable
  • Describes the continuum of function and dysfunction
  • Provides assessment tools
  • Describes treatment modalities and intervention techniques
  • Defines role of practitioner
  • Suggests outcome measure
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12
Q

What are the 7 FOR’s?

A

DEVELOPMENTAL
BIOMECHANICAL
SENSORY INTEGRATION
MOTOR CONTROL
NEURODEVELOPMENTAL
MODELS OF HUMAN OCCUPATION
REHABILITATION

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13
Q

What are the principles of Developmental FOR’s?

A

Development occurs over time and between skills
Some children experience a gap in their development due to physical, mental, and/ or social trauma

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14
Q

What FOR aims to improve strength, endurance, and range of motion for occupational performance?

A

Biomechanical

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15
Q

What FOR is used when children with sensory integration dysfunction have difficulty processing sensory information

A

Sensory Integration

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16
Q

Application of motor skills is based on what theory?

A

Dynamic systems theory

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17
Q

What FOR is about addressing a child’s motor skills?

A

Motor control

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18
Q

What FOR involves Volition?

A

Model of Human Occupation

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19
Q

What FOR used when children relearn skills lost?

A

Rehabilitation

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20
Q

It is a group of nerves that innervates the upper extremities

A

Brachial plexus

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21
Q

It refers to the instruments or tools that a profession uses to bring about change.

A

Legitimate Tools

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22
Q

What are the legitimate tools to help the children in their care?

A

o Occupation
o Purposeful Activities
o Activity Analysis
o Activity Synthesis
o Activity Configuration
o Therapeutic use of self

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23
Q

What is the goal of occupational therapy?

A

The goal of occupational therapy is to help children participate in their desired occupations

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24
Q

Goal-directed behaviors or tasks that constitute occupations

A

Purposeful Activities

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25
Q

How does an activity become purposeful?

A
  • An activity is purposeful if the individual is a voluntary, active participant and the activity is directed toward a goal that the individual considers meaningful
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26
Q

It is a process of analyzing an activity to determine how and when it should be used with a particular client

A

Activity Analysis

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27
Q

Involves the identification of the components or client factors necessary to perform an activity

A

Activity Analysis

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28
Q

What are the focused activity analysis?

A

Task-focused activity analysis and Child-and family-focused activity analysis

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29
Q

What focused activity analysis where it identifies the physical (sensorimotor), cognitive, and social-emotional (psychological/ psychosocial) components and cultural conditions involved in a specific task. The Most and least important performance components are included in this.

A

Task-focused activity analysis

30
Q

It is a Focused activity analysis wherein the OT analyzes the actual intervention and identifies the child’s and the family’s strengths and weaknesses. Objectives, types of materials, supplies, equipment, and Positioning of OT and child is included here.

A
  1. Child-and family- focused activity analyses
31
Q

What includes the Activity Synthesis?

A

Includes adapting, grading, reconfiguring

32
Q

It is a process of changing steps during an activity so that the client is able to engage in it. This includes modifying steps, presentation of materials, and changing characteristics of materials (size, texture, shape weight)

A

ADAPTATION

33
Q

It refers to the process of arranging steps of an activity in a sequential series to change or progress allowing for gradual improvement by increasing the demand for a higher level of performance as the child’s abilities increase.

A

GRADATION

34
Q

It is a process of selecting, on the basis of a child’s age, interests, and abilities , specific activities that will be used during the intervention process

A

Activity Configuration

35
Q

OT practitioner’s ability to communicate with the child and the child’s family or caregivers while being aware of his or her own personal feelings

A

Therapeutic Use of Self

36
Q

OT uses his/her own personality/characteristic to relate to client’s and their families

A

Therapeutic Use of Self

37
Q

What are the 6 Intentional Relationship Model?

A

 Advocating
 Collaborating
 Empathizing
 Encouraging
 Instructing
 Problem solving

38
Q

These are selected as interventions for specific clients and are designed to meet therapeutic goals and address the underlying needs of the client’s mind, body, and spirit.

A

Therapeutic use of occupations and activities

39
Q

Methods and tasks that prepare the client for occupational performance are used as part of a treatment session in preparation for or concurrently with occupations and activities or provided to a client as a home-based engagement to support daily occupational performance.

A

Interventions to support occupations

40
Q

Sharing of knowledge and information about occupation, health, well-being, and participation to enable the client to acquire helpful behaviors, habits, and routines

A

Education

41
Q

This is the facilitation of the acquisition of concrete skills for meeting specific goals in a real life, applied situation.

A

Training

42
Q

This are the efforts directed toward promoting occupational justice and empowering clients to seek and obtain resources to support health, well-being, and occupational participation.

A

Advocacy

43
Q

This is an advocacy effort that is undertaken by the client with support from the practitioner

A

Self-Advocacy

44
Q

This is the use of distinct knowledge of the dynamics of group and social interaction and leadership techniques to facilitate learning and skill acquisition across the lifespan.

A

Group Intervention

45
Q

This is the use of simulated, real-time, and near-time technologies for service delivery absent of physical contact, such as telehealth or mHealth.

A

Virtual Intervention

46
Q

What are the 8 Interventions?

A

Therapeutic use of occupations and activities
Interventions to support occupations
Education
Training
Advocacy
Self-Advocacy
Group Intervention
Virtual Intervention

47
Q

The OTA collaborates with the occupational therapist and the family on the development of long term goals and short-term objectives for any child they are treating

A

Goal Setting

48
Q

It is a statements that describe the occupational goals the client should achieve after intervention and it should be measurable, observable, clear, and written in behavioral terms.

A

Long term Goals

49
Q

What criteria would Long Term Goals follow?

A

RUMBA Criteria

50
Q

These are steps the client needs to achieve so that long-term goals can be met. This are also statements that describe the skills that should be mastered in a relatively short period.

A

Short Term Goals

51
Q

Goals the practitioner has set for an intervention session. They are planned before the session in collaboration with the child and parents.

A

Session or mini-objectives

52
Q

What does RUMBA stands for?

A

Relevant
Understandable
Measurable
Behavioral
Achievable

53
Q

This RUMBA Criteria reflects the client’s current life situation and future possibilities. Everyone involved in the client’s care (client, therapist, family, and members of other disciplines) should agree on the goal.

A

Relevant

54
Q

This RUMBA Criteria has a goal that is stated in clear language. Jargon and very specialized or difficult words should be avoided.

A

Understandable

55
Q

This RUMBA Criteria has a goal that contains criteria for success.

A

Measurable

56
Q

This RUMBA Criteria has a goal that focuses on the behavior or skill that the client must eventually demonstrate.

A

Behavioral

57
Q

This RUMBA Criteria has a goal that describes a behavior or skill that the client should be able to accomplish in a reasonable period.

A

Achievable

58
Q

It involves working within the system through which the child is receiving therapy, working with the family and working directly with the child

A

Treatment Implementation

59
Q

What is done in a treatment implementation?

A

o Planning each session
o Developing and analyzing activities
o Grading and adapting activities if necessary

60
Q

This may be done if needed to assess if there are changes in behavior or skills

A

Reevaluation

61
Q

This may be mandated be laws or not (case to case basis) but normally services should be discontinued or child should be discharged once predetermined goals have been met.

A

Discharge planning or discontinuation of services

62
Q

It emerge from the occupational therapy process and describe the results clients can achieve through occupational therapy intervention

A

Outcomes

63
Q

What are the 8 results of outcome?

A

Occupational performance
Prevention
Health and Wellness
Quality of life
Participation
Role Competence
Well being
Occupational Justice

64
Q

It is one of the results of outcomes wherein it is the act of performing an occupation resulting from the dynamic interplay between the client, context, and activity, where enhancing occupational performance skills fosters engagement in various activities.

A

Occupational performance

65
Q

This is one of the results of outcome wherein it is the education or promotion of health efforts designed to identify, reduce, or stop the onset and reduce the incidence of unhealthy conditions, risk factors, diseases, or injuries.

A

Prevention

66
Q

It is one of the result of outcomes wherein ________________ refers to the state of physical, mental, and social well-being, as well as a positive concept emphasizing social and personal resources and physical capacities. ______________ is an active process through which an individual becomes aware of and makes choices toward a more successful existence

A

Health and Wellness

67
Q

It is one of the results of outcome that is dynamic appraisal of the client’s life satisfaction, hope, self-concept, health and functioning, and socioeconomic factors

A

Quality of life

68
Q

Engagement in desired occupations in ways that are personally satisfying and congruent with expectations within the culture

A

Participation

69
Q

It is the ability to effectively meet the demands of the roles in which one engages.

A

Role Competence

70
Q

This is the contentment with one’s health, self-esteem, sense of belonging, security, and opportunities for self-determination, meaning, roles, and helping others as it is “a general a term encompassing the total universe of human life domains, including physical, mental, and social aspects, that make up what can be called a ‘good life’”.

A

Well being

71
Q

This is the access to and participation in the full range of meaningful and enriching occupations afforded to others, including opportunities for social inclusion and resources to participate in occupations to satisfy personal, health, and societal needs.

A

Occupational Justice

OT 102 LAB/ LEC EXAM (5 decks)

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