OTPF, Management, Models & Documentation Flashcards
1
Q
Multidisciplinary team
A
Team composed of individuals representing professional disciplines that serve the client with discipline-specific goals
2
Q
Interdisciplinary team
A
Team collaboratively sets goals and engage in interventions collaboratively across disciplines
3
Q
Transdisciplinary team
A
Team functions without discipline-specific boundaries with increased role blurring, typically one provider leads evaluation and treatment (early intervention)
4
Q
Intradisciplinary
A
5
Q
S in SOAP
A
Subjective - client perspective on treatment, condition or experience
6
Q
O in SOAP
A
Objective - measurable data obtained during treatment session
7
Q
A in SOAP
A
Assessment - interpretation of subjective and objective information gained from treatment session
8
Q
P in SOAP
A
Plan - outline frequency, duration and next steps for continued or discontinued treatment
9
Q
Level I research
A
Systematic reviews, meta analyses, RCT
10
Q
Level II research
A
Two group nonrandomized studies, cohort studies (longitudinal over time)
11
Q
Level III research
A
Case control studies, one group nonrandomized group with pre/post design
12
Q
Level IV research
A
Case report, descriptive and non-experimental studies with single subject
13
Q
Level V
A
Narrative literature reviews, expert opinion with no research component
14
Q
What level of research can make claims about efficacy
A
Level I and II
15
Q
Dependent
A
More than 75% physical or verbal assistance or unable to perform any component of the task
16
Q
Max Assist
A
50-75% verbal or physical assistance
17
Q
Moderate assist
A
25-50% verbal or physical assistance
18
Q
Min assist
A
Less than 25% verbal or physical assistance
19
Q
CGA
A
Hands on with occasional steadying “hover hands”
20
Q
Stand-by assist
A
Within reach to safely complete task
21
Q
Supervision Assist
A
Occasional verbal cueing to complete task with no hands on support
22
Q
Modified independent
A
Use of AD or increased time to complete task
23
Q
TRICARE
A
Military healthcare coverage that covers active-duty service members, retirees, their families, survivors, and certain former spouses
24
Q
OASIS (outcome and assessment information set)
A
Home health quality indicators to medicare
25
Medicare part A
Covers hospital/inpatient care - expenses for inpatient hospitals, short-term stays at skilled nursing facilities for acute conditions (up to 100 days), hospice (fewer than 6 months prognosis), some services in home health
Usually do not pay premium
26
Medicare part B
Outpatient, some home health services, and some supplies/equipment
Usually pay premium
Covers 80% of OT after the yearly deductible)
27
Medicare part C
Medicare advantage (not part of original medicare)
Private company that contracts with Medicare
28
Medicare part D
Prescription drugs (not part of original medicare)
29
Who does medicare cover
65+
Some people with disabilities younger than 65 People who have end-stage renal disease
30
Who does medicaid cover
Low income
People with disabilities
Children under 21
31
Construct validity
Extent that the instrument measures what it set out to measure
32
Content validity
Extent that the instrument represents all aspects of thee construct across measurement items
33
Criterion-related validity
Extent that the instrument adequently compares to well-established measures
34
Three types of construct validity
1. Divergent (dissimilar to unrelated constructs)
2. Convergent (similar to related constructs)
3. Discriminant ( discriminate between two groups - dx vs. no dx)
35
Reliability
Extent to with the instrument or evaluator of the instrument in consistent (expressed as correlation from -1 to +1)
36
Intra-rater reliability
Consistency of one evaluator scoring test items on two or more occasions with same measure
37
Inter-rater reliability
Consistency of two or more evaluators scoring items across two or more occasions
38
Test-retest realiability
Repeatability of an instrument on two distinct occasions 1-2 weeks apart
39
Standard measure of error
Describes precision of an instrument through multiple administrations to create a range of scores that center on a client't true performance
40
COAST method for goal writing
C: client
O: occupation
A: assist level
S: specific conditions
T: time bound
41
OTPF Domains
Occupations
Contexts
Performance patterns
Performance skills
Client factors
42
OTPF process
Evaluation
Intervention
Outcomes
43
Occupations
ADL
IADL
Health mgmt
Rest & sleep
Education
Work
Play
Leisure
Social participation
44
Contexts
Environmental factors
Persontal factors
45
Performance patterns
Habits
Routines
Roles
Rituals
46
Performance Skills
Motor
Process
Social interaction
47
Client facors
Values
Beliefs
Spirituality
Body functions
Body structures
48
Environmental factors
Natural environment
Technology
Support/relationships
Observable attitude and customs
Systems and policies
49
Supervision of COTA in group setting
OTA is responsible for ensuring COTA has competence in providing OT services
50
OTR and COTA in evaluation process
OTA is responsible for initiating OT assessment and the COTA may participate in the assessment process once the OTR has initiated and delegated
51
Cognitive disability model
Centered on strength to allow for function - example would be training caregivers to provide appropriate environmental supports
52
Ecology of human performace
How the environment and context impact human performance with consideration of the task demands
53
4 Constructs of EHP
Person
Context
Task
Performance
54
Tanstheoretical model
Pre-contemplation
Contemplation
Preparation
Action
Maintenance
55
Motivational interviewing
Collaborative, goal-oriented style of communication focused on strengthening personal motivation for and commitment for change
56
Skills of MI
Open-ended questions
Affirmations
Reflections
Summaries
57
Foundation of sensory integration model
1) Facilitation of sensory modulation, discrimination, and integration improves postural control, praxis, bilateral integration, and participation
2) Intervention is directed to underlying deficits in sensory modulation, discrimination, and integration
3) Sensory integration impacts self-regulation, self-esteem, social participation, academic performance, and participation in daily life routines and activities
58
Three components of volition
Personal causation
Values
Interests
59
Concepts of MOHO
Volition
Habituation
Environment
Performance capacity
Dimensions of doing
60
Three dimensions of doing (MOHO)
Occupational participation
Occupational skill
Occupational performance
61
MOHO based assessments
Short child occupational profile
Child Occupational Self-assessment
Pediatric Interest Profiles
Pediatric volition questionnaire
School setting interview
62
Foundation of occupational Adaptation Model
The person
The occupational environment
The interaction of the person and occupational environment
63
GG level 1
Dependent - helper does ALL of the effort. Patient does none of the effort to complete the activity or the assistance of 2 or more is required for the patient to complete the activity.
64
GG level 2
Substantial/maximal assistance - OT does MORE THAN HALF the effort. OT lifts or holds trunk or limbs and provides more than half the effort.
65
GG level 3
Partial/moderate assistance - OT does LESS THAN HALF the effort. OT lifts, holds or supports trunk or limbs, but provides less than half the effort.
66
GG level 4
Supervision or touching assistance - OT provides verbal cues and/or touching/steadying and/or contact guard assistance as patient completes activity. Assistance may be provided throughout the activity or intermittently/
67
GG level 5
Setup or clean-up assistance - OT sets up or cleans up; patient completes activity. OT assists only prior to or following the task.
68
GG level 6
Independent - patient completes the activity by themself with no assistance from OT
69
Inpatient Rehabilitation Facility Patient Assessment Instrument (IRF–PAI)
Interdisciplinary evaluation in inpatient care based on Medicare (section GG - self-care)
70
Requirement for home care
Must be considered homebound and require skilled services to qualify
71
What equipment is not typically covered by mediate
reachers, dressing sticks, bathtub seats, grab bars
72
State children's health insurance program (CHIP)
Provides health care to children in low-income families with incomes too high to qualify for Medicaid
73
IDEA
Free appropriate public education to eligible children with disables
74
IDEA Part B
children and young adults with disabilities ages 3–21
OT is a “related service” under IDEA for Part B
75
IDEA part C
early intervention services to infants and toddlers ages 0–36 months
OT is an “early intervention service” under Part C
76
Medicare Catastrophic Coverage Act
Allows related services including OT to be billed to Medicaid through the school system under certain conditions
77
Heterarchical management
Bottom-up process that involves using resources and input from everyone in the organization
78
Transformational leadership
Style of leadership focused on motivating others to reach highest potential and providing inspiration to work effectively together to meet organization goals
79
Transactional leadership
Style of leadership focused on leaders clarifying role and task requirements and providing positive/negative rewards based on performance
80
Standards for continuing competency
Standard 1: Knowledge
Standard 2: Critical reasoning
Standard 3: Interpersonal skills
Standard 4: Performance skills
Standard 5: Ethical practice
81
Steps of professional development plan
1. Self-assessment to identify areas of weakness
2. Eetermine learning that needs to occur based on self-assessment
3. Review current goals and determine progress toward development
4. Determine available resources for meeting future goals
5. Change or modify prior goals or determine new goals
82
Joint commission purpose
Continuously improve health care in collaboration with stakeholders and evaluating health care organizations and inspiring them to provide safe and effective care of the highest quality
83
Cash flow
Monetary flow of organization - money that comes into the organization and that is used by the organization for expenses
84
5 steps in evidence-based practice
1. Develop a question
2. Peruse and search the literature
3. Critically evaluate evidence
4. Apply research findings to practice
5. Evaluate implementation of research to practice
85
FOCUS–PDCA
Continuous quality improvement model to determine problems and identify strategies to correct
1. FIND out problem
2. ORGANIZE group who have understanding of process that requires improvement
3. CLARIFY issues by asking "wh" questions
4. UNDERSTAND process
5. SELECT solution
6. PLAN for improving
7. DO the improvements
8. CHECK if effective
9. ACT to maintain improvements
86
OTA role in evaluation
Can contribute to evaluation process by completing delegated assessments and delivering reports of observation and client capacities to the OT
87
OT role in evaluation
Performs evaluation and directs all components, interprets data to create intervention plan, analyze feedback fro OTA and incorporate that info into evaluation process
88
OTA role in intervention planning
Understand the evaluation results and provide client-centered input into the intervention plan
89
OT role in intervention planning
Responsible for creating intervention plan with input from OTA and client
90
OTA role in intervenion impmentation
Complete delegated components with supervision from OT
Understand and support OT goals
In collaboration with OT selects, implements,
and makes modifications during sessions
consistent with demonstrated competence
levels
be knowledgeable about client to select appropriate therapeutic activities and modify as needed to address client and demands
91
OT role in intervention implementation
Responsible for implementation of plan but can delegate components to OTA while offering adequate supervision
92
OTA role in intervention review
Provide input to OT regarding client response to and communications during interventions to support proper discharge/continuation of care
93
OT role in intervention review
Judge the need for continued, modified or discontinued services based on info and documentation from OTA about performance during intervention
94
OTA outcome evaluation
OTA needs to understand client outcomes and document information/documentation related to progress
May measure outcomes and offer discharge resources
95
OT outcome evaluation
Select, measure, analyze outcomes based on client occupational engagement
96
Personal factors
Unique features of a person that are not part of a health condition and that describe background of patients life
- Age
- Sexual orientation
- Race
- Cultural identity
- SES
- Upbringing and life experiences
- Education
- Profession
97
Frequency, intensity, duration examples
Frequency: 3x/week
Intensity: 45 minute sessions
Duration: 4 months
98
Frequency, intensity, duration examples
Frequency: 3x/week
Intensity: 45 minute sessions
Duration: 4 months
99
Occupational analysis
Contextualizing activity from the perspective of the patients situations, needs and wants for occupation
100
What are activity demands
Any aspects of activity required to carry it
- Importance to patient
- Objects used
- Space demands
- Social demands
- Required skills
- Needed body functions/structures
101
Person capabilities
Performance patterns
Performance skills
Client factors
102
Approaches for changing difficulty of occupation
1. Grading
2. Fading
3. Coaching
4. Adaptation/modification
103
Human Activity Assistive Technology (HAAT) model FOR elements
1. Human
2. Activity
3. Assistive technologies
4. Context
104
Information-processing model of assistive technology system user FOM elements
1. Sensors: obtain data from environment (sense organs)
Central processing: perception, cognition, psychosocial, neuromuscular control
Effectors: neural, muscular, skeletal elements that elicit motor output
105
AT Evaluation
1. Identify activity client wants to perform
2. Identify activity demands and patient abilities
3. Determine environment activity will occur
4. Identify assistive technology device
5. Identify funding source
106
Expanded keyboard
Large keys for limited motor control and accuracy
107
Miniature keyboard
Small keys for clients with limited ROM and control
108
Light touch activitation
Decreased strength
109
Delayed touch activiation
Poor motor control and accuracy
110
Keyboard guard
Prevent from making mistakes due to poor motor control and ataxia
111
Exploratory research
Evaluates assessment tools to help OTS understand quality of different tools and procedures
112
Maximum ramp slope
1:12
113
Preferred ramp slope
1:16 and 1:20
114
Max ramp rise for and run
30 inches
115
Minimum clear width of ramp
36 inches
116
What ramps should have handrails on both sides
Ramp with rise more than 6 inches or horizontal projection of more than 72 inches
117
Minimum step tread width
11 inches
118
Handrail measuresments
1-1.5 inches between handrail and wall
34-38 inch height "waist height" for
119
Doorway opening minimum
32 inches
120
Doorway clearance required for standard w/c
26 inches
121
Doorway clearance required for standard walker
18 inches
122
Thresholds for step into doorway
Exterior sliding door 3/4 inch
Other doors 1/2 inch
123
Max slop for raised thresholds in doorways
1:2
124
Max door hardwaire placeemtn
48 inches above finished floor
125
Space required to pivot 180 degrees in w/c
60-inch diameter or 60 inch by 60 inch T-shaped space
126
Universal design
Simplify daily activities for all through design that can be used by everyone to the greatest extent possible
127
Principles of UD
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
128
Adaptive zone
individual skillset is in balance with environment demands
129
Suggested interrater reliability standard
80%
