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Exam Prep > OTPF, Management, Models & Documentation > Flashcards

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

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2
Q

Interdisciplinary team

A

Team collaboratively sets goals and engage in interventions collaboratively across disciplines

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3
Q

Transdisciplinary team

A

Team functions without discipline-specific boundaries with increased role blurring, typically one provider leads evaluation and treatment (early intervention)

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4
Q

Intradisciplinary

A
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5
Q

S in SOAP

A

Subjective - client perspective on treatment, condition or experience

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6
Q

O in SOAP

A

Objective - measurable data obtained during treatment session

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7
Q

A in SOAP

A

Assessment - interpretation of subjective and objective information gained from treatment session

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8
Q

P in SOAP

A

Plan - outline frequency, duration and next steps for continued or discontinued treatment

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9
Q

Level I research

A

Systematic reviews, meta analyses, RCT

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10
Q

Level II research

A

Two group nonrandomized studies, cohort studies (longitudinal over time)

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11
Q

Level III research

A

Case control studies, one group nonrandomized group with pre/post design

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12
Q

Level IV research

A

Case report, descriptive and non-experimental studies with single subject

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13
Q

Level V

A

Narrative literature reviews, expert opinion with no research component

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14
Q

What level of research can make claims about efficacy

A

Level I and II

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15
Q

Dependent

A

More than 75% physical or verbal assistance or unable to perform any component of the task

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16
Q

Max Assist

A

50-75% verbal or physical assistance

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17
Q

Moderate assist

A

25-50% verbal or physical assistance

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18
Q

Min assist

A

Less than 25% verbal or physical assistance

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19
Q

CGA

A

Hands on with occasional steadying “hover hands”

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20
Q

Stand-by assist

A

Within reach to safely complete task

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21
Q

Supervision Assist

A

Occasional verbal cueing to complete task with no hands on support

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22
Q

Modified independent

A

Use of AD or increased time to complete task

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23
Q

TRICARE

A

Military healthcare coverage that covers active-duty service members, retirees, their families, survivors, and certain former spouses

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24
Q

OASIS (outcome and assessment information set)

A

Home health quality indicators to medicare

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25
Q

Medicare part A

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

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26
Q

Medicare part B

A

Outpatient, some home health services, and some supplies/equipment

Usually pay premium

Covers 80% of OT after the yearly deductible)

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27
Q

Medicare part C

A

Medicare advantage (not part of original medicare)

Private company that contracts with Medicare

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28
Q

Medicare part D

A

Prescription drugs (not part of original medicare)

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29
Q

Who does medicare cover

A

65+
Some people with disabilities younger than 65 People who have end-stage renal disease

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30
Q

Who does medicaid cover

A

Low income
People with disabilities
Children under 21

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31
Q

Construct validity

A

Extent that the instrument measures what it set out to measure

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32
Q

Content validity

A

Extent that the instrument represents all aspects of thee construct across measurement items

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33
Q

Criterion-related validity

A

Extent that the instrument adequently compares to well-established measures

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34
Q

Three types of construct validity

A
  1. Divergent (dissimilar to unrelated constructs)
  2. Convergent (similar to related constructs)
  3. Discriminant ( discriminate between two groups - dx vs. no dx)
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35
Q

Reliability

A

Extent to with the instrument or evaluator of the instrument in consistent (expressed as correlation from -1 to +1)

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36
Q

Intra-rater reliability

A

Consistency of one evaluator scoring test items on two or more occasions with same measure

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37
Q

Inter-rater reliability

A

Consistency of two or more evaluators scoring items across two or more occasions

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38
Q

Test-retest realiability

A

Repeatability of an instrument on two distinct occasions 1-2 weeks apart

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39
Q

Standard measure of error

A

Describes precision of an instrument through multiple administrations to create a range of scores that center on a client’t true performance

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40
Q

COAST method for goal writing

A

C: client
O: occupation
A: assist level
S: specific conditions
T: time bound

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41
Q

OTPF Domains

A

Occupations
Contexts
Performance patterns
Performance skills
Client factors

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42
Q

OTPF process

A

Evaluation
Intervention
Outcomes

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43
Q

Occupations

A

ADL
IADL
Health mgmt
Rest & sleep
Education
Work
Play
Leisure
Social participation

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44
Q

Contexts

A

Environmental factors
Persontal factors

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45
Q

Performance patterns

A

Habits
Routines
Roles
Rituals

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46
Q

Performance Skills

A

Motor
Process
Social interaction

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47
Q

Client facors

A

Values
Beliefs
Spirituality
Body functions
Body structures

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48
Q

Environmental factors

A

Natural environment
Technology
Support/relationships
Observable attitude and customs
Systems and policies

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49
Q

Supervision of COTA in group setting

A

OTA is responsible for ensuring COTA has competence in providing OT services

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50
Q

OTR and COTA in evaluation process

A

OTA is responsible for initiating OT assessment and the COTA may participate in the assessment process once the OTR has initiated and delegated

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51
Q

Cognitive disability model

A

Centered on strength to allow for function - example would be training caregivers to provide appropriate environmental supports

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52
Q

Ecology of human performace

A

How the environment and context impact human performance with consideration of the task demands

53
Q

4 Constructs of EHP

A

Person
Context
Task
Performance

54
Q

Tanstheoretical model

A

Pre-contemplation
Contemplation
Preparation
Action
Maintenance

55
Q

Motivational interviewing

A

Collaborative, goal-oriented style of communication focused on strengthening personal motivation for and commitment for change

56
Q

Skills of MI

A

Open-ended questions
Affirmations
Reflections
Summaries

57
Q

Foundation of sensory integration model

A

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
Q

Three components of volition

A

Personal causation
Values
Interests

59
Q

Concepts of MOHO

A

Volition
Habituation
Environment
Performance capacity
Dimensions of doing

60
Q

Three dimensions of doing (MOHO)

A

Occupational participation
Occupational skill
Occupational performance

61
Q

MOHO based assessments

A

Short child occupational profile
Child Occupational Self-assessment
Pediatric Interest Profiles
Pediatric volition questionnaire
School setting interview

62
Q

Foundation of occupational Adaptation Model

A

The person
The occupational environment
The interaction of the person and occupational environment

63
Q

GG level 1

A

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
Q

GG level 2

A

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
Q

GG level 3

A

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
Q

GG level 4

A

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
Q

GG level 5

A

Setup or clean-up assistance - OT sets up or cleans up; patient completes activity. OT assists only prior to or following the task.

68
Q

GG level 6

A

Independent - patient completes the activity by themself with no assistance from OT

69
Q

Inpatient Rehabilitation Facility Patient Assessment Instrument (IRF–PAI)

A

Interdisciplinary evaluation in inpatient care based on Medicare (section GG - self-care)

70
Q

Requirement for home care

A

Must be considered homebound and require skilled services to qualify

71
Q

What equipment is not typically covered by mediate

A

reachers, dressing sticks, bathtub seats, grab bars

72
Q

State children’s health insurance program (CHIP)

A

Provides health care to children in low-income families with incomes too high to qualify for Medicaid

73
Q

IDEA

A

Free appropriate public education to eligible children with disables

74
Q

IDEA Part B

A

children and young adults with disabilities ages 3–21

OT is a “related service” under IDEA for Part B

75
Q

IDEA part C

A

early intervention services to infants and toddlers ages 0–36 months

OT is an “early intervention service” under Part C

76
Q

Medicare Catastrophic Coverage Act

A

Allows related services including OT to be billed to Medicaid through the school system under certain conditions

77
Q

Heterarchical management

A

Bottom-up process that involves using resources and input from everyone in the organization

78
Q

Transformational leadership

A

Style of leadership focused on motivating others to reach highest potential and providing inspiration to work effectively together to meet organization goals

79
Q

Transactional leadership

A

Style of leadership focused on leaders clarifying role and task requirements and providing positive/negative rewards based on performance

80
Q

Standards for continuing competency

A

Standard 1: Knowledge
Standard 2: Critical reasoning
Standard 3: Interpersonal skills
Standard 4: Performance skills
Standard 5: Ethical practice

81
Q

Steps of professional development plan

A
  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
Q

Joint commission purpose

A

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
Q

Cash flow

A

Monetary flow of organization - money that comes into the organization and that is used by the organization for expenses

84
Q

5 steps in evidence-based practice

A
  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
Q

FOCUS–PDCA

A

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
Q

OTA role in evaluation

A

Can contribute to evaluation process by completing delegated assessments and delivering reports of observation and client capacities to the OT

87
Q

OT role in evaluation

A

Performs evaluation and directs all components, interprets data to create intervention plan, analyze feedback fro OTA and incorporate that info into evaluation process

88
Q

OTA role in intervention planning

A

Understand the evaluation results and provide client-centered input into the intervention plan

89
Q

OT role in intervention planning

A

Responsible for creating intervention plan with input from OTA and client

90
Q

OTA role in intervenion impmentation

A

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
Q

OT role in intervention implementation

A

Responsible for implementation of plan but can delegate components to OTA while offering adequate supervision

92
Q

OTA role in intervention review

A

Provide input to OT regarding client response to and communications during interventions to support proper discharge/continuation of care

93
Q

OT role in intervention review

A

Judge the need for continued, modified or discontinued services based on info and documentation from OTA about performance during intervention

94
Q

OTA outcome evaluation

A

OTA needs to understand client outcomes and document information/documentation related to progress

May measure outcomes and offer discharge resources

95
Q

OT outcome evaluation

A

Select, measure, analyze outcomes based on client occupational engagement

96
Q

Personal factors

A

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
Q

Frequency, intensity, duration examples

A

Frequency: 3x/week
Intensity: 45 minute sessions
Duration: 4 months

98
Q

Frequency, intensity, duration examples

A

Frequency: 3x/week
Intensity: 45 minute sessions
Duration: 4 months

99
Q

Occupational analysis

A

Contextualizing activity from the perspective of the patients situations, needs and wants for occupation

100
Q

What are activity demands

A

Any aspects of activity required to carry it
- Importance to patient
- Objects used
- Space demands
- Social demands
- Required skills
- Needed body functions/structures

101
Q

Person capabilities

A

Performance patterns
Performance skills
Client factors

102
Q

Approaches for changing difficulty of occupation

A
  1. Grading
  2. Fading
  3. Coaching
  4. Adaptation/modification
103
Q

Human Activity Assistive Technology (HAAT) model FOR elements

A
  1. Human
  2. Activity
  3. Assistive technologies
  4. Context
104
Q

Information-processing model of assistive technology system user FOM elements

A
  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
Q

AT Evaluation

A
  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
Q

Expanded keyboard

A

Large keys for limited motor control and accuracy

107
Q

Miniature keyboard

A

Small keys for clients with limited ROM and control

108
Q

Light touch activitation

A

Decreased strength

109
Q

Delayed touch activiation

A

Poor motor control and accuracy

110
Q

Keyboard guard

A

Prevent from making mistakes due to poor motor control and ataxia

111
Q

Exploratory research

A

Evaluates assessment tools to help OTS understand quality of different tools and procedures

112
Q

Maximum ramp slope

A

1:12

113
Q

Preferred ramp slope

A

1:16 and 1:20

114
Q

Max ramp rise for and run

A

30 inches

115
Q

Minimum clear width of ramp

A

36 inches

116
Q

What ramps should have handrails on both sides

A

Ramp with rise more than 6 inches or horizontal projection of more than 72 inches

117
Q

Minimum step tread width

A

11 inches

118
Q

Handrail measuresments

A

1-1.5 inches between handrail and wall

34-38 inch height “waist height” for

119
Q

Doorway opening minimum

A

32 inches

120
Q

Doorway clearance required for standard w/c

A

26 inches

121
Q

Doorway clearance required for standard walker

A

18 inches

122
Q

Thresholds for step into doorway

A

Exterior sliding door 3/4 inch
Other doors 1/2 inch

123
Q

Max slop for raised thresholds in doorways

A

1:2

124
Q

Max door hardwaire placeemtn

A

48 inches above finished floor

125
Q

Space required to pivot 180 degrees in w/c

A

60-inch diameter or 60 inch by 60 inch T-shaped space

126
Q

Universal design

A

Simplify daily activities for all through design that can be used by everyone to the greatest extent possible

127
Q

Principles of UD

A

Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use

128
Q

Adaptive zone

A

individual skillset is in balance with environment demands

129
Q

Suggested interrater reliability standard

A

80%

Exam Prep (19 decks)

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