Quiz Flashcards
MOHO Model
Volitional subsystem - client’s values, interests, and feelings
- “I want to… I need to…”
Habituation subsystem: client’s habits and roles
- How they see themselves
- “I am a…”
Performance capacity
- what did they do in the past?
- what are their expectations?
- what is their capacity to perform?
Ecology of Human Performance Model
Not OT specific
When the environment or context matches a person’s ability they can engage in tasks
Looks at human performance based on past experiences, skills, health, culture, and context
Create the equality between ability and environment/context by:
- Establish/restore
* rehab
* learn/relearn
- Alter environment
* wheelchair ramp
- Adapt or modify a task
* wheelchair basketball for basketball player
- Prevent
* orthotics, education, activity
- Create new opportunities
* wheelchair basketball for a kid with CP who can walk
PEO Model
Equal emphasis placed on the
- person: client centered
- environment: attention to the physical, social, and cultural impact
- occupation: self-care, productive, leisure
* activities as part of occupations leading to occupations
* button board = activity of dressing
Occupational Adaptation Model
Focus on the occupation and the individuals ability to internally adapt to meet the occupational challenges within their environment
- focus is on self chosen activities
Used with autism
Biomechanical FOR
Focus on kinesiology
Body as a machine
Fix the body, fix the function
All diagnosis
Increase AROM and strength = return to work
Rehabilitation FOR
Focus on helping patient reach fullest potential
Adaptation, compensation
All diagnosis
Provide an accommodation to return to work
- build up a handle
- let pt sit
Sensorimotor FOR
Focus is improving the way the brain interprets incoming sensory information to produce an output (usually motor)
Upper/lower motor neuron damage
CNS issues only (CP, CVA, sensory processing)
Behavioral FOR
Psychological
Social
emphasizes the use of behavioral modification to shape behaviors, which supports to increase the tendency of adaptive behaviors or to decrease the probability of maladaptive learned behaviors
uses elements such as stimuli (unconditioned, conditioned), reinforcement, extinction, backward chaining, systematic desensitization, and token economy as forms of intervention to achieve target behaviors that improve performance
Task oriented approach
Combination of biomechanical and rehabilitative
practicing real-life tasks (such as walking or answering a telephone), with the intention of acquiring or reacquiring a skill (defined by consistency, flexibility. and efficiency)
Neurodevelopmental techniques (NDT)
Bobath
If input is abnormal, output will be abnormal
Sensorimotor based
DOES NOT work with rehabilitative
used to analyze and treat posture and movement impairments based on kinesiology and biomechanics
movement, alignment, range of motion, base of support, muscle strength, postural control, weight shifts, and mobility
Brunnstrom
Any kind of movement is good movement, even abnormal
Sensorimotor based
Rood or PNF FOR
Proprioceptive neurofacilitation techniques
Diagonal (D1, D2)
Sensorimotor
Facilitation and inhibition techniques
Facilitation: quick icing, quick tendon reflex (bouncing, tapping, vibration), quick and unpredictable vestibular input
Inhibition: heat, deep constant pressure, slow and consistent vestibular input (rocking)
Motor learning FOR
“muscle memory”
Rehabilitation, sensorimotor
Cognitive FOR
Used on kids over 5 with no significant cognitive decline
Uses cognition to compensate for physical/emotional issues
emphasizes five aspects of life experience: thoughts, behaviors, emotion/mood, physiological responses, and the environment
Remedial approaches FOR
Teaching/learning
Rehabilitative
Motor learning
Adaptive/compensatory approaches
Rehabilitative
MOHO and PEO
emphasizes the use of teaching-learning process and activity analysis to achieve the goal which is the acquisition of specific skills or appropriate behaviors required for optimal performance within an environment. It also emphasizes the context of the environment, functional behaviors, and learned skills
Development FOR
Milestones
Age appropriate
suggests that development is sequential, and behaviors are primarily influenced by the extent to which an individual has mastered and integrated the previous stages
Standardized Assessment
“has uniform procedures for administration and scoring” - published
Good clean numbers but we should also use
- skilled observation, gets better with experience
- interviews
- chart reviews
Types
- normed referenced: compared to like peers
* have to figure age
- criterion reference: measure actual performance on a task
* performance based
* self report based
* pass or fail
Most standard assessments have been assessed on normal populations.
Statistics and standardized assessments
Norm referenced - descriptive statistics
- based on bell curve
Measure of central tendency - middle point of a distribution
- mean: average
- median: middle score of distribution
- mode: number that occurs the most
Variance
the squared deviations of the scores from the mean
- will always be positive
Standard deviation
Squared root of the variance (+ or -)
Important in figuring many standard scores
Shows what is an acceptable degree of variance from the average score
Standard deviation in a normal distribution
68% within 1 SD
95% within 2 SD
99.7% within 3 SD
Standard scores
used to compare to the standard, several ways to do this
Z score
T score
Intelligence quotients
Developmental index scores
Percentile score
Age equivalency score
Z score
To find it, subtract the mean for the test from the clients score and divide by the SD
The Z score can run + or -
Negative means the score is below the mean, positive means it is above the mean
A Z score of less than -1.5 usually means a deficit
The Z score follows the standard deviation (+ or -)
Follows normal distribution
