Random

Question 1

Explain the purpose of an Evaluation Activity Group and what it entails.

Answer 1

The goal is evaluation or assessment.

Client skills and limitations are assessed for functional abilities.

Group members interact with each other.

No behavioral change is expected.

Question 2

What is OT role in an Evaluation Activity Group?

Answer 2

Passive observation and recording of skills, behaviors, and interactions.

Does not intervene or participate.

Question 3

Explain the purpose of a Task-Oriented Activity Group and what it entails.

Answer 3

Members develop new behaviors as they complete tasks.

Members learn from social interactions – and gain insight and self-awareness into feelings, ideas and values.

Practice new behaviors with other members.

Question 4

What is OT role in Role in a Task-Oriented Activity Group?

Answer 4

Active role.

Organizing group structure, activity selection, feedback, facilitating discussion, exploring thoughts, feelings, and behaviors.

Question 5

A community garden is an example of what type of activity group?

Answer 5

Task-Oriented and/or Mature Developmental

Question 6

Explain the purpose of a Thematic Activity Group and what it entails.

Answer 6

Gain skills, knowledge, and attitudes for performing an activity for the chosen theme.

Structure is clearly defined.

Occur in a simulated environment.

Question 7

Cooking group, money management, job readiness, e.g., assistive technology and computer use to write a resume are all examples of what type of activity group?

Answer 7

Thematic

Question 8

What is OT role in a thematic activity group?

Answer 8

Provide a purposeful activity, feedback in a safe and supportive environment, teach specific skills, and reinforce learning of skills.

Question 9

What is a Topical Activity Group?

Answer 9

Similar to thematic group, but in a real environment, e.g., community.
Example: practicing money skills at a supermarket

Question 10

What is the difference between a thematic and topical activity group?

Answer 10

Thematic groups are broad and cover a wide range of related subjects under one overarching idea.

Topical groups are focused on a specific subject or issue, with activities directly related to that topic.

Question 11

Explain Developmental Activity group.

Answer 11

5 Stages on a continuum
- Parallel
- Project
- Egocentric cooperative
- Cooperative
- Mature

Members progress and ‘develop’ through stages and build on previous skills.

Members are on similar level of development.

Focus is on interaction and not the task.

Question 12

Explain Parallel Developmental Group

Answer 12

Similar to parallel play.

Member performs short-term tasks.

Minimal social interaction.

Role of OT: leader – purpose, structure, feedback

Question 13

What is parallel play?

Answer 13

Parallel play is a stage of play commonly observed in young children, typically between the ages of 2 and 3 years. In parallel play, children play next to each other but do not interact directly. Each child is engaged in their own activity, often using similar toys or materials, but they do not try to influence or engage with the other child’s play.

Question 14

Explain Project Developmental Group

Answer 14

Members perform short-term tasks with some social interaction – competition and cooperation.

Role of OT: leader

Question 15

Explain Egocentric-Cooperative Developmental Group

Answer 15

Members work together on a task that is multi-session (longer than project).

Experimentation of group roles and responsibilities.

Example: communication, stress management

Question 16

Explain Cooperative Developmental Group

Answer 16

Members share insight into thoughts, feelings, values, and common interests.

No end product is necessarily produced.

Group is more cohesive.

Role of OT: advisor/participant

Examples: art, poetry, music

Question 17

Explain Mature Developmental Group

Answer 17

Cohesiveness and harmony of the group is important to achieve the goal.

Role of OT: member

Example: community garden

Question 18

Explain Instrumental Activity Group

Answer 18

Maintain or preserve a level of health functioning.

No behavioral change.

Assumes members operating at the highest level of function.

Role of OT: select and design activity, supervise, assist as needed, but not effect change.

Can be physical, cognitive, or psychosocial.

Example: senior exercise; social isolation.

Question 19

What is the purpose of the Allen scale?

Answer 19

The scale is designed to assess cognitive abilities in people with cognitive impairments, particularly those with conditions such as dementia, brain injuries, or developmental disabilities.

Question 20

How many levels does the Allen scale consist of?

Answer 20

The scale consists of six levels of cognitive functioning, each with corresponding sublevels (from 0.8 to 6.0). These levels range from severe cognitive impairment (Level 1) to normal functioning (Level 6).

Question 21

What level is associated with severe cognitive impairment on the Allen scale?

Answer 21

Level 1

Question 22

What level is associated with normal functioning on the Allen scale?

Answer 22

Level 6

Question 23

Explain the levels of the Allen scale:

Answer 23

Level 1 (Automatic Actions): Profound impairment; basic reflexes like swallowing or responding to stimuli.

Level 2 (Postural Actions): Severe impairment; some movement but not purposeful or goal-directed.

Level 3 (Manual Actions): Moderate impairment; able to perform basic, repetitive tasks with hands.

Level 4 (Goal-Directed Actions): Mild-to-moderate impairment; can perform familiar tasks with supervision.

Level 5 (Exploratory Actions): Mild impairment; able to learn new tasks and solve problems with some trial and error.

Level 6 (Planned Actions): Normal cognitive functioning; able to plan, anticipate, and solve problems independently.

Question 24

Newborn (0-4 Months)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 24

Newborn (0-4 Months)

Feeding Method: Breastfeeding or bottle-feeding (formula).

Oral-Motor Skills: Reflexive sucking and swallowing. The tongue moves back and forth to extract milk.

Signs of Readiness: Rooting reflex (turning head toward touch on the cheek), sucking reflex.

Question 25

Early Infancy (4-6 Months)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 25

Early Infancy (4-6 Months)

Feeding Method: Continued breastfeeding or bottle-feeding, with the gradual introduction of solids (typically single-grain cereals mixed with breast milk or formula).

Oral-Motor Skills: Improved head control, beginning to develop the ability to sit with support. The tongue thrust reflex starts to diminish, allowing the baby to begin accepting a spoon.

Signs of Readiness: Interest in solid foods, ability to move food from a spoon to the back of the mouth to swallow.

Question 26

Mid-Infancy (6-9 Months)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 26

Mid-Infancy (6-9 Months)

Feeding Method: Continued breastfeeding or formula, with an increased variety of pureed or mashed foods like fruits, vegetables, and cereals. Introduction of finger foods.

Oral-Motor Skills: Developing the ability to move food around in the mouth with the tongue. Starting to use a “munching” motion with the jaw. Improved hand-eye coordination, leading to the ability to grasp food and bring it to the mouth.

Signs of Readiness: Ability to sit unsupported, interest in self-feeding, and ability to chew and swallow thicker purees and soft finger foods.

Question 27

Late Infancy (9-12 Months)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 27

Late Infancy (9-12 Months)

Feeding Method: A combination of breastfeeding/formula and a wider variety of solid foods, including small, soft pieces of fruits, vegetables, grains, and proteins. Gradual introduction of table foods.

Oral-Motor Skills: Improved chewing and biting skills, development of pincer grasp (using thumb and forefinger to pick up small objects). Ability to drink from a cup with assistance.

Signs of Readiness: Increased independence in feeding, chewing more effectively, and showing interest in a wider variety of foods.

Question 28

Toddler Stage (12-24 Months)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 28

Toddler Stage (12-24 Months)

Feeding Method: Transition to whole milk (after the first year) and regular table foods. Meals become more structured, and toddlers begin eating with the family.

Oral-Motor Skills: Further development of chewing skills, handling a wide range of textures. Mastery of self-feeding with fingers and beginning to use utensils.

Signs of Readiness: Independence in feeding, ability to chew a variety of textures, and drinking from a cup without assistance.

Question 29

Preschool Age (2-5 Years)

Feeding Method:
Oral-Motor Skills:
Signs of Readiness:

Answer 29

Preschool Age (2-5 Years)

Feeding Method: Eating a wide variety of family foods, including more complex textures and flavors.

Oral-Motor Skills: Fully developed chewing and swallowing skills, with the ability to handle a wide range of food textures. Greater control over utensils.

Signs of Readiness: Able to eat most foods served to the family, demonstrating food preferences, and participating in mealtime routines.