Study Session 1

Question 1

Define Best practice

Answer 1

practice based on sound judgment that reflects and puts into practice current and innovative ideas

Question 2

What is all included in a child’s environment?

Answer 2

1. immediate physical environment
2. social and cultural context
3. beliefs and values of the childs caregivers

Question 3

What text came out in 2002 that offered the OT professional a basis which to describe and practice oT and a common language and focus which reflect the professions foundations in Occupation?

Answer 3

Framework: Domain and process

Question 4

Development and History of the OTA

Answer 4

Emerged in the 1950s
Plan implementation in 1958

Question 5

What legislative acts increased OTs presence in pediatric practice?

Answer 5

Education for all handicapped children act- 1975

Handicapped infants and toddlers-1986

Question 6

What are the 4 levels of supervision?

Answer 6

1. direct supervision-OT in immediate area at all times
2. close supervision-direct, daily contact between the OTA and OT
3. Routine supervision-face to face contact at least every two weeks
4. General supervision-Initial direction face to face contact at least one additional contact per month via phone

Question 7

What aspects of service delivery can an OTA contribute to?

Answer 7

evaluation, intervention planning, and implementation

Question 8

What is grading in the context of occupational therapy for children?

Answer 8

Grading involves systematically increasing or decreasing the demands of an activity to promote successful performance. As the child’s activities increase in complexity, this should spark motivation and increase active participation in the intervention.

Question 9

Shared Decision Making

Answer 9

occupational therapy practitioners ensure that both the child and the family are fully informed about intervention options and provided with evidence-based information about likely benefits and harms.

Question 10

Partners For Collaboration

Answer 10

Collaboration not only occurs with the child and the family; it also occurs among others that influence the occupations of the child. In an educational setting, collaboration may occur between teachers, paraprofessionals, other professionals, and families.

Question 11

Multidisciplinary Model,

Answer 11

team member roles are clearly defined, and professionals work independently completing separate evaluations, developing discipline specific goals, and implementing individual intervention plans. Communication is less frequent

Question 12

Interdisciplinary Model

Answer 12

professional team members interact with one another and the family to assess the child. Professionals usually provide interventions during individual sessions but may perform co-visits or group interventions. Professional roles are relaxed. Goals may be developed by the team (example: IEP) or by each professional with input from the family.

Question 13

Interprofessional Model

Answer 13

is similar to the interdisciplinary model but has a greater depth of collaboration than interdisciplinary. Team members utilizing an interprofessional model are active learners that learn with, from, and about each other, support each other, and utilize purposeful interaction to improve collaboration and quality of care.

Question 14

Transdisciplinary Model

Answer 14

team members work together to identify needs, complete evaluations, develop goals, and implement interventions. All team members share responsibility for child and family outcomes. Service delivery may occur jointly, or one professional may be considered the primary service provider, allowing for discipline role release.

Question 15

How can we cultivate lasting and trusting relationships with clients/families?

Answer 15

Practice active listening, use empathy, ensure effective and timely communication (structured & unstructured), discuss shared expectations, show commitment to best practice & collaboration.

Question 16

What is a crucial part of successful client-centered intervention when working with children?

Answer 16

-Respecting a child’s unique and diverse qualities: should be no cookie-cutter prescriptive approach to working with children and their families

-Equally as important, is to integrate and infuse
foundational knowledge with practical application while maintaining ongoing sense of flexibility and creativity when working with each child

Question 17

What does the discontinuity model believe relating to growth?

Answer 17

That they occur in stages or orderly and sequential patterns of change that usually follow a set timeline. Growth is a “series of steps” necessary to reach adulthood

Question 18

What do continuity theorists believe?

Answer 18

They believe that development occurs in a gradual ongoing fashion

Question 19

What are the stages of development?

Answer 19

Prenatal- conception to birth
Infancy- birth to 18 months, acquire skills to walk, use their hands, begin to communicate, and relate to others in their environment
Early Childhood- 18 months to 5-6 years, develop peer relationships and begin to develop a sense of individuality from their primary caregivers
Middle Childhood- 6-12 years, refining motor skills , focusing on school-related tasks and continuing to establish peer relationships
Adolescence- 12-18 ‘years, undergo significant change (puberty) in preparation for adulthood

Question 20

Family occupations:

Answer 20

routines that enable to family to function effectively and efficiently and rituals and activities that have special meaning

Question 21

Rituals

Answer 21

symbolic activities that convey the family identity, a sense of belonging to the family

Question 22

Family occupations model:

Answer 22

Desire for normalcy, Family lifestyle, Resource allocation, Building bonds

Question 23

Child-centered practice:

Answer 23

the OT identifies and determines goals (with family input) and orchestrates the intervention based on the child’s preferences and participation

Question 24

Family-centered practice:

Answer 24

incorporating the family as the expert on the child and family and as the most valuable team member
-Easiest to implement this practice during home-health sessions
-The goal is OTs to engage families as fully involved partners and collaborators

Question 25

Relationship-based practice:

Answer 25

focuses on the quality of interactions between a child and the family
Helps the family build bonds to support social and emotional growth
Grows responsive positive interactions
OTs are experts in conditions and as the experts they help families find ways to experience shared family occupations to help the child build a sense of self and become a contributing family member

Question 26

Family centered/relationship based practice:

Answer 26

the family shows greater carryover with interventions, the OT learns about the child from the family, the OT learns from the family and plans interventions to help in the family context (this is best practice)
Models the philosophy of OT by encouraging, coaching, and discussing to enhance relationships in the family to solve problems

Question 27

Therapeutic partnership:

Answer 27

“commitment between the occupational therapy practitioner to include family members as patterns and the family members’ willingness to be an active part of therapeutic process with the potential for equitable contribution between the two” (76).

Question 28

The Family-Centered Therapy Model:

Answer 28

Unites a variation of theoretical concepts used in practice such as family occupations, co-occupations, family-centered therapy, and relationship-based therapy.

Question 29

What is the method of age scaling?

Answer 29

This was one of the breakthroughs in measurement of age related behaviors. In 1907, Alfred Binet developed this, it compares chronological age with cognitive function.

Question 30

What’s the difference between assessment vs developmental assessment?

Answer 30

An assessment gathers information to make an evaluation decision, a developmental assessment is a process to show a child’s performance in their ADL’s.

Question 31

What is first-level screening?

Answer 31

It’s a basic overview of development and a child’s skill level, it could be monitoring, early screening, or child find, which locates those at risk for developmental disabilities

Question 32

What is second-level screening?

Answer 32

This is used when there is a concern found in the first level screen, more in depth and usually OT practitioners are involved at this step.

Question 33

Describe the First Step of the Evaluation Process?

Answer 33

The first step of the Evaluation Process is gathering information to create an Occupational Profile for the client

Question 34

What is an Occupational Profile and what is it used for?

Answer 34

An Occupational Profile is information gathered from a client that roughly lists their strengths and weaknesses in their Occupations

Question 35

What are some factors that should be observed when creating an Occupational Profile?

Answer 35

It is Important to consider the Interests, Needs, Occupational History, Priorities, Values and the Patterns of Living when Developing an Occupational Profile

Question 36

What is the second step of the Evaluation Process?

Answer 36

The Second Step is to Analyze Occupational Performance

Question 38

What factors are considered in Analyzing Occupational Performance?

Answer 38

it is important to Observe Performance in occupational settings, Identifying the Child’s Strengths and Weaknesses

Question 39

Describe a Developmental Assessment.

Answer 39

A Developmental Assessment is typically exercises or tests that measure the Clients Occupational Ability

Question 40

Which Areas of Development are Typically Considered in a Developmental Assessment?

Answer 40

Motor, Cognitive Communication, and Self-Help Skills.

Question 40

What provides a greater opportunity to observe a high level of performance in children?-

Answer 40

A combo of informal play based assessment, directed/structured activities

Question 41

What is a client factor?

Answer 41

Body functions and structures needed to complete an activity/ occupation.