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Phys Dys Practicum > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Another person is not required for the activity

A

Independent

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2
Q

The patient safely performs all the tasks described as making up the activity within a reasonable amount of time, and does so without modification, assistive devices, or aids

A

FIM 7, complete independence

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3
Q

One or more of the following may be true: the activity requires an assitive device or aid, the activity takes more than reasonable time, or the activity involves safety (risk) considerations

A

FIM 6, modified independence

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4
Q

Patient requires another person for either supervision or physical assistance in order to perform the activity, or it is not performed, requires helper

A

Dependent

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5
Q

Patient expends half or more of the effort

A

Modified dependence

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6
Q

Patient requires no more help than standby, cuing or coaxing, without physical contact; alternately, the helper sets up needed items or applies orthoses or assitive/adaptive devices

A

FIM 5, supervision or setup

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7
Q

Patient requires no more help than touching, and expends 75% or more of the effort

A

FIM 4, minimal contact assistance

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8
Q

Contact guard assist, can do at least 75% of task

A

FIM 4

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9
Q

Helper just sets something up

A

FIM 5, supervision or setup

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10
Q

Helper just assists verbally

A

FIM 5, supervision or setup

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11
Q

Patient can do all dressing except buttons

A

FIM 4, minimal contact assistance

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12
Q

Patient requires more help than touching, or expends between 50 and 74% of the effort

A

FIM 3, moderate assistance

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13
Q

The patient expends less than half of the effort. Maximal or total assistance is required

A

Complete dependence

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14
Q

The patient expends between 25 to 49% of the effort

A

FIM 2, maximal assistance

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15
Q

The patient expends less than 25% of the effort

A

FIM 1, total assistance

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16
Q

Activity does not occur

A

FIM 0

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17
Q

Why is theory important?

A

To validate practice, guide practice, justify reimbursement, clarify specialization issues, enhance the growth of the profession, educate competent practitioners, unify practice and profession

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18
Q

Provides philosophy, values and ethics and knowledge for practice

A

Paradigm

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19
Q

Example of paradigm

A

OTPF

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20
Q

Explains the relationship between person, environment, and occupational performance

A

Occupational behavior models

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21
Q

Provide practice guidelines for specific domains

A

FORs/practice models

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22
Q

4 examples of occupational behavioral models

A

OA, MOHO, COPM, ecological model

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23
Q

Model that emphasizes adaptation

A

OA

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24
Q

Model that highlights occupational engagement

A

MOHO

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25
Q

Model that emphasizes client collaboration/client- centered therapy

A

COPM

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26
Q

Model that pays attention to contextual variables and interdisciplinary communication

A

Ecological model

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27
Q

Physical disabilities frames of references

A

rehabilitation, biomechanical, traditional motor control approaches, contemporary motor control approach

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28
Q

Phys Dys FOR that looks at adaptation/compensation

A

Rehabilitation

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29
Q

Phys Dys FOR that focuses on restoration

A

Biomechanical and traditional motor control approaches

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30
Q

Phys Dys FOR that looks at a mix of adaptation, compensation, and restoration

A

contemporary motor control approach

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31
Q

4 traditional motor control approaches

A

Bobaths’ Neurodevelopmental Treatment (NDT), Brunnstrom’s movement therapy, the Rood Approach, Proprioceptive Neuromuscular Facilittion

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32
Q

What is NDT used for?

A

neurological problems, associated with hemiplegia

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33
Q

Purpose of NDT?

A

remediate foundation skills that make normal skill acquisition possible

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34
Q

What does NDT start with?

A

postural control

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35
Q

What do manual techniques in NDT do?

A

Facilitate or inhibit primitive reflexes

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36
Q

What is the overall point of NDT?

A

Normalize muscle tone

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37
Q

Examples of normal movement in NDT?

A

clasped hands, weight bearing on affected extended arm, bilateral hand activities, free arm movement, compression/traction, tapping

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38
Q

Use of sensory stimulation to elicit motor response, consideration of mobility and stability, sensory techniques to facilitate hypotonic muscle activation in order to elicit movement, sensory technique to normalize hyperactive muscle tone, tactile/thermal/ proprioceptive stimuli

A

The Rood Approach

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39
Q

Used with neurological problems, move client through different reflective stages

A

Brunstrom

40
Q

Reflexes and primitive movement patterns are normal stages of development and can be used to facilitate recovery of volunteer movement post-stroke

A

Brunstrom

41
Q

Diagonal and rotational movement patterns

A

PNF

42
Q

How does PNF treatment start?

A

by bringing attention to breathing and other vitals

43
Q

What is the purpose of the body movements in PNF?

A

Improve proprioception

44
Q

Rehabilitation focuses on what?

A

ADLs and functional abilities

45
Q

What FOR looks at adaptive devices, orthotics, environmental modifications, WC modifications, ambulatory devices, adapted procedures, and safety education?

A

Rehabilitative

46
Q

Focuses on strength, ROM, endurance, edema management, use of PAMs

A

Biomechanical

47
Q

Equipment biomechanical FOR?

A

UBEs, theraband, weights

48
Q

Model that usually doesn’t stand alone for reimbursement, need to correlate with function (usually rehab approach also)

A

Biomechanical

49
Q

_________________ determines need for evaluation

A

Screening

50
Q

_________ are sued to gather inf for an evaluation

A

assessments

51
Q

Sames 9 steps in evaluation

A
  1. Synthesizing info from the occ profile
  2. Selecting appropriate OT theories
  3. Observation of occ performance and info gathering
  4. Selecting and measuring contexts, activity demands, and client factors
  5. Interpretation of assessment data
  6. Generating hypothesis
  7. Goal setting
  8. Confirming outcome measures
  9. Delineating intervention approaches
52
Q

Critical pieces in an evaluation

A

Prior level of function, reason for referral to OT, assessment tools used, precautions and contraindications, accurate treatment diagnosis, occupational profile, analysis of occupational performance

53
Q

Type of goal used for the client that used to be able to do something, but can’t now.

A

Restorative

54
Q

Type of goal that teaches new skills, skills the client never had.

A

Habilitative

55
Q

Type of goal used to maintain a level of function, despite influence of disease process. May not be covered by insurance

A

Maintenance goals

56
Q

Type of goal written to change the activity demand, rather than the client’s abilities

A

Modification goals

57
Q

Type of goal used for at-risk individuals

A

Preventative goals

58
Q

Type of goal written for clients that do not have a disability, but are interested in enhancing occupational performance

A

Health promotion goals

59
Q

Steps to goal writing

A

Developing a problem list and behavioral indicators, prioritize list with patient assets, frame of reference, treatment goals

60
Q

What is always placed first on a problem list?

A

Safety, in order of importance

61
Q

In general, activities where seem to be reimbursable?

A

In the home

62
Q

Areas of reimbursable goals

A

ADLs, some IADLs, transfers/mobility, health promotion

63
Q

Non-reimbursable goal categories

A

social participation, leisure, education, work, play/recreation

64
Q

R in RHUMBA

A

Relevant, goal needs to relate to something important to client

65
Q

H in RHUMBA

A

How long? When will goal be met?

66
Q

U in RHUMBA

A

Understandable, does the goal make sense?

67
Q

M in RHUMBA

A

Measurable, how will you know when the goal is met?

68
Q

B in RHUMBA

A

Behavioral, outcome must be seen or heard

69
Q

A in RHUMBA

A

Achievable, must be realistic for client to achieve

70
Q

A in ABCD model

A

Audience (such as patient)

71
Q

B in ABCD model

A

Behavior (such as will bathe)

72
Q

C in ABCD model

A

Condition (such as using adaptive equipment)

73
Q

D in ABCD model

A

Degree (such as independently in less than 15 mins)

74
Q

ABCD model doesn’t include what but should?

A

Timeline

75
Q

What is not noted in COAST format but should be considered

A

Relevance

76
Q

F in FEAST

A

function

77
Q

E in FEAST

A

expectation

78
Q

A in FEAST

A

Action

79
Q

S in FEAST

A

Specific conditions

80
Q

T in FEAST

A

Timeline

81
Q

What is not included in FEAST but should be?

A

A subject should be identified

82
Q

S in SMART

A

Significant

83
Q

M in SMART

A

measurable

84
Q

A in SMART

A

Achievable

85
Q

R in SMART

A

Related

86
Q

T in SMART

A

Time-limited

87
Q

What do STGs address?

A

performance skill, pattern, or step needed to complete LTG

88
Q

What do LTGs address?

A

Occupational problem

89
Q

Goals should focus on what 5 things?

A

function/occupation, underlying causes, progress, safety, state expectations to progress

90
Q

Client-driven daily life activities that match goals

A

Occupations

91
Q

Actions that support development of skills and patterns to meet occupational goals

A

Activities

92
Q

Modalities, devices, and techniques to prepare for occupational performance

A

Preparatory

93
Q

A plan that maintains the functional gains of skilled therapy

A

Maintenance Program

94
Q

Who can create a maintenance program?

A

Skilled OT

95
Q

Learning activities designed to assist people who are having experience with illness or disease in making changes in their behavior conductive to health

A

Patient education

96
Q

3 caregiver needs?

A

information, assistance, respite care

Phys Dys Practicum (2 decks)

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