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Test 2 Flashcards

1
Q

What does the behavioral frame of reference focus on?

A

Focuses on building or adapting skills necessary for occupational performance.

Also focus on eliminating behaviors that lead to occupational dysfunction.

Performance Deficits & Skill Deficits

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2
Q

What theory is the behavioral frame of reference based on?

A

Learning Theory

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3
Q

What relationship of the person, environment an occupation are we working on in Behavioral FOR?

A

Working on the person and their behaviors with the environment.

Environment can positively or negatively reinforce behavior.

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4
Q

What thing do we look at most with Behavioral FOR?

A

Motivation for behaviors

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5
Q

Describe skill deficit in Behavioral FOR

A

Person has never learned the skill.

Skill has recently become impaired.

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6
Q

What do we do with Behavioral FOR?

A

Work with people who have performance deficits and skill deficits.

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7
Q

Describe performance Deficit in Behavioral FOR?

A

Individual has skill but fails to perform in situation that calls for the skill.

Fails to demonstrate skill.

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8
Q

What is the importance of the Occupational Profile in the Behavioral FOR?

A

Learn what motivates the person, what is important to them. Find out where the problems are.

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9
Q

Describe how a skill is put into your behavioral skill repertoire according to the Behavioral FOR?

A

Learn Skill

Practice Skill

Integrate into Repertoire

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10
Q

Describe Pavlov’s classical conditioning

A

Stimulis is associate with visual and eventually over time visual image will replace the stimulus.

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11
Q

Describe Skinner’s operant conditioning

A

Behavior that is reinforced in the environment tends to be repeated.

Behavior that is ignored tends to diminish.

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12
Q

What are the three components of reinforcement in the Behavioral FOR?

A

Frequency

Intensity

Duration

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13
Q

Describe the differences in frequency of reinforcement as it relates to the behavioral FOR?

A

Continuous: Always happens when behavior is exhibited.

Fixed Rate: Happens every xth time.

Intermittent: Reinforcement is random

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14
Q

What type of frequency of reinforcement is most effective in Behavioral FOR ?

A

Intermittent because they keep doing the behavior just in case reinforcement happens then.

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15
Q

What is difference between positive reinforcement and negative reinforcement in the Behavioral FOR?

A

Positive: Desired behavior is reinforced.

Negative: Find out what is reinforcing negative behavior and getting rid of it.

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16
Q

What are examples of social reinforcement in Behavioral FOR?

A

Smiles, Praise, Pat on back, High five.

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17
Q

What is considered function in the Behavioral FOR?

A

Adaptive Performance

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18
Q

What is considered dysfunction in the Behavioral FOR?

A

Exhibit skill or performance deficit

Maladaptive Behavior in excess

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19
Q

What are the limitations for the Behavioral FOR?

A

Time constraints - May not be able to change behavior in short amount of time.

Gives therapist power over someone’s behavior.

Cannot be used if person is too ill to understand their motivations/goals.

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20
Q

What are the strengths of the Behavioral FOR?

A

Allows therapist to follow guidelines to develop safe and predictable environments.

Good for skill building

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21
Q

What do we do if someone cannot learn and we are using the Behavioral FOR?

A

Teach splinter skills, use adaptations.

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22
Q

What makes the cognitive behavioral FOR different than the behavioral FOR

A

Incorporates thoughts into behavior. Seeks to change thoughts believed to result in or cause specific maladaptive behaviors.

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23
Q

What are some techniques the OT can use in the Behavioral FOR?

A

Modeling Behavior

Token Economy as reinforcement

Shaping Behaviors

Behavioral Contracts

Working in simulated environment to practice skills.

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24
Q

What is considered function in the Cognitive-Behavioral FOR?

A

Person’s thoughts meet their personal and societal expectations.

Person feels sense of competence over their environment.

Has good self-knowledge, reasoning and ability to problem solve.

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25
What is considered dysfunction in the Cognitive-Behavioral FOR?
Behaviors are at the extremes of the emotional continuum. Cognitive functioning does not meet personal or societal expectations. Unrealistic reasoning process Dysfunction is associated with feeling of incompetence.
26
Give some examples of strategies used in OT treatment?
Homework, Modeling, Role Play, Graded Activities, Reality Testing, Psychoeducation, Thought Blocking
27
Describe peripheral change vs. Deep Change
Peripheral Change = Person does not "own" change. Cannot be generalized. Deep Change = Clients personal identity changes and the way they view the world. Is generalized in to other contexts.
28
What are limitations and strengths of Behavioral FOR?
Limitations: Time Constraints, Therapist has more power, cannot be used if person is to sick to understand own motivations and goals. Hard to generalize. Strengths: Therapist develops safe predictable environments, good for skill building.
29
What is Beck's ABC method?
A = Stimulus B = Beliefs or thoughts surrounding interpretation of stimulus. C = Response or Feeling
30
What is Ellis' ABCDEF method?
``` A = Activating Event B = Beliefs C = Consequence D = Disputing Irrational Beliefs E = Effecting New Beliefs F = New Set of Feelings ```
31
What are the limitations of the Cognitive FOR?
Client cannot have cognitive deficits. Time Consuming Person has to be motivated to participate Hard to determine if there is change.
32
What are the strengths of cognitive behavioral FOR?
Its effective Can be generalized Client Centered
33
How is psychoeducation connected to the principles of cognitive behavioral principles?
Teaches empowerment to the client to challenge their maladaptive thinking.
34
What is the focus of the acquisitional FOR?
Links learning theory with purposeful activity to develop skills needed for successful interaction in clients environment so they could fulfill the roles in that environment.
35
What clients does the acquistional FOR work with?
Anyone having a role transition Those who never learned how to participate in their required roles. Individuals who wish to participate more effectively in their roles.
36
What are the 5 areas of the theoretical base for the Acquisitional FOR?
The Nature of the Individual What Needs to be Learned How Learning Takes Place Typical & Atypical Development Appropriate Tools
37
Describe the "Nature of the Individual" according to the acquisitional FOR?
Individuals have an inherent need to explore their environment and master it.
38
Describe the "What Needs to be Learned" according to the acquisitional FOR 6) ?
Task Skills Interpersonal Skills Family Interaction ADL Play/Leisure Temporal Adaptation
39
Describe the "how learning takes place" according to the acquisitional FOR?
16 Principles of Learning
40
What is Typical Development according to the acquisitional FOR?
Environment is conducive to learning Adequate Role Models Opportunity to Learn Appropriate opportunities for Trial and Error
41
What is Atypical Development according to the acquisitional FOR?
Environment is not conducive to learning Disruption in role patterns No opportunity to explore
42
What are the 4 characteristics of Purposeful Activities according to the acquisitional FOR ?
1 - Emphasize doing 2 - Unconscious ---> Conscious 3 - Symbolic ---> Real 4 - Simulated --> Natural
43
What are the 3 subsystems of the person in MOHO?
Volition Habituation Performance Capacity
44
What makes up the volition subsystem?
Values, Interests and Personal Causation
45
What makes up the habituation subsystem?
Habits and Internalized Roles
46
What makes up the Performance Capacity subsystem
Musculoskeletal CardioPulmonary Neurological Symbolic
47
What is the open system of MOHO?
Input ---> Do an Activity --> Output --> Feedback from Environment
48
What is the focus of MOHO?
How internal motivation and external performance of occupation is interconnected.
49
What is considered function/order in MOHO?
Person has ability to choose, organize, and perform occupations that are personally meaningful. Person balances his/her own expectations with those of society. Exploration, Competence and Achievement.
50
What is considered dysfunction/disorder in MOHO?
Inability to perform occupations Interruption in role performance Inability to meet role responsibility Person does not experience a basic quality of life and cannot meet personal and societal expectation. Helplessness, Incompetence and Inefficiency
51
What is the Occupation in MOHO?
3 Categories: Motor Skills Process Skills Communication and Interaction Skills
52
Name the 3 areas the behaviors in the COTE are divided into?
1. General Behaviors 2. Task 3. Interpersonal/Social
53
Name 3 of the principles of learning
1. Trial and Error is critical in learning. 2. Learners motivation is important in learning process. 3. Repetition is important to learning.
54
Role Acquisition FOR is primary concerned with what?
Social Roles and the task and interpersonal skills that make up those social roles.
55
Which FOR is concerned with self-efficacy and self-awareness?
Cognitive-Behavioral FOR
56
The key to the behavioral FOR is?
Reinforcement
57
Name a type of psychoeducational group
- Money management group - Parenting Skills Class - Cooking Class
58
In what FOR's are psychoeducational groups used?
Role Acquisition and Cognitive-Behavioral
59
Is MOHO a Top/Down or Bottom/Up approach?
Top/Down
60
Is Behavioral FOR a Top/Down or Bottom/Up approach?
Bottom/Up
61
What are two types of deficits for the behavioral FOR?
Skill Deficits Performance Deficits
62
What are the function and dysfunction continuums for the Role Acquisition FOM?
Task Skills Interpersonal Skills Family Interaction ADL Play/Leisure Temporal Adaptation
63
What is MOHO's Occupational Performance function/dysfunction continuum?
Helplessness --> Incompetence --> Inefficacy --> Exploration --> Competence --> Achievement
64
Who developed the Model of Human Occupation?
Gary Keilhofner
65
What are some roles of the OT in the behavioral FOR?
- Role Model - Reinforcement Agent - Educator
66
Name the areas of social roles in the role acquisition FOR?
Task Skills Interpersonal Skills Family Interaction ADL Play/Leisure Temporal Adaptation
67
What is Dysfunction in the Family Interaction Role of Child?
Inability to Share Inability to do household chores Too Dependent or too demanding Respectful of rights to other family members
68
What is Dysfunction in the Family Interaction Role of Adolescent?
``` Inability to Share Inability to do household chores Too Dependent or too demanding Respectful of rights to other family members Asking for things family cannot afford ```
69
What is Dysfunction in the Family Interaction Role of Parent?
Doesn't fulfill child's emotional or physical needs. Does not engage in play Does not communicate with child Does not adequately discipline child Does not provide education Does not give child responsibilities Does not relinquish nuturing relationship when child is old enough.
70
What is Dysfunction in the General Family Interaction Role?
Does not communicate needs and feelings Does not give emotional support Does not take responsibility Demeaning Abusive
71
What is in the ADL Role?
Hygiene-Bathing, Dressing Grooming Eating Communication Home Management Functional and Community Mobility Healthcare Shopping Money Management
72
What is Dysfunction in the School Role?
Does not attend class Does not behave in class Does not have good relationship with teacher and classmates. Does not perform well academically Is not prepared for class
73
What is Dysfunction in the Work Role?
Work is not age appropriate Does not attend work regularly Has insufficient knowledge and interest in work Cannot find work Does not perform well in work Cannot take direction from supervisor Does not have good relationship with coworkers
74
What is Dysfunction in the Play/Leisure Role?
Does not have age appropriate play/leisure Does not have leisure activities Cannot form friendships
75
What is dysfunction in Temporal Adaptation?
Temporal Disorientation Poor Organization
76
What is Temporal Disorientation ?
Not knowing what time they should be engaging in an activity.
77
What is the only FOR that splinter skills are taught?
Behavioral FOR because it links small task skills to entire behavior.
78
What FOR's do you not use splinter skills?
Cognitive Behavioral MOHO Role Acquisition
79
What makes up the environment in the triangle?
Personal Temporal Virtual Social Cultural Physical
80
How do you work on the person's Personal Causation subsystem?
- Give opportunities - Adapt opportunity to help them master - Just right challenge to increase personal causation, motivation to Increase self-efficacy
81
What are the differences between performance capacity and lived experience?
Performance Capacity is whether they did it or not. The lived experience is how they felt their performance was despite whether they did it or not.
82
What is grading?
Making the task easier or harder.
83
How does MOHO describe the environment?
Social Environment Physical Environment (natural or fabricated)
84
What is the environments relationship to the occupation according to MOHO?
The environment provides opportunities or barriers on occupation.
85
What is the environments relationship to the person in MOHO?
Seeking out environments that suit our interests and meet our skill level.

Theoretical Guidelines (2 decks)

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