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Theoretical Guidelines > Test 2 > Flashcards

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
Q

What is considered dysfunction in the Cognitive-Behavioral FOR?

A

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.

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26
Q

Give some examples of strategies used in OT treatment?

A

Homework, Modeling, Role Play, Graded Activities, Reality Testing, Psychoeducation, Thought Blocking

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27
Q

Describe peripheral change vs. Deep Change

A

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.

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28
Q

What are limitations and strengths of Behavioral FOR?

A

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.

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29
Q

What is Beck’s ABC method?

A

A = Stimulus

B = Beliefs or thoughts surrounding interpretation of stimulus.

C = Response or Feeling

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30
Q

What is Ellis’ ABCDEF method?

A 
A = Activating Event 
B = Beliefs
C = Consequence 
D = Disputing Irrational Beliefs 
E = Effecting New Beliefs
F = New Set of Feelings
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31
Q

What are the limitations of the Cognitive FOR?

A

Client cannot have cognitive deficits.

Time Consuming

Person has to be motivated to participate

Hard to determine if there is change.

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32
Q

What are the strengths of cognitive behavioral FOR?

A

Its effective

Can be generalized

Client Centered

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33
Q

How is psychoeducation connected to the principles of cognitive behavioral principles?

A

Teaches empowerment to the client to challenge their maladaptive thinking.

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34
Q

What is the focus of the acquisitional FOR?

A

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.

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35
Q

What clients does the acquistional FOR work with?

A

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
Q

What are the 5 areas of the theoretical base for the Acquisitional FOR?

A

The Nature of the Individual

What Needs to be Learned

How Learning Takes Place

Typical & Atypical Development

Appropriate Tools

37
Q

Describe the “Nature of the Individual” according to the acquisitional FOR?

A

Individuals have an inherent need to explore their environment and master it.

38
Q

Describe the “What Needs to be Learned” according to the acquisitional FOR 6) ?

A

Task Skills

Interpersonal Skills

Family Interaction

ADL

Play/Leisure

Temporal Adaptation

39
Q

Describe the “how learning takes place” according to the acquisitional FOR?

A

16 Principles of Learning

40
Q

What is Typical Development according to the acquisitional FOR?

A

Environment is conducive to learning

Adequate Role Models

Opportunity to Learn

Appropriate opportunities for Trial and Error

41
Q

What is Atypical Development according to the acquisitional FOR?

A

Environment is not conducive to learning

Disruption in role patterns

No opportunity to explore

42
Q

What are the 4 characteristics of Purposeful Activities according to the acquisitional FOR ?

A

1 - Emphasize doing

2 - Unconscious —> Conscious

3 - Symbolic —> Real

4 - Simulated –> Natural

43
Q

What are the 3 subsystems of the person in MOHO?

A

Volition

Habituation

Performance Capacity

44
Q

What makes up the volition subsystem?

A

Values, Interests and Personal Causation

45
Q

What makes up the habituation subsystem?

A

Habits and Internalized Roles

46
Q

What makes up the Performance Capacity subsystem

A

Musculoskeletal

CardioPulmonary

Neurological

Symbolic

47
Q

What is the open system of MOHO?

A

Input —> Do an Activity –> Output –> Feedback from Environment

48
Q

What is the focus of MOHO?

A

How internal motivation and external performance of occupation is interconnected.

49
Q

What is considered function/order in MOHO?

A

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
Q

What is considered dysfunction/disorder in MOHO?

A

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
Q

What is the Occupation in MOHO?

A

3 Categories:

Motor Skills

Process Skills

Communication and Interaction Skills

52
Q

Name the 3 areas the behaviors in the COTE are divided into?

A
  1. General Behaviors
  2. Task
  3. Interpersonal/Social
53
Q

Name 3 of the principles of learning

A
  1. Trial and Error is critical in learning.
  2. Learners motivation is important in learning process.
  3. Repetition is important to learning.
54
Q

Role Acquisition FOR is primary concerned with what?

A

Social Roles and the task and interpersonal skills that make up those social roles.

55
Q

Which FOR is concerned with self-efficacy and self-awareness?

A

Cognitive-Behavioral FOR

56
Q

The key to the behavioral FOR is?

A

Reinforcement

57
Q

Name a type of psychoeducational group

A
  • Money management group
  • Parenting Skills Class
  • Cooking Class
58
Q

In what FOR’s are psychoeducational groups used?

A

Role Acquisition and Cognitive-Behavioral

59
Q

Is MOHO a Top/Down or Bottom/Up approach?

A

Top/Down

60
Q

Is Behavioral FOR a Top/Down or Bottom/Up approach?

A

Bottom/Up

61
Q

What are two types of deficits for the behavioral FOR?

A

Skill Deficits

Performance Deficits

62
Q

What are the function and dysfunction continuums for the Role Acquisition FOM?

A

Task Skills

Interpersonal Skills

Family Interaction

ADL

Play/Leisure

Temporal Adaptation

63
Q

What is MOHO’s Occupational Performance function/dysfunction continuum?

A

Helplessness –> Incompetence –> Inefficacy –>

Exploration –> Competence –> Achievement

64
Q

Who developed the Model of Human Occupation?

A

Gary Keilhofner

65
Q

What are some roles of the OT in the behavioral FOR?

A
  • Role Model
  • Reinforcement Agent
  • Educator
66
Q

Name the areas of social roles in the role acquisition FOR?

A

Task Skills

Interpersonal Skills

Family Interaction

ADL

Play/Leisure

Temporal Adaptation

67
Q

What is Dysfunction in the Family Interaction Role of Child?

A

Inability to Share
Inability to do household chores
Too Dependent or too demanding
Respectful of rights to other family members

68
Q

What is Dysfunction in the Family Interaction Role of Adolescent?

A 
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
Q

What is Dysfunction in the Family Interaction Role of Parent?

A

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
Q

What is Dysfunction in the General Family Interaction Role?

A

Does not communicate needs and feelings

Does not give emotional support

Does not take responsibility

Demeaning

Abusive

71
Q

What is in the ADL Role?

A

Hygiene-Bathing, Dressing Grooming

Eating

Communication

Home Management

Functional and Community Mobility

Healthcare

Shopping

Money Management

72
Q

What is Dysfunction in the School Role?

A

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
Q

What is Dysfunction in the Work Role?

A

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
Q

What is Dysfunction in the Play/Leisure Role?

A

Does not have age appropriate play/leisure

Does not have leisure activities

Cannot form friendships

75
Q

What is dysfunction in Temporal Adaptation?

A

Temporal Disorientation

Poor Organization

76
Q

What is Temporal Disorientation ?

A

Not knowing what time they should be engaging in an activity.

77
Q

What is the only FOR that splinter skills are taught?

A

Behavioral FOR because it links small task skills to entire behavior.

78
Q

What FOR’s do you not use splinter skills?

A

Cognitive Behavioral

MOHO

Role Acquisition

79
Q

What makes up the environment in the triangle?

A

Personal

Temporal

Virtual

Social

Cultural

Physical

80
Q

How do you work on the person’s Personal Causation subsystem?

A
  • Give opportunities
  • Adapt opportunity to help them master
  • Just right challenge to increase personal causation, motivation to Increase self-efficacy
81
Q

What are the differences between performance capacity and lived experience?

A

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
Q

What is grading?

A

Making the task easier or harder.

83
Q

How does MOHO describe the environment?

A

Social Environment

Physical Environment (natural or fabricated)

84
Q

What is the environments relationship to the occupation according to MOHO?

A

The environment provides opportunities or barriers on occupation.

85
Q

What is the environments relationship to the person in MOHO?

A

Seeking out environments that suit our interests and meet our skill level.

Theoretical Guidelines (2 decks)

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