The Process of Occupational Therapy- Ch. 3

Question 1

Measures the assessment’s accuracy to determine in the tool measures what it was intended to measure

Answer 1

Validity

Question 2

Establishes the consistency and stability of the evaluation. It is scored as either a correlation or a percentage to identify the degree to which the two items agree/relate

Answer 2

Reliability. If reliable the evaluation measurements/scores are the same from time to time, place to place and eval to eval.

Question 3

Establishes that the content included in the evaluation is representative of the content that could be measured

Answer 3

Content validity

Question 4

Establishes how well the assessment instrument appears “on the face of it” to meet its stated purpose

Answer 4

Face validity

Question 5

Compares the assessment tool to another one with already established validity. It is reported as a correlation. The higher the correlation, the better the validity.

Answer 5

Criterion validity

Question 6

Types of criterion validity

Answer 6

Concurrent validity

Predictive validity

Question 7

Compares the results of two instruments given at about the same time

Answer 7

Concurrent validity

Question 8

Compares the degree to which an instrument can predict performance on a future criterion

Answer 8

Predictive validity

Question 9

Establishes that different raters using the same assessment tool will achieve the same results

Answer 9

Inter-rater reliability/inter-observer reliability

Question 10

Establishes that the same results will be obtained when the evaluation is administered twice by the same administrator

Answer 10

Test-retest reliability

Question 11

A type of intervention designed to promote wellness, prevent disabilities and illness and maintain health. Focus on providing enrichment experiences to enhance a person’s occupational performance in their natural context

Answer 11

Prevention (AOTA: create/promote)

Question 12

Type of prevention; The EARLY detection of problems in a population AT RISK to reduce the duration of a disorder/disease and/or minimize its effects through
early detection/diagnosis
early appropriate referral and
early/effective intervention
e.g. the screening of infants born prematurely for developmental delays and immediate intervention

Answer 12

SECONDARY prevention

Question 13

Type of prevention; The reduction of the incidence or occurrence of a disease or disorder within a population that is currently well or considered potentially at risk
e.g. parenting skills classes for teen parents to prevent child neglect or abuse

Answer 13

PRIMARY prevention

Question 14

Type of prevention The elimination or reduction of the impact of dysfunction on an individual
e.g. provision of rehabilitation services to maximize community participation

Answer 14

TERTIARY prevention

Question 15

A type of intervention designed to satisfy inherent, universal human needs

Answer 15

Meeting health needs

Question 16

A type of intervention designed to achieve behavioral changes and functional outcomes. Most commonly used and most reimbursable. Interventions focused on establishing a skill/ability never developed (child) or restoring a lost skill/ability due to impairment (adult)

Answer 16

The change process (AOTA: Establish/restore/remediate)

Question 17

A type of intervention designed to reduce or minimize disruptive or undesirable behavior that interferes with therapeutic activity or procedures needed to change areas of dysfunction
e.g. anxiety when standing (Clara)

Answer 17

Management (AOTA: modify/compensation/adaptation)

Question 18

A type of intervention designed to support and preserve the individual’ current functional level
e.g. for those with chronic/progressive diseases where no improvement in fx is planned

Answer 18

Maintenance

Question 19

A group development stage that involves members using their energies and skills to be productive and to achieve group’s goals

Answer 19

Maturation phase

Question 20

A group development stage that involves members regrouping after the conflict with a clearer sense of purpose and a reaffirmation of group norms and values, leading to group stability

Answer 20

Cohesion phase

Question 21

A group development stage that involves members developing interpersonal bonds, group norms and specialized member roles through involvement in goal-directed activities and clarification of group’s purpose

Answer 21

Intermediate phase

Question 22

A group development stage that involves the leader composing the group protocol and planning for the group

Answer 22

Origin phase

Question 23

A group development stage that involves members challenging group’s structure, purposes, and/or processes and is characterized by dissension and disagreements among members

Answer 23

Conflict phase

Question 24

A group development stage that involves members learning what the group is about, making a preliminary commitment to the group, and developing initial connections with other members

Answer 24

Orientation phase

Question 25

A group development stage that involves dissolution of the group due to lack of engagement of members, inability to resolve conflict, goal attainment, task accomplishment

Answer 25

Termination phase

Question 26

Curative factor of giving of oneself to help others

Answer 26

Altruism

Question 27

Curative factor of relieving of emotions by expressing one’s feelings

Answer 27

Catharsis

Question 28

Curative factor of recognizing shared feelings and that one’s problems are not unique

Answer 28

Universality

Question 29

Curative factor of discovering and accepting unknown parts of oneself

Answer 29

Self-understanding

Question 30

Curative factor of accepting advice from other group members

Answer 30

Guidance

Question 31

Curative factor of benefitting from imitation of the positive behaviors of other group members

Answer 31

Identification

Question 32

Curative factor of experiencing optimism through observing the improvement of others in the group

Answer 32

Instillation of hope

Question 33

Curative factor of receiving feedback from group members regarding one’s behavior

Answer 33

Interpersonal learning (input)

Question 34

Curative factor of learning successful ways of relating to group members

Answer 34

Interpersonal learning (output)