Therapy Ed Chapter 3

Question 1

steps in the OT process (in order)

Answer 1

referral –> screening –> evaluation –> intervention –> discharge

Question 2

4 levels of intervention

Answer 2

adjunctive, enabling activities, purposeful activities, occupation-based activity

Question 3

adjunctive

Answer 3

initial step; prepares pt for occupational performance, often in acute care
- education, physical agent modalities, resources

Question 4

enabling activities

Answer 4

exercises and conditioning the body to get to the pt’s end goal
- ROM, muscle conditioning, schedules, pacing activity, coping strategies, time & medication management

Question 5

purposeful activities

Answer 5

have relevant goal and are meaningful
- simulation/simulators, aids/adaptive equipment, ADL/activity practice

Question 6

occupation-based activity

Answer 6

client-centered; OT is less involved; ADLs, IADLs, play, leisure are performed by pt at max capacity

Question 7

referral

Answer 7

has to be a referral for therapy to occur, can be from family, school, Dr, ect
- order or consultation is another term
- can be specific or general

Question 8

screening

Answer 8

determine if evaluation is needed; obtain preliminary information
- quick/easy to administer
- ACL
- chart, medical review, checklist, observation

Question 9

evalation

Answer 9

can be standardized or nonstandardized assessments
- obtaining occupational profile, analysis of occupational performance

Question 10

discharge

Answer 10

occurs during evaluation, goals may/may not be reached but OT services are terminated

Question 11

in schools, what is the different type of OT services & what falls under each?

Answer 11

medically necessary vs. educationally relevant OT
- noneducational OT: after school, home care, community based OT

Question 12

what should be considered when choosing an assessment tool?

Answer 12

1) Pt’s baseline function, major concerns, pressing needs as shown in screening
2) environmental context for assessment conduction (space, resources, restrictions)
3) environmental context of Pt (roles, values, norms, supports, physical environment characteristics)
4) temporal context: chronological & developmental age, duration of disability (ST vs LT), stage of illness (acute vs terminal), recent occurrence of illness
5) compatibility with FOR

Question 13

in school/educational setting, assessment must relate to

Answer 13

academic, mobility, psychosocial, behavioral, self-care

Question 14

standardized assessment

Answer 14

well established, description of purpose, administration & scoring protocol, established norms and validity
- use exact wording
- uses norms (compare to age, gender, diagnostic grouping)

Question 15

validity

Answer 15

measures assessments accuracy in measuring what it was intended to measure

Question 16

face validity

Answer 16

how well assessment appears at face value to meet its stated purpose

Question 17

content validity

Answer 17

content included in eval is representative of content that could be measured

Question 18

criterion validity

Answer 18

compares assessment tool to another one with already established validity

Question 19

types of criterion validity

Answer 19

1) concurrent: compares results of 2 instruments given at same time
2) predictive: compares degree to which instrument can predict performance on future criterion

Question 20

which type of validity is reported as a correlation

Answer 20

criterion (higher correlation = better criterion validity)

Question 21

reliability

Answer 21

establishes consistency & stability of evaluation
- scores same from time to time, place to place, eval to eval

Question 22

inter-rater reliablity

Answer 22

different raters using same assessment tool will achieve same results

Question 23

test-retest reliability

Answer 23

same results obtained when eval is administered twice by same administrator

Question 24

how is reliability scored?

Answer 24

correlation or percentage to measure degree in which 2 items agree/relate

Question 25

rating scales

Answer 25

require OT or Pt to rate reactions, performance, or set criterion according to established scale

Question 26

goal attainment scaling

Answer 26

uses interviews & rating scales; Pt participates in setting goals by identifying personal outcomes
- used during post-tx sessions to assess progress towards desired goals

Question 27

performance tests

Answer 27

structured guidelines &/or standardized procedures for activity performance & scoring

Question 28

norm referenced assessments

Answer 28

produce scores that compare Pt’s performance to set population’s performance

Question 29

criterion-referenced assessments

Answer 29

provide scores comparing Pt performance to pre-established criterion

Question 30

how is observation conducted

Answer 30

structured & unstructured, different contexts
- can use structured tool to increase reliability
- must be ongoing

Question 31

assessments to guide interview

Answer 31

COPM, OPHI (occupational performance history interview)