Unit 1: Intervention Flashcards
Intervention
Intervention Plan
Intervention Implantation
Intervention Plan
-Develop an intervention hypothesis (what’s preventing the client from accomplishing their goals?)
-Consider the evidence (is there scientific evidence to support my intervention plan? has this approach worked with past clients?)
-Select an intervention approach or model
-Collaborate with the client (does the client understand and agree with your hypthesis? what does the client want to work on in therapy?)
Preparatory Treatment Approach
-Helps prepare the clients for purposeful and occupation based activities
-Ex. Completing ROM exercises
Purposeful )Treatment Approach)
-Allows client to engage in goal-directed behaviors or activities that are therapeutically designed and will lead to participation in occupations
-Ex. Cooking a meal in rehab kitchen
Occupation-Based (Treatment Approach)
-Allows a client to engage inn valued occupations in their own context
-Ex. Cooking in own kitchen
To retrain sensory awareness and or discrimination (Grading Remedial Therapeutic Exercises)
-Offer various textures, sizes, shapes
-Grade from diverse to similar, courser to smooth, large to small
-Ex. Defined shapes
To decrease hypersensitivity (Grading Remedial Therapeutic Exercises)
-Offer various textures and degrees of hardness or softness
-Grade from acceptable (smooth, soft) to barely tolerable (rough, high texture)
-Ex. Soft: furry, Hard: Sandpaper
To relearn skilled voluntary movement (Grading Remedial Therapeutic Exercises)
-Require sought after purposeful movement, allow feedback
-Grade from simple to complex movements
-Grading should increase more difficult motor responses such as moving the body or limbs in various directions. isolated movement to a particular joint increasing the speed and accuracy required
-Practice is essential
-Ex. Wii or basketball
To increase coordination and dexterity (Grading Remedial Therapeutic Exercises)
-Required skilled motor action the patient can control
-Grade from sow, gross movement involving limited numbers of joints to fast, precise movement involving a greater number of joints
To increase AROM (Grading Remedial Therapeutic Exercises)
-Require repeated movement to the limit of range, graded to demand larger amounts of movement
To increase PROM or elongate soft tissue contracture (Grading Remedial Therapeutic Exercises)
-Provide controlled stretch or traction, grade from lesser to greater ROM
-Safety: Stretching should be slow and gentle to avoid injuring tissue, increasing inflammation, or increasing an abnormal tone response
To increase strength (Grading Remedial Therapeutic Exercises)
-Require movement/repition (isontonic) or holding against resistance (isometric).
-Graded from lesser to greater resistance or from slow to fast movement
-Ex. Concentric bicep curl
To increase cardiopulmonary endurance (Grading Remedial Therapeutic Exercises)
-Use activités graded at the patient current metabolic equivalent (MET) level
-Grade by increasing duration, frequency, then intensity (METs)
To increase muscle endurance (Grading Remedial Therapeutic Exercises)
-Require repetitive movement or holding against 50% or less of max strength
-Grade by increasing rep or duration
To decrease edema (Grading Remedial Therapeutic Exercises)
Allow use of the extremity in an elevated position and require isotonic contraction
To improve perceptual impairments (Grading Remedial Therapeutic Exercises)
-Perform activities that require perceptual processing at the outside edge of current skill
-Grade by complexity of stimuli
-Ex. Consider grading from located one object on a different colored background to finding one objection a very busy background
To increase attention (Grading Remedial Therapeutic Exercises)
-Practice activated that are graded from less to more distracting and from less time demand to more
Focused Attention
Basic response to stimuli presented
Sustained Attention
Maintain attention for a certain duration
Selective Attention
Attending to one stimuli while ignoring others
Alternating Attention
Shift between tasks
Divided Attention
Attend to two tasks simultaneously
To increase memory (Grading Remedial Therapeutic Exercises)
Practice activities that are graded from simple to complex in terms of demands on the patients ability to remember
Working Memory
Temporary storage of info during an activity
-Ex. Remember 3 words
