Unit 1: Intervention

Question 1

Intervention

Answer 1

Intervention Plan
Intervention Implantation

Question 2

Intervention Plan

Answer 2

-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?)

Question 3

Preparatory Treatment Approach

Answer 3

-Helps prepare the clients for purposeful and occupation based activities
-Ex. Completing ROM exercises

Question 4

Purposeful )Treatment Approach)

Answer 4

-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

Question 5

Occupation-Based (Treatment Approach)

Answer 5

-Allows a client to engage inn valued occupations in their own context
-Ex. Cooking in own kitchen

Question 6

To retrain sensory awareness and or discrimination (Grading Remedial Therapeutic Exercises)

Answer 6

-Offer various textures, sizes, shapes
-Grade from diverse to similar, courser to smooth, large to small
-Ex. Defined shapes

Question 7

To decrease hypersensitivity (Grading Remedial Therapeutic Exercises)

Answer 7

-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

Question 8

To relearn skilled voluntary movement (Grading Remedial Therapeutic Exercises)

Answer 8

-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

Question 9

To increase coordination and dexterity (Grading Remedial Therapeutic Exercises)

Answer 9

-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

Question 10

To increase AROM (Grading Remedial Therapeutic Exercises)

Answer 10

-Require repeated movement to the limit of range, graded to demand larger amounts of movement

Question 11

To increase PROM or elongate soft tissue contracture (Grading Remedial Therapeutic Exercises)

Answer 11

-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

Question 12

To increase strength (Grading Remedial Therapeutic Exercises)

Answer 12

-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

Question 13

To increase cardiopulmonary endurance (Grading Remedial Therapeutic Exercises)

Answer 13

-Use activités graded at the patient current metabolic equivalent (MET) level
-Grade by increasing duration, frequency, then intensity (METs)

Question 14

To increase muscle endurance (Grading Remedial Therapeutic Exercises)

Answer 14

-Require repetitive movement or holding against 50% or less of max strength
-Grade by increasing rep or duration

Question 15

To decrease edema (Grading Remedial Therapeutic Exercises)

Answer 15

Allow use of the extremity in an elevated position and require isotonic contraction

Question 16

To improve perceptual impairments (Grading Remedial Therapeutic Exercises)

Answer 16

-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

Question 17

To increase attention (Grading Remedial Therapeutic Exercises)

Answer 17

-Practice activated that are graded from less to more distracting and from less time demand to more

Question 18

Focused Attention

Answer 18

Basic response to stimuli presented

Question 19

Sustained Attention

Answer 19

Maintain attention for a certain duration

Question 20

Selective Attention

Answer 20

Attending to one stimuli while ignoring others

Question 21

Alternating Attention

Answer 21

Shift between tasks

Question 22

Divided Attention

Answer 22

Attend to two tasks simultaneously

Question 23

To increase memory (Grading Remedial Therapeutic Exercises)

Answer 23

Practice activities that are graded from simple to complex in terms of demands on the patients ability to remember

Question 24

Working Memory

Answer 24

Temporary storage of info during an activity
-Ex. Remember 3 words

Question 25

Declarative Memory

Answer 25

Unconscious memory of events or facts
-Ex. Ability to remember birthdays

Question 26

Procedural Memory

Answer 26

Unconscious memory of how to perform a task
-Ex. How to shoot a basketball

Question 27

Prospective Memory

Answer 27

Remember info for the future
-Ex. Remember appt next week

Question 28

To improve problem solving

Answer 28

Practice activities that are graded from simple (one step) to complex (multiple steps), concrete to abstract and familiar to unfamiliar
-Higher level activity should include unexpected challenge

Question 29

Adaptation

Answer 29

-Purpose is to modify an ADL, craft game, sport or other occupation to enable performance, prevent injury or accomplish a therapeutic goal

Question 30

Adaptation does the following:

Answer 30

-It can make an activity therapeutic when ordinarily it wouldn’t be (ex. Playing wall tic-tac-toe to facilitate shoulder motion)
-To upgrade a therapeutic exercise or activity to help the client reach a designated goal (ex. decreasing game pieces to challenge fine motor control)
-Enables a participation in an activity for a person who would be unable to complete the activity without the modification (ex. raising a garden bed to allow a client to continue a garden while using a wheelchair)
-Prevent cumulative trauma disorders to reduce (ex. workplace modifications)

Question 31

Body Functions (Adaptations)

Answer 31

-Position the task relative to the person
-Arrange tasks relative to other
-Change lever arms

Question 32

Required Actions (Adaptations)

Answer 32

-Change the methods of doing the activity
-Change the level of difficulty
-Change materials or texture of materials involved

Question 33

Object Properties (Adaptations)

Answer 33

-Change handles of tools and utensils
-Change size of shape of objects, or color contrast
-Modify or use supplemental tools and utensils
-Add weights, springs, rubber bands

Question 34

Sequencing and Timing (Adaptations)

Answer 34

-Modify steps/Modify time