Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
57 Cards in this Set
- Front
- Back
|
Which FOR states that there are numerous interactions between the person, environment and task?
|
multicontextual
|
|
|
What standardized assessments are used for the Multicontextual FOR?
|
Toglia Category Assessment (forks, spoons, knives) and Contextual Memory Test (flashcard with twenty pictures)
|
|
|
What is a transfer continuum?
|
A variety of activities that have equivalent skill levels but vary in physical appearance. Initial task, near task, intermediate task and far task (from more relevant to least relevant to occupation desired).
|
|
|
What are the three kinds of assessments used for Multicontextual FOR?
|
Qualitative (ask q's), dynamic (go to environment, experience occupation), and static (Peabody Developmental Motor Skills)
|
|
|
Strength and Limitation of Multicontextual FOR?
|
Strenghts: very justifiable as OT related.
Limitations: effects of teaching self-monitoring has been minimally studied |
|
|
Which FOR assesses the ability of a client to take in and respond to the environment?
|
Cognitive-Perceptual Model
|
|
|
Which FOR states that perceptual and cognitive deficts are not directly observable and their relationship to performance is not as obvious?
|
Cognitive-Perceptual Model
|
|
|
What is cognition according to the Cognitive-Perceptual model?
|
Cognition as information processing. Registration, analysis, and hypothesis formation.
|
|
|
What approach does Cognitive-Perceptual model use?
|
Bottom-up. Data and conceptually driven.
|
|
|
Explain the three levels of learning for Cognitive-Perceptual model.
|
Association, representation (remembering what a person looks like), and abstract (rules).
|
|
|
What is the patient population for Cognitive-Perceptual Model?
|
Those with CNS damage or impairment with other sense organs who experience cognitive and perceptual deficits.
|
|
|
What are some problems addressed for the Cognitive-Perceptual Model?
|
Disruption of body scheme (lack of left/right discrimination, spatial relations deficits, apraxia (motor planning deficits), and agnosia (lack of recognizing familiar objects)
|
|
|
Assessments for Cognitive-Perceptual Model?
|
A-One, Loewenstein Occupational Therapy Cognitive Assessment, Dynamic Visual Processing Assessment, information procedures (clinical observations, interviewing, etc)
|
|
|
Two approaches to Cognitive Perceptual intervention?
|
Remediation: promote recovery of impaired CNS functions
Compensatory: pt. to perform optimally without changing the cognitive-perceptual deficits |
|
|
Which FOR focuses on the objectively observable aspects of learning?
|
Behavioral FOR
|
|
|
What are some theories for Behavioral FOR?
|
Learning theory, operant conditioning (reinforcers), schedule of reinforcement (token economy), classical conditioning (associative learning)
|
|
|
Primary assumptions for Behavioral FOR?
|
Behavior is predictable, measurable, and objective. They are learned through environmental reinforcement, and only behavior demonstrated can be reinforced.
|
|
|
What patient populations does the Behavioral FOR serve?
|
People with developmental, emotional, and psychological disabilities. Those with substance abuse, eating disorders, and brain damage. Usually excludes those with physical disabilities.
|
|
|
What unique type of evaluation procedure does the Behavioral FOR use?
|
Database of behaviors throughout therapy (chart/graph)
|
|
|
What are some assessment tools the Behavioral FOR uses?
|
Kohlman Evaluation of LIving Skills, comprehensive Occupational Therapy Evaluation, Bay Area Functional Performance Evaluation, Scorable Self Care Evaluation.
|
|
|
What are the interventions for Behavioral FOR?
|
Identify changes that need to occur, and choose those that will signal progress. Set goals! Determine type of technique that will be used (ex: conditioning, modeling). Specify treatment experiences (ex: craft activities, relaxation). Document with Problem-Oriented Record.
|
|
|
What is the outcome goal for Behavioral FOR?
|
Decrease or eliminate problem behaviors and increase or attain adaptive behavior.
|
|
|
Who developed Sensory Integration?
|
Jean Ayers.
|
|
|
What are some assumptions for Sensory Integration?
|
Sensory nourishment, plasticity, developmental sequence, CNS organization, sensory modalities convergence, adaptive response, inner drive/internal motivation.
|
|
|
Common populations for Sensory Integration?
|
Those with difficulties in processing sensory input, primarily children w/ learning disabilities, autism, cognitive impairments, behavioral disorders, anxiety disorders, genetic disorders.
|
|
|
Two types of senses?
|
Proprioceptive (understanding where muscles and joints are in space) and Vestibular (detecting gravity and movement; includes tactile, visual, auditory, gustatory, and olfactory).
|
|
|
Sensory modulation dysfunction?
|
Inability to react appropriately to sensory input from body or environment. Hyper/hypo sensitivity. Can have emotional and attentional symptoms.
|
|
|
Developmental dyspraxia?
|
Difficulty in planning and execution of movement
|
|
|
Bilateral and vestibular integration and sequencing dysfunction?
|
Problems in central vestibular processing. Deficits in areas such as: bilateral coordination, muscle tone, behavior, communication, etc.
|
|
|
Sensory discrimination dysfunction?
|
Problems in interpreting sensory information that allows you to know where your body is, where other people are and details about the environment.
|
|
|
How would you assess for Sensory Integration?
|
Interviews and questionnaires, clinical observation, and standardized tests: Sensory Integration and Praxis Test, and others necessary for specific performance areas.
|
|
|
How would you treat for Sensory Integration?
|
Play based and child-directed play. Use the "just right" challenge where the activity goal is just in reach of the child's abilities. Maintain a safe environment for child to move. Individualized. Use of equipment such as swings, giant pillows and scooter boards.
|
|
|
The Neurodevelopmental FOR began by who?
|
Karl and Berta Bobath
|
|
|
What populations would the Neurodevelopmental FOR work with?
|
Cerebral palsy, hemiplegia, developmental disabilities, and various CNS dysfunctions.
|
|
|
Which FOR believes that improving sensorimotor performance will result in improved occupational performance and that motor control is a prerequisite for skilled performance?
|
Neurodevelopmental FOR.
|
|
|
What are the intervention strategies for Neurodevelopmental FOR?
|
Inhibit abnormal patterns, facilitate normal patterns and emphasize quality of movement.
|
|
|
What are some assessments for Neurodevelopmental FOR?
|
Overall assessment of functional skills, observe quality of movement, mobility (ex: w-sitting), postural control (ex: spasticity), and dissociation (ex: log rolling).
|
|
|
What are some standardized assessments used in Neurodevelopmental FOR?
|
Movement assessment of infants, Posture and fine motor assessment of infants, Toddler infant motor evaluation, Tufts assessment of motor performance.
|
|
|
What does Cognitive Disability focus on?
|
Compensations for clients (environmental)
|
|
|
Who developed the Cognitive Disability FOR?
|
Claudia K. Allen.
|
|
|
What are the Allen Cognitive Levels?
|
Standardized measure of function and dysfunction. 6 levels (automatic, postural, manual, goal-directed, exploratory, and planned actions).
|
|
|
What is the patient population for Cognitive Disability FOR?
|
Typically adults. Categories associated with global loss of cognitive ability (ex: Alzheimer's, TBI, CVA, cerebral palsy).
|
|
|
Which FOR states that learning psychological substitutes and environmental substitutes can compensate for mild mental disorders?
|
Cognitive Disability FOR.
|
|
|
What are some assessment tools for Cognitive Disability FOR?
|
Allen Cognitive Level Screen, Large Allen cognitive Level Screen, Lower cognitive Level Test (less than 3). Also Routine Tast Inventory (guide for ADL/IADLs), Allen Diagnostic Manuals (standardized craft projects).
|
|
|
Which FOR believes that for a clear assessment, the pt. must be engage in an activity that involves processing new information and instructions?
|
Cognitive Disability FOR.
|
|
|
Management and Maintenance in Cognitive Disability FOR?
|
Management: establish level of cognition, provide activities pt. can succeed at, help pt. remain comfortable while an acute condition stabilizes.
Maintenance: Create the least restrictive environment possible, involves Environmental Compensation. |
|
|
Which FOR addresses musculoskeletal impairments?
|
Biomechanical FOR.
|
|
|
What are the domains of concern for Biomechanical FOR?
|
Activity limitations due to structural instability, decreased strength, limited ROM, poor muscular and cardiopulmonary endurance.
|
|
|
Assessment for Biomechanical FOR?
|
Review medical records, Top Down approach. Test ROM, dexterity, muscle strength and endurance.
|
|
|
Intervention for Biomechanical FOR?
|
Splints/orthotics, physical agent modalities, stretching, massage, compressive wraps, strength and endurance exercise, active and rote exercise.
|
|
|
Which FOR sees independence achieved with compensatory methods, environmental modifications and assistive devices?
|
Rehabilitative FOR.
|
|
|
Which FOR requires cognitive skills to learn compensatory methods?
|
Rehabilitative FOR.
|
|
|
Population of Rehabilitation FOR?
|
Broadly used with all client populations.
|
|
|
Evaluation in Rehabilitation FOR?
|
Observations, self-reports, interviews. Physical/social env., equipment and economic resources, levels of assistance available, developmental expectations, motor, process and social interactions skills.
|
|
|
Expected outcomes for Rehabilitation FOR?
|
To compensate for a disability by learning to live with one's capabilities in all areas of life.
|
|
|
Intervention strategies for Rehabilitation FOR?
|
adaptive and compensatory. Teaching techniques. Designing and providing adaptive equipment. Modifying or adapting the environment.
|
|
|
Which FOR believes that cognition determines affect and behavior?
|
Cognitive-Behavioral FOR.
|
