The Process Of Occupational Therapy

Front 1

OT referral

Back 1

basic request for OT services

aka: order or consultation

Front 2

OT Referral Sources

Back 2

the individual, the family/caregivers, doctors, any member of multidisciplinary team, teachers, administrators, insurance companies, employers, public and private agencies

Front 3

Who decides when an OT can act upon a referral?

Back 3

state licensure laws and third party reimbursers

Front 4

screening

Back 4

brief, easy to administer, and preliminary measures used to determine the need for a full OT evaluation

Front 5

what do screening tools measure?

Back 5

broad performance abilities via:
-chart review
-structured observations/checklists/interviews with the individual, family, and caregiver

Front 6

what does a screening outcome determine for client?

Back 6

determines:
client factors, areas of occupation, performance skills, & patterns and contexts that requite in depth evaluation.

Front 7

evaluation

Back 7

comprehensive process of obtaining and interpreting the data necessary to understand the individual, system, or situation

Front 8

1st consideration in choosing an appropriate evaluation

Back 8

-individuals baseline functional level
-client's major concerns& pressing needs

as determined through screening process

Front 9

2nd consideration in choosing appropriate evaluation

Back 9

environmental context assessment will be conducted in:
-length of stay
-focus/ resources (space, equipment, supplies) of setting
-legislative guidelines/restrictions

Front 10

3rd consideration in choosing an appropriate evaluation

Back 10

clients current and expected environment:
-sociocultural aspects (roles, values, norms, supports)
-physical environmental barriers/ assets

Front 11

4th consideration in choosing an appropriate evaluation

Back 11

temporal context of person and their disability:
-chronological/ developmental age
-duration of disability (acute vs. chronic)
-stage of illness

Front 12

5th consideration in choosing an appropriate evaluation

Back 12

consider:
-tools compatibility with frame of reference guiding the intervention
-consider ethical concerns and potential conflicts

Front 13

1st step of interpreting assessment results

Back 13

integrate referral, screening and diagnostic information and data gathered from assessment

Front 14

2nd step of interpreting assessment results

Back 14

relate all information to functional abilities of client relevant to person's roles and environmental contexts
--identify functional deficits that are relevant to individual

Front 15

additional school based assessment considerations

Back 15

must be related to educational performance:
-academic
-mobility
-psychosocial/behavioral
-self care

Front 16

3rd step of interpreting assessment results

Back 16

collaborate with individual, family, caregivers, and other team members to put results into a larger context

Front 17

4th step of interpreting assessment results

Back 17

prioritize problems by collaborating with individual to develop intervention plan

Front 18

after completing the assessment what should you do?

Back 18

-document and communicate eval findings with relevant parties (client team members, 3rd party payors)
-refer to other disciplines as needed for further evaluation

Front 19

what is a standardized evaluation

Back 19

it is:
-uniform and well-established
-always the same in content, administration, and scoring

Front 20

what are the components of a standardized evaluation

Back 20

1. description of purpose
2. administration and scoring protocol
3. established norms and validity

Front 21

standardized assessment administration protocol

Back 21

-provides instructions to ensure assessment is consistently administered
-identifies materials needed for assessment
-provides exact wordings for directions to give to client

Front 22

standardized assessment scoring protocol

Back 22

-provides ratings and criteria for determining ratings
- provides norms for the range of ratings for a specific population

Front 23

types of normative data

Back 23

-age
-gender
-diagnostic groupings

Front 24

purpose of normative data

Back 24

-used for comparative analysis of a clients score
-client's normative data must match population's normative data or scores will not be accurate

Front 25

assessment validity

Back 25

measures the assessment's accuracy to determine if tool measures what it is intended to measure

Front 26

face validity

Back 26

how well the assessment appears to meet its stated purpose

Front 27

content validity

Back 27

content included in evaluation is representative of clients needs

Front 28

criterion validity

Back 28

compares assessment to another one with established validity

Front 29

types of criterion validity

Back 29

-concurrent

- predictive

Front 30

concurrent validity

Back 30

compares results of 2 instruments given around the same time

Front 31

predictive validity

Back 31

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

Front 32

how is criterion validity reported

Back 32

by a correlation
-high correlation = increased criterion validity

Front 33

reliability

Back 33

establishes the consistency and stability of the evaluation.
-scores are the same from time to time, place to place, evaluation to evaluation

Front 34

inter-rater reliability

Back 34

different raters using same tool will get the same results

Front 35

test-retest reliability

Back 35

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

Front 36

how is reliability reported

Back 36

by a correlation or percentage

Front 37

Observational assessment

Back 37

-visual assessment of an individuals occupational performance
-assesses physical and sociocultural contextual barriers and supports

Front 38

interview assessment guidelines

Back 38

-establish purpose of interview
-establish rapport with client
-ask questions in organized manner
-observe for nonverbal communication
-practice active listening strategies to get needed info

Front 39

types of intervention

Back 39

-prevention
-meeting health needs
-the change process
-management
-maintenance

Front 40

preventive interventions

Back 40

-promote wellness
-prevent disability/illness
-maintain health

Front 41

secondary prevention intervention

Back 41

reduce duration of disease& minimize its effects through early diagnosis, referral, and intervention in populations at risk.

Front 42

tertiary prevention intervention

Back 42

elimination or reduction of the impact of dysfunction on an individual

Front 43

disability prevention

Back 43

interventions that address the needs of persons who are considered at risk for problems in occupational performance by minimizing the effects of barriers to occupational performance

Front 44

psychophysical interventions

Back 44

interventions that meet a persons need for adequate:
-food/shelter/material goods
-physical activity and rest
-sensory stimulation

Front 45

temporal balance and regularity interventions

Back 45

interventions that meet a client's need for balanced:
-work activities
-leisure/play
-rest

Front 46

interventions to promote love and acceptance

Back 46

type of intervention that meets a clients need to be accepted and loved for one's personal attributes and uniqueness instead of accomplishments

Front 47

group association interventions

Back 47

interventions that meet a clients need to feel a connection to others who share similar interests and goals.

Front 48

mastery interventions

Back 48

meets a client's need to successfully complete a chosen activity or meet a goal

Front 49

esteem interventions

Back 49

meets a client's needs to be recognized for one's accomplishments

Front 50

sexual interventions

Back 50

meets a clients needs for the satisfaction of sexual drives and recognition of ones own sexuality
-must address physical barriers through activity adaptations and environmental modifications

Front 51

pleasure (leisure) interventions

Back 51

meets the client's needs to do things for fun

Front 52

self-actualization interventions

Back 52

meets the client's needs to engage in activities just for one's self and for personal satisfaction

Front 53

establish/restore/remediate interventions

(change process interventions)

Back 53

focus on establishing a skill or ability that a person never developed or lost due to illness/injury
-most common intervention type used
-most reimbursable

Front 54

modify/compensate/adaptation intervention

(management interventions)

Back 54

interventions that alter the context or demands of an activity to reduce distracting features and facilitate engagement in areas of occupation

Front 55

maintenance interventions

Back 55

interventions designed to support and preserve a client's current level of function
-not focused on improvement but preventing decline
-maintenance interventions are often not reimbursable

Front 56

steps of intervention planning

Back 56

-collaborate with client/family/caregivers
-prioritize problems areas to be addressed
-develop written intervention plan

Front 57

what should be considered when prioritizing for intervention planning?

Back 57

-values, interests, and needs of client
-current and expected roles and environmental contexts
-length of stay, facility resources, likelihood of problem resolution within given setting

Front 58

intervention plan content

Back 58

-long term goals
-short term goals
-intervention methods
-duration, frequency, number and type of sessions
-referrals to other professionals

Front 59

intervention implementation methods (1)

Back 59

purposeful activities and meaningful occupations are used therapeutically

Front 60

intervention implementation methods (2)

Back 60

environmental modifications and adaptations are used to enhance function

Front 61

intervention implementation methods (3)
health and wellness promotion

Back 61

promotion of engagement in valued occupations is used to promote health and wellness

Front 62

intervention implementation methods (4)
promoting function

Back 62

adaptive equipment, assistive technology, and orthotic devices are designed, fabricated, and applied to facilitate function

Front 63

intervention implementation methods (5)
promoting independence

Back 63

adaptive equipment, assistive technology, orthotics, and prosthetic use training are provided to promote independence

Front 64

intervention implementation methods (6)
role of PAMS

Back 64

physical agent modalities are used to prepare for, or as an adjunct to, engagement in therapeutic functional activities

Front 65

intervention implementation methods (7)
ergonomics

Back 65

ergonomic principles are applied to the performance of meaningful occupations

Front 66

intervention implementation methods (8)
precuations

Back 66

precautions are used to prevent nosocomial infections
-standard
-airborne
-droplet
-contact

Front 67

developmental intervention considerations (1)
intervention media

Back 67

all intervention media must be appropriate for child's developmental level

Front 68

developmental intervention considerations (2)
primary intervention focus

Back 68

play should be primary focus occupation intervention

Front 69

developmental intervention considerations (3)

family

Back 69

-identify environmental and psychosocial factors that promote development & respect cultural background
-provide advocacy training& community support

Front 70

developmental intervention considerations (4)
school/education

Back 70

provide consultation/treatment to facilitate school performance and achieve educational goals
-positioning equipment
-technological aides

Front 71

re-evaluation/ intervention review

Back 71

assess client's progress and effectiveness of intervention
-interventions may be adjusted to improve progress
-referrals can be sent if need is indicated
-readiness for discharge is assessed/ predicted

Front 72

reasons for discharge

Back 72

-goals are met
-functional plateau/maximum benefit is reached
-higher level of care is needed
-allotted length of stay has been reached

Front 73

discharge plan content

Back 73

-referrals for OT or supportive services
-home program recommendations
-caregiver training/ family education
-community resources

Front 74

occupation

Back 74

goal-directed pursuits that have purpose, value and meaning and involve multiple tasks. they are the ordinary and familiar things people do every day

Front 75

activities of daily living

Back 75

activities that involve care of self.

Front 76

instrumental activities of daily living

Back 76

activities that involve environmental interaction. they are more complex than self care and may be optional

Front 77

work

Back 77

all productive activities that contribute services, goods, or commodities to society, whether paid or on a volunteer basis

Front 78

education

Back 78

activities that involve the student role and participation in an educational environment

Front 79

play/ leisure

Back 79

all activities engaged in for pleasure, relaxation, amusement, and self-fulfillment

Front 80

social participation

Back 80

activities involving interactions with community, family, and peers/friends

Front 81

purposeful activities

Back 81

doing processes that are directed toward a desired and intended outcome and require energy and thought to engage in and complete--the goal directed tasks that make up occupations

Front 82

activity analysis

Back 82

-breaking down/identifying components of a task
-determining the abilities needed for each task
-determining the therapeutic value of the activity/task