Life Span Final

anskorczewski12's version from 2016-12-19 00:45

Activity Analysis Issues

Question Answer
judgementmentally examining the aspects of different options and discriminating the variation to form an opinion
concept formationability to organize info and develop ideas based on common qualities of objects/situations
metacognitionhaving awareness of one's own cognitive processes and the ability to manipulate and control one's own cognition
praxisability to carry out sequential movements, with correct timing and transitions between one movement and another (motor planning)
cognitive flexibilitychanging strategies in confronting a problem or changin a set of thoughts
types of attentionselective attention, sustained attention (maintaining concentration on one activity for sustained amount of time), divided attention, shifting attention
types of memoryshort-term (stores info for about 30 s.), working memory (retains info while we are using it during a task, allows for manipulation); long-term
maintaining a stream of thoughts that relate to the activty/issuecontrol and content of thought
awareness of realitydistinguishing between thoughts and what is truly occuring (determine real from fiction)
appropriateness of emotionsaffect/display of feelings during engagment
self-conceptbeing aware of your roles and identity in the world (and understand their role)
being awakeawareness and alertness
openness to experiencepersonality trait for accepting new experiences
self-control/impulse controllearn how to resist internal urges
visual acuityallow us to detect form/contour; see near and far clearly
muscle functionsmuscle power, muscle tone (natural tension-related to spasticity); muscle endurance
movemet functionseye-hand coordination (using visually perceived things to contract/control muscles); bilateral integration; crossing midline; fine motor control; gross motor control; oculomotor control
spiritualitythey way they express meaning/purpose/connectedness to self/others
personal contextage, gender, socioeconomic status, education status, group membership
temporal contextstages of life, time of day/year, duration of activity

Outcome approach

Question Answer
types of approaches to interventioncreate/promote; establish/restore/ maintain; modify; prevent
doesn't assume disability; uses acctivities/context to improve engagementcreate/promote
parenting classes to couples who are adopting to facilitate development through play and social activitiescreate/promote
designed to change client factors/skills to help develop skillsestablish/restore
uses activies and preparatory ethods to restore a skill after being lostestablish restore
help stroke patient regain use of weakened UEestablish restore
designed to presenrve the client's abilities or body functions, when at risk for decrease in performance/health/well-beingmaintain
OT providing hoome modification recommendations to older adults, which will allow them to maintain independence& remain in their homesmaintain
changes/adapts the activity demands to allow for greater participationmodify
teaching compensatory techniques and having the client complete the activity differently modify
clinician provides a spoon with a built-up handlemodify
design strategies that combat the formation/progression of injuries/illness; focused on at riskprevent
provide instruction in ergonimics and proper body mechaniscs to workers in a factoryprevent injuries
using a pillbox & timer to assist a client with chronic mental illness in medication managementmaintain
teaching effective foot care as part of the ADL routines of clients with diabetesprevent
teaching communication skills to school-age children to reduce school violenceprevent
outcome of play activity of bilateral motor play activities such as pop blocksremediation/restoration
outcome of leisure activity of using a card holder to play cards with friendscompensation/adaptation
play/leisure of conducting tai chi classes in a retirement homeprevent
beginning a bike group to mildly obese childrenhealth promotion
OT suggesting to sit in same place in cafeteria for lunch to a girl afraid of busy areascompensation
OT conducting a weekly manners group for 5 teenagers so they will learn the necessary skills to engage in school/public social eventsestablishing
education on what to do/not to do to increase the success of adequate sleepremediation/restoration

Book questions

Question Answer
First step in OT evaluation processobserve client's occupational profile
a therapist should choose with assessment tool is used based onsound critical thinking skills
it is most important to assess (blank) when evaluating a client's occupational performance in ADL & IADLstransaction between person, task, environment
since the client just turned 16, the case manager should work ontransition planning to community, college, or employment following completion of high school
when assessing a worker's functional performance, the OT should considerjob componenets
What is the most critical component in the evaluation of work?analyzing the job tasks
What is the role of the OT related to work?helps client return to work, analyzes/works with work related injuries, and performs worksite evaluation & FCE (functional capacity evaluation)
spontaneous & organized activities that promote pleasure, amusement, and diversionplay
non-obligatory, discretionary, and intrinsically rewarding activitiesleisure
play factorsintrinsic motivation, internal control, freedom to suspend reality
Describe the Allen Cognitive Levels (3/4/5/6).8 is coma, 3's are the lowest level that we would get involved, manual actions; 4s (goal directed actions to complete a familiar activity; independent ADLs), 5s (exploratory actions, learn new actions by doing an activity), 6s (planned actions, full functioning)
what the ACL measuresabilities, pays attention to, thinking about, focus is on what they can do-not what their disability is
cultural competencythe process of actively developing and practicing cultural self-awareness, knowledge, and skill when interacting with someone culturally diverse from oneself
culture is learned, what is enculturation vs. acculturationen is gradual learning your group's culture, and ac is taking another's culture
the rights of people to have access to and opportunity to engage in meaningful occupationsoccupational justice
3 characteristics needed for culturally competent carecultural self awareness, cultural knowledge, cross-cultural skills
steps of interventionintervention plan (objectives/estimated time frame/roles of practitioners/evidence-based approach), intervention implementation, intervention review (continuous throughout intervention, looks at effectiveness and progression towards goal, includes reevaluation)
types of education occupationsformal education participation, informal personal education needs/interests exploration, informal personal education participation
types of work occupationsemployment interests and pursuits; employment seeking and acquisition; job performance; retirement prep and adjustment; volunteer exploration; volunteer participation
what are the learning typeslinguistic (prefer using words); logical/math (use reasoning); muscial; intrapersonal (work alone); spatial (use pictures); bodily/kinesthetic (use hands/touch); interpersonal (learn in groups); natural
what are the intervention typesoccupations and activities (meets therapeutic goal to address body, mind, spirit); preparatory methods and tasks (prepare for occupational performance); education/training (impart knowledge); advocacy (empower clients to have health, well being); group interventions
what is the study of groups of peopleethnography
what is vantagepoint of view that has physical, psychological, cultural dimensions (includes position/values/assumptions/focus/chance)
three components of restphysical, mental, spiritual
what is sleep hygieneincludes the routines of sleep prep and sleep participation that one engages in to get good quality sleep
domains of wellnessphysical, social, emotional, spiritual, intellectual, educationa/vocational
any piece of equipment used to increase, maintain, or improve functional capabilities of individuals with disabilitiesassistive technology
give some examples of low-tech ATbuilt-up handles, dressing sticks, sock donner, pencil grip, canes, manual wheelchair, reacher, long-handled shoe horn, button hook, nosey cups, plate guard
give some examples of high-tech ATrobotic assistance, augmented speaking devices, prosthetic limbs, power wheelchairs
give some examples of AT (high and low) for hearing issueslow (amplification, position furniture better); high (hearing aids, buzzers, strobes)
give some examples of AT (high and low) for visual impairmentslow (glasses, large print, light modifications, contrast enhancement) high (braille talkers, computer enhancing print)
an idea that all environments and products, to the greatest extent possible, should be easily accessed and used by everyone regardless of age, ability, or circumstanceuniversal design
principles of universal design (and explain)equitable use (design is useful and marketable to people with diverse abilities); flexibility in use (design accommodates a wide range of individual preferences and abilities); simple and intuitive use (easy to understand); perceptible info (design communicates necessary info effectively to user); tolerance for error (design minimizes hazards and consequences of accidental actions); low physical effort (can be used with minimal fatigue); size and space for approach and use (enough space for reach/manipualtion)
client has difficulty examining the aspects of different optionsjudgement
client doesn't have ability to plan out sequential movementspraxis
client has difficulty maintaining stream of thoughst related to activitycontrol and context of thought
client has difficulty distinguishing between thoughts and what is actually occuringawareness of reality
client isn't aware that they are a teacher, which requires them to do teacher stuffself-concept

Section 3