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OCCUPATIONAL THERAPY > OCTA 211 Midterm > Flashcards

OCTA 211 Midterm Flashcards

1
Q

the process used by OT practitioners that addresses the typical activity demands of an activity, the range of skills involved in its performance, and the various cultural meanings that might be ascribed to it.

A

Activity analysis

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2
Q

The Activity Analysis Process:

A
  • Activity awareness
  • Decision of what type of analysis
  • Determine importance to pt
  • Identify steps required
  • Determine objects and properties
  • Determine space demands
  • Determine social demands
  • Determine required body functions
  • Determine required body structures
  • Determine required performance skills
  • Analyze for therapeutic intervention
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3
Q

What are the two types of Activity Analysis?

A
  • Occupational-based activity analysis

- Activity analysis

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4
Q

Type of AA that is based on a particular client and how he or she engages in the occupation in his or her contexts

A

Occupational based analysis

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5
Q

Type of AA that tells how activity is done, with no particular client in mind

A

Activity analysis

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6
Q

A part of the AA that establishes

  • what is being analyzed
  • determine which area of occupation it lies in
A

Activity awareness

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7
Q

A part of the AA that

- that uses data gathered from evaluation, occupational profile, interview, etc

A

Determine importance to patient

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8
Q

A part of the AA that

-break down steps in sequence and timing of each step

A

Identifying step required

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9
Q

A part of the AA that

  • understand objects can help therapists understand deficits in performance
  • understanding physical environment and social demands shows how external forces play a role in occupational performance
A

Determine objects and properties

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10
Q

A part of the AA that

  • most detailed and extensive
  • body functions are those physiological functions of body systems (including cognitive/emotional not just physical)
A

Determine required body functions

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11
Q

A part of the AA that

  • body structures are anatomical of the body such as organs, limbs, and their components
  • structures required beyond whats needed to sustain life
A

Determine required body structures

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12
Q

A part of the AA that

  • performance skills are the actions that the pt demonstrates
  • determines whats expected from pt for successful engagement
A

Determine required performance skills

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13
Q

A part of the AA that

  • evaluates an activity as well as the needs of the pt to find possible outcomes
  • analyze to find better ways to adapt or grade activity
A

Analyzing for therapeutic activities

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14
Q
  • an activity in which one engages to bring meaning and purpose in a persons llife
  • everything people do to occupy themselves
A

Occupation

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15
Q

-

A

Activity

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16
Q

What does the AA focus on?

A

all the activities that make up occupational performance

-ADL, IADL, Education, Work, Leisure, Play, Social Participation, Rest/Sleep

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17
Q

the therapeutic use of everyday life activities(occupations) with individuals or groups for the purpose of enhancing or enabling participation in roles, habits, routines in home, school, work, community, or other setting.

A

Occupational Therapy

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18
Q

Client factors:

A
  • Values, beliefs, spirituality
  • Body functions
  • Body structures
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19
Q

Performance skills:

A
  • Motor skills
  • Process skills
  • Social interaction skills
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20
Q

Performance patterns:

A
  • Habits
  • Routines
  • Rituals
  • Roles
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21
Q

Context and Environment:

A
  • Cultural
  • Personal
  • Physical
  • Social
  • Temporal
  • Virtual
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22
Q

Purposeful activity:

A
  • goal directed
  • motivates pt
  • pt actively involved
  • address performance areas
  • gradable/adaptable
  • reflect real life role of pt
  • of interest to client
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23
Q

Sensory perceptual includes:

A
  • Visual
  • Tactile Discrimination
  • Proprioception
  • Form constancy
  • Stereognosis
  • Kinesthesia
  • Depth Perception
  • Figure ground
  • Position in space/spatial relations
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24
Q

How we perceive and interpret visual info used to identify shape, color, orientation

A

Visual

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25
Q

Distinguishing different textures by touch

A

Tactile Discrimination

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26
Q

Perception and feeling of touch or being touched

A

Tactile

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27
Q

feedback of where body is in space so coordinated movements can be made , awareness of body position in space

A

Proprioception

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28
Q

Differentiating items without vision to find what your looking for (manipulating objects in hand w/o looking)

A

Stereognosis

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29
Q

Sense of motion, direction, force, pressure, and speed (deals with movement)

A

Kinesthesia

30
Q

Ability to recognize and understand differences in distances between objects and perceived depth

A

Depth Perception

31
Q

Ability to screen out insignificant items to find the correct item (distinguish object from its background)

A

Figure- Ground

32
Q

Perceived position of objects (on, behind, of, in, etc)

A

Position in space/spatial relations

33
Q

Recognizing the object is the same object although its form changed

A

Form Constancy

34
Q

Special mental functions include:

A
  • Organizational skills
  • Problem solving skills
  • Memory
  • Attention span
  • Recognize Cause/Effect
  • Self Concept
  • Sequencing
  • Self control/Impulse control
  • Judgment
  • Decision Making
  • Control of materials
  • Calculating functions
  • Ability to follow multiple steps at one time
35
Q

ability to complete task efficiently and effectively (set up materials, time management)

A

Organizational skills

36
Q

Able to:

  • define problem
  • generate alternatives
  • evaluate/select from alternatives
  • implement solution
A

Problem Solving Skills

37
Q

Storing info to use in the future (sensory experiences)

A

Memory

38
Q

Ability to focus for a minimal baseline

A

Attention Span

39
Q

Ability to recognize if something happens then something then something else will follow

A

Recognize cause and effect

40
Q

Ability to be given multiple steps at one time and following through with those steps

A

Ability to follow multiple steps at a time

41
Q

Ability to follow directions , step by step, in the correct order, etc

A

Sequencing

42
Q

Assessing if something is correct, finished, or complete: ability to make realistic decisions based on environmental info

A

Judgment

43
Q

Choosing between two or more possibilities

A

Decision making

44
Q

Handling materials safely

A

Control of materials

45
Q

Awareness of your role and position in society (who you are, how activity reflects you, etc)

A

Self Concept

46
Q

Ability to resist internal urge to do or say things

A

Self Control/Self Impulse

47
Q

Ability to measure, or do calculations

A

Calculating Functions

48
Q

Both hands are working together (knitting, tying laces, etc)

A

Bilateral Integration

49
Q

Using one hand to stabilize and the other to manipulate (Cutting Shape)

A

Bilateral Skills

50
Q

Finding an appropriate activity for patient that fits into their abilities and interests but is also just enough of a challenge (not too hard or too easy)

A

Just Right Challenge

51
Q

Physical environment requirements of the activity such as size, arrangement, surface, lightening, temp, noise, humidity, ventilation, and need for access to supplies.

A

Space Demands

52
Q

Process used to carry out the activity following steps and sequence within a certain time

A

Sequence and Timing

53
Q

Muscle contraction with movement ( bringing cup to mouth)

A

Isontonic movement

54
Q

Muscle contraction w/o movement (holding on to railing to stabilize self)

A

Isometric movement

55
Q

Unilateral skill, ability to move/position items in one hand.

  • from palm to fingertips
  • turning/rolling object
  • moving object up/down to reposition using fingers
A

In-Hand manipulation

56
Q

research that supports/proves your theory or practice

A

Evidence Based Practice

57
Q

Adaptation and Grading:

A
  • make easier

- make more challenging

58
Q

Adaptation involves:

A
  • Changing the way its done
  • Allow pt to perform at his/her level of functioning
  • make physical changes to environment/item to ensure the pt success
  • change features/tasks demands to support a pts performance
  • suits special needs of pt environment
  • its performed a certain way to accommodate the pt residual abilities
59
Q

For Adaptations to be effective:

A
  • Analyze pts need/abilities
  • Analyze environment
  • Analyze pt positioning
  • Creativity, good problem solving skills, good ingenuity
  • Pt must be able to adapt in comfortable position
  • Pt must understand need/purpose of adaptation
  • Adaptation must be simple not require frequent adjustments
60
Q

Examples of Adaptations:

A
  • lower water fountains, wide doorways, ramps
  • velcro to replace buttons, pullovers, larger size clothing
  • playground adapted for wheelchair bound children
61
Q
  • make easier or harder

- demands maximal performance from pt

A

Grading

62
Q

Grading Involves:

A
  • improve strength you increase resistance
  • improve ROM you elevate materials to get greater movement at joint
  • improve endurance to increase time spent doing task
  • improve cognitive skills you increase complexity of task
  • careful not to challenge pt too much or too fast
63
Q

Can adapt and grade at same time:

A
  • look at pts diagnosis, prognosis, occupational context

- Example (SCI pt grade to increase UE strength and endurance while adapting the home so it is wheelchair accessible

64
Q

Example of Occupation:

A

making PBJ sandwich

65
Q

Example or Activity:

A

Tim is making PBJ sandwich for her daughter at home

66
Q

Example of task:

A

Taking plate out of the cupboard

67
Q

Advantages of using occupations in treatment:

A
  • allow pt to achieve mastery and sense of control
  • tangible outcome so pt has sense of accomplishment
  • more engaging, make pt work harder for longer
  • ease in transferring what was learned/practiced in clinic to real life situations
  • require more than the use of motor skills (sensory, cognition, social demands)
  • immediate feedback
68
Q

OT attempts to capture:

A

the breadth and depth of everyday activities

69
Q

OT core beliefs:

A
  • positive relationship between occupation/health
  • use of purposeful activity positively influences a persons state of health
  • always treats against the backdrop of the persons environment, culture, social role, communities, education, gender, etc.
70
Q

Engaging occupations:

A

provide a person with sense of identity and competence at any time throughout the life span

OCCUPATIONAL THERAPY (36 decks)

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