Ch. 20

Question 1

detect whether a behavior or skill development is at a level that causes concern

Answer 1

screening process

Question 2

help make diagnosis, identify atypical development, or determine eligibility for services

Answer 2

evaluation process

Question 3

evaluation instrument that has uniform procedures for administration & scoring i.e. norm- referenced tests

Answer 3

standardized tests

Question 4

distinguishes b/w individuals or groups on specific dimensions, such as acquisition of developmental milestones

Answer 4

discriminative index

Question 5

types of assessment

Answer 5

comprehensive strategies & tools; ecological approach, evaluation approach, arena assesment

Question 6

delineates strengths & needs, develop appropriate intervention plans & strategies, & determine change in individuals

Answer 6

comprehensive strategies and tools

Question 7

documenting individual’s success in participating in activities & routines across domains & environment

Answer 7

ecological approach

Question 8

describe an individual’s strengths & needs to help design appropriate individualized therapeutic intervention plans

Answer 8

evaluative approach

Question 9

• primarily used in early intervention

- simultaneous observation of a child by various disciplines (can be used in adult rehabilitation or geriatric setting)

Answer 9

arena assessment

Question 10

the emphasis of arena assessment is to

Answer 10

provide team based services & reduce duplication of services

Question 11

purpose of arena assessment are to

Answer 11

obtain an integrated, holistic view of the client; determine the interrelationship of skills across domains; decrease handling of the individual by multiple professionals; decrease repetitive questioning

Question 12

two tools used by therapist in standardized testing

Answer 12

norm reference & criterion reference

Question 13

test given to a large number of people to serve as normative sample

Answer 13

norm reference

Question 14

developmental milestones is an example of what type of standardized test

Answer 14

norm reference

Question 15

designed to measure performance on specific tasks

Answer 15

criterion reference

Question 16

academic tests; TAKS is an example of what type of standardized test

Answer 16

criterion reference

Question 17

1. standard point score 2. evaluates ind. against group 3. poss. related to therapeutic or instructional content 4. normal distribution score 5. max. diff. among people 6. requires diagnostic skills 7. not sensitive to therapy effects 8. not concerned w/ task analysis 8. summative measures proficiency

Answer 17

norm reference

Question 18

1. cut off scores 2. performance against standard 3. content specific 4. variable scores not desired 5. discriminates 6. provides info to plan intervention 6. sensitive to effects of therapy 7. depends on task analysis 8. formative guides improvement

Answer 18

criterion reference

Question 19

-first tool developed to assess severity & spasticity - rates resistance encountered when passively moving specific muscle groups through ROM - there is a 5 point scaled that is widely used & modified 6 point geared for stroke patients

Answer 19

ashworth scale

Question 20

reliable & valid measure of development skill in children birth to 24 months
helps determine if developmental delays are present and to assist with early intervention

Answer 20

bayley scales of infant development

Question 21

consists of observation of the child in a series of tasks that measure physical, motor, sensory & cognitive development

Answer 21

bayley scales

Question 22

bayley consists of three scales that can be used independently

Answer 22

-mental -motor - behavioral

Question 23

most widely used in motor proficiency test

Answer 23

bruininks oseretsky test

Question 24

Ages 4-21 Short form time. wide range of physical activities (walking on balance beam); game like tasks capture students interest, not verbal complex, norms based on US Census Data

Answer 24

bruininks oseretsky test

Question 25

provides a comprehensive picture of motor development

Answer 25

bruininks oseretsky test

Question 26

fine motor precision (cutting). fine motor integration (copying). manual dexterity (transferring, stringing). bilateral cordination (tapping, jumping). balance(walking). running speed & agility (one leg hop) . upper limb coordination. strength (sit ups)

Answer 26

bruininks oseretsky test

Question 27

birth-5 yrs motor development.6 subtests standard scores, pecentile ranks, age equivalents

Answer 27

peabody

Question 28

6 peabody subtests

Answer 28

reflexes, stationary. locomotion, object manipulation, grasping & visual motor integration

Question 29

Peabody fine motor scale

Answer 29

consists of tasks that require precise movements of the small muscles of the body, percentile score where child places related to other children. age equivalent (where most children complete these tasks), grasping & visual motor integration

Question 30

peabody: visual motor infants

Answer 30

tracking, reaching, attaining items, transferring & attaining multiple items

Question 31

peabody:visual motor 2-6 y.o.

Answer 31

stacking blocks, block design, copying drawing, tracing, coloring, lacing, cutting

Question 32

pdms-2 grasp infant

Answer 32

grasping holding rattle, cubes, small pellets

Question 33

pdms-2 grasp 2-6 y.o.

Answer 33

block grasp, manipulation, grasping marker, buttons, serial oppositon

Question 34

several hours, sensory original design for ages 3-10 later infant toddler and adolesent/adult, compared to normative sample of children

Answer 34

sensory profile

Question 35

very helpful in identifying sensory processing issues, autistic or children with ADHD

Answer 35

Sensory Profile

Question 36

sensory processing

Answer 36

low registration, sensation, sensory sensitivity, & sensory avoidance

Question 37

assesses a person's degree of independence in a variety of ADLs : self help skills, mobility, communication, social adjustment, problem solving. widely used in rehab settings 13 motor tasks & 5 cognitive tasks

Answer 37

functional independence measure

Question 38

eating, grooming, bathing, UE LE body dressing, toiletting, showering, social interaction

Answer 38

functional independence measure

Question 39

sig. changes in providing therapeutic intervention to ind, w/ motor dysfunction

Answer 39

functional independence measure

Question 40

multiple sources of info & components, emphasizes clients needs, desires, & outcomes

Answer 40

Principles of appropriate assessment

Question 41

Client's relationship & interactions w/ his or her most trusted caregiver should form a cornerstone of assessment. follows an individualized sequence & pattern

Answer 41

Principles of appropriate assessment

Question 42

process should identify client's current competencies and strengths as well as weaknesses & impairments; process of assessment is first step in an intervention process; client's status should occur in context of naturally occurring activities & routines

Answer 42

Principles of appropriate assessment

Question 43

checklist for assessment standards TREATMENT

Answer 43

does assessment identify feasible goals & objectives? does the information assist in the selection or use of therapeutic methods or approaches? does it continue to evaluating intervention effects?

Question 44

screening tools are designed to provide an initial estimate of cognitive function. score from screen must be validated by further observations of performance

Answer 44

allen cognitive level screen

Question 45

most common ADLs are analyzed in

Answer 45

routine task inventory

Question 46

punched leather rectangle, instruction manual, sewing needle, wax linen thread, lacing needle, leather lacing. follow instructions & complete task

Answer 46

allen cognitive level screen kit

Question 47

flexible & useful measure of occupation that enables OT practitioners to help clients describe their instrumental, social, leisure activities. easily understood 89 photographs(institutional, recovery, community living)

Answer 47

activity card sort

Question 48

help build routines of meaningful & healthy activities. place cards in rows "not done before" "cont. to do" "do less" "given up" "new"

Answer 48

activity card sort