Chunk Two

Question 1

group leader

Answer 1

role in a therapeutic group that includes:

facilitating participation and process
defining expectations and norms
teaching needed skills
guiding actions toward achieving desired outcomes

Question 2

group task roles

Answer 2

roles that individuals in a group assume to accomplish tasks related to the overall objective for the group

Question 3

types of group task roles

Answer 3

information provider
information seeker 
energizer 
recorder 
leader/facilitator

Question 4

group maintenance roles

Answer 4

a type of role in the group process where members contribute to the overall performance of the group

Question 5

types of group maintenance roles

Answer 5

harmonizer
compromiser
follower

Question 6

group dynamics

Answer 6

internal and external factors that influence functioning of a group and its outcomes

Question 7

parallel group

Answer 7

a type of group in which members work or play independent of each other with little to no interaction

Question 8

project group

Answer 8

a type of group in which there is a specific, outcome based activity or project

group members have some interaction through sharing and cooperation

Question 9

egocentric cooperative group

Answer 9

a type of group in which members focus on completing a project or activity over several sessions

group members choose level of interaction with each other, which is often based on the need to complete various aspects of the project

Question 10

social skills group

Answer 10

group intervention approach with focus on interactive activities that may address

empathy development
relationships with others
nonverbal and verbal communication skills
social interactions

Question 11

sensorimotor group

Answer 11

intervention used primarily in pediatric and geriatric settings, includes the provision of sensory experiences through movement or play in a therapeutically structured group

Question 12

life skills group

Answer 12

group intervention approach to address acquisition of barriers to specific skills that promote participation in occupation may include practical exercises related to

daily living tasks 
conflict resolution 
anger management 
communication skills 
time management 
clarification of values

Question 13

discussion oriented group

Answer 13

a type of group in which peers interact and engage with each other while learning skills for personal growth

Question 14

types of discussion oriented group include:

Answer 14

stress management
sleep hygiene education
advocacy training
caregiver support

Question 15

group termination

Answer 15

a therapeutic process that brings closure to the group process and ends a group

Question 16

sensory seeking behavior

Answer 16

actions characterized by craving input from a variety of senses and experiences, typically associated with

altered sensory processing ability
challenges with regulation of arousal level atypical praxis
hyper-hypo responsivity

Question 17

self-management education

Answer 17

therapeutic approach that involves

enabling and empowering the client to independently identify issues
problem solving meaningful and realistic solutions/actions plan

Question 18

self-determination

Answer 18

the action or process of making an informed personal decision on how to solve a problem, overcome a barrier, make a choice, or plan for the future

Question 19

self-verbalization strategies

Answer 19

cognitive strategy where an individual learns to talk out loud to regulate or control behaviors

Question 20

therapeutic sensory diet

Answer 20

customized program designed to help regulate responses to a variety of sensory input

typically used as an adjunct intervention for children with:

autism spectrum disorder
sensory modulation disorder
sensory seeking behaviors
attention deficit hyperactivit disorder

Question 21

sensory re-education

Answer 21

active training strategies used in the presence of a peripheral nerve injury or after a brain injury to enhance sensory awareness or compensate for lack of sensation, distinct categories include

protective sensory re-education
discrimination sensory re-education

Question 22

protective sensation

Answer 22

ability to accurately perceive sensory input necessary to prevent personal injury or harm

pain and temperature

Question 23

diplopia

Answer 23

visual impairment secondary a neurological event, also referred to as double vision may cause loss of depth perception and increase risk of falls

Question 24

interventions for managing diplopia

Answer 24

prism correction
full occlusion eye-patching
partial visual occlusion

Question 25

oculomotor dysfunction

Answer 25

visual impairment characterized by lack of efficient eye movements and eye tracking skills due to cranial nerve lesion or neural disruption of the extraocular muscles, functional deficits may include difficulties with reading speed copying skills writing skills

Question 26

unilateral spatial neglect

Answer 26

neurobehavioral deficit characterized by the inability to interact with stimuli on the ocntralateral side to a brain lesion ie bumps into walls with the affected side of the body

Question 27

interventions for unilateral neglect

Answer 27

``` awareness training limb activation lighthouse strategy partial visual occlusion scanning techniques videotaped feedback environmental adaptation ```

Question 28

hemianopsia

Answer 28

visual impairment secondary to a brain lesion that results in loss of vision to half the visual field

Question 29

compensatory strategies may include hemianopsia

Answer 29

visual anchoring scanning training environmental modification

Question 30

desensitization

Answer 30

systematic intervention for decreasing hyper responsiveness to averse stimuli, may be used in mental health interventions for anxiety disorder hand therapy for nerve hypersensitivity

Question 31

visual skills training

Answer 31

interventions for impairment of the peripheral or central visual field visual strategies and visual scanning training and for central visual field effects ie: eccentric viewing training

Question 32

magnification

Answer 32

the process of enlarging an object's appearance using an optical device or lens, commonly used in low vision therapy to enhance vision categories include low power high power

Question 33

categories of magnification

Answer 33

low power -- hand held magnifier reading glasses high power -- closed circuit television

Question 34

anchoring technique

Answer 34

strategy used in visual scanning training where a visual cue ie: solid line or a bright colored thin strip is placed in the impaired field of view and the client is encouraged to scan to the visual cue

Question 35

attention

Answer 35

cognitive process of being able to focus on specific stimuli task and/or task component while disregarding irrelevant distractors types include selective sustained alternating divided

Question 36

awareness deficit

Answer 36

lack of insight into a person's own functional deficits

Question 37

memory

Answer 37

cognitive process of retaining information types include: working short term adn long term procedural explicit and implicit prospective and metamemory

Question 38

distractibility

Answer 38

disruption in the cognitive process of attention that manifests itself with inability to maintain focus on desired performance due to distractions caused by external stimuli

Question 39

metacognition

Answer 39

self-awarness of one's own cognitive performance ability and capacities and the need for strategy use frequently impaired in clients with executive dysfunction

Question 40

executive function

Answer 40

high level cognitive process that includes planning and organizing regulatory control problem solving and working memory

Question 41

environmental adaption: contrast

Answer 41

solution to enhance safety and performance for client's with low vision that includes a distinct color gradient may be used for: visual presentations/educational materials placemat during meal time edge of stairs

Question 42

video detective

Answer 42

an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by presenting a mute video clip to the client who must identify and interpret the emotions expressed through nonverbal behaviors

Question 43

emotions charades

Answer 43

an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by having a person role-play an emotional expression and asking the client to identify the emotion

Question 44

power card

Answer 44

an intervention technique that addresses social skills used with individuals who have autism spectrum disorder by listing the steps of a desired behavior on a card with a picture that shows the client's special interest or hero

Question 45

scales and thermometer

Answer 45

an intervention technique that dresses self-regulation skills that can assist a client in recognizing, quantifying, and describing energy level and emotion

Question 46

social autopsy

Answer 46

an intervention technique in which the client is asked to reflect on a social event to consider behaviors and motivation associated with the situation

Question 47

privacy circle

Answer 47

an intervention technique that addresses social skills by teaching the client about social boundaries through use of concentric circles ie: family and close friends are identified in an inner circle to the client and a customer at a grocery store are placed in an outer ring to the licent

Question 48

video modeling

Answer 48

intervention technique frequently used to teach a specific motor or social skill by having a client/child watch a video of the skill being performed then attempting to imitate the task

Question 49

social script

Answer 49

narrative used to promote social participation or a skill to children, written from the perspective of the child, and practiced for use in a variety of contexts typical narratives relate to: giving or receiving compliments asking oft or giving help self-introductions

Question 50

social story

Answer 50

narrative used to promote social participation or a skill to children, written to prepare children how to act and respond in a variety of contexts

Question 51

four types of sentences in a social story

Answer 51

descriptive directive perspective control/affirmative