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NBCOT > Environmental Mastery > Flashcards

Environmental Mastery Flashcards

Other, Driving, Community Mobility, Wheelchair Seating

1
Q

a method of assisting the client with parts of the task that are too difficult and the client finishes the task themself

A

scaffolding

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2
Q

a method of communicating expectations and support in a way that helps the client perform and improve in task skills

A

coaching

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3
Q

hook-and-loop fasteners, grab bars, and built-up handles are examples of

A

no technology

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4
Q

inexpensive items that are readily available commercially (jar opener, sock aid, reacher)

A

low technology

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5
Q

devices, hardware, or software that may require specific training to use (augmented communication, powered mobility)

A

high technology

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6
Q

assistive technology frame of reference that includes interaction and balance among 4 major elements (activity, context, human skills, assistive technology)

A

Human Activity Assistive Technology Model

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7
Q

assistive technology frame of reference that considers sensors, sensory processing, and effectors

A

Information-Processing Model of the Assistive Technology System User

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8
Q

tactile substitution method of tactile lipreading by putting the thumb on the speakers lip and the fingers along the speakers jawline (vibration)

A

Tadoma method

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9
Q

assessment method of understanding the clients current needs and predicting future needs

A

predictive assessment

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10
Q

assessment method of continuing evaluation to meet changing needs

A

serial assessment

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11
Q

helps coordinate and integrate the use of AAC in the classroom

A

curriculum-based assessment

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12
Q

competency in operating an AAC device

A

operational competence

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13
Q

thorough understanding of an AAC devices symbol system and rules of organization

A

linguistic competence

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14
Q

knowledge of skills in sociolinguistic and sociorelational areas (ex. turn taking)

A

social competence

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15
Q

principles for universal design

A

Equitable; Flexible; Simple and Intuitive; Perceptible information; tolerance for error; low physical effort; size/space for approach and use

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16
Q

an area in which the individual competence is in balance with the environmental demands

A

adaptive zone

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17
Q

assessment used to evaluate the environment

A

home safety checklist

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18
Q

assessment used to evaluate the interaction of the person with the environment in the home

A

home evaluation checklist

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19
Q

measure of color perception test for red or green color deficiency

A

Ishihara color test

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20
Q

the two eyes working together to view objects in the environment

A

stereopsis

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21
Q

assessment the provides a series of illuminated slides used to measure depth perception, acuity, contrast sensitivity, phorias, glare recovery, and color perception/recognition

A

Optec Functional Visual Analyzer

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22
Q

timed test where clients match numbers to a series of symbols according to a reference key to assess attention, visual scanning, and motor speed

A

symbol digit modalities test

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23
Q

observational measure used to assess quality of performance in completing standardized ADL tasks

A

Assessment of Motor and Process Skills

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24
Q

two part standardized evaluation to determine driver competence. (1) computer-based cognitive assessment, (2) on road evaluation

A

DriveABLE

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25
Q

paper and pencil tracing activity correlated with on-road driving performance (untimed)

A

Porteus Maze Test

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26
Q

brief 6-item assessment used to identify cognitive function related to dementia

A

Short blessed test

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27
Q

assessment battery developed by the American Medical Association to address the domains of vision, cognition, and motor function required for driver fitness. used by physicians

A

Assessment of Driving Related Skills

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28
Q

computer based assessment battery to assess domains of vision, cognition, and motor function as they pertain to increased crash risk

A

Driving Health Inventory

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29
Q

driving assessment performed in an area without traffic and pedestrians to assess knowledge and understanding of vehicle features and vehicle control at low speeds

A

closed route on-road evaluation

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30
Q

driving assessment that uses neighborhood streets and intersections with naturally occurring traffic and other road users; extraneous variable can be controlled; increasingly complex

A

open road with fixed route

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31
Q

driving assessment that occurs under real-world conditions with data collection occurring through vehicle instrumentation such as video, and vehicle kinematics

A

naturalistic driving and instrumented vehicles

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32
Q

assessment instrument that captures information about avoidance behaviors that are often identified as compensatory strategies to older drivers

A

driving habits questionnaire

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33
Q

helps clients look at their driving knowledge and skill in relation to their health conditions and medications

A

SAFER driving: the enhanced driving decisions workbook

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34
Q

hierarchy of driving behavior that involves higher level decision making to determine trip goals, mode of travel, and navigating or mapping routes

A

strategic level

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35
Q

hierarchy of driving behavior that involves decisions made during driving maneuvers including making left-hand turns or slowing to pass a vehicle

A

tactical level

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36
Q

hierarchy of driving behavior that involves decisions made to control the vehicle safely by executing the necessary visual-motor or coordination skills

A

operational level

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37
Q

depth perception

A

stereopsis

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38
Q

assessment of driving in the clients community (occupation-centered); used for planning and decreasing risk

A

variable route

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39
Q

controls that are engaged when the vehicle is in motion and affect direction and speed of the vehicle

A

primary controls

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40
Q

controls installed under the steering column; acceleration activated by pushing the hand control lever to the knee and breaks activated by pushing the level forward at a right angle from the dash

A

push-right angle hand controls

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41
Q

controls installed only on the left side with L-shaped handle that rocks backward for gas and forward for breaking

A

push-rock hand controls

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42
Q

controls installed on either side that twists similar to a motor cycle throttle to accelerate and break when the handle is released and pushed forward

A

push-twist style hand controls

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43
Q

controls mounted on either side under the steering column with acceleration achieved by pulling back and braking achieved by pushing forward

A

push-pull hand controls

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44
Q

controls accessible when the vehicle is in motion but does not affect the speed or direction of the vehicle (turn signals, horn, dimmer, wipers, cruise control)

A

secondary controls

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45
Q

controls that do not need to be activated when the vehicle is in motion but must be accessible to the client (ignition, gear shift, AC)

A

tertiary controls

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46
Q

reasoning used to determine what activities to use to increase clients level of functional independence in consideration of the disease or disability

A

procedural reasoning

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47
Q

reasoning used during face to face experience with the client to get the clients perspective on the illness, injury, or disability and to involved the client in goal making for the intervention plan

A

interactive reasoning

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48
Q

reasoning that occurs when the bigger picture is evaluated; practitioner reviews the clients functional status before the disability and at present

A

conditional reasoning

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49
Q

ability to perceive object form by touch

A

stereognosis

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50
Q

law acknowledging the role of state and local transportation decision makers in bringing attention to safety concerns related to individual users of different transportation modes (older drivers, pedestrians, children walking to school, bicycle/motorcycle safety)

A

The Safe, Accountable, Flexible, Efficient Transportation Equity Act

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51
Q

services for clients who are eligible for Medicare or Medicaid waivers for transportation related to non medical emergency transportation

A

supplemental transportation

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52
Q

the extent to which a community fulfills 6 core principles (1) housing (2) transportation (3) inclusiveness (4) opportunity for work, volunteer, and education (5) access to health care (6) encourages participation

A

livability

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53
Q

transportation alternative for clients with functional impairments that limit access to regular fixed-route services. picks up riders outside of their home and takes them to specific locations. most require rider to be able to meet them at the street

A

paratransit services

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54
Q

volunteer, nonprofit, or community-based transportation options serving older adults and people with disabilities for peopl eunable to use existing services or who desire more flexibility

A

supplemental transportation

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55
Q

categories for eligibility of paratransit services

A
  1. unable to navigate fixed-route
  2. unavailable public transportation at time/place of need
  3. impairment-related inability to board or disembark at a specific location
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56
Q

legislation that funded the _______________ program that creates safe environments surrounding schools that encourage children to bike and walk to school to devel healthy lifestyle

A

SAFETEA-LU Act/Transportation Alternatives Program

Safe Routes to School Program

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57
Q

means of assessing the readiness of older adults to make transitions regarding their mobility, such as driving cessation

A

Assessment of Readiness for Mobility Transitions (ARMT)

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58
Q

short-term, direct, intensive training to teach older adults and people with disabilities to use fixed-route public transportation safely and independently

A

travel training

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59
Q

services that promote collaboration and cooperation among transportation providers and connect clients to those providers

A

mobility management

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60
Q

system design emphasis for a hands-free sitter

A

mobility, stability (stable base of support), and comfort

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61
Q

system design emphasis for hands-dependent sitter

A

pelvic and trunk support to free the hands for activities

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62
Q

system design emphasis for propped sitter

A

total body support for posture and repositioning

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63
Q

one side of the pelvis is lower than the other side, which can lead to scoliotic posture and pressure ulcers on the ischial tuberosity

A

pelvic obliquity

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64
Q

the pelvis rotate posteriorly resulting in sacral sitting and flexion of the lumbar spine; patients slide forward in seat

A

kyphosis

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65
Q

pelvis rotates to one side, resulting in the spine and trunk moving to the opposite side

A

scoliosis

66
Q

the pelvis rotates anteriorly, increasing the curvature of the lumbar spine; patients use upper extremities for support

A

lordosis

67
Q

the pelvis rotates laterally, with the thighs moving to the other side

A

windswept deformity

68
Q

soft pliable cusion that can mold itself around the buttocks; light weight; low cost; heat and moisture can build up

A

foam cushion

69
Q

cushion that conforms to the shape of the buttocks and provides adequate postural control; heavy; sensitive to temperature

A

gel filled cushion

70
Q

cushion that is light weight, provides even pressure relief, but reduces postural stability

A

air filled

71
Q

cushion that provides un even pressure relief; lightweigh

A

honeycomb shaped plastic

72
Q

cushion that incorporates a combination of materials (typically foam and gel)

A

hybrid cushion

73
Q

cushion that provides scheduled pressure relief through alternating levels of inflation and deflation; reduce postural stability

A

alternating pressure

74
Q

how to measure wheel chair width

A

measure the widest part of the thighs and add 1-2 inches

75
Q

how to measure wheel chair depth

A

measure from base of back to popliteal space and subtract 1-2 inches

76
Q

how to measure wheel chair height

A

measure from popliteal space to the bottom of the heel with 2 inch clearance for foot rests

77
Q

how to measure seat back height

A

measure from the seat surface (including the cushion) to the top of the clients shoulder; a higher back needed if trunk control is poor; less for minimal trunk support (under the scapula)

78
Q

what does seat dump do

A

slopes the seat of a WC down toward the rear for pelvis stabilization

79
Q

how to measure arm rest height

A

measure from seating surface to bottom of flexed elbow then add 1 inch

80
Q

WC meant for short term temporary use; 35 lbs; rear axle fixed; limited adjustability (product code); must have sufficient UE strength

A

standard chair (K0001)

81
Q

WC similar to standard chair but lighter in weight <35 lbs; adjustability limited (product code)

A

lightweight chair (K0003)

82
Q

WC available with rigid or folding frames which fold for transport; adjustable axle; quick-release wheels; customizable <30 lbs (product code)

A

ultra light weight chair (K0005)

83
Q

WC designed to be bigger and stronger for clients who are obese or have severe spasticity; rear axle positioned forward (product code)

A

heavy duty chair (K0006 >250; K0007 > 350)

84
Q

used for clients with limited walking ability; difficult to steer; large turning radius; seat swivels (ease of transfer); limited adjustability; must have sufficient strength and postural stability

A

scooter

85
Q

WC used for clients with hemiplegia or arm amputation (product code)

A

one arm drive chair (K0002)

86
Q

for amputees, WC axles need to be displaced _______

A

back

87
Q

a chair is more stable when the center of mass is ______ of the drivers wheel axle

A

ahead

88
Q

a chair is more easily moved when the center of mass is ___________ the drivers wheel axle

A

close to or slightly behind

89
Q

when the axle is aligned ____________, access to push rims is improved and movement efficiency is increase

A

below the shoulder

90
Q

a positioning belt to stabilize the pelvis should be positioned so that it pulls on the pelvis at a _________ angle to the base of the seat back

A

45

91
Q

backrest with adjustable tension to accommodates what disorder

A

kyphosis

92
Q

MRADLS

A

mobility related ADLs

93
Q

MRADLS

A

mobility related ADLs; include toileting, feeding, dressing, grooming, or bathing according to Medicare

94
Q

principle of universal design that states that the design is useful and marketable to all people

A

equitable use

95
Q

principle of universal design that states that the design accommodates a wide range of individual preferences and abilities

A

flexible use

96
Q

principle of universal design that states that the design is easy to understand, regardless of user experience, knowledge, language skills, or concentration level

A

simple and intuitive use

97
Q

principle of universal design that states that the design communicates necessary information effectively to the user, regardless of ambient conditions or users sensory abilities

A

perceptible information

98
Q

principle of universal design that states that the design minimizes hazards and adverse consequences of accidental/unintended outcomes

A

tolerance for error

99
Q

principle of universal design that states that the design can be used efficiently and comfortable with minimum fatigue

A

low physical effort

100
Q

principle of universal design that states that the design has appropriate size, space, reach and manipulation regardless of body size, posture, and mobility

A

size and space for approach and use

101
Q

diameter of circular railings

A

1.5-2 inches

102
Q

diameter of non-circular railing

A

4-6 1/4 inch diameter

2 1/4 inch cross section

103
Q

minimum door swing space

A

18 inches

104
Q

assessment to identify possible safety concerns in the home and ability to respond to safety situations; interview and observation

A

Safety Assessment of Function and the Environment for Rehabilitation (SAFER)

105
Q

assessment to assess potential safety risks for neuro cognitive deficits; observation and caregiver interview

A

safety assessment scale (SAS)

106
Q

assessment for neurocognitive disorders that looks at safety/lack of common home hazards, support of daily function through adaptation, support of orientation through visual cues, and support of comfort through meaningful items; validated for dementia

A

home environment assessment protocol (HEAP)

107
Q

assessment to identify activities performed in the home required for aging in place; activity cards that reflect performance; for older adults who wish to age in place

A

In-Home Occupational Performance Evaluation (I-HOPE_

108
Q

assessment that measures fear of falling during non hazardous BADL, meal prep, and mobility; measures perceived self-efficacy and level of concern about falling

A

fall efficacy scale (FES)

109
Q

size of a landing to allow for rest for excessively long ramps, for turns, and before the door

A

5x5

4x8 for 180 degree turn

110
Q

angle of WC wheels in relationship to the surface of the floor

A

camber

111
Q

whom should you not prescribe a reclining WC too

A

someone with spasticity (can elicit spasms) and for limited hip/knee ROM

112
Q

how should an individual using a tenodesis grasp preform a slide-board transfer and why

A

with clenched fists to limit the lengthening of digit flexors

113
Q

model that uses a stepwise approach to intervention in order to choose AT according to needs; 1-2 adaptations introduced at a time to acclimate a person to the system prior to adding additional components

A

Human Activity-Assistive Technology (HAAT) model

114
Q

cooperative project that promotes universal access to transportation for people with disabilities

A

Easter Seals Project ACTION

115
Q

what percentage of the population does not have access to public transportation

A

75%

116
Q

program aimed to decrease employer costs related to work place injuries, improve worker fitness and safety, and bridge employer and worker in a collaborative plan to improve workplace safety

A

injury prevention

117
Q

federal agency responsible for conducting research and making recommendations for the prevention of work-related injury and illness

A

national institute for occupational safety and health (NIOSH)

118
Q

data base of requirements, worker attributes, and information about jobs that can be helpful when documenting demands

A

occupational information network (O*NET)

119
Q

work environment redesign through workstation modification, proper tool access and fit, proper materials handling, and environmental adjustments such as temperature and lighting

A

environmental fit

120
Q

non adaptive static approach to manipulating society with display of symptoms; can be conscious or unconscious

A

symptom magnification

121
Q

deliberate conscious faking of symptoms and disability to avoid work or responsibility to achieve personal gain

A

malingering

122
Q

uses symptoms to escape an unresolvable conflict

A

refugee

123
Q

responds the the physical changes in the body in an extreme manner because of difficulty processing sensory and kinesthetic input or unrealistic belief systems about the manner in which the body workds

A

symptom misinterpreter

124
Q

consciously attempts to convince those working with him or her of the reality of symptoms for positive gain

A

game player

125
Q

assumes the patient role as a lifestyle

A

identified patient

126
Q

client who keeps symptoms hidden so he or she can return to normal activity or avoid appearing weak

A

symptom minimizer

127
Q

to determine maximum effort, what can the clinician do

A

use dynamometer on all 5 settings (should be strongest on 2nd and 3rd with scores falling on bell curve)

128
Q

injury prevention to identify and reduce the risk factors early before injuries occur and to promote healthy habits and lifestyle

A

primary prevention

129
Q

injury prevention for early identification of symptom-related risk factors; ultimately to minimize or reduce the duration, severity, and cost of work related injuries

A

secondary prevention

130
Q

occurs after an injury or illness has been diagnosed; interventions focus on medically treating the work-related injury and restoring the worker role

A

tertiary prevention

131
Q

modification of the environment, the work station, and set-up with or without the use of assistive devices

A

engineering controls

132
Q

modification of work habits through the use of assistive devices or adaptive strategies

A

work practice controls

133
Q

changes in line speed, staffing, and physical demands of the job, such as decreasing production rate or limiting overtime work

A

administrative controls

134
Q

the use of work tasks to improve function; can occur at any point in the healing of an injury but is typically part of the acute phase of rehabilitation

A

work rehabilitation

135
Q

provides individuals with a process to help them identify goals for work and identify a plan for returning to work; prepares a person for return to work

A

work readiness programs

136
Q

outcomes-focused, individualized, interdisciplinary program that addresses all components of employability and return to work; relies heavily on actual task replication; focuses on a hierarchy of functional return and gradation of activities

A

work hardening

137
Q

specifically designed to restore the clients systematic, neuromuscular-skeletal function and typically involves only one discipline; focus on limited work tasks with more emphasis on exercise, aerobics, and education

A

work conditioning

138
Q

on the job assessment to determine whether an individual can return to work after onset of disability with or without reasonable accommodations

A

worksite evaluation

139
Q

used to define the demands of the job completed in the real work environment; interview of supervisors and workers, observation, measurements; identify strength demands, physical demands, and frequency of work tasks

A

job demands analysis

140
Q

objective assessment of a persons ability to perform work-related tasks and is the core of all return-to-work programs; can be administered by a wide variety of disciplines

A

functional capacity evaluation (FCE)

141
Q

percentage of whole-body function that translates into a final monetary settlement for an injured worker at their maximum medical end point; can be obtained through FCE

A

impairment rating

142
Q

combines the workers impairment and the impact of that impairment on the ability to perform the pre injury job or any job

A

disability rating

143
Q

how should an FCE begin

A

with the most physically demanding components with gradual increase

144
Q

what is the core of an FCE

A

musculoskeletal evaluation

145
Q

is work simulation an evaluation or treatment approach

A

treatment approach

146
Q

provides information about a persons capacities and interests for work in situations when he or she has not worked before or is looking for a new job after injury or illness; may examine interests and abilities to explore work opportunities; can take 3-10 days

A

vocational evaluation

147
Q

comprehensive assessment to evaluate a persons potential to do any type of work; used to determine aptitudes, abilities, and interests to explore all reasonable options for work

A

general vocational evaluation

148
Q

assesses a persons readiness to return to a particular occupation

A

specific vocational evaluation

149
Q

offered when a client can complete some but not all job tasks and includes coaching, education, instruction, and monitoring of return to work programs; environmentally focused intervention to facilitate return to work

A

transitional programs

150
Q

occurs in the work place setting while the individual is performing the assigned work duties; necessary when a client is unable to return to work because of illness or injury

A

job coaching

151
Q

identified physical, social, cognitive, and psychological demands of a specific position

A

job analysis

152
Q

assessment to identify risk-factors for work related injury and is conducted in the work environment with the worker present performing the job as normally as possible

A

ergonomic assessment

153
Q

description of an activity or condition that occurs as much as 1/3 of the day

A

occassionally

154
Q

description of an activity or condition that occurs 1/3 to 2/3 of the day

A

frequently

155
Q

description of an activity or condition that occurs 2/3 to the full day

A

constantly

156
Q

total body deconditioning may require ______ to _______ months of reconditioning

A

1-3

157
Q

exerting as much as 10 lbs of force occasionally; requires walking or standing significantly; requires sitting most of the time but involves pushing/pulling; working at a production rate

A

light work

158
Q

exerting as much as 20-50 lbs occassionaly; 10-25 lbs frequently; or 10 lbs constantly

A

medium work

159
Q

exerting as much as 50-100 lbs occasionally, 25-50 lbs frequently, or 10-20 lbs constantly

A

heavy work

160
Q

exerting an excess of 100 lbs constantly, 50 lbs frequently, or 20 lbs constantly

A

very heavy work

NBCOT (12 decks)

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