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Applied Occupational Theory > Exam 1 > Flashcards

Exam 1 Flashcards

(70 cards)

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1
Q

How is theory organized?

A

Paradigm > OBM > FOR

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2
Q

Consider occupation on a development continuum

A

Occupational Behavior (OB)

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3
Q

Focus is to prevent and reduce the disruptions and incapacities in occupational behavior

A

Occupational Behavior (OB)

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4
Q

Uses the general systems theory (input, through-put, output, feedback)

A

Model of Human Occupation (MOHO)

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5
Q

Key words: heterarchy, volition, habituation, performance capacity, motivation

A

Model of Human Occupation (MOHO)

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6
Q

Emphasis on motivation with the idea that skills, performance, and adaptation will follow

A

Model of Human Occupation (MOHO)

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7
Q

Heterarchy

A

the system “orders” itself dependent on the demand of the context (MOHO)

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8
Q

Volition

A

Commitment to achieve something (MOHO)

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9
Q

Motivation

A

desire to do something (MOHO)

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10
Q

Performance capacity

A

mind-brain-body (MOHO)

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11
Q

Emphasize the need to create supportive environments and advancing a vision of health, well-being, and justice

A

Canadian Model of Occupational Performance and Engagement (CMOP-E)

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11
Q

6 principles of client centered and collaborative practice

A
  1. Client autonomy and choice
  2. Respect for diversity
  3. Therapeutic partnership and shared responsibility
  4. Enablement and empowerment
  5. Contextual congruence
  6. Accessibility and flexibility (CMOP-E)
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12
Q

Key terms: human spirit, engagement, enablement

A

Canadian Model of Occupational Performance and Engagement (CMOP-E)

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13
Q

Focus on the complexity of the relationships of people performing occupation within broad environments

A

Person-Environment-Occupation (PEO)

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14
Q

Transactional relationship between the person, their environment, and the occupations they engage in

A

Person-Environment-Occupation (PEO)

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15
Q

Key terms: FIT changes over a lifetime (the greater the fit, the greater the occupational performance

A

Person-Environment-Occupation (PEO)

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16
Q

Activity

A

basic unit of a task (PEO)

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17
Q

Task

A

a set of purposeful activities (PEO)

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18
Q

Occupations

A

a group of self-directed functional tasks and activities in which a person engages over the lifespan (PEO)

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19
Q

Key terms: focuses on OCUPATIONAL PERFORMANCE and PARTICIPATION, NARRATIVE

A

Person-Environment-Occupation-Performance (PEOP)

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20
Q

Intrinsic (person) factors and extrinsic (environmental) factors can be facilitators or barriers to occupational performance

A

Person-Environment-Occupation-Performance (PEOP)

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21
Q

Narrative

A

“story” reflects occupational history, needs, goals, attitudes, and motivation (PEOP)

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22
Q

Used for people who can restore cognitive function

A

Toglia’s Dynamic Interactional FOR

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23
Q

Key terms:
Executive functioning - set of cognitive process that help people regulate their thoughts and actions to achieve goals
Generalization - transfer of learning
Metacognition (on-line awareness) - think about your thinking

A

Toglia’s Dynamic Interactional FOR

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24
Goal: restore functional performance for individuals with cognitive dysfunction
Toglia's Dynamic Interactional FOR
25
Used for people who cannot restore cognitive function
Allen's Cognitive Levels FOR
26
Focus on changing occupational performance through interactions with activity demands and environmental demands
Toglia's Dynamic Interactional FOR
27
Focuses on adapting the environment to facilitate occupational performance for a person with a cognitive disability
Allen's Cognitive Levels FOR
28
Hierarchy of functional cognition: 0
comatose (ACL FOR)
29
Hierarchy of functional cognition: 1
automatic; response to stimulus (ACL FOR)
30
Hierarchy of functional cognition: 2
postural actions; gross body movements (ACL FOR)
31
Hierarchy of functional cognition: 3
manual actions; reach/grasp; constant supervision needed (ACL FOR)
32
Hierarchy of functional cognition: 4
goal-directed actions; complete familiar activities (ACL FOR)
33
Hierarchy of functional cognition: 5
exploratory activities; explores new activities or products through action (ACL FOR)
34
Hierarchy of functional cognition: 6
planned actions; anticipates consequences (ACL FOR)
35
ACL 4 and below
do not have enough short-term memory for new learning (ACL FOR)
36
ACL level 4.6
minimal for living independently (ACL FOR)
37
Assess what is developmentally appropriate
Developmental FOR
38
Goal: assisting individuals to achieve mastery of life tasks
Developmental FOR
39
Focus on assisting with transitional tasks
Developmental FOR
40
Positive reinforcement
apply stimulus, increase the frequency of desired behavior (AB FOR)
41
Negative reinforcement
remove stimulus, increase the frequency of desirable behavior (AB FOR)
42
Positive punishment
apply stimulus, decrease the frequency of undesirable behavior (AB FOR)
43
Negative punishment
remove stimulus, decrease the frequency of undesirable behavior (AB FOR)
44
Fixed ratio
receive a reward after a fixed number of times they perform a desired behavior (AB FOR)
45
Variable ratio
receive a reward after a variable number of times they perform a desired behavior (AB FOR)
46
Fixed interval
receives a reward after a fixed period of time in which they perform the desired behavior (AB FOR)
47
Variable interval
receives a reward after a variable period of time in which they performed the desired behavior (AB FOR)
48
Shaping
reinforcing a desired behavior repeatedly until the person learns to do the task (AB FOR)
49
Chaining
completing a sequence of shaped behaviors (AB FOR)
50
Forward chaining
breaking down a task into smaller steps and teaching in order (AB FOR)
51
Backward chaining
breaking down a task into smaller steps and teaching the last step first (AB FOR)
52
Stimulus/response, action/consequence, classical conditioning
AB FOR
53
Focuses on a person's ability to take in senses and integrate that information into one's actions
Sensory Integration FOR
54
Developed by Jean Ayres
Sensory Integration FOR
55
Exteroception
external world - taste, touch, smell, hearing, sight (SI FOR)
56
Proprioception
allows movement and a sense of agency - position and movement (proprioception and kinesthetic sense) and gravity, head movement, and balance (vestibular) (SI FOR)
57
Interoception
visceral sensation - internal awareness of what's happening inside your body (SI FOR)
58
Low threshold
quick to notice sensory stimulus (SI FOR)
59
High threshold
slow to notice sensory stimulus (SI FOR)
60
Passive self-regulation
allow sensory experiences to happen as then react (SI FOR)
61
Active self-regulation
engage in behaviors to manage or control sensitive input (SI FOR)
62
SI Level 1
1 year old - integrated for mother-infant bond (SI FOR)
63
SI Level 2
2 years old - building blocks for emotional stability and body map, skilled movements against gravity
64
SI Level 3
integrated with auditory and visual systems to allow body to work as whole for purposeful activity
65
SI Level 4
age 4-5 - brain organizes and functions more efficiently for academic learning
66
Applies the principles of physics to human movement and posture with respect to force of gravity
Biomechanical FOR
67
ROM, strength, endurance
Biomechanical FOR
68
Focus on adaptation, compensation, and environmental modifications when remediation of deficits is not possible
Rehabilitative FOR
69

Applied Occupational Theory (1 decks)

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