midterm 1 Flashcards
(95 cards)
1
Q
Father of OT, published first account of occupational therapy profession- manual for nurses about OT
A
William Rush Duton Jr
2
Q
Barton’s secretary
A
Isabel Newton
3
Q
former AOTA president, allowed soldiers to re-cooperate to work and learn new trade
A
Thomas Kinder
4
Q
developed the term occupational nursing to specify the use of activities as treatment for patients
A
Susan Tracy
5
Q
started consolation house in NY as a school, workshop, and vocational bureau for convalescents
A
George Barton
6
Q
mother of OT, had degree in social work and opened first professional school for OT, AOTA secretary for 15 yrs, used habit training to help mentally ill patients
A
Eleanor Clark Slagle
7
Q
developed neurodevelopmental treatment
A
Karl and Berta Bobath
8
Q
OT and PT, first started talking about motor control, stressed the importance of reflexes and use of facilitation and inhibition techniques
A
Margaret Rood
9
Q
founder of the model occupational behavior- emphasizes complex relationships among play, occupation, work and the work play continuum, pushed OT to return to its roots in occupation
A
Mary Reilly
10
Q
developed, practiced and tested a theory of sensory integration which she believed was basic to a child’s ability to be successful in daily life
A
A Jean Ayres
11
Q
proposed activity analysis as a way to empirically examine activities, promoted therapeutic value of purposeful activities
A
Gail Fidler
12
Q
occupational science, advancing OT theory for the benefit of OT practice, OT needed to take steps toward professionalism, produce research, focus on the unique assets of the profession
A
Elizabeth Yerxa
13
Q
First OT of color
A
Lela Llorens
14
Q
created MOHO which emphasized motivation, performance and patterns or routines
A
Gary Kielhofner and Janice Burke
15
Q
occupational science is an appropriate academic discipline to serve as a foundation for occupational therapy practice, Well Elderly Study
A
Florence Clark
16
Q
developed the object relations/ psychodynamic FOR that helped us understand the use of activities and groups in therapy
A
Ann Mosey
17
Q
applied sensory integrative therapy to individuals with schizophrenia
A
Lorna Jean King
18
Q
developed theories of cognition to guide therapy for individuals with chronic mental illness
A
Claudia Allen
19
Q
introduced the concept of clinical reasoning, argued against the medical model and for using client centered approach
A
Joan Rogers
20
Q
president of AOTA and worked to develop centennial vision
A
M Carolyn Baum
21
Q
emphasized the idea of occupational therapy as a key contribution to population health
A
Ann Wilcox
22
Q
developed concept of occupational justice, opportunities to engage in meaningful occupation are a prerequisite to health and well being
A
Elizabeth Townsend
23
Q
what year did the National society for the promotion of occupational therapy start
A
1917
24
Q
AOTA was founded by
A
social workers, doctors, nurses and craftsmen
25
Founders of AOTA
Dr. William Rush Dunton Jr, Isabel Newton, Thomas Kinder, Susan Tracy, George Barton and Eleanor Clark Slagle
26
President of AOTA
George Barton
27
Dr. William Rush Dunton became president in
1923
28
Goal of AOTA
Focused on advancing new society by focusing on standardizing educational programs
29
Where do OTs work the most
hospitals
30
What does being client centered mean?
Putting the client first
Empowering/ respecting them
OT interventions based on client’s priorities
Help clients understand they have choices
and resources
Client: can be a specific person, family of identified person or a population
Partnership between the client and therapist
31
occupations
ADLS
IADLS
rest and sleep
education
work
play
social participation
32
ADLs
activities oriented toward taking care of ones own body, basic activities of daily living
ex: brushing teeth
33
IADLs
activities to support daily life within the home and community that often require more complex interactions than those used in ADLs
ex: grocery shopping
34
client factors
Values, beliefs, spirituality, body functions and structures
35
performance skills
motor skills
process skills
social interaction skills
36
performance patterns
habits
routines
roles
rituals
37
context and environment
context: cultural, personal, temporal, virtual
environment: physical, social
occupational justice
38
Model focused on preventing and reducing disruptions and incapacities in occupational behavior that results from illness and injury, work play approach, balance of occupational behaviors in self-care, work and play/ leisure
Occupational Behavior Model
39
assumptions of ___ say humans have a need to master, alter and improve the environment, occupations are intrinsically motivating, humans have a need for occupations, normal development influences the process of occupational behavior, society and culture significantly influence the specific occupations chosen by the individual
Occupational Behavior Model
40
therapeutic strategies of ___: enhance person’s strengths to promote competency and mastery, incorporate clients’ interests, enhance child’s dev through play, assist adults to explore capacities for occupational behavior and express feelings through play/ leisure, utilize variety of ways to help person identify meaningful occupations, promote coping skills, establish collaborative relationships
occupational behavioral model
41
Evolved from occupational behavior model and developed by Kielhofner and Burke
MOHO
42
model concerned with client motivation, mind/ body connection (internal and external influence), feedback from environment changes performance, disability occurs when person cannot connect to old habits and roles
MOHO
43
people choose activities that are motivating to them
volition
44
how one feels, tends to choose to do things they will succeed in or will provide opportunities and avoid those they don’t feel they will succeed in
personal causation
45
Mind- brain- body performance, musculoskeletal, neurological, cardiopulmonary, cognitive
performance capacity
46
model saying as people become more adaptive, they will become more functional, holistic health promotion, prevention and remediation
occupational adaptation model
47
occupational adaptation model is a collaborative approach between
therapist and client
48
focus of occupational adaptation
occupational readiness and occupational activities
49
adaptation
A change in one’s response to the environment when encountering an occupational challenge
There is a need for a changed response
Focused on idea of mastery
How can a client adapt to a situation?
50
6 guiding assumptions of occupational adaptation model
Occupation is a lifelong process of adaptation to internal and external demands to perform
Demands to perform occur naturally
Dysfunction occurs when a person’s ability to adapt has been challenged
A person’s adaptive capacity can be overwhelmed by impairment, physical or emotional disabilities and stressful events
Greater level of dysfunction creates greater the demand for change in the person’s adaptive process
Sufficient mastery and ability to adapt results in success in occupational performance
51
4 main constructs of occupational adaptation model
Occupations, adaptive capacity, relative mastery and occupational adaptation process
52
person’s ability to recognize the need for change, modification or refinement in order to achieve relative mastery, cumulative effect over the lifetime, if a person’s typical response does not meet the challenge of an occupation they have no modify or adjust behaviors to achieve a competent outcome
Adaptive Capacity
53
Occupational adaptation process
person- desire for mastery, environment- demand for mastery, the interaction that takes place between the two presses for mastery
54
model that focuses on interaction between a person and the environment, role of context on task performance, emphasis on preventative, health promotional and rehabilitative approach
Ecology of Human Performance
55
4 main constructs of Ecology of Human Performance
person, task, context and person-context- task interaction
56
Objective set of behaviors necessary to accomplish goal, infinite number of tasks exist for every person, roles shape a person’s task, become occupations when a transactional relationship exists between the person, task and environment
task
57
Person engages in task within his/ her context resulting in human performance, ecology affects task performance, task performance in turn impacts the person, context, and the person context relationship
Person- task- context interaction
58
5 intervention strategies of ecology of human performance model
Establish or restore persons abilities to perform in context
Alter the context or task
Modify/ adapt context features and task demands
Prevent performance problems in context
Create context supporting optimal performance
59
model that focuses on interdependence between environment and persons and highlights the complexity of person- occupation- environment relationship, occupations are embedded in environment
person-environment-occupation
PEO model
60
assumptions of PEO model
People have an innate drive to explore their environment and demonstrate mastery in it
Competence is reached when a person is able to perform skills that meet their own personal needs
People able to use resources and people gain self-fulfillment and identity from meaningful participation in occupation
Adaptation is achieved by confronting challenges of everyday living and using resources to master demands
Person is dynamic and always developing and interacting with the environment
The environment changes and so does behaviors and environment is often easier to change than the person
61
model about dynamic relationship between person, their environment and occupations
change in one area automatically affects the others
Person is at the center
Spirituality is at the core: resides in person, shaped by environment and gives meaning to occupations
person environment occupation performance model
62
what model is where spirituality is at the core: resides in person, shaped by environment and gives meaning to occupations
PEOP model
63
model with primary goal to enable occupational relationship between: person, occupation, environment, spirituality
Canadian model of occupational performance and engagement
64
model about form, function and meaning of what people do, occupational nature of being human and observable and phenomenological aspects of occupation
Ideas can be accessed by asking individuals about their lived experiences
occupational science model
65
model that understands self as part of a larger whole using river to signify life’s journey
Space between obstructions- determine points of intervention, occur throughout the context of the self and the environment, between rocks, walls and bottom and the driftwood
Kawa Model
66
water in Kawa model
life flow and life energy
67
river of Kawa model
structures and concepts in client’s environment, social and physical contexts
68
rocks of Kawa model
circumstance that impede client’s life flow
69
driftwood of Kawa model
personal attributes and liabilities, values, characteristics and material assets
70
which frame of reference
Intervention: activities of daily living, craft groups, caregiver education, adapt environment
Allen cognitive levels
71
client focus of Allen cognitive levels
cognition, mental illness, dementia, CNS damage
72
client focus of Toglia’s dynamic interactional/ cognitive rehabilitation
brain injuries (TBI and CVA), mental illness
73
what frame of reference uses:
worksheets, task practice, strategy practice, use of technology, groups using graded games
Toglia’s dynamic interactional/ cognitive rehabilitation
74
client focus of applied behavior
change in outward behaviors (any client showing undesirable outward behaviors
75
which frame of reference
Intervention: shaping, chaining, extinction, rehearsal of specific behavior
Applied behavior
76
client focus of cognitive behavioral
changing thoughts, beliefs, emotions and behaviors
77
which frame of reference
Intervention: psycho-educational groups, use of strategies, self-management
cognitive behavioral
78
client focus of psychodynamic
mental illness, emotional response to illness issues with self and society
79
which frame of reference
Intervention: creative arts, working through unconscious conflicts, task-oriented groups, therapeutic use of self
psychodynamic
80
client focus of sensory integration
sensory development, skilled movement, hand writing, learning disability
81
which frame of reference
Intervention: movement and cognition, five stage groups, games, use of equipment and technology to give sensory input
sensory integration
82
client focus of motor control and learning
recovery of skilled voluntary movement
83
which frame of reference
Intervention: positioning and handling, reflex inhibition, patient assisted management of symptoms, task oriented guided learning
motor control and learning
84
client focus of lifespan development
ages and stages
85
which frame of reference
Intervention: groups focused on life stages, life tasks, transitions
lifespan development
86
client focus of biomechanical rehab
physical disabilities and pain
87
which frame of reference
Intervention: exercise within context of client chosen tasks requiring motor skills and endurance
biomechanical/rehab
88
precaution applied to patients with:
presence of stool incontinence
wound draining
uncontrolled secretions
pressure ulcers
ostomy tubes
contact precautions
89
precaution applied to patients known/suspected to be infected with a pathogen able to be transmitted by droplet
influence
droplet precautions
90
precautions that applies to patients with airborne diseases
tuberculosis
measles
chickenpox
herpes zoster
airborne precautions
91
contact precautions
isolation room
hand hygiene
PPE
clean/disinfect exam room
92
droplet precautions
isolation room
PPE
patient should wear mask
93
airborne precautions
patient wear mask
isolation room
PPE
hand hygiene
94
sequence for donning PPE
gown
mask
goggles
gloves
95
sequence for doffing PPE
gloves (wash hands)
face shield/goggles
gown (wash hands)
mask (wash hands)
