Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

USAHS Process > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the 3 steps to process?

A
  • Evaluation
  • Intervention
  • Targeting of outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Evaluation Process

A
  • Screening (client/referral information)
  • Occupational Profile
  • Assessments used and results (objective)
  • Analysis of occupational performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Intervention Process

A
  • Plan
  • Implement (treatment)
  • Review (re-evaluation)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

OTA/OTR Relationship

A
  • OTR can do the screening, evaluation (includes occupational profile, analysis of occupational performance, assessment), intervention, and targeting of outcomes
  • OTA delivers services under the supervision and partnership of the OTR. Cannot do screening or evaluation, can perform some assessments that may contribute
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Approaches for Intervention Implementation

A
  • Create: Promote
  • Establish: Restore
  • Maintain: Preserve current skills
  • Modify: Compensation, Adaptation
  • Prevent: Disability Prevention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Psychometrics Terminology

What are 4 types of evaluator biases?

A
  • Background
  • Severity or Leniency
  • Central Tendency
  • Halo Effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Background (evaluator biases)

A

values/beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Severity or Leniency (evaluator biases)

A

Rates extremely high or low

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Central Tendency (evaluator bias)

A

Choosing middle score bc can’t make a decision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Halo Effect (evaluator bias)

A

Prior experiences influence your current situation
-ex. Everything about your grandma makes you smile; you have a client who resembles her; you give the client the benefit of the doubt with everything

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Evaluator Biases

A

Background severity or leniency, central tendency, and halo effect (bias on someone you might have known in past or previous experience)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Hawthorne effect

A

Happens to person who test is given to/ when person changes behavior and performance bc they are being watched can be good or bad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Observer expectation

A

If we want them to do better we grade more leniently or give more chances/ invested in development and influences how we rate them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Test biases

A

Gender education level, SES, ethnicity and culture, geographic location, medical status/ some tests are appropriate for certain patients (kids vs adults testing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Scoring errors

A

Generosity, ambiguity (could go in different directions not sure what it means) halo, central tendency, leniency, severity, proximity (how an event influences performance)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Logical error and Contrast error

A

Insufficient info to decide on answer/too much divergence totally different scores

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Errors of Measurement

A
  • Item Bias
  • Rater Error
  • Individual Error
  • Standard Error of Measurement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Item bias (errors of measurement)

A

Some may be easy some may be harder depending on person (language items)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Rater Error (errors of measurement)

A

Errors in judgment that occur in a systematic manner when an individual observes and evaluates another.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Individual error (errors of measurement)

A

Inability to perform test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Standard Error of Measurement (errors of measurement)

A

Best prediction of how much error still exists (can’t eliminate all error)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Reliability

A

Accuracy and stability or consistency of measure

  • Intrarater
  • Interrater
  • Test-Retest
  • Reliability Coefficient
  • Internal Consistency/Homogenity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Intrarater (Reliability)

A

Ability to perform same assessment on same client twice and no change same results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Interrater (reliability)

A

When you and another therapist gets same results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Test-Retest (reliability)

A

At one point measure client as therapist and another time still accurate no

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Reliability Coefficient

A

(+.80=good)

0-1 scale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Internal consistency or homogeneity (reliability)

A
  • Items in test can be pulled apart and reliable compared to each other
  • Split half and covariance
28
Q

Validity

A

Does a test measure what it says it does
-Face
-Content
-Criterion Related (concurrent, predictive, sensitivity/specificity)
-Construct
(has to have validity, should be reliable)

29
Q

Face (validity)

A

Weakest type means it appears to measure what it says it does

30
Q

Content (validity)

A

Enough items to represent construct

31
Q

Concurrent (Criterion related Validity- most objective)

A

Performance on one assessment as it relates to another

32
Q

Predictive (Criterion related Validity- most objective)

A

Your performance on one item predicting your performance on another

33
Q

Sensitivity (Criterion related Validity- most objective)

A

True positive/higher more likely

34
Q

Specificity (Criterion related Validity- most objective)

A

False negative

35
Q

Construct (validity)

A

Test is measuring true construct theoretically based and true representation of what is tested

36
Q

Raw scores

A
  • Initially obtained by calculating the points obtained based on scoring methods outlines by assessment
  • Can be converted to standard scores compare over time
  • Allow to compare results between assessment over time
  • Help compare performance of client to a larger sample who have similar characteristics
37
Q

Standard error

A

Amount of potential error that is reported for each score and should be taken into account when interpreting results

38
Q

Therapeutic Modes

A
  • Advocating
  • Collaborating
  • Empathizing
  • Encouraging
  • Instructing
  • Problem Solving
39
Q

Advocating (Therapeutic Modes)

A

Understanding that disability is a result of environmental barriers and as a therapist responding to physical, social, and environmental barriers that a client encounters

40
Q

Collaborating (Therapeutic Modes)

A

To make decisions jointly with the client and involving the client in reasoning expectations, and having the client participate actively in these decisions

41
Q

Empathizing (Therapeutic Modes)

A

To bear witness to and fully understand a client’s physical, psychological, interpersonal, and emotional experience?

42
Q

Encouraging (Therapeutic Modes)

A

To provide the client with hope, courage, and the will to explore or perform a given activity?

43
Q

Instructing (Therapeutic Modes)

A

To educate the client in therapy and assume a teaching style in their interactions with the client

44
Q

Problem-Solving (Therapeutic Modes)

A

To rely heavily on using reason and logic in their relationships with their clients

45
Q

Types of Assessments

A
  • Formative
  • Summative
  • Standardized
  • Non-Standardized
  • Norm-Referenced
  • Criterion-Referenced
46
Q

Formative Assessment (Types of Assessments)

A

Process for gathering data that can identify potential problems that need to be addressed

47
Q

Summative Assessment (Types of Assessments)

A

Process for gathering data at some point in the intervention process to evaluate progress towards goals

48
Q

Standardized (Types of Assessments)

A

Follows a prescribed procedure for development, administration, and scoring

49
Q

Non-Standardized (Types of Assessments)

A

Do not have a standard protocol, and often use interviews, observations, or questionnaire

50
Q

Norm-Referenced (Types of Assessments)

A

Measures how well a person performs against a standardized sample

51
Q

Criterion-Referenced (Types of Assessments)

A

Measures how well a person performs against a set of criteria

52
Q

Canadian Occupational Performance Measure (COPM)

A
  • A client-centered interview that allows individuals to identify and prioritize the problems they are facing in their everyday lives
  • Rates their priorities, evaluates performance and satisfaction, and focuses on goal setting
  • Appropriate for clients 6 years or older
  • Categorizes activities into Self-Care, Productivity, Leisure
53
Q

Clear Choice Approach

A
  • Screening, clear theoretical approach, frame of reference, assessment, theoretically based intervention
  • Don’t have to give a lot of thought rare to have this usually use clinical reasoning and judgment
54
Q

Top-Down Approach

A
  • Screen, understand clients deficits and then look for assessments that understand which area they have trouble with
  • Establish problems and figure out why they need assistance and do performance client and environmental factors to figure out issue
  • Evaluate performance skills and client factors that cause the problems with functional mobility
  • Then frame of reference and theoretically based intervention
55
Q

Bottom-Up Approach

A
  • Screen first then look at performance skills and client factors that impact occupational performance
  • Ex. balance muscle strength cognitive skills
  • Assess this first before we determine the impact it has on occupation
  • How much of occupation can they not do bc of these deficits
56
Q

Idiosyncratic Approach

A
  • No right way looking for options evaluate many things at one time
  • Evaluate it all at the same time to see what is appropriate
  • Might go outside of OT and takes most amount of investigation and research bring in assessment from psychologist or social worker bc OT doesn’t meet clients needs
57
Q

Problem Statements (how to write a proper one)

A

-Identifies the area of occupation that is a concern and the contributing factors that make it a problem
-When writing a problem statement, identify the contributing factors that are affecting performance with a measurement of it when possible
BAD: The client isn’t able to prepare a meal independently due to decrease balance from right CVA
GOOD: The client requires maximal assistance to prepare a meal independently due to decrease balance from right CVA

58
Q

COAST Goals

A

-Client
-Occupation
-Assist Level
-Specific Condition
-Time
Ex. Client will perform upper body dressing with minimum assistance for buttoning while seated at edge of bed within one week

59
Q

Classification of Documentation

A
  • Process Stage: Screening or Evaluation
  • Timing Types: Initial, Progress, Discharge
  • Settings and Styles: Medical vs Community; Acronym, Narrative, or Template
  • Design Formats: Paper or Electronic
60
Q

Documentation Process

A
  • Screening report
  • Evaluation report
  • Re-evaluation report
  • Intervention plan
  • Contact report
  • Progress report
  • Transition plan
  • Discharge report
61
Q

Pediatric evaluation of disability inventory

A
  • Measures performance in self care mobility and social function
  • Looks at functional performance caregiver assistance and modification needs
  • Structured interview of parents for children 0-8 years
  • Norm referenced see how “normal” kids score and compare
  • Standardized
62
Q

Peabody developmental motor skills

A

(know child working with any language deficits or shy)

  • Performance based
  • Observation based
  • Examines children’s performance skills reflexes, stationary locomotion, object manipulation, grasping, and visual motor integration
  • Overall scores for fine motor performance, gross motor, and general motor
  • Standardized- good for concrete info (interrater reliability is high)
  • Norm referenced
63
Q

Kohlman evaluation of living skills

A
  • Observation and interview based
  • Evaluated ADL and IADL performance
  • Criterion referenced-can’t see how close to typical population performance and compare might gain time and efficiency
  • For outpatient or short term stay settings
64
Q

Dynamometer grip strength

A
  • Standardized
  • Performance skill measure
  • Performance based
  • Norm referenced
  • specific way to position person and handle with script and norms
  • Helps understand where they are compared to typical peers
65
Q

Standard Deviation

A

Based on notmal distribution of scores and indicates the degree variance from the mean (average score)

  • When a client falls within 1 SD of the mean (+/-), we typically say they are average (or approximately 68.28% of people would perform the same as them on the assessment)
  • 1-2 SD (+/-): Slightly above or below average (approx 95.44% would score simillarly)
  • More than 2 SD (+/-): Definite difference in performance (“red flag to assessor”) (less than approx 5% would score simillarly)
  • For each test there is a different mean and SD

USAHS Process (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions