OCTA 211 Midterm Flashcards
1
Q
the process used by OT practitioners that addresses the typical activity demands of an activity, the range of skills involved in its performance, and the various cultural meanings that might be ascribed to it.
A
Activity analysis
2
Q
The Activity Analysis Process:
A
- Activity awareness
- Decision of what type of analysis
- Determine importance to pt
- Identify steps required
- Determine objects and properties
- Determine space demands
- Determine social demands
- Determine required body functions
- Determine required body structures
- Determine required performance skills
- Analyze for therapeutic intervention
3
Q
What are the two types of Activity Analysis?
A
- Occupational-based activity analysis
- Activity analysis
4
Q
Type of AA that is based on a particular client and how he or she engages in the occupation in his or her contexts
A
Occupational based analysis
5
Q
Type of AA that tells how activity is done, with no particular client in mind
A
Activity analysis
6
Q
A part of the AA that establishes
- what is being analyzed
- determine which area of occupation it lies in
A
Activity awareness
7
Q
A part of the AA that
- that uses data gathered from evaluation, occupational profile, interview, etc
A
Determine importance to patient
8
Q
A part of the AA that
-break down steps in sequence and timing of each step
A
Identifying step required
9
Q
A part of the AA that
- understand objects can help therapists understand deficits in performance
- understanding physical environment and social demands shows how external forces play a role in occupational performance
A
Determine objects and properties
10
Q
A part of the AA that
- most detailed and extensive
- body functions are those physiological functions of body systems (including cognitive/emotional not just physical)
A
Determine required body functions
11
Q
A part of the AA that
- body structures are anatomical of the body such as organs, limbs, and their components
- structures required beyond whats needed to sustain life
A
Determine required body structures
12
Q
A part of the AA that
- performance skills are the actions that the pt demonstrates
- determines whats expected from pt for successful engagement
A
Determine required performance skills
13
Q
A part of the AA that
- evaluates an activity as well as the needs of the pt to find possible outcomes
- analyze to find better ways to adapt or grade activity
A
Analyzing for therapeutic activities
14
Q
- an activity in which one engages to bring meaning and purpose in a persons llife
- everything people do to occupy themselves
A
Occupation
15
Q
-
A
Activity
16
Q
What does the AA focus on?
A
all the activities that make up occupational performance
-ADL, IADL, Education, Work, Leisure, Play, Social Participation, Rest/Sleep
17
Q
the therapeutic use of everyday life activities(occupations) with individuals or groups for the purpose of enhancing or enabling participation in roles, habits, routines in home, school, work, community, or other setting.
A
Occupational Therapy
18
Q
Client factors:
A
- Values, beliefs, spirituality
- Body functions
- Body structures
19
Q
Performance skills:
A
- Motor skills
- Process skills
- Social interaction skills
20
Q
Performance patterns:
A
- Habits
- Routines
- Rituals
- Roles
21
Q
Context and Environment:
A
- Cultural
- Personal
- Physical
- Social
- Temporal
- Virtual
22
Q
Purposeful activity:
A
- goal directed
- motivates pt
- pt actively involved
- address performance areas
- gradable/adaptable
- reflect real life role of pt
- of interest to client
23
Q
Sensory perceptual includes:
A
- Visual
- Tactile Discrimination
- Proprioception
- Form constancy
- Stereognosis
- Kinesthesia
- Depth Perception
- Figure ground
- Position in space/spatial relations
24
Q
How we perceive and interpret visual info used to identify shape, color, orientation
A
Visual
25
Distinguishing different textures by touch
Tactile Discrimination
26
Perception and feeling of touch or being touched
Tactile
27
feedback of where body is in space so coordinated movements can be made , awareness of body position in space
Proprioception
28
Differentiating items without vision to find what your looking for (manipulating objects in hand w/o looking)
Stereognosis
29
Sense of motion, direction, force, pressure, and speed (deals with movement)
Kinesthesia
30
Ability to recognize and understand differences in distances between objects and perceived depth
Depth Perception
31
Ability to screen out insignificant items to find the correct item (distinguish object from its background)
Figure- Ground
32
Perceived position of objects (on, behind, of, in, etc)
Position in space/spatial relations
33
Recognizing the object is the same object although its form changed
Form Constancy
34
Special mental functions include:
- Organizational skills
- Problem solving skills
- Memory
- Attention span
- Recognize Cause/Effect
- Self Concept
- Sequencing
- Self control/Impulse control
- Judgment
- Decision Making
- Control of materials
- Calculating functions
- Ability to follow multiple steps at one time
35
ability to complete task efficiently and effectively (set up materials, time management)
Organizational skills
36
Able to:
- define problem
- generate alternatives
- evaluate/select from alternatives
- implement solution
Problem Solving Skills
37
Storing info to use in the future (sensory experiences)
Memory
38
Ability to focus for a minimal baseline
Attention Span
39
Ability to recognize if something happens then something then something else will follow
Recognize cause and effect
40
Ability to be given multiple steps at one time and following through with those steps
Ability to follow multiple steps at a time
41
Ability to follow directions , step by step, in the correct order, etc
Sequencing
42
Assessing if something is correct, finished, or complete: ability to make realistic decisions based on environmental info
Judgment
43
Choosing between two or more possibilities
Decision making
44
Handling materials safely
Control of materials
45
Awareness of your role and position in society (who you are, how activity reflects you, etc)
Self Concept
46
Ability to resist internal urge to do or say things
Self Control/Self Impulse
47
Ability to measure, or do calculations
Calculating Functions
48
Both hands are working together (knitting, tying laces, etc)
Bilateral Integration
49
Using one hand to stabilize and the other to manipulate (Cutting Shape)
Bilateral Skills
50
Finding an appropriate activity for patient that fits into their abilities and interests but is also just enough of a challenge (not too hard or too easy)
Just Right Challenge
51
Physical environment requirements of the activity such as size, arrangement, surface, lightening, temp, noise, humidity, ventilation, and need for access to supplies.
Space Demands
52
Process used to carry out the activity following steps and sequence within a certain time
Sequence and Timing
53
Muscle contraction with movement ( bringing cup to mouth)
Isontonic movement
54
Muscle contraction w/o movement (holding on to railing to stabilize self)
Isometric movement
55
Unilateral skill, ability to move/position items in one hand.
- from palm to fingertips
- turning/rolling object
- moving object up/down to reposition using fingers
In-Hand manipulation
56
research that supports/proves your theory or practice
Evidence Based Practice
57
Adaptation and Grading:
- make easier
| - make more challenging
58
Adaptation involves:
- Changing the way its done
- Allow pt to perform at his/her level of functioning
- make physical changes to environment/item to ensure the pt success
- change features/tasks demands to support a pts performance
- suits special needs of pt environment
- its performed a certain way to accommodate the pt residual abilities
59
For Adaptations to be effective:
- Analyze pts need/abilities
- Analyze environment
- Analyze pt positioning
- Creativity, good problem solving skills, good ingenuity
- Pt must be able to adapt in comfortable position
- Pt must understand need/purpose of adaptation
- Adaptation must be simple not require frequent adjustments
60
Examples of Adaptations:
- lower water fountains, wide doorways, ramps
- velcro to replace buttons, pullovers, larger size clothing
- playground adapted for wheelchair bound children
61
- make easier or harder
| - demands maximal performance from pt
Grading
62
Grading Involves:
- improve strength you increase resistance
- improve ROM you elevate materials to get greater movement at joint
- improve endurance to increase time spent doing task
- improve cognitive skills you increase complexity of task
- careful not to challenge pt too much or too fast
63
Can adapt and grade at same time:
- look at pts diagnosis, prognosis, occupational context
| - Example (SCI pt grade to increase UE strength and endurance while adapting the home so it is wheelchair accessible
64
Example of Occupation:
making PBJ sandwich
65
Example or Activity:
Tim is making PBJ sandwich for her daughter at home
66
Example of task:
Taking plate out of the cupboard
67
Advantages of using occupations in treatment:
- allow pt to achieve mastery and sense of control
- tangible outcome so pt has sense of accomplishment
- more engaging, make pt work harder for longer
- ease in transferring what was learned/practiced in clinic to real life situations
- require more than the use of motor skills (sensory, cognition, social demands)
- immediate feedback
68
OT attempts to capture:
the breadth and depth of everyday activities
69
OT core beliefs:
- positive relationship between occupation/health
- use of purposeful activity positively influences a persons state of health
- always treats against the backdrop of the persons environment, culture, social role, communities, education, gender, etc.
70
Engaging occupations:
provide a person with sense of identity and competence at any time throughout the life span
