The Process of Occupational Therapy- Ch. 3 Flashcards
(34 cards)
Measures the assessment’s accuracy to determine in the tool measures what it was intended to measure
Validity
Establishes the consistency and stability of the evaluation. It is scored as either a correlation or a percentage to identify the degree to which the two items agree/relate
Reliability. If reliable the evaluation measurements/scores are the same from time to time, place to place and eval to eval.
Establishes that the content included in the evaluation is representative of the content that could be measured
Content validity
Establishes how well the assessment instrument appears “on the face of it” to meet its stated purpose
Face validity
Compares the assessment tool to another one with already established validity. It is reported as a correlation. The higher the correlation, the better the validity.
Criterion validity
Types of criterion validity
Concurrent validity
Predictive validity
Compares the results of two instruments given at about the same time
Concurrent validity
Compares the degree to which an instrument can predict performance on a future criterion
Predictive validity
Establishes that different raters using the same assessment tool will achieve the same results
Inter-rater reliability/inter-observer reliability
Establishes that the same results will be obtained when the evaluation is administered twice by the same administrator
Test-retest reliability
A type of intervention designed to promote wellness, prevent disabilities and illness and maintain health. Focus on providing enrichment experiences to enhance a person’s occupational performance in their natural context
Prevention (AOTA: create/promote)
Type of prevention; The EARLY detection of problems in a population AT RISK to reduce the duration of a disorder/disease and/or minimize its effects through
early detection/diagnosis
early appropriate referral and
early/effective intervention
e.g. the screening of infants born prematurely for developmental delays and immediate intervention
SECONDARY prevention
Type of prevention; The reduction of the incidence or occurrence of a disease or disorder within a population that is currently well or considered potentially at risk
e.g. parenting skills classes for teen parents to prevent child neglect or abuse
PRIMARY prevention
Type of prevention The elimination or reduction of the impact of dysfunction on an individual
e.g. provision of rehabilitation services to maximize community participation
TERTIARY prevention
A type of intervention designed to satisfy inherent, universal human needs
Meeting health needs
A type of intervention designed to achieve behavioral changes and functional outcomes. Most commonly used and most reimbursable. Interventions focused on establishing a skill/ability never developed (child) or restoring a lost skill/ability due to impairment (adult)
The change process (AOTA: Establish/restore/remediate)
A type of intervention designed to reduce or minimize disruptive or undesirable behavior that interferes with therapeutic activity or procedures needed to change areas of dysfunction
e.g. anxiety when standing (Clara)
Management (AOTA: modify/compensation/adaptation)
A type of intervention designed to support and preserve the individual’ current functional level
e.g. for those with chronic/progressive diseases where no improvement in fx is planned
Maintenance
A group development stage that involves members using their energies and skills to be productive and to achieve group’s goals
Maturation phase
A group development stage that involves members regrouping after the conflict with a clearer sense of purpose and a reaffirmation of group norms and values, leading to group stability
Cohesion phase
A group development stage that involves members developing interpersonal bonds, group norms and specialized member roles through involvement in goal-directed activities and clarification of group’s purpose
Intermediate phase
A group development stage that involves the leader composing the group protocol and planning for the group
Origin phase
A group development stage that involves members challenging group’s structure, purposes, and/or processes and is characterized by dissension and disagreements among members
Conflict phase
A group development stage that involves members learning what the group is about, making a preliminary commitment to the group, and developing initial connections with other members
Orientation phase
