Therapy Ed Chapter 3 Flashcards
(31 cards)
steps in the OT process (in order)
referral –> screening –> evaluation –> intervention –> discharge
4 levels of intervention
adjunctive, enabling activities, purposeful activities, occupation-based activity
adjunctive
initial step; prepares pt for occupational performance, often in acute care
- education, physical agent modalities, resources
enabling activities
exercises and conditioning the body to get to the pt’s end goal
- ROM, muscle conditioning, schedules, pacing activity, coping strategies, time & medication management
purposeful activities
have relevant goal and are meaningful
- simulation/simulators, aids/adaptive equipment, ADL/activity practice
occupation-based activity
client-centered; OT is less involved; ADLs, IADLs, play, leisure are performed by pt at max capacity
referral
has to be a referral for therapy to occur, can be from family, school, Dr, ect
- order or consultation is another term
- can be specific or general
screening
determine if evaluation is needed; obtain preliminary information
- quick/easy to administer
- ACL
- chart, medical review, checklist, observation
evalation
can be standardized or nonstandardized assessments
- obtaining occupational profile, analysis of occupational performance
discharge
occurs during evaluation, goals may/may not be reached but OT services are terminated
in schools, what is the different type of OT services & what falls under each?
medically necessary vs. educationally relevant OT
- noneducational OT: after school, home care, community based OT
what should be considered when choosing an assessment tool?
1) Pt’s baseline function, major concerns, pressing needs as shown in screening
2) environmental context for assessment conduction (space, resources, restrictions)
3) environmental context of Pt (roles, values, norms, supports, physical environment characteristics)
4) temporal context: chronological & developmental age, duration of disability (ST vs LT), stage of illness (acute vs terminal), recent occurrence of illness
5) compatibility with FOR
in school/educational setting, assessment must relate to
academic, mobility, psychosocial, behavioral, self-care
standardized assessment
well established, description of purpose, administration & scoring protocol, established norms and validity
- use exact wording
- uses norms (compare to age, gender, diagnostic grouping)
validity
measures assessments accuracy in measuring what it was intended to measure
face validity
how well assessment appears at face value to meet its stated purpose
content validity
content included in eval is representative of content that could be measured
criterion validity
compares assessment tool to another one with already established validity
types of criterion validity
1) concurrent: compares results of 2 instruments given at same time
2) predictive: compares degree to which instrument can predict performance on future criterion
which type of validity is reported as a correlation
criterion (higher correlation = better criterion validity)
reliability
establishes consistency & stability of evaluation
- scores same from time to time, place to place, eval to eval
inter-rater reliablity
different raters using same assessment tool will achieve same results
test-retest reliability
same results obtained when eval is administered twice by same administrator
how is reliability scored?
correlation or percentage to measure degree in which 2 items agree/relate
