Week 2 Flashcards

1
Q

Context of ADLs

A
  • Physical
  • Cultural
  • Social
  • Personal
  • Temporal
  • Instituational
  • Socioeconomic
  • Virtual
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2
Q

Example of a physical ADL

A

Accessibility to bathroom

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3
Q

Example of a cultural ADL

A

Cultural beliefs for bathing routine

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4
Q

Example of a social ADL

A

Expectations of a spouse to assist with ADLs

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5
Q

Example of a personal ADL

A

Feeling safe

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6
Q

Example of a temporal ADL

A

Time of day when client prefers to do ADL

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7
Q

Example of a socioeconomic ADL

A

Ability to change the physical environment

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8
Q

Example of an institutional ADL

A

Enforced routines of aged care facility

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9
Q

IADL examples

A
  • Home management
  • Meal prep
  • Financial management
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10
Q

Value of leisure activities

A
  • Leisure occupations contribute to sense of control and personal identity
  • Disability often results in less participation in leisure
  • Physical leisure improves health
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11
Q

9 dimensions of activities and participation

A
  1. Learning and applying knowledge
  2. General tasks and demands
  3. Communication
  4. Mobility
  5. Self-care
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12
Q

Impact of disability on participation

A
  • People with disability are 5x more likely to express dissatisfaction with life due to social isolation
  • 64% of adults with a disability are not able to get around town, attend cultural and sporting events or spend time with friends
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13
Q

How to evaluate occupational performance

A
  • Safety: identify potential for injury
  • Quality: identity difficulties and ineffective performance
  • Independence: ability to complete activities unassisted
  • Participation
  • Well being - whether performance maintains health and contentment with self and life
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14
Q

Source of information

A
  • Self-report
  • Proxy
  • Observation
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15
Q

Source of information: self-report

A
  • Client rates themselves
  • Quick, simple and cost effective
  • May overestimate/underestimate difficulties
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16
Q

Source of information: proxy

A
  • Family member or carer
  • Useful for people with cognitive impairment
  • Information can be biased
17
Q

Source of information: observation

A
  • Specific performance issues - time taken and prompting required
  • Diagnostic tools can guide intervention plan
  • Performance may not be consistent across different contexts
18
Q

How to understand and evaluate occupational performance

A
  1. Interview
  2. Skilled or structured observations
  3. Assessment
19
Q
  1. Interview
A
  • Can be formal or informal
  • Informal: semi-structured, looks at the client, their abilities
  • Formal: is very structured
20
Q
  1. Skilled observations
A
  • Observations of activity performance and task breakdown
  • Analysis of hazards and risks
  • Comments about quality of performance and outcome
21
Q

Parameters for analysing performance

A
  1. Value
  2. Independence
  3. Safety
  4. Adequacy
22
Q

What to look for when analysing independence

A
  • Sequencing of task
  • Practical requirements
  • Location of tasks
23
Q

Safety/risk factors to consider

A
  • Frequency: how often is the person exposed to the hazard
  • Probability: of an adverse even occurring
  • Consequences: likely consequence of an adverse event
  • History: previous experience of an adverse event