NBCOT Review

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Author:
avblok
ID:
305307
Filename:
NBCOT Review
Updated:
2015-07-17 13:55:41
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OT
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Description:
OT Board Exam
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  1. standardized assessments
    has an administrative and scoring protocol, provides norms,
  2. validity
    looks at if the tool measures what it is intended to measure
  3. face validity
    establishes how well the assesmement instrument appears to meet is purpose
  4. content validity
    established that the content included in the evlatuation is representative content that could be measured
  5. criterion validity
    • compares assessment tool to another one with already established validity; reported as reliability
    • Concurrent-compares results of two instruments given at about the same time
    • Predictive-compares the degree to which an instrument can predict future performance
  6. reliability
    establishes consistency and stability of an evaluation
  7. other assessment tools
    observation, interviews, self-report, checklists, rating scales
  8. norm-referenced assessments
    produces a score that compare individual's performance to a set of population's performance
  9. criterion referenced
    provides scores that compare the individual's performance to pre-established criterion
  10. Referral
    basic request for OT services; sources can include the individual, family or caregivers, physicians, social workers, physical therapists, nurse practitioners, allied health professionals, taechers, administrators, insurance companies, employers, state and local public/private agencies; vary between very general and very specific; can be referred but must follow legislation to provide services (i.e. doctors orders, insurance)
  11. screening
    acquisition of information to determine the need for an in depth evaluation; usually brief and easy to administer
  12. Evaluation
    comprehensive process of obtaining and interpreting the data necessary to understand the individual, system or situation; important to obtain PLOF; must select appropriate assessment tool; interpret results and relate the information to functional abilities relevant to the person's roles and environmental contexts
  13. Developmental Considerations
    Conduct family/teacher interviews. and home/classroom observations; consider developmental levels when selecting assessments and toys, observe symmetries/assymetries and stability of the trunk, pelvis, hips, and shoulders at rest and during movement; observe transitional movements in and out of prone, supine, side lying, quadruped, sitting, standing, kneeling, and other various positions; assess quality of movement; assess fine motor coordination; consider positioning and technology needs; assess psychosocial needs
  14. Intervention Type: Prevention
    promotes wellness, prevent disabilities and illnesses, and maintains health
  15. Intervention type: Secondary prevention
    early detection of the 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
  16. Type of Intervention: Tertiary Prevention
    elimination or reduction of impact of dysfunction on an individual
  17. re-evaluation
    process of determining whether the individual's occupational performance has improved, declined, or remained the same after intervention
  18. discharge planning
    process for planning discontinuation of services; reasons for discharge: goals have been met, reached a functional plateau, does not require skilled services, exacerbation of illness or medical crises and needs for higher level services, alloted LOS has expired and extension of LOS is not possible; begins with initial evaluation and expected planned discharge environment, collaboration with family members and other service professionals, follow-up referrals should be made, family training as necessary
  19. occupation
    goal-directed pursuits which typically extend over time; have a purpose, value, ad meaning to the performer; can be viewed as a means to complete an activity to promote change or can be views as a desired outcome
  20. Areas of Occupation
    • ADL
    • IADL
    • Work
    • Education
    • Play/leisure
    • Social partication
  21. Activity analysis
    breaking down and identifcation of the component parts of an activity; is helpful for teaching an activity, determining whether an individual can complete and activity or not, adapting or grading an activity
  22. Clinical Reasoning
    complex mental processes the therapist uses when thinking about the individual, the disability, and the personal, social and cultural meanings the individual gives to the disability, the uniqueness of the situation and him/herself
  23. Therapeutic Use of Self
    the practitioners concious, planned interaction with the individual, family members, significant others, and/or caregivers
  24. Group development stages
    • origin phase- leader composing the group protocol and planing for the group
    • orientation phase- members learning what the group is about and developing initial connections with other members
    • intermediate phase- members developing bonds, group norms, and specialized member roles
    • conflict phase- members challenging the groups structure, purposes¬† and processes;¬† unsuccessful resolution results in dissolution of the group
    • cohesion phase- members regrouping after the conflict
    • maturation phase- members using their energies and skills to be productive and to achieve group goals
    • termination phase- dissolution of the group due to lack of engangement
  25. Directive Leadership
    therapist is responsible for the planning and structuring of what takes place in the group; needed when the members' cognitive, social, and verbal skills as well as engagement are limited; clear verbal and demonstrative instructions are provided; goal is task accomplishment
  26. Facilitative Leadership
    therapist shares the responsibility for the group and the group process with the members; style is advised when members' skills are moderate; collaborate with the members to determine the activities; goal is for members to acquire skills through experience
  27. Advisory Leadership
    therapist functions as a resource to the members who set the agenda and structure the groups functioning; style is assumed when members skills and engagement are high; goal is for members to understand and to self-direct the process
  28. co-leadership
    sharing of leadership between two or more therapists; has pros and cons

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