After midterm material

Domain and Process

Evaluation

Figuring out what we are evaluating

Assessment

Observe, obtain information, a tool designed to help us

Outcome measure

Our way of capturing progress throughout treatment

Reevaluation

Doing an evaluation again

Reassessment

Taking the first assessment and redoing it

Therapeutic reasoning

Our process we use to make decisions, use our own understanding, evidence, and data

What is the purpose of the evaulation?

Data gathering, measuring occupational performance, and provides a baseline.

What does it mean to evaluate well?

Triangulation

What does triangulation mean?

Gather multiple perspectives

What are the 3 main types of assessment?

Interview-based, self-report, and performance

What’s an example of a performance assessment?

Beery VMI

What is an example of a self-report assessment?

Perceived stress scale

What is an example of a interview assessment?

COPM

What does it mean to evaluate well?

Valid and reliable tools

Occupational performace

Getting the individual back to doing what they want to do

Improvement

About increasing somebody’s ability to participate in their occupation if they already have some kind of complication (autism, stroke)

Enhancement

Working toward participating in an occupation with someone who doesn’t necessarily have a limitation or diagnosis present

Prevention

Trying to do something to prevent the onset or reduce the incident of an unhealthy

Health and wellness

An overall state of well-being, feeling satisfied with your everyday life and feeling positive with your place in society.

Quality of life

Instilling hope moving forward helping an individual feel better about their occupations and their situation for themselves.

Participation

Engaging in the occupation

Role competence

Supporting somebody in being competent in roles they want to do. (parenting classes)

Well-being

Being content with your health. (someone who has a condition that will continuously get worse, ALS)

Occupational justice

Having success to things individuals want or need to live a quality of life no matter your circumstances or situation.

What type of assessment is Beery VMI?

performance based

What type of assessment is the COPM?

Semi-structured interview

What does the COPM measure?

Identifies problem areas in occupational performance, provides a rating of client’s priorities, evaluate performance and satisfaction, and measure changes in client’s perception.

What are the 3 broad categories that the COPM categorizes areas of occupations into?

self-care, productivity, and leisure

What does self-care include in the COPM area of occupation?

personal care, functional mobility, community management

What does productivity include in the COPM area of occupation?

paid or unpaid work, household management, school and/or play

What does leisure include in the COPM area of occupation?

quiet recreation, active recreation, socialization

What’s the difference between performance and satisfaction?

Performance: the doing of the occupation
Satisfaction: how the person self-perceives their performance

What type of assessment is the perceived stress scale?

Self-report

What age should OT’s use the perceived stress scale with?

Age 16+, used in mental health population

Who can you use the Beery VMI test with?

Age 2-100

How long does the Beery VMI take?

10-15 minutes per subtest

How long does the perceived stress scale take?

less than 5 minutes

What are the 6 types of interventions?

• occupations and activities

• Interventions to support occupations

• Education and training

• Advocacy

• Group interventions

• Virtual interventions

What are occupations?

Broad and specific daily life events that are personalized and meaningful to the client.

What are activities?

Components of occupations that are objective and separate from the client’s engagement or contexts/

What are the 5 types of interventions to support occupation?

• PAMS and mechanical modalities

• Orthotics and prosthetics

• Assistive technology and environmental modifications

• Wheeled mobility

• Self-regulation

PAMs and mechanical modalities

modalities, devices, and techniques to prepare the client for occupational performance. (paraffin wax)

Orthotics and prosthetics

Construction of devices to mobilize, immobilize, or support body structures to enhance participation in occupations.

Assistive technology and environmental modifications

First/then visuals and AAC device

Wheeled mobility

A wheel chair that facilitates a client’s ability to maneuver through space, including seating and positioning

Self-regulation

May address sensory processing or executive functioning to support engagement in occupation and meaningful activities.

Education

imparting knowledge and information about occupation, health, well-being & participation.

Training

Facilitation the acquisition of concrete skills for meeting specific goals in a real life, applied situation.

Advocacy

advocacy efforts undertaken by the practitioner.

Self-advocacy

Advocacy efforts undertaken by the client with support by the practitioner.

Group interventions

Functional, activity/task groups, social groups

Virtual interventions

Telehealth- uses video or mobile apps

What’s an approach to intervention?

How we help our clients meet their goals and outcome

What are the 5 OTPF-4 approaches to intervention?

• create, promote

• establish, restore

• maintain

• modify

• prevent

Create, promote

Does not assume a disability is present, enriched experiences that will enhance occupational performance in natural contexts.

Establish, restore

Establish: designed to help develop these skills that have not yet been established
Restore: designed to help change or restore skills or client factors

Maintain

Interventions designed to preserve the clients body functions and performance skills.

Modify

Changing or adapting activity demands or context to allow for greater participation.

Grading

Used to increase or decrease the challenge on the person while performing an activity.

Downgrading or “grading down”

makes an activity easier or provides assistance at difficulty points to allow for success

Upgrading or “grading up”

Provides greater challenge

Just right challenge

When your grading meets your client’s needs/strengths

What should we consider when grading?

• frustration levels

• How much success occurs

• Limit the aspects of a task that are graded at a time

• Ensure grading is useful to achieving occupational performance

Adapting

Changing or modifying an aspect of the activity to allow for successful participation in an occupation.

The choice to adapt an activity is influenced by what?

• clients outcomes

• openness to change

• diagnosis

• time limitations

• theoretical perspective

What is the difference between grading and adapting?

Both changes aspects of the activity demands, Adaptation is finding an alternative way of doing an activity and grading is reduces or increasing demands over time.

What is an elevator speech?

Describing what OT is to someone who is unfamiliar!