OTD 500 Unit 8 Quiz

Performance Skills

Smallest observable units of occupational performance

Occupational Performance

Observable aspects of occupaiton; what one is doing

Occupational Experience

What person experiences during occupational performance; can only be known to outsider via persons verbal or non verbal repot. 

Participation

Occupational engagement that emerges when ones doing occurs in combination with specific occupational experience of personal value in that doin

Referral Information

Medical, psychological, or educational diagnosis & sometimes precautions; knowledge about typical body structures & functions that are affected by condition

Client Self-Report

Information from clients, their families, and other key people in social environment; factors they believe are affecting client performance

Observation of Client

Engaging in occupations prompts practitioners to consider one or more factors that are affecting performance

Biomechanical Approach

Remedial approach; focused on level of client factor/impairment when these impairments are limiting occupational performance

Rehabilitative approach

Includes concepts of adaptation, compensation, and environmental modifications; emphasizes client;s strengths as opposed to limitations

Task Oriented Approaches

Include task specific training, repetitive task practice, goal directed training, and functional task practice; for impaired motor function and motor control.

Motor Control

Ability to regulate or direct mechanisms essential to movement

Motor Learning

A set of processes associated with practice or experience leading to relatively permanent changes in capability for skilled movement. 

Motor Development

Process of acquiring new skills and movement patterns; continues process of modification that involves interaction of:

Neuromuscular maturation

Physical growth and behavioral characteristics of child

Tempo of physical growth, biological maturation, and behavioral development

Residual effects of prior movement experiences

Reflex Theory

Stimulus-response view of motor control; combine reflexes for complex patterns

Hierarchical Theory

Top-down organizational control of movement; higher levels control lower levels

Motor Programming Theory

Central motor program contains rules for generating actions

System Theory

Body is a mechanical system subject to external and internal forces

Ecological Theory

Motor control evolved to cope with environment; perception action coupling

Schmidt’s Schema Theory

Draws heavily on motor programming theory; emphasizes open loop control processes and development of a generalized motor program; info is stored as recal schema and recognition schema

Fitts and Posner Three Stage Model

•cognitive (figuring out what needs to be done), associative (determine & refine best strategy), & autonomous (skill performed automatically)

Bernstein;s Three Stage Model

•draws heavily on systems theory; Stage 1: reduction in # of degrees of freedom that must be controlled; Stage 2: release additional degrees of freedom to increase coordination; Stage 3: external & internal forces for most coordinated movement patterns

Gentiles Two Stage Model

•Initial stage: develops an understanding of task & generates a movement pattern; Later stage: refining movement to efficiently meet demand of task (closed tasks/fixation versus open tasks/ diversification)

OPTIMAL

•(Optimizing Performance Through Intrinsic Motivation & Attention for Learning) Theory – goal-action coupling: learning associated with structural brain changes & task-specific neural connections

Stage of Learner

How practice is structured is dependent on stage of learner

Task Specificity

Learning is contingent on type of task being learned

Feedback

Information learners receive about theri attempts to learn a skill can enhance learning

Practice Variables

Learning is contingent on amount and type of practice provided

Developmental Assessments

Used to assess development and capability of functional skills in children

Neurological Screening Methods

Used to document presence of atypical motor performance and movements associated with neurological damage

Self Report Measures

Allows clients to report level of motor function

Assessments of postural control

Measure trunk control, posture , and balance

Assessment of limb function

Composed of items that simulate ADL and other functional movement patterns

Assessments performed in natural contexts

Tools that measure motor skills in a naturalistic context

Constraint Induced Movement Therapy

Reverses effects of learned nonuse of a neurologically impaired limb

Repetitive Task Practice/Task Specific Training

Include performance of goal directed activities that require high intensity repetition of task related or task specific movements

Bilateral Arm Training/Bimanual Training

Often used with stroke patient; using both arms symmetrically to improve function of the affected side

Use of cognitive strategies to improve performance

For children with developmental coordination disorder; to improve performance of various motor based tasks

Postural control/balance interventions

To improve standing balance in those with hemiplegia

Electrical stimulation

Poststroke upper extremity rehabilitation, reduces shoulder subluxation, pain

Cognition

Mental processes involved in perceiving, unserstanding, organizing assimilating, and processing information, includes attention, visual-spatial perception, memory, executive functions, and metacognition

Functional Cognition

Integration of cognitive skills with motor skills and/or demands of activity and environment during performance of every day activies

Cognitive Rehabilitation

Interventions that address cognition; recommeneded for wide range of persons across lifespand

Cognitive Interventions

To improve engagement and participation in everyday activities and help individuals gain abilities they need to take control over their lives and develop health and satisfying ways of living

Functional Approaches

Emphasize ability to successfully perform everyday tasks and routines by building on persons assets or residual skills

Task or Environmental Approaches

Adaptations to compensate for cognitive impairments

Functional Task Training; Neurofunctional Approach and Errorless Learning

use of task-specific training (rote repetition of specific tasks or routines within natural contexts to develop habits or functional behavioral routines)

Compensation

Bypasses or minimizes effects of impairment by teaching person to use methods that capitalize on their strengths & reduce demands on areas of weakness; checklist, smartphone apps, self-talk

Remedial Appraches

Emphasizes evaluating and restoring impaired cognitive perceptual skills; focus on identifying and targeting underlying deficits or skills

Metacognitive cognitive strategy approaches

Represent a broad group of interventions that use structured metacognitive processes with context of occupational performance. focus on cognitive strategies rather than discrete cognitive skills; strategies can be internal or external

Multi Context Approach

Based on dynamic interactional model of cognition; interaction between persoanl factors, activity, and environmental demands; transfer of learning

Cognitive Orientation to Occupational Performance Approach

Emphasizes use of cognitive strategies in development and acquisition of motor skills and daily living skills

Confusional State: Orientation, Delirium, Dementia

Disturbances in orientation, fluctuating periods of consciousness, and reduced ability to sustain attention, remember or think; prevalent  in acuter care, global or diffuse brain injuries, or in long term care settings

Self Awareness and Metacognition

A persons knowledge about their own cognitive perceptual limitations/functional implications, as well as deficiencies in metacognitive skills; prevalent across diagnosis and lifespan

Executive Function

mental processes that enable us to plan, focus attention, remember instructions, &
multitask; include working memory, cognitive flexibility, inhibition, & initiation;

Cognitive Control

ability to actively guide performance of task including choosing strategies, coordinate & regulating responses; prevalent across life span, diagnostic groups & stages of care

Memory

ability to draw on past experiences & learn new info; includes declarative, semantic, prospective,
nondeclarative, implicit, & procedural memory; 3 stages of memory process: encoding, retention & storage, & retrieval; concerns may be observed in aging, as well as in people with neurological & mental health conditions

Spatial Neglect

Failure to orient to, respond to, or report stimuli presented on one side of environment or body;
includes extrapersonal, personal, peripersonal, representational, motor, or sensory neglect; observed in adults with stroke or a right hemisphere brain lesion or children with a neurological condition

Visual Processing

Ability to process, integrate, represent or interpret what is seen; includes basic and complex skills'; interacts with and affects numerous aspects of development

Visual Motor Integration

ability to perceive & process visual information & coordinate a motor response;
includes eye-hand coordination, praxis, visual perceptual skills, gross/fine motor coordination; encompass graphomotor tasks & constructional tasks; impairments observed in people with developmental, neurological, or psychiatric conditions across lifespan

Motor Planning/Praxis

ability to organize & execute skilled & purposeful movements; may be due to
Developmental Coordination Disorder (DCD), Apraxia (including ideomotor, limb-kinetic, conceptual, & ideational apraxia), or from other acquired neurological or neurodegenerative conditions (dementia, MS, Parkinson disease, Huntington disease, etc.)

Registration

High Threshold and passive self regulation

Seeking

High Threshold and active self regulation

Sensitivity

Low Threshold and passive self regulation

Avoiding

Low Threshold and active self regulation

Intentional Emotional regulation

Deliberate and effortful attempts to manage emotional reactions

Incidental Emotional regulation

Unintentional and effortless responses

Dialectical Behavior Therapy (DBT)

based on evidence that suggests that cognitive processes influence
emotional states; people use situational cues, judgment, & memory to identify source of their physiologic arousal, recognize other people’s emotions, & interpret & respond effectively to emotionally charged situations

Emotional Intelligence Interventions

Emotional intelligence consists of 4 skill sets: 1) perceiving emotions
in self & others, 2) understanding emotional information, 3) incorporating emotions into one’s thought
processes, & 4) managing or regulating one’s emotions

Social and Emotional Learning (SEL)

strategy to teach children, adolescents, & adults skills needed for self-management & establishment of healthy relationships; competencies include: self-awareness, self-
management, social awareness, relationship skills, & responsible decision-making

Sensory Based Approaches

based on biologic aspects of emotion regulation & are neuroregulatory in nature; possible to regulate emotional states by managing and/or controlling physiologic responses

Spirituality

A deep experience of meaning brought about by engaging in occupations that involve enacting of personal values & beliefs, reflection, & intention within a supportive contextual environment