OT 501: Unit 1 Exam

Vocabulary flashcards covering occupational therapy domain, evaluation, intervention planning, goal-writing frameworks, and therapeutic communication skills.

OT Practice Framework: Domain

Defines 'the What' of occupational therapy, encompassing all aspects that the profession addresses: occupations, performance skills, performance patterns, client factors, and context/environment.

OT Practice Framework: Process

Describes 'the How' of occupational therapy service delivery, consisting of evaluation, intervention, and outcomes assessment performed in collaboration with the client.

Intention of OT Intervention

To collaborate with clients to facilitate engagement in occupation related to health, well-being, and participation, as defined by the OTPF.

Occupational Profile

A summary of a client's personal history, experiences, patterns of daily living, interests, values, and needs, designed to identify what occupations are most meaningful to them.

Analysis of Occupational Performance

The stage of evaluation where client performance effectiveness is observed, specific assessments are selected, and skills, patterns, context, activity demands, and client factors are evaluated.

Occupational Challenge Statement

A problem statement that names the specific occupation first, followed by contributing factors such as client factors or performance skills (e.g., difficulty dressing due to limited shoulder ROM).

Long-Term Goal (LTG)

An occupation-focused goal that specifies the overall occupational performance the client wants to attain by the end of therapy.

Short-Term Goal (STG)

A goal focused on specific underlying components—such as performance skills, patterns, client factors, or contextual supports—needed to achieve the LTG.

Outcome-Focused Goal

A goal phrased around measurable client behaviors (e.g., 'Will demonstrate…') rather than therapy processes (e.g., 'Will improve…').

COAST Acronym

A goal-writing framework standing for Client, Occupation, Assist Level, Specific condition for performance, and Timeline.

RHUMBA Acronym

A goal-writing acronym standing for Relevant, How long, Understandable, Measurable, Behavioral, and Achievable.

SMART Acronym

A goal-writing acronym standing for Significant, Measurable, Achievable, Related, and Time-limited.

Occupation as Ends

An intervention method where the target goal occupation itself is practiced directly as the intervention (e.g., dressing training to achieve independent dressing).

Occupation as Means

An intervention method where a meaningful occupation is used as a therapeutic modality to remediate underlying capacities or skills (e.g., building a model airplane while standing to improve standing balance).

Create, Promote (Health Promotion)

An OT intervention approach designed to enrich environment and experience to enhance health, well-being, and quality of life for all people without assuming the presence of disability.

Establish, Restore (Remediation, Restoration)

An OT intervention approach designed to establish a new skill/ability or restore a skill/ability that has been lost due to illness or injury.

Maintain Approach

An OT intervention approach designed to provide supports to preserve ongoing engagement in meaningful occupations, with or without current disability.

Modify Approach (Compensation, Adaptation)

An OT intervention approach focused on revising context or activity demands, using compensatory techniques or adaptive equipment to support performance in natural settings.

Prevent Approach (Disability Prevention)

An OT intervention approach directed at clients at risk for performance problems to prevent the occurrence or development of barriers.

Occupations (Intervention Type)

Client-directed daily activities that mirror what clients actually do on a day-to-day basis in their real lives.

Activities (Intervention Type)

Actions that support performance skills and performance patterns to allow eventual participation in targeted occupations.

Interventions to Support Occupations

Methods and tasks that prepare clients for occupational performance, used as part of a treatment session (e.g., physical agent modalities, manual therapy, lymphedema massage).

Education and Training Intervention

An OT intervention type focused on providing knowledge, information, and instruction regarding occupation, health, well-being, and participation to clients or caregivers.

Advocacy Intervention

Collaborating with clients and stakeholders to promote occupational justice and empower clients to obtain necessary resources for proper occupational participation.

Group Interventions

Interventions that facilitate skill acquisition and learning through the use of group dynamics and social interactions.

Intervention Review

The ongoing process of reevaluating the intervention plan relative to outcomes, modifying goals or methods, and determining discharge or referral needs.

Clinical Reasoning

The therapeutic skill used by practitioners to analyze complex dynamics affecting occupational performance, activity demands, and person-environment interactions.

Therapeutic Use of Self

A practitioner's intentional use of empathy, narrative and clinical reasoning, client-centered principles, and collaboration to build a strong therapeutic relationship.

Activity Analysis

The process of examining an activity itself to determine its inherent demands, required tools, space/social requirements, required skills, and potential meaning to a person.

Positive Naming (Empowering Language)

Person-first language that emphasizes the individual before the condition or disability (e.g., 'a person who uses a w/c' or 'a child with attention deficit disorder').

Victimizing Language

Language that equates a person with their disorder or portrays them as passive sufferers (e.g., 'a disabled person' or 'a diseased person confined to a w/c').

Adherence vs. Compliance

Adherence reflects a collaborative partnership positioning the client as a team member, whereas compliance conveys an authoritarian, offensive tone to clients.

Paraphrase

A therapeutic listening tool where the practitioner restates the factual content of what the client said.

Reflection (Reordering)

A therapeutic listening tool where the practitioner restates content while reflecting back the underlying emotion or feeling behind the client's words.

Probe (Creative Questioning)

Asking an open-ended question during therapeutic listening to encourage the client to share deeper information.

Empathic Listening

A therapeutic listening style focused on experiencing and understanding the client's internal thoughts and feelings without judgment.

Guided Listening

A therapeutic listening style involving verbal prompts, sounds, and enrichment questions to structure and guide the conversation.

Impression Management

The practice of intentionally setting a professional tone, setting an emotional climate, and managing practitioner presentation during rapport building.

Communication Precautions

Interviewing practices to avoid, including starting with 'Why' (triggers defense), 'You…' (sounds accusatory), 'Should' (unsolicited advice), or 'Do you…' (closed-ended).