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76 Cards in this Set
- Front
- Back
What is an occupational profile? |
It is an understanding of the client's occupational history and experiences, patterns of daily living interests, values and needs. Thereby establishing the individual's priorities for performance in areas of occupation. |
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What occurs after an occupational profile is assembled? |
The person's client factors, performance skills, patterns, & contexts, and activity demands are assessed to ID specific strengths/limitations that impact on desired and needed occupational performance. |
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Analysis of occupational performance entails...? |
Part of the OT evaluation where the person's client factors, performance skills, patterns, & contexts, and activity demands are assessed.
Must include obs. of person's actual performance of an activity in context or as close to natural context as possible. |
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Levels of assist for NBCOT |
total=100% |
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Assessment of Motor and Process Skills (AMPS) |
-FOCUS: on effectiveness, efficiency, or safety of ADL performance, including personal ADL (PADL) and IADL.
-POPULATION: developmental age >2 and diagnoses w/ functional limitations in ADL |
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Barthel Index |
FOCUS: measures independence in ADL and func mob before and after tx and level of personal care needed
POPULATION: adult/elderly w/ physical disabilities and/or chronic illness. (typically used in medical model settings)
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Cognitive Performance Test (CPT)
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FOCUS: assesses 6 functional ADL tasks that require cognitive processing: dressing, shopping, making toast, making a phone call, washing, traveling -Used to determine a person's capabilities & needs in other ADL task & their ability to live indep. POPULATION: adults and elders w/ psychiatric and/or cognitive dysfunction |
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FIM and WeeFIM
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FOCUS: assessment of severity of disability as determined by assistance needed |
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FIM Scores
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7-indep
6=mod I 5-supervision 4-Min A 3-Mod A 2- Max A 1-Total A |
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Katz Index of ADL
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FOCUS: assess level of independence in 6 areas: bathing, dressing, toileting, transferring, continence, feeding |
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Global letter scores for Katz Index
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A=indep in all 6 activities |
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Kitchen Task Assessment
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FOCUS: measures judgment, planning, and organizational skills for simple cooking tasks
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Klein-Bell Activities of Daily Living Scale (K-B scale)
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FOCUS: assess indepence in ADL |
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Kohlman Evaluation of Living Skills (KELS)
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-determines pt knowledge/performance of 17 basic living skills needed to live independently |
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Milwaukee Evaluation of Daily Living Skills (MEDLS)
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-assessment of actual or simulated performance of basic living skills for pt's EXPECTED environment: |
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Routine Task Inventory
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-measures level of impairment in ADLs according to Allen's model of cognitive levels |
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Scoreable Self-Care Evaluation
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-measurement of functional performance and identification of difficulties in 18 basic living tasks in 4 main areas: personal care, housekeeping, work and leisure, financial mgmt
-motivational questionnaire, then evaluate task -pop: adolescent-elder w/ psychiatric illness in acute hospital settings or living in the community |
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Sexual Expression/Activity Evaluation
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-assess during routine screenings and interviews
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Self-care abilites at C1-C3
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Total dependent
-instruct others on preferences -can chew and swallow |
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Self-care at C4
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total dependent in self-care
-can instruct others -can drink from a glass with a long straw |
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Self-care at C5
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-setup for feeding. May use: mobile arm support, dorsal wrist splint w/ universal cuff, dycem under plate, scoop dish, angled utensils
- UB dressing w/ min-mod A. Dep for LB dressing -min-mod A for bathing -setup and universal cuff for grooming |
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Self-care at C6
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-mod I (indep according to NBCOT) for feeding using universal cuff, rocker knife, or cup with large handles |
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Self-care at C7
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indep for feeding |
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Self-care at C8-T1
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-indep for self-care
-can perform depression transfers. Can xfer from wc to floor and back w/ SBA |
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Self-care at T6-L4
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indep in all self-care
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PLISSIT model for sexual intervention
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P=permission to raise concerns
LI=limited info, share facts, dispel myths SS=specific suggestions IT=intensive therapy. Indicated for long-standing problems, referral to sex therapist or counselor |
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Family participation evaluation
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-there are no assessments
*Look at family dynamics, roles, responsibilities and expectations of members.
*Take into consideration ethnicity, religious values |
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Activity Index
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-determination of pt's perception of leisure and extent pt participates in leisure activities
*Results can be used to designed interventions using activities that are meaningful and preferred. |
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Interest checklist
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-assesses level of interest in 80 leisure activities |
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Leisure Diagnostic Battery (LDB)
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-measures leisure experience, and motivational and situational issues that influence leisure |
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Leisure Satisfaction Questionnaire
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-measurement of individual's perception that leisure pursuits are meeting personal needs
-6 categories: psychological, educational, social, relaxation, physiological, aesthetic -answer questionnaire on a 5 pt scale -pop: adults and elders |
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Meaningfulness of Activity Scale
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-measures level of enjoyment, motivation, and perception of leisure |
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Minnesota Leisure Time Physical Activity Questionnaire
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-measures energy expended during leisure activity |
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Play History
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-assess child's developmental level and adequacy of play environments
-semi-structured interview with caregivers -increases understanding of current play behaviors -pop: children and adolescents |
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Preschool Play Scale
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-observe child't play behavior within 4 play dimensions: space mgmt, material mgmt, imitation, participation
-observe free play for 15-30 min -play age score by comparing observed to expected age behaviors |
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General intervention guidelines for play/leisure intervention
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-assistive technology & adaptive tech to compensate -Valued activities should be adapted, modified, and/or simplified to continue engagement. |
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Play/Leisure abilities at C1-C4
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-computer games and email using mouthstick, head pointer, or voice activation |
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Play/leisure abilities at C5
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indep w/ computer games, internet, speakerphone, reading, board games, and some crafts w/ splint, universal cuff, and typing splint |
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Play/leisure abilities at C6/C7
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-can hold a phone, typing stick and pen w/ tenodesis grip. Tenodesis or universal cuff for typing. |
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Play/leisure abilities at C8-T1
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-same as C7 but performance is easier d/t good functional use of both UEs |
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Functional Capacity Evaluation (FCE)
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-evaluates an individual's capacities in relation to one of several dimensions:
physical demands of a job, critical demands of a specific job, critical demands of an occupational group, demands of competitive employment |
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Work capacity evaluation
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using real or simulated work activities to assess an individual's ability to return to work |
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Job site anlaysis |
Used to evaluate a job's expectations, supports, ergonomics, essential functions o the job, marginal functions of the job, potential reasonable accommodations. |
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Specific Work Assessments:
EPIC Functional Evaluation System |
-determines pt's capacity for lifting, carrying, climbing, pulling, ROM, dexterity, balance, standing |
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Specific Work Assessments:
Jacob's Prevocational Assessment (JPVA) |
-assessment of work related skills in 14 major areas |
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McCarron-Dial System (MDS)
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-assesses prevocational, vocational, and educational abilities of individuals w/ disabilities and/or sociocultural disadvantages
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Reading-Free Vocational Interest Inventory
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-identifies vocational areas of interest in a number of areas |
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Smith Physical Capacity Evaluation
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-individual's performance on 154 items
-performance of real or simulated work tasks based on pt's interest -pop: adults |
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Testing, Orientation, and Work Eval in Rehabilitation (TOWER)
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-assess pt's ability to complete specific work samples
-main focus on clerical, assembly, and manufacturing jobs -progress from simple to complex -performance compared to norms of persons with disabilities -pop: adults w/ physical or psychiatric disorders |
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Valpar Component Work Sample (VCWS)
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-assessment of groups of skills required for specific employment tasks and basic functional capabilities |
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Vocational Interest Inventory-Revised (VII-R)
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-measures student interest in 8 employment areas |
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Vocational Interest, Temperament, and Aptitude System (VITAS)
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-assessment of vocational interests, temperament, and aptitudes |
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Worker Role Interview (WRI)
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-determination of psychosocial and environmental factors related to past work experience and ability to return to work
-structured interview -1-4 rating scale: 1=problems returning to work, 4=supports for return to work -pop: adults involved in work hardening program |
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Groups used for work intervention
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-thematic and topical groups to develop needed skills: task skills, social skills, work behaviors, pre-retirement planning |
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Intervention for cumulative workplace trauma (carpal tunnel, low back pain)
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-avoid static positions, repetitions, awkward postures, forceful exertions, and vibration |
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Work hardening programs
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-interdisciplinary approach is used
-real or simulated work activities -transition between acute care and return to work -address productivity, safety, physical tolerance, and worker behaviors -CARF accreditation required |
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Work conditioning programs
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-services provided by one discipline |
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Optimal work surface heights
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precision work= 31-37 inches |
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Ergonomics
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book p. 323
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workbench height
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precision work=above elbow height/chest (37-43") |
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Reasonable Accommodations for personal self-efficacy in those w/ psychiatric disorders |
-reinforce or coach appropriate behaviors |
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Reasonable Accommodations for duration of concentration in those w/ psychiatric disorders
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-put each work request in writing and leave in "to do" box to avoid interruptions |
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Reasonable Accommodations for screening out environmental workplace stimuli in those w/ psychiatric disorders
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-place person in a separate office
-room dividers between workstations -allow person to work after hours when less people around -ensure workstation facilitates work production and organization |
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Reasonable Accommodations for maintaining stamina through the workday in those w/ psychiatric disorders
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-additional breaks or shortenend workday |
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Reasonable Accommodations for managing time/deadline pressure in those w/ psychiatric disorders
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-maintain structure through daily time schedule/hourly goals
-positive reinforcement for completed tasks -separate work area to reduce noise and interruptions -screen out unnecessary business |
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Reasonable Accommodations for initiating interpersonal contact in those w/ psychiatric disorders
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-plan orientation to meet and work alongside coworkers |
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Reasonable Accommodations for muti-tasking in those w/ psychiatric disorders
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-eliminate number of simultaneous tasks
-redistribute tasks to give employees more of same type of task -establish priorities for task completion -arrange for all work tasks to be in writing with due dates |
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Reasonable Accommodations for responding to negative feedback in those w/ psychiatric disorders
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-have employee prepare own work appraisal to compare with supervisors |
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Reasonable Accommodations for symptoms secondary to prescribed psychotropic medications in those w/ psychiatric disorders
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-provide release time to see psychiatrist
-encourage employee to work w/ dr to establish time schedule for meds conducive to work responsibilities -provide release time or changes in job task that match condition |
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Ergonomic program characteristics
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-prevention is the main focus |
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Rehabilitation (sheltered) workshops, supported employment programs, transitional employment programs (TEP)
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-multidisciplinary or interdisciplinary approach |
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Discharge criteria from work programs |
-individual exhibits limited potential for improvement
-individual has declined services -individual is non-compliant with the program -individual has met program goals -individual has returned to work |
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Self-Care Intervention: Adaptive Equipment |
Toileting & toilet hygiene - grab bars and/or toilet safety frame - beside commode or raised toilet seat
Grooming/oral hygiene adaptive equipment - universal cuff to hold toothbrush, razor etc. - Built up, angled, or long handled brushes/razors -Faucet turners - electric toothbrush, floss holder, water pik |
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Self-Care Intervention: Adaptive Equipment |
Bathing/showering - grab bars & non-skid mats - tub transfers bench/shower bench -shower commode chair -hand held shower - anti-scald valves and/or faucets - built up angled, or longhandled bath sponge |
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Self-Care Intervention: Adaptive equipment |
Dressing -Reaching aid, dressing sticks & pants dressing poles - built up, angled, or long handled shoe horn - pull on clothing, Velcro type closures and/or front opening closures for clothing -elastic shoelaces, slip on shoes -button hook, zipper pulls & zipper loop or ring -sock/stocking aid |
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What considerations need to be remembered for play intervention? |
Provide opportunities for culturally relevant solitary play & environmental mastery - Facilitate active participation in ca use and effect learning - Provide opportunities to play with peers/siblings - Provide toys/activities that are visually & auditorally stimulating. |