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OCTH 720 exam 2
| Question | Answer |
|---|---|
| fundamental belief, guides theory | philosiphy |
| guiding premises and theories behind the profession, changes over time, shared vision of fundamental assumptions and beliefs, "cultural core of profession" | paradigm |
| organized way of understanding phenomenon; describes, explains, and predicts behavior and/or relationship between contexts or events | theory |
| a.k.a. conceptual model, why OT works, occupation-based, simplified representation of structure and context, describes or explains complex relationships between concepts | models of practice |
| a.k.a. practice model, how OT works, system of compatible concepts from theory which guides a plan of action within a specific OT domain of concern | frames of reference |
| client's perception of participation and performance -> ability to perform life roles and tasks -> specific abilities | top down |
| specific abilities -> ability to perform life roles and tasks -> client's perception of participation and performance | bottom up |
| theories that seek to incorporate all areas of OT practice; explain relationship between P, E, & O; organize and define broadest concepts of the profession; apply to all abilities, ages, and practice areas; visual models; focus on occupation; generic | MOPs |
| are MOPs or FORs specific to OT | MOPs |
| a system of compatible concepts from theory that guide a plan of action for assessment and intervention within specific OT domains, explain how OT works, has specific guidelines for implementing theory, function-dysfunction continuums | FORs |
| paradigm -> MOPs -> FORs | theory in practice |
| MOP, Main idea: client-centered, transactional and dynamic interaction between P, E, & O | PEO |
| MOP, Function: maximum fit between P, E, & O | PEO |
| MOP, Dysfunction: minimal fit between P, E, & O | PEO |
| MOP, Change: optimizing fit through participation in meaningful occupations | PEO |
| MOP, Assessment and Intervention: identify strengths and weaknesses to occupational performance; assess P, E, & O; enable occupation | PEO |
| MOP, Application to Practice: home health, outpatient, school settings; people of any age | PEO |
| MOP, Main idea: prevent and reduce incapacities in occupational behavior from illness, daily routine in environment, occupations are intrinsic and influenced by behavior | Occupational Behavior |
| MOP, Function: adapt occupations to meet needs | Occupational Behavior |
| MOP, Dysfunction: lack of occupational fulfillment, “suffering” | Occupational Behavior |
| MOP, Change: motivation to alter occupational behavior can happen if client finds something rewarding and meaningful about the process | Occupational Behavior |
| MOP, Assessment and Intervention: none specifically identified, assess participation in meaningful occupations, use occupations to promote change and satisfaction | Occupational Behavior |
| MOP, Application to Practice: schools, mental health facilities, outpatient, inpatient settings; can be used with any age | Occupational Behavior |
| MOP, Main idea: spirituality at the center, person is most important aspect, occupation is a specific and unique domain of OT, engagement | CMOP-E |
| MOP, Function: harmonious interdependent relationship between P, E, & O | CMOP-E |
| MOP, Dysfunction: disruption or limitation of one or more components | CMOP-E |
| MOP, Change: change in one part causes changes in all others, intrinsic motivation | CMOP-E |
| MOP, Assessment and Intervention: assessment - COPM, others can be used; intervention – none specifically identified, focus on health and well-being, environmental support, and client-centered practice | CMOP-E |
| MOP, Application to Practice: home health, outpatient; can identify a clear before an after; advocate for themselves; cognitive awareness | CMOP-E |
| CMOP-E | Canadian Model of Occupational Performance and Engagement |
| MOP, Main idea: personal factors like volition, habituation, and performance capacity; occupation-focused; occupation participation and performance | MOHO |
| MOP, Function: a.k.a. order; exploration, competence, and achievement of performance | MOHO |
| MOP, Dysfunction: unable to participate successfully, helplessness, incompetency, inefficacy | MOHO |
| MOP, Change: occurs through volition, habituation, performance capacity; seek/restore balance from environmental input and feedback | MOHO |
| MOP, Assessment and Intervention: assessment – standardized (observations, self-reporting, checklists, interviews) or unstandardized (unstructured therapeutic reasoning questions) | MOHO |
| MOP, Application to Practice: any age or population, working on following directions and communication (schools), cognitive awareness, finding motivation, any setting | MOHO |
| MOHO | Model of Human Occupation |
| MOP, Main idea: desire for mastery, demand for mastery, and press for mastery; focus on process of adaptation – social and internal demands between P, E, & O and interaction between internal and external factors | Occupational Adaptation |
| OA, internal drive and motivation, natural | desire for mastery |
| OA, external factors | demand for mastery |
| OA, combination of the other two | press for mastery |
| MOP, Function: able to engage and perform occupations with a sense of mastery that satisfies personal and social standards | Occupational Adaptation |
| MOP, Dysfunction: demands exceed person’s capabilities | Occupational Adaptation |
| MOP, Change: impacted by desire, demand, and press for mastery; more motivated if occupation is meaningful and desired | Occupational Adaptation |
| MOP, Assessment and Intervention: none specifically identified, promote client’s strengths, look at occupational readiness | Occupational Adaptation |
| MOP, Application to Practice: long-term care facilities, change and adaptation to supports and environment, sudden physical disabilities, any setting with any age | Occupational Adaptation |
| MOP, Main idea: can not see person without looking at environment/context; person, context, task, performance focus; not adapting person | EHP |
| MOP, Function: high performance range, able to accomplish many tasks within current context and functional status | EHP |
| MOP, Dysfunction: low performance range, unable to complete meaningful tasks due to a mismatch | EHP |
| MOP, Change: empowering client, motivation from own desires and meaning | EHP |
| MOP, Assessment and Intervention: checklists, allow client to be driver of change; intervention – collaboration; 5 categories (establish/restore, alter, adapt/modify, prevent, create); adapt context | EHP |
| MOP, Application to Practice: home health, adapting/modifying environment, workplaces, ergonomics, body positioning, prevention | EHP |
| EHP | Ecology of Human Performance |
| MOP, Main idea: performance is not only an outcome but also a tool for participation and well-being, top-down, 4 components (narrative story, occupational factors, person factors, and environmental factors), goal is occupational performance | PEOP |
| MOP, Function: client shows occupational performance in meaningful activities, balance | PEOP |
| MOP, Dysfunction: occupational performance is limited and restricted, lack of participation | PEOP |
| MOP, Change: motivation/desire, viewed as meaningful means more motivation and better performance, intrinsic and extrinsic rewards | PEOP |
| MOP, A & I: enhance ct’s abilities to participate and perform; address environmental factors; narrative phase -> assess and eval phase -> intervention phase (collab w/ ct) -> outcomes phase; measuring outcomes (performance, participation, and well-being) | PEOP |
| MOP, Application to Practice: kids, people without set interests, group, chronic pain or illness, older populations, skilled nursing facilities | PEOP |
| PEOP | Person, Environment, Occupation, Performance |
| MOP, Main idea: mind is a tool for change/adaptation when a person interacts with environment | IOT |
| MOP, Function: successful adaptation, self-determination | IOT |
| MOP, Dysfunction: maladaptation, disorganization, and inability to accomplish what they want | IOT |
| MOP, Change: client can adjust thoughts, behaviors, and environment using their mind | IOT |
| MOP, Assessment and Intervention: assessment – create a mission statement, id occupations, eulogy activity; interventions - create adaptive patterns of occupational performance, id helpful and unhelpful beliefs, personal goals | IOT |
| MOP, Application to Practice: behavioral issues, mental health, schools, work; experiencing a big change or transition; kids | IOT |
| IOT | Instrumentalism |
| FOR, Main idea: behavioral mod, learned behaviors result from reinforcement (ext or int), once behaviors are habitual reinforcement is not needed, shaping (reinforce success) and chaining (step is a stimulus for next), prompting, scaffolding (hands-on) | Applied Behavioral |
| FOR, Function: adaptive behaviors, wish to master, behavioral goals and objectives | Applied Behavioral |
| FOR, Dysfunction: maladaptive behavior | Applied Behavioral |
| FOR, Change: finding out what motivates each individual client | Applied Behavioral |
| FOR, Assessment and Intervention: assessments – questionnaires, checklists, sensory processing; interventions – teach skills, behavior contracts, desensitization, exposure | Applied Behavioral |
| FOR, Application to Practice: children with autism, feeding therapy, reward systems, modifying behaviors, creating new habits, kids | Applied Behavioral |
| what other FOR is Applied Behavioral connected to | Cognitive Behavioral |
| FOR, Main idea: psychological barriers or emotional interference to participation, thoughts are behaviors that can be modified | Cognitive Behavioral |
| FOR, Function: can use cognitive processes to reason, test, and develop perceptions of self and others; control and manage thoughts, feelings, and behaviors; continuum of cognitive ability | Cognitive Behavioral |
| FOR, Dysfunction: maladaptive behaviors caused by maladaptive learning | Cognitive Behavioral |
| FOR, Change: reinforcement, the more behavioral the more external reinforcement | Cognitive Behavioral |
| FOR, A and I: assessment – self-report checklists, rating scales, mental status tests, mood inventories, anxiety scales, life satisfaction inventories, test of ADLS; interventions – clients who are capable of self-awareness and reasoning, groups, programs | Cognitive Behavioral |
| FOR, Application to Practice: behavioral or mental health settings, people who struggle with sharing emotions and thoughts, changing thought processes, anger management, coping mechanisms | Cognitive Behavioral |
| FOR, Main idea: restoration of body function, establish and restore functional skills, modify tasks and environments, remediation, bottom-up | Biomechanical |
| FOR, Function: maintain strength, endurance, and ROM within normal limits of age, gender, and physical characteristics; good body mechanics to prevent injury | Biomechanical |
| FOR, Dysfunction: a.k.a. disability; restriction in joint ROM, strength, and endurance | Biomechanical |
| FOR, Change: measured by change in positioning, ROM, strength, and endurance; achieve through exercises or graded tasks with importance of repetition and practice; motivation comes from internal and external reinforcement | Biomechanical |
| FOR, Assessment and Intervention: eval – ROM, MMT, endurance, and pain; intervention – activity adaptation, energy conservation, ergonomics, prevention, and prep methods | Biomechanical |
| FOR, Application to Practice: orthopedic, hand therapy, adapting home or equipment | Biomechanical |
| FOR, Main idea: what the patient can do rather than what they can’t, mental and physical functions, adaptation and compensation | Rehabilitative |
| FOR, Function: ability to participate | Rehabilitative |
| FOR, Dysfunction: inability to participate, interference with occupations | Rehabilitative |
| FOR, Assessment and Intervention: goals – maximize strength, independence, and participation; eval – assess abilities; intervention – orthoses/prosthetics, slings, positioning aides, adaptive equipment, assistive tech | Rehabilitative |
| FOR, Application to Practice: physical and mental impairments, orthopedics, hand therapy, adapting home or using equipment | Rehabilitative |
| FOR, Change: manipulation of environmental conditions in which activities are completed | Rehabilitative |
| what other FOR is Biomechanical connected to | Rehabilitative |
| FOR, Main idea: promote best ability to function safely, modify assistance at each level, vary environmental setup, grade cues, 4.6 minimum for living alone | Cognitive Disabilitites |
| FOR, Function: level 6+ is normal, higher level functioning | Cognitive Disabilities |
| FOR, Dysfunction: <6, lower level functioning | Cognitive Disabilities |
| FOR, Change: caregiver assistance, adapting environment, cognitive changes | Cognitive Disabilities |
| FOR, Assessment and Intervention: occur at same time; assessment – task-focused, ACLS and LACLS, occupation-based; intervention – crafts, organizing environment, environmental adaptation, caregiver education | Cognitive Disabilities |
| FOR, Application to Practice: dementia, acquired head injury, chronic mental illness, chronic diseases affecting nervous system, developmental disabilities; children and older adults; evaluate for independent living | Cognitive Disabilities |
| FOR, Main idea: restore functional occupational performance for individuals with cognitive dysfunction, top-down, using cognitive and process strategies to increase occupational performance, transfer of learning | Toglia's DIA |
| FOR, Function: flexible, higher-level skills | Toglia's DIA |
| FOR, Dysfunction: inefficient processing strategies, inability to handle various situations | Toglia's DIA |
| FOR, Change: in response to cues for tasks, continuum of transfer of learning | Toglia's DIA |
| FOR, Assessment and Intervention: occur at same time; standardized and unstandardized, observe client’s engagement; intervention – goal is to develop self-awareness and improve strategies to promote task performance, collab between therapist and client | Toglia's DIA |
| FOR, Application to Practice: cognitive impairments, behavioral health, SNFs related to memory depending on cause, inpatient rehab for memory, those with acquired brain injuries, students with difficulty recalling or following directions | Toglia's DIA |
| Toglia's DIA | Dynamic Interactional Approach |
| FOR, Main idea: assist clients with transitional tasks, growth and development stages | Lifespan Development |
| FOR, Function: achieve appropriate developmental tasks for current stage/age, match between age and skill acquisition/mastery | Lifespan Development |
| FOR, Dysfunction: failure to develop age-appropriate skills at given stage/age, presence of illness or injury, lack of adaptation skills, regression | Lifespan Development |
| FOR, Change: need for mastery motivates skill learning/development, internal biological clock, just right challenge, learning new skills | Lifespan Development |
| FOR, A & I: A – interviews and collab from caregivers, tests, includes ct’s POV; I – create an environment that facilitates growth and stim of age-appropriate behavior and learning, relates to cts life roles, recognize age and health-related adaptations | Lifespan Development |
| FOR, Application to Practice: kids and older adults, transition periods, end of life care | Lifespan Development |
| FOR, Main idea: address how brain gathers, processes, and organizes perceptions of environment through sensations, 4 phases | Sensory Integration |
| FOR, Function: ability to build on foundational skills and integrate senses during occupational engagement | Sensory Integration |
| FOR, Dysfunction: poor sensory integration with over or under reaction to stimuli | Sensory Integration |
| FOR, Change: sensory exposure to facilitate an adaptive response to a sensation through client-driven activities | Sensory Integration |
| FOR, Assessment and Intervention: assessment - SIPT; evaluate muscle tone, joint stability, posture, and balance; intervention – sensory exposure through play, just-right challenge, therapeutic partnership with client and family | Sensory Integration |
| FOR, Application to Practice: autism, schizophrenia, chronic mental illness, intellectual disabilities, dementia; schools, pediatrics, aquatic therapy; integrate sensory input as a reward; calming and alerting with comatose patients; sensory integration | Sensory Integration |
| what other FOR is Sensory Integration connected to | Sensory Processing |
| FOR, Main idea: interaction between neurological, sensory thresholds, and behavioral responses to stimuli; 4 sensory processing patterns | Sensory Processing |
| FOR, Function: high neurological threshold, self-regulation and modulation to stimuli to reach stability, aware of personal sensory limits | Sensory Processing |
| FOR, Dysfunction: low neurological threshold, uncontrolled sensory response, abnormal self-regulation | Sensory Processing |
| FOR, Change: client-centered, guided, and graded sensory exposure; desire for mastery; occurs naturally in small shifts over time | Sensory Processing |
| FOR, Assessment and Intervention: assessment – observation and checklists; intervention – id client roles and adaptation | Sensory Processing |
| FOR, Application to Practice: autism, schizophrenia, chronic mental illness, intellectual disabilities, dementia; schools, pediatrics, aquatic therapy; integrate sensory input as a reward; calming and alerting with comatose patients; sensory integration | Sensory Processing |
| FOR, Main idea: restoration of skilled voluntary movements, hierarchal, bottom-up, primary reflexes, stability proceeds mobility, must inhibit abnormal tone before normal movement can be restored, motor aspect only | Motor Control |
| FOR, Function: capacity to perform voluntary movements needed for everyday life | Motor Control |
| FOR, Dysfunction: lack of postural control, loss of selective movement control, abnormal tone, involuntary and non-functional movements on affected side, poor reflexes, sensory disturbances | Motor Control |
| FOR, Change: hands-on; happens through handling, facilitation, inhibition, key points of control, reflex-inhibiting patterns (RIPs) | Motor Control |
| FOR, A & I: assessment – observing and handling, assess functional movement and limitations, collab goal setting with client and family, establish functional goals; intervention – develop goals based on condition, motivation, and preferences | Motor Control |
| FOR, Application to Practice: kids and adults; people with strokes or other motor impairments, impairment comes from some sort of neurological deficit; inpatient, outpatient, rehab, nursing homes; people who are wheelchair bound | Motor Control |
| FOR, Main idea: top-down, task-oriented, client-centered, heterarchial, functional movement | Motor Learning and Task-Oriented Approach |
| FOR, Function: acquisition of skills into stages of learning (early is trial and error, later is refinement), gradual increase in degrees of freedom and performance of skilled movement | Motor Learning and Task-Oriented Approach |
| FOR, Dysfunction: no set definition | Motor Learning and Task-Oriented Approach |
| FOR, Change: facilitated by reinforcement, occurs through a learning process, based on social and occupational motivation, skill acquisition influence | Motor Learning and Task-Oriented Approach |
| FOR, A & I: A – observe ability and assistance, perform tasks in diff environments, task description form, focus on ct’s struggles and wants; I – alter tasks and adapt, constraint, weight-bearing, motor recovery of muscle tone, task-specific training | Motor Learning and Task-Oriented Approach |
| FOR, Application to Practice: stroke clients or those with a neurological deficit; relearning activities; neurorehabilitation, hospitals, outpatient, inpatient, acute care; could be used to break habits that can cause injuries | Motor Learning and Task-Oriented Approach |
| way to integrate theories, combines conceptual models and practice models, 1 organizing and 2 complementary | Eclectic Method |
| part of Eclectic Method, guiding theory that resonates with client's occupational performance issues, lens through which we view the client, guides assessment and intervention as well as goal-setting | organizing model of practice |
| part of Eclectic Method, provides assessment instruments, guides intervention strategies or procedures | complementary models of practice |
| way to integrate theories, "thinking cap" to represent your occupation-based model (MOP) and accessories that add "flair" (FOR) | Hats On Approach |
| way to integrate theories, one at center, one or more others to complement center theory | primary and secondary theories |
Created by:
emma.scarmon-coyotes
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