Term
|
Definition
| "we envision that occupational therapy is a powerful, widely recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society's occupational needs" |
|
|
Term
| 3 Contemporary OT practices |
|
Definition
Client-centered practice
Occupation-based practice
evidence-based practice |
|
|
Term
| 6 Themes from OT for children - 6th edition |
|
Definition
child and family-centered practice
comprehensive evaluation
effective interventions
inclusion and natural environments
cross-cultural competency
professional reasoning and evidenced-based practice |
|
|
Term
| 4 principles of child- and family-centered practice |
|
Definition
family priorities guide assessment and intervention
child and family are valued members of the team
families choose the level of participation they wish to have
child and family interests are considered in developing intervention strategies |
|
|
Term
| 2 Comprehensive evaluation |
|
Definition
occupational profile
analysis of occupational performance |
|
|
Term
|
Definition
| history, occupations, daily patterns, interests, values, concerns, priorities |
|
|
Term
| analysis of occupational performance |
|
Definition
| performance skills, performance patterns, context and environment, activity demands, client factors |
|
|
Term
| 4 effective interventions |
|
Definition
establishing a therapeutic relationship
providing the "just right" challenge
adapting activities and modifying the environment
consulting, educating, and advocating |
|
|
Term
|
Definition
| to compensate for missing or delayed function, to promote development in targeted performance areas |
|
|
Term
| Individuals with disabilities education act (IDEA) |
|
Definition
| "legal mandates and best practice guidelines require that services to children with disabilities be provided in environments with children who do not have disabilities" |
|
|
Term
|
Definition
| IDEA for infants and toddlers |
|
|
Term
| "Least restrictive environment" |
|
Definition
| IDEA for pre-school and school-aged children |
|
|
Term
|
Definition
"properties that families use to engage in a balanced pattern of needed and desired activities in a way that allows them to fulfill family functions"
(Financial, human, time, emotional energy) |
|
|
Term
|
Definition
Parents/caregivers
sibilings
extended family |
|
|
Term
| 5 steps for evidence-based practice |
|
Definition
1. form a question
2. locate the best evidence
3. appraise the evidence
4. Is it applicable and useful to practice?
5. Implement the practice or apply the information |
|
|
Term
| 6 pediatric OT practice settings |
|
Definition
NICU
Early intervention
school-based OT
acute care
rehabilitation
outpatient clinics |
|
|
Term
|
Definition
traditionally rehabilitation or developmental stimulation
"developmentally supportive care" is more modern approach with a protective and preventive component: less "hands on" |
|
|
Term
| Early Intervention ("first steps") |
|
Definition
Part C of IDEA
age 0-2 (up to 3rd bday)
OT is one of 16 primary services
natural settings (not just home)
IFSP: Individualized family service plan |
|
|
Term
|
Definition
P.L. 94-142 (1975) (EHA-Education of All Handicapped Act)
Now IDEA part B
ECSE- Early Childhood special education (ages 3-5) |
|
|
Term
|
Definition
Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Appropriate evaluation
Individualized Education plan (IEP)
Parent and Student participation decision making
procedural safeguards |
|
|
Term
|
Definition
team members from various disciplines work with the same child but on an individual bias
(works best in outpatient because child's needs are distinct from one another and when discipline-specific roles are well established) |
|
|
Term
|
Definition
consists of professionals from various disciplines, but has a formal structure for interaction and sharing of information and a higher degree of collaboration than multidisciplinary
(example is inpatient rehab because team members must reach consensus on recommendations) |
|
|
Term
|
Definition
| based on the assumption that services for families are most effective when family only has to interact regularly and directly with one or two key individuals. These key individuals carry out entire intervention plan. common in early intervention and educational settings |
|
|
Term
| 6 concepts influencing pediatric OT practice |
|
Definition
Development
participation in occupations
environment
risk and resilience
family-centered service
WHO international Classification of Functioning, Disability, and Health |
|
|
Term
|
Definition
| the sequential changes that occur with maturation of the individual. It is both the process and the product of biologic maturation and developmental experiences |
|
|
Term
|
Definition
| use of graded purposeful activity to treat disease and disability |
|
|
Term
|
Definition
| more focus on ADLs and the prescription of activities with specific aims (series of technical activities rather than purposeful occupation) |
|
|
Term
|
Definition
| shift away from the technical focus and renewed focus on purposeful activity |
|
|
Term
|
Definition
| emergence of a new academic discipline: "occupational science" |
|
|
Term
|
Definition
| Development of the occupational practice framework |
|
|
Term
|
Definition
| the context and situations that occur outside individuals and elicit responses from them, including personal, social, institutional, and physical factors. Over the past two decades, OT theory has stressed the importance of the interaction between the individual and this. |
|
|
Term
|
Definition
| "factors known to be associated with negative outcomes" |
|
|
Term
|
Definition
| The characteristic of an individual who achieves a positive outcome in the context of risk |
|
|
Term
| 3 factors from resilience |
|
Definition
child protective factors
family protective factors
environmental protective factors |
|
|
Term
|
Definition
| strong self-esteem, intelligence, easy temperament, good coping skills, and good communication skills |
|
|
Term
| family protective factors |
|
Definition
| love, nurturance, and a sense of safety and security |
|
|
Term
| environmental protective factors |
|
Definition
| neighborhood quality, youth organizations, quality of school programs, and extended social support |
|
|
Term
|
Definition
| a philosophy of service provision that emphasizes the central role of families in making decisions about the care their children receive |
|
|
Term
| WHO international classification of functioning, disability, and health |
|
Definition
view human function at 3 levels: body, person, society
depicts the dynamic interaction between a person and the environment at levels of functions |
|
|
Term
|
Definition
| form the basis for OT intervention approaches. OTs draw from a wide range of these to explain occupational performance. Developmental theories and learning and systems theories |
|
|
Term
|
Definition
Piaget and Cognitive development
Vygotskyl and the zone of proximal development
maslow and the hierarchy of basic needs |
|
|
Term
| 3 Learning and Systems Theories |
|
Definition
Behavioral theories
Social cognitive theories
dynamic systems theory
|
|
|
Term
|
Definition
| explain and describe the components of a person as they relate to occupational performance. Focus on particular components of the individual in an effort to explain developmental function and dysfunction |
|
|
Term
| Piaget's stages of cognitive development |
|
Definition
Sensorimotor
pre-operational
concrete operational
formal operational |
|
|
Term
|
Definition
| (birth-2 years) differentiates self from objects, recognizes self as agent of action and begins to act intentionally: eg. pulls a string to set mobile in motion or shakes a rattle to make a noise. achieves object permanence |
|
|
Term
|
Definition
| realizes that things continue to exist even though no longer present to the sense |
|
|
Term
|
Definition
(2-7 years) learns to use new language and to represent objects by images and words. thinking is still egocentric
Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color. |
|
|
Term
|
Definition
| has difficulty taking the viewpoint of others |
|
|
Term
|
Definition
(7-11 years) Can think logically about objects and events; Achieves conservation of number (age 6), mass (age 7), and weight (age 9)
¡Classifies objects according to several features and can order them in series along a single dimension such as size. |
|
|
Term
|
Definition
| (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems |
|
|
Term
| Vygotsky's zone of proximal development |
|
Definition
| social interaction has a fundamental influence on a child's cognitive development. |
|
|
Term
| Zone of proximal development |
|
Definition
| "The distance between actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" |
|
|
Term
| Maslow's hierarcy of basic needs |
|
Definition
| most basic needs (physiological) are at base of hierarchy, followed by safety and security, love and belonging, self esteem, and self actualization. throughout development, individuals must satisfy their basic needs before they are motivated by or interested in other life goals. this helps the OT to understand behaviors that indicate that basic needs are not met and to identify needs that should become the focus of goals and interactions |
|
|
Term
| Learning and systems theories |
|
Definition
| these theories integrate concepts about people, their environments, and their occupations |
|
|
Term
| Skinner's behavioral theory |
|
Definition
| the environment shapes all human behaviors. ex: children use one set of behaviors with their families, and another set of behavior with their friends |
|
|
Term
| Bandura's social cognitive theory |
|
Definition
| learning occurs in a social context. Children direct their own learning and are goal oriented in what they learn |
|
|
Term
|
Definition
| learning does not occur just in the brain. The body and the environment are constantly changing and influencing each other. assumes that a child's functional performance depends on the interactions of: child's inherent and emerging skills, characteristics of the task or activity, and environment |
|
|
Term
| Occupational therapy practice framework: Domain |
|
Definition
Areas of occupation
client factors
performance skills
performance patterns
context and environment
activity demands |
|
|
Term
| Occupational therapy practice framework: Process |
|
Definition
Evaluation (Occupational profile and analysis of occupational performance)
Intervention (intervention plan, intervention implementation, and intervention review)
outcomes |
|
|
Term
|
Definition
| ADLs, IADLs, Rest and sleep, education, work, play, leisure, and social participation |
|
|
Term
|
Definition
| values, beliefs, spirituality, body functions, body structure |
|
|
Term
|
Definition
| sensory-perceptual, motor and praxis, emotional regulation, cognitive, communication and social |
|
|
Term
|
Definition
| habits, routines, roles, and rituals |
|
|
Term
|
Definition
| cultural, personal, physical, social, temporal, virtual |
|
|
Term
|
Definition
| objects and properties, space, social, sequencing and timing, required actions, required body function and structures |
|
|
Term
|
Definition
| a unique individual who participates in a variety of roles |
|
|
Term
|
Definition
| cultural, socioeconomic, institutional, physical, and social factors |
|
|
Term
|
Definition
| any self-drected functional task in which a person engages over the life span |
|
|
Term
|
Definition
| used to identify factors in the person, environment, or occupation that support or hinder the performance of the occupation. OT can then focus on facilitating change in any of the 3 dimensions to improve occupational performance. This model can be used in conjunction with many specific frames of reference to address specific performance limitations or environmental conditions that impede occupational performance |
|
|
Term
| Cognitive frame of reference |
|
Definition
a "top down" approach: emphasis in therapy is on assisting the child to identify, develop and use cognitive strategies to perform daily occupations effectively.
focus on the occupation rather than on foundational skill building. Through problem-solving approach, guides the child to discover, select, apply, and evaluate specific strategies for task completion. Use process questions to increase the child's awareness of the use of strategy. plan for transfer and generalization of the strategies that the child has learned. |
|
|
Term
|
Definition
| adapting the demands of the task or modifying the environment so that they are congruent with the child's ability level. ex: slant board for writing. |
|
|
Term
|
Definition
methods are selected not only so child succeeds at a task, but also to promote skills in similar tasks and in other environments.
ex. use of stickers to complete picture for a child with poor drawing skills |
|
|
Term
| Psychosocial frame of reference |
|
Definition
| used when working with children and adolescents experiencing problems in occupational performance due to social, emotional, or behavioral issues. However, ALL OTs who work in peds. use concepts of psychological and social development. developing the ability to maintain relationships with peers and significant others is an essential part of the occupational performance of childhood and adolescence. |
|
|
Term
| Motor learning frame of reference |
|
Definition
focus on acquisition of skills involved in movement and balance.
Analyze the movement synergies the child uses to achieve a functional goal. determine how best to facilitate intrinsic and extrinsic feedback to improve efficiency of movement. provide opportunities for optimal practice of the goal, and encourage practice in the natural environment (home, daycare, etc.). Promote independent performance and decision making as soon as possible |
|
|
Term
|
Definition
| produced by child's sensory systems (vision, proprioception, sensation, kinesthesia) |
|
|
Term
|
Definition
| therapist's comments, mirror |
|
|
Term
|
Definition
| therapist provides information to child about actions and goal (after the fact) |
|
|
Term
|
Definition
| therapist provides specific information about the quality of movements used |
|
|
Term
|
Definition
| most effective when timing and coordination of parts is important |
|
|
Term
|
Definition
| most effective when task contains distinct parts that can be performed in a serial manner |
|
|
Term
| Neurodevelopmental treatment (NDT) of reference |
|
Definition
| originally based on the belief that normal postural reactions are necessary for normal postural movement. developed originally to treat adults with hemiplegia and children with cerebral palsy. now incorporates principles of motor learning and dynamic systems theory (child, task, environment) therapeutic handling is integral to this approach |
|
|
Term
| Sensory integration (SI) frame of reference |
|
Definition
Jean Ayres hypothesized that some children with learning difficulties experience problems in organizing sensory information for use
"An SI approach seeks to provide the child with enhanced opportunities for controlled sensory input, with a particular emphasis on vestibular, proprioceptive, and tactile input in the context of meaningful activity." |
|
|
Term
| sensory modulation disorder |
|
Definition
(overresponsivity, underresponsivity, sensory seeking)
difficulty responding to sensory input with appropriate behaviors. Emotional and attentional responses do NOT match typical adaptive responses. |
|
|
Term
| Sensory discrimination disorder |
|
Definition
| difficulty interpreting qualities of sensory stimuli. Emphasis is on discrimination of tactile, proprioceptive, and vestibular systems. related to development of body scheme |
|
|
Term
| Sensory-based motor disorder |
|
Definition
| poor postural stability, poor balance, hypotonia, impaired motor planning. |
|
|
Term
| Developmental frame of reference |
|
Definition
| focuses on the physical, social, and psychological aspects of life tasks and relationships. views roles of OT as facilitating development and assisting in the mastery of tasks. |
|
|
Term
| What occupations do kids engage in? |
|
Definition
| Everything area of occupation except "work" |
|
|
Term
|
Definition
| learn about self and environment |
|
|
Term
|
Definition
| use feedback and reinforcement received through exploration |
|
|
Term
|
Definition
| select the action pattern that works best for achieving a goal |
|
|
Term
| 3 how do children develop new performance skills? |
|
Definition
exploratory activity
perceptual learning
skill achievement |
|
|
Term
|
Definition
| a child's behavioral style (activity level, approach or withdrawal, distractibility, intensity of response, attention span, quality of mood, rhythmicity, threshold of response, adaptability) |
|
|
Term
|
Definition
| how well the child's temperament matches the social and physical contexts. lack of this can hinder development and place child at risk for behavioral or academic problems |
|
|
Term
|
Definition
roles of women and children
values and beliefs of family and religion
family tranditions
importance of health care and education
value of interdependence vs. autonomy
competition vs. cooperation |
|
|
Term
|
Definition
parenting- "a dance between supporting and challenging the child"
at least 60% of children in the USA participate in non-parent child care |
|
|
Term
|
Definition
exploration of physical surface and objects
constraints of the environment |
|
|
Term
|
Definition
| toys in mouth, waving/shaking objects, banging objects, touching surfaces |
|
|
Term
|
Definition
| plays with toys at midline, puts toys into container, rolls ball, points, stranger anxiety |
|
|
Term
|
Definition
| cross motor play, stacks blocks, push and pull toys, activates cause and effect toys |
|
|
Term
|
Definition
| pretend play, simple puzzles, holds crayon, ride-on toys, uses simple tools, parallel play |
|
|
Term
|
Definition
| more pretend play, rough and tumble play, snips with scissors, draw circle, rides tricycle, catches ball, cooperative play |
|
|
Term
|
Definition
| arts and crafts, singing and dancing, sliding, swinging, running, builds with blocks, draw shapes, play games, group play |
|
|
Term
|
Definition
| organized gross motor play, cuts out shapes, 10-pc puzzles, copies name, strings beads, playground equipment |
|
|
Term
|
Definition
| an involuntary muscle reaction to a particular stimulation |
|
|
Term
|
Definition
| appear during gestation or at birth and become integrated (fade) by 6-12 months of age. NOT pathological since they are present in all newborns |
|
|
Term
|
Definition
Emerges: 36 weeks’ gestation
Fades: 2 months
Stimulus: Touch back of hand on tabletop
Response: Places hand on table with UE flexion, then UE extension |
|
|
Term
|
Definition
Emerges: 36 weeks’ gestation
Fades: 2 months
Stimulus: Touch top of foot on tabletop
Response: Places foot on table with LE flexion, then extension |
|
|
Term
| Tonic labryinthine reflex |
|
Definition
Emerges: 40 weeks’ gestation
Fades: 3 months
Stimulus: Observe posture in prone / supine
Response: Flexed posture in prone; extended posture in supine |
|
|
Term
|
Definition
Emerges: 35 weeks’ gestation
Fades: 3 months
Stimulus: Upright, tipped slightly forward, place weight on bottom of feet.
Response: Rhythmic, alternating steps |
|
|
Term
|
Definition
Emerges: 30 weeks’ gestation
Fades: 3-4 months
Stimulus: Pressure with a finger into the palm of the hand.
Response: Fingers flex in a tight grip |
|
|
Term
|
Definition
Emerges: 28 weeks’ gestation
Fades: 3-7 months (longer if nursed)
Stimulus: Stroke side of mouth
Response: Head turns toward stimulus |
|
|
Term
|
Definition
Emerges: 28 weeks’ gestation
Fades: 3-7 months
Stimulus: Place a finger on lips
Response: Infant sucks |
|
|
Term
|
Definition
Emerges: 28 weeks’ gestation
Fades: 4 months
Stimulus: Support in semi-reclined position; release support momentarily
Response: Arms abduct & extend & externally rotate, followed by flexion & adduction
|
|
|
Term
| asymmetrical tonic neck reflex (ATNR) |
|
Definition
Emerges: 1 month
Fades: 4 months
Stimulus: In supine, turn head to side
Response: Extension of UE & LE on face side; flexion of UE & LE on skull side |
|
|
Term
|
Definition
Emerges: 5 months
Fades: 7 – 18 months
Stimulus: Hold in prone suspension
Response: Neck, arms, & legs extend |
|
|
Term
| symmetrical tonic neck reflex (STNR) |
|
Definition
Emerges: 4 months
Fades: 10 months
Stimulus: Prone over lap; flex neck & observe; extend neck & observe
Response: With neck flexion, UEs flex & LEs extend; with neck extension, UEs extend & LEs flex |
|
|
Term
|
Definition
Emerges: 25 weeks’ gestation
Fades: 12 months
Stimulus: Pressure with a finger on the bottom of the foot
Response: Toes flex |
|
|
Term
| Automatic (postural) reaction |
|
Definition
help a child maintain balance when moving or being moved (righting reaction, protective reactions, equilibrium reactions)
may be delayed or absent in children with neurological impairments. this can limit child's ability to acquire more complex motor skills |
|
|
Term
|
Definition
head righting
neck on body righting (NOB)
body on body righting (BOB) |
|
|
Term
|
Definition
vestibular
tactile
proprioceptive |
|
|
Term
|
Definition
|
|
Term
|
Definition
| the sensory system that responds to position of the head in relation to gravity and accelerated or decelerated movement; sensed through inner ear |
|
|
Term
|
Definition
| referring to the sense of touch. important in protection from danger |
|
|
Term
|
Definition
| can locate items with hands without vision |
|
|
Term
|
Definition
Awareness of body position interpreted through sensations of muscles & joints; helps child know where each body part is. |
|
|
Term
|
Definition
| the streams of neural impulses flowing from the sensory receptors in the body to the spinal cord and brain |
|
|
Term
|
Definition
| the conscious or unconscious perception of one or more sensory signals |
|
|
Term
|
Definition
| the ability to discern and assign meaning to a specific sensory stimulus |
|
|
Term
|
Definition
| the meaning that the brain gives to sensory input. sensations are objective; perception is subjective |
|
|
Term
|
Definition
| perception of the movement of individual body parts; dependent on proprioception |
|
|
Term
|
Definition
| body sensations that are based on both tactile and proprioceptive information |
|
|
Term
|
Definition
| an appropriate action in which the child responds successfully to some environmental demand. requires good sensory integration |
|
|
Term
|
Definition
| a person's perception of his or her own body; also called "body scheme" |
|
|
Term
|
Definition
| also called "praxis". The ability to think of, plan, and carry out a sequence of unfamiliar actions. |
|
|
Term
|
Definition
| poor praxis or motor planning. related to poor somatosensory processing |
|
|
Term
|
Definition
| the organization of sensory input for use. the "use" may be a perception of the body or environment, an adaptive response, a learning process, or the development of some neural function. many parts of the nervous system work together so that a child can interact with the environment effectively. |
|
|
Term
| sensory integrative dysfunction |
|
Definition
| an irregularity or disorder in brain function that makes it difficult to integrate sensory input effectively. may be present in motor, learning, social/emotional, speech/language or attention disorders. |
|
|
Term
|
Definition
| the brain's regulation of its own activity. involves facilitating some neural messages to maximize a response, and inhibiting other messages to reduce irrelevant activity. |
|
|
Term
|
Definition
| an unusual degree of anxiety or fear in response to movement in head position. related to poor processing of vestibular and proprioception information |
|
|
Term
| hypersensitivity to movement |
|
Definition
| excessive sensations of disorientation, loss of balance, nausea or headache in response to linear and/or rotary movements. |
|
|
Term
|
Definition
| a series of automatic, back-and-forth eye movements. rotary movement followed by an abrupt stop will produce this. may indicate vestibular system deficits. |
|
|
Term
|
Definition
| a sensory integrative dysfunction in which tactile sensations create negative emotional reactions |
|
|
Term
| sensory registration problems |
|
Definition
| child may seem oblivious to touch, pain, movement, taste, smells, sights, or sounds. can pose a serious safety concern. often seen in children with autism |
|
|
Term
|
Definition
| under-responsive to incoming stimuli, so they seek intense stimulation |
|
|
Term
|
Definition
| tactile defensiveness, gravitational insecurity, may be over-responsive to other sensations (sounds, odors, tastes, visual) |
|
|
Term
| sensory discrimination problems |
|
Definition
| inefficient and inaccurate organization of sensory information. |
|
|
Term
|
Definition
| problems with motor planning that cannot be explained by a medical diagnosis (ex. TBI) or developmental disability; occurs despite ordinary environmental opportunities for motor experiences. |
|
|
Term
|
Definition
| the use of extraocular muscles to direct eye movements |
|
|
Term
|
Definition
the recognition, discrimination, and processing of sensory information through the eyes and related CNS structures (give meaning to what is seen)
reception (sensory function)
cognition (specific mental function)
|
|
|
Term
|
Definition
| form the foundation of all visual functions (base of the pyramid) |
|
|
Term
|
Definition
| efficient eye movements that ensure the scan path is accomplished |
|
|
Term
|
Definition
| register the complete visual scene |
|
|
Term
|
Definition
| ensures that the CNS receives accurate information |
|
|
Term
| Attention (alert and attending) |
|
Definition
| localization, fixation, ocular pursuit, gaze shift. Means ready for active learning and adaptive behavior |
|
|
Term
|
Definition
| the specific route the eyes follow as they systematically record all the necessary visual information in a particular scene. |
|
|
Term
|
Definition
| the ability to identify the distinguishing features of an object and the use of these features to distinguish the object from its surroundings |
|
|
Term
|
Definition
| the ability to retain a picture in the mind's eye, store it in memory and retrieve it later |
|
|
Term
|
Definition
| the ability to mentally manipulate visual information and integrate it with other sensory information in order to solve problems, formulate plans and make decisions. |
|
|
Term
|
Definition
| each eye is moved by the coordinated actions of the 6 extraocular muscles. innervated by cranial nerves 3 oculomotor ,4 trochlear , and 6 abducens |
|
|
Term
|
Definition
| the entire area that can be seen when the eye is directed forward, including that which is seen with peripheral vision |
|
|
Term
|
Definition
| a loss of vision in the same visual field of both eyes |
|
|
Term
|
Definition
| the capacity to discriminate fine details of objects in the visual field |
|
|
Term
|
Definition
| the closest point at which you can see clearly |
|
|
Term
|
Definition
| the ability to differentiate between objects and forms; the ability to notice subtle differences. |
|
|
Term
| visual spatial relationships |
|
Definition
| the ability to determine if one form or part of a form is turn in a different direction that the others |
|
|
Term
|
Definition
| the ability to locate and identify shapes and objects embedded in a busy visual environment |
|
|
Term
|
Definition
| the ability to identify a form even though it may be sized differently, rotated, reversed and/or hidden among other forms as compared to the original stimulus |
|
|
Term
|
Definition
| the ability to look at an incomplete shape or object and fill in the missing details in order to identify what it would be if it were complete |
|
|
Term
|
Definition
| the ability to remember a series of forms and find the same series among several other series of forms |
|
|
