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| 1814015017 | Occupational Therapy Practice Framework (OTPF) | A revision to Uniform Terminology for Occupational Therapy, was developed to help practitioners use the language and constructs of occupation to serve clients and educate consumers. | 0 | |
| 1814015018 | Areas of Occupation | Activities of Daily Living (ADLs), Instrumental Activities of Daily Living (IADLs), Rest and Sleep, Education, Work, Play, Leisure, Social Participation. | 1 | |
| 1814015019 | Activities of Daily Living (ADLs) | Activities involved in taking care of one's own body; includes dressing, bathing, personal hygiene and grooming, bowel and bladder management, functional mobility, eating, feeding, personal device care, toileting, sexual activity and sleep/rest. | 2 | |
| 1814015020 | Instrumental Activities of Daily Living (IADLs) | Activities that may be considered optional and involve the environment. Includes care of others, care of pets, child rearing, communication device use, community mobility, health management, financial management, home establishment and management, meal prep and clean up, safety and emergency procedures, religious observance, and shopping. | 3 | |
| 1814015021 | Client Factors | Components of activities consisting of body functions and body structures; used to assess functioning, disability and health. Also includes values, beliefs and spirituality | 4 | |
| 1814015022 | Performance skills | Sensory perceptual skills, motor and praxis skills, emotional regulation skills, cognitive skills, communication and social skills | 5 | |
| 1814020115 | Performance patterns | The client's habits, routines, roles, rituals | 6 | |
| 1814020116 | Context and environment | Setting in which the occupation occurs; includes cultural, personal, physical, social, temporal, and virtual conditions within and surrounding the client that influence performance. | 7 | |
| 1814020117 | Activity demands | The aspects of an activity needed to carry out that activity, such as objects used and their properties, space demands, social demands, sequencing and timing, required actions, required body functions, required body structures | 8 | |
| 1814083717 | Key points of Occupational Therapy Process | 1. Process is dynamic and interactive in nature 2. Context is an overarching, underlying, and embedded influence on the process of service delivery. 3. "Client" is the person receiving OT services. 4. Client-centered approach is used throughout the Framework. 5. "Engagement in occupation" is viewed as the overarching outcome of the OT process. | 9 | |
| 1814083718 | Occupational Profile | 1. Who is the client? 2. Why is the client seeking service & what are the client's concerns with engaging in occupations and daily life activities? 3. What contexts support engagement in desired occupations & what contexts are inhibiting engagement? 4. What is the client's occupational history (life experiences, values, interests, etc)? 5. What are the client's priorities and desired targeted outcomes? - Occupational Performance - Client Satisfaction - Role Competence - Health and Wellness - Prevention - Quality of Life | 10 | |
| 1814083719 | 5 general approaches to intervention | Create/Promote (Health Promotion) Establish/Restore (Remediate) Maintain Modify (Compensation, Adaptation) Prevent | 11 | |
| 1814083720 | Types of Occupational Therapy Interventions | Therapeutic use of self, therapeutic use of occupations and activities, consultation, and education | 12 | |
| 1814083721 | Occupational performance | The ability to carry out activities in the areas of occupation | 13 | |
| 1814083722 | Role Competence | The ability to meet the demands of roles | 14 | |
| 1814083723 | Developmental Frame of Reference | A frame of reference that postulates that practice in a skill set will enhance brain development and help the child progress through the stages | 15 | |
| 1814083724 | Family-centered care | Care that involves working with the family members of the child on goals that are considered important to them. | 16 | |
| 1814083725 | Least restrictive environment | The classroom most similar to a regular classroom in which the student can be successful. | 17 | |
| 1814154562 | Evaluation Process | The process of obtaining and interpreting data necessary to understand the individual and design appropriate treatment | 18 | |
| 1814154563 | Screening | The process by which the OT practitioner gathers preliminary information about the client and determines whether further evaluation and occupational therapy intervention are warranted. | 19 | |
| 1814154564 | Interview | The primary mechanism for gathering information for the occupational profile; achieved by the OT practitioner asking the client and significant others questions | 20 | |
| 1814154565 | Observation | The means of gathering information about a person or an environment by watching and noticing. | 21 | |
| 1814154566 | Structured observation | The means of gathering information about a person by watching the client perform a predetermined activity | 22 | |
| 1814154567 | Assessment procedures | The clinical techniques and instruments used to determine the strengths and weaknesses of a client for therapeutic purposes | 23 | |
| 1814154568 | Validity | Test has a true measure of what it claims to measure | 24 | |
| 1814154569 | Reliability | A measure of how accurately the scores obtained from the test reflect the true performance of the client | 25 | |
| 1814154570 | Test-retest reliability | A measure of the consistency of the results of a given test from one administration to another | 26 | |
| 1814154571 | Interrater reliability | A measure of the likelihood that test scores will be the same no matter who is the examiner | 27 | |
| 1814154572 | Standardized test | Test that has gone through a rigorous process of scientific inquiry to determine its reliability and validity | 28 | |
| 1814154573 | Normative data | Information collected from a representative sample that can then be used by the examiner to make comparisons with his or her client | 29 | |
| 1814154574 | Non-standardized tests | Tests that do not provide specific guidelines based upon a normative sample; do not require standardized procedures. Ex: manual muscle testing and sensory testing | 30 | |
| 1814154575 | Steps in developing Intervention Plan | Problem identification, solution development, plan of action | 31 | |
| 1814154576 | Intervention | Working with the client through therapy to reach client goals | 32 | |
| 1814154577 | Consultation | A type of intervention in which practitioners use their knowledge and expertise to collaborate with the client, caregivers, significant others, or other providers | 33 |
