問題一覧
1
A set of interrelated concepts from a variety of discipline that are compatible, combined with a plan of action
frame of reference
2
FORs offers PT a way to structure intervention amd think about intervention progression
true
3
Multiple FORs can not be used for OTs
false
4
The client chooses the most appropriate approach and context if delivery
false
5
Create new conceptualization of theoretical information
theoretical base
6
Therapists select sections from a variety of (1) and (2) these pieces of (3) together
theories, organize, information
7
Theorietical base provides foundation for the entire FOR
true
8
Not concerned with change and only describe relationships between phenomenal
constant theories
9
Concerned with change and describe the theoretical information the therapist will use to promote change in the individual
dynamic theories
10
This is a guide for intervention
frame of reference
11
Constant theories can not be combined with dynamic theories
false
12
This is stage specific
developmental
13
Focuses on the environment and all factors affecting it
operational
14
This can be defined as "sequencial changes"
maturational
15
This is the client/patient's ability to learn new skills
acquisitional
16
What is the goal of an OT
improve the person's ability to function
17
How many FORs can be used
2-3
18
What does a patient need to do to achieve their OT goals
gain/regain independence
19
Choose the types of environment
social, physical, cultural
20
What must the OT consider in their client when choosing an FOR
needs, strengths, limitation, environment
21
It is an OT plan management (plan to action)
intervention
22
This is the FOCUS of the FOR. It also identifies activities addressed by a particular FOR.
domain of concern
23
Ideas that are held to be true and are not questioner or tested in any way; basic beliefs (it may not be true)
basic assumptions
24
Identifies areas of function with which the frame lf references are concerned
function-dysfunction
25
This can fall under function or dysfunction spectrum
human performance
26
This is the expected ability, skills and strengths
function
27
This represents a person's limitation, concerns, disability, weakness and complain
dysfunction
28
Identify whether its function/dysfunction (non-verbal): ability to communicate nonverbally with an unfamilliar person
function
29
Identify whether its function/dysfunction (non-verbal): making eye contact
function
30
Identify whether its function/dysfunction (non-verbal): smiling
function
31
Identify whether its function/dysfunction (non-verbal): appearing physically comfortable with other people
function
32
Identify whether its function/dysfunction (non-verbal): assumes child like posture
dysfunction
33
Identify whether its function/dysfunction (non-verbal): uncontrollable blushing
dysfunction
34
Identify whether its function/dysfunction (verbal contact): abilityto speak to anyone regardless of connection
function
35
Identify whether its function/dysfunction (verbal contact): stutters when talking
dysfunction
36
If the therapist does something, then a resultant effect should pccuer
postulate change
37
Action oriented statements; the positive change (resultant effect)
postulate change
38
This should be identified by an OT to tell the function/dysfunction of a patient
human performance
39
How activities can be graded so that the patient can begin to unteract amd move from dysfunction to function
application to practice
40
Select the FORs in OT: BEHAVIORAL/ACQUISITIONAL
behavioral, cignitive behavioral, cognitive perceptual, biomechanical
41
Select the FORs in OT: DEVELOPMENTAL
SI, neurodevelopmental
42
Select the FORs in OT: MOTOR CONTROL
Spatiotemporal
43
Select the FORs in OT: PSYCHOANALYTIC
HUMANISTIC
44
The central idea of occupational behaviour theory is the engagement in the
activity or occupation in itself to maintain health
MOHO
45
Gary Kielhofner, created a Widely used Occupation based model
MOHO
46
The explanation, motivation, pattern and performance of occupation.
◦ The emphasis on understanding of the importance surrounding physical and social environment in order to know the human occupation.
MOHO
47
Fundamental concepts of MOHO: Human is a dynamic system; Occupations are the essence of self organisation, therefore through everyday doing, people shape that they are.
Human occupation is complex
48
Fundamental concepts of MOHO: includes Volition,Habitation,Environment and Performance Skill
A person is made up of components
49
Fundamental Concepts of MOHO: Made up of physical, social, cultural, economic and political aspects impacting on how occupations are motivated, organized and performed.
◦ Provides the opportunities and resources as well as presses certain restrictions for engagement
the environment influences performance
50
Fundamental Concepts of MOHO: Constitutes the actual doing which can be demonstrated at different levels: skill, occupational performance, identity, participation, competence and adaptation.
occupational performance
51
Motivation process of choosing what to
do.
volition
52
Under (1) is Values, (2), and (3).
volition, interests, personal causation
53
Actions are organized into patterns of
behaviour that become routines.
habituation
54
HABITUATION: Helps organize behavior so that it is expected
and valued in the environment in which it is to be performed
habits
55
HABITUATION: Position in society that has a set of
expectations, responsibilities and privileges
roles
56
The onset of disability or illness can disturb
established habits and therefore would
require relearning or developing new habits
habituation
57
Negative roles: respond passively; constant assistance is asked/dependent
sick role
58
Negative roles: self pity; no motivation; helpless/ sense of worthlessness
invalid role
59
An area of interest in MOHO is on the
lived experiences of people with disabilities
and how they perform.
performance capacity
60
This is the ability to perform an act, based
on the status of one’s mental and physical
capabilities, as well as lived experiences.
performance capacity
61
What is expected of a person by the society; guides behavior at different community/environment
roles
62
Automatic and learned behaviors and is subconscious
habits
63
Performamce capacity includes (1),(2), and (3)
perceptual-motor skills, process skills, communication skills
64
Constitutes the actual doing which can be
demonstrated at different levels: skill,
occupational performance, identity,
participation, competence and adaptation.
occupational performance
65
It includes one’s sense of capacity and effectiveness for
doing things one finds interesting and satisfying to do
occupational identity
66
Degree to which one sustains a
pattern of Occupational participation that
reflects identity
occupational competence
67
Construction of a positive occupational identity and achieving occupational competence over time in the context of the environment
◦ Work, play, and self-care activities
◦ Consciously motivated action rather one that might be conceived as unconsciously motivated
occupational behavior
68
Person: (1) when meeting
society’s expectations for productive and playful
participation and occupationally dysfunctional when
not met.
occupationally functional
69
Adaptive cycles
occupational function
70
Maladaptive cycles
occupational dysfunction
71
the degree to which the physical, Psychosocial and environmental elements
of the system work together for functioning within the boundaries of
health.
health
72
not simply the
absence of illness or disease
disease/disability
73
Status of health and competent
performance of daily living, work and
play tasks
order
74
Inability to perform
occupationally, decreased or absent
role performance, and inability to
meet role responsibilities.
disorder
75
◦ Creation of an occupational identity.
◦ Clients demonstrate competency when
they organize their life to meet the
expectancy as person in a meaningful way.
application of MOHO
76
When using this framework, there is a
need of engaging patients in occupations
that will restore and reorganize as well as
maintain their motivation, pattern and
performance capacity.
implication of MOHO
77
Who created MOHO
Gary Kielhofner
78
Developed in 2006 by Michael Iwama
KAWA
79
Components of KAWA: Life flow and overall
occupations
river
80
Components of KAWA: Environment/contexts
river banks
81
Components of KAWA: Circumstances that block
life flow and cause dysfunction/disability
rocks
82
Components of KAWA: Personal resources that can
be assets or liabilities
driftwood
83
state of being, where the
individual or community is in balance
harmony
84
characterized by a state
in which all elements coexist in
harmony within the context
well-being
85
Kawa
river
86
MIZU - Affects all elements and structures
of the river and they also affect the
water flow.
water
87
IWA - Depending on how big they are, they
can obstruct flow
rocks
88
Kawa no soku-heki
River Side Walls
89
(Kawa no zoko)
▪ Depicting the environment
river bottom
90
(Ryboku)
▪ Positive or negative
driftwood
91
The therapist using the (1) Model
will then assess the person's
situation of their experience of
everyday life through those four
concepts.
KAWA
92
To provide a framework that emphasizes the essential role of context in task performance.
EHP
93
Fundamental value of the EHP
• (1) is directed by what the person (2) and/or (3)
intervention, wants, needs
94
EHP - Fill the missing intervention approaches:
(1)
ADAPT/ MODIFY
(2)
PREVENT
(3)
Establish/Restore, alter, create
95
EHP - Fill the missing intervention approaches:
ESTABLISH/ RESTORE
(1)
ALTER
(2)
(3)
Adapt/Modify, prevent, create
96
Fill the missing:
Core construct: PERSON
(3)
Personal values/interest
Sensorimotor
(2)
(1)
past experience, cognitive, psychosocial skills
97
Fill the missing:
Core construct: PERSOM
Past experiences
(1)
(2)
(3)
Psychosocial skills
personal values/interest, Sensorimotor, Cognitive
98
Objective sets of behaviors that are combinesd to allow an individual
to engage in performance that accomplishes a goal.
Large set of behaviors that lead to the accomplishment of an end-goal
or smaller level that lead to accomplishment of a sub- goal in the
larger tasks.
TASKS
99
Temporal (time) and environmets are factors of (1)
context
100
Occurs when a person acts to engage in tasks within a context
performance
TFN Reviewer Test
TFN Reviewer Test
ユーザ名非公開 · 37問 · 4ヶ月前TFN Reviewer Test
TFN Reviewer Test
37問 • 4ヶ月前ユーザ名非公開
DETERMININGtruthLesson 3
DETERMININGtruthLesson 3
Erisey Manayon · 19問 · 5ヶ月前DETERMININGtruthLesson 3
DETERMININGtruthLesson 3
19問 • 5ヶ月前TFN FINALS
TFN FINALS
JHAYS · 22問 · 1年前TFN FINALS
TFN FINALS
22問 • 1年前PRELIM
PRELIM
ユーザ名非公開 · 82問 · 1年前PRELIM
PRELIM
82問 • 1年前ユーザ名非公開
EALS Q1
EALS Q1
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Design Theory
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問題一覧
1
A set of interrelated concepts from a variety of discipline that are compatible, combined with a plan of action
frame of reference
2
FORs offers PT a way to structure intervention amd think about intervention progression
true
3
Multiple FORs can not be used for OTs
false
4
The client chooses the most appropriate approach and context if delivery
false
5
Create new conceptualization of theoretical information
theoretical base
6
Therapists select sections from a variety of (1) and (2) these pieces of (3) together
theories, organize, information
7
Theorietical base provides foundation for the entire FOR
true
8
Not concerned with change and only describe relationships between phenomenal
constant theories
9
Concerned with change and describe the theoretical information the therapist will use to promote change in the individual
dynamic theories
10
This is a guide for intervention
frame of reference
11
Constant theories can not be combined with dynamic theories
false
12
This is stage specific
developmental
13
Focuses on the environment and all factors affecting it
operational
14
This can be defined as "sequencial changes"
maturational
15
This is the client/patient's ability to learn new skills
acquisitional
16
What is the goal of an OT
improve the person's ability to function
17
How many FORs can be used
2-3
18
What does a patient need to do to achieve their OT goals
gain/regain independence
19
Choose the types of environment
social, physical, cultural
20
What must the OT consider in their client when choosing an FOR
needs, strengths, limitation, environment
21
It is an OT plan management (plan to action)
intervention
22
This is the FOCUS of the FOR. It also identifies activities addressed by a particular FOR.
domain of concern
23
Ideas that are held to be true and are not questioner or tested in any way; basic beliefs (it may not be true)
basic assumptions
24
Identifies areas of function with which the frame lf references are concerned
function-dysfunction
25
This can fall under function or dysfunction spectrum
human performance
26
This is the expected ability, skills and strengths
function
27
This represents a person's limitation, concerns, disability, weakness and complain
dysfunction
28
Identify whether its function/dysfunction (non-verbal): ability to communicate nonverbally with an unfamilliar person
function
29
Identify whether its function/dysfunction (non-verbal): making eye contact
function
30
Identify whether its function/dysfunction (non-verbal): smiling
function
31
Identify whether its function/dysfunction (non-verbal): appearing physically comfortable with other people
function
32
Identify whether its function/dysfunction (non-verbal): assumes child like posture
dysfunction
33
Identify whether its function/dysfunction (non-verbal): uncontrollable blushing
dysfunction
34
Identify whether its function/dysfunction (verbal contact): abilityto speak to anyone regardless of connection
function
35
Identify whether its function/dysfunction (verbal contact): stutters when talking
dysfunction
36
If the therapist does something, then a resultant effect should pccuer
postulate change
37
Action oriented statements; the positive change (resultant effect)
postulate change
38
This should be identified by an OT to tell the function/dysfunction of a patient
human performance
39
How activities can be graded so that the patient can begin to unteract amd move from dysfunction to function
application to practice
40
Select the FORs in OT: BEHAVIORAL/ACQUISITIONAL
behavioral, cignitive behavioral, cognitive perceptual, biomechanical
41
Select the FORs in OT: DEVELOPMENTAL
SI, neurodevelopmental
42
Select the FORs in OT: MOTOR CONTROL
Spatiotemporal
43
Select the FORs in OT: PSYCHOANALYTIC
HUMANISTIC
44
The central idea of occupational behaviour theory is the engagement in the
activity or occupation in itself to maintain health
MOHO
45
Gary Kielhofner, created a Widely used Occupation based model
MOHO
46
The explanation, motivation, pattern and performance of occupation.
◦ The emphasis on understanding of the importance surrounding physical and social environment in order to know the human occupation.
MOHO
47
Fundamental concepts of MOHO: Human is a dynamic system; Occupations are the essence of self organisation, therefore through everyday doing, people shape that they are.
Human occupation is complex
48
Fundamental concepts of MOHO: includes Volition,Habitation,Environment and Performance Skill
A person is made up of components
49
Fundamental Concepts of MOHO: Made up of physical, social, cultural, economic and political aspects impacting on how occupations are motivated, organized and performed.
◦ Provides the opportunities and resources as well as presses certain restrictions for engagement
the environment influences performance
50
Fundamental Concepts of MOHO: Constitutes the actual doing which can be demonstrated at different levels: skill, occupational performance, identity, participation, competence and adaptation.
occupational performance
51
Motivation process of choosing what to
do.
volition
52
Under (1) is Values, (2), and (3).
volition, interests, personal causation
53
Actions are organized into patterns of
behaviour that become routines.
habituation
54
HABITUATION: Helps organize behavior so that it is expected
and valued in the environment in which it is to be performed
habits
55
HABITUATION: Position in society that has a set of
expectations, responsibilities and privileges
roles
56
The onset of disability or illness can disturb
established habits and therefore would
require relearning or developing new habits
habituation
57
Negative roles: respond passively; constant assistance is asked/dependent
sick role
58
Negative roles: self pity; no motivation; helpless/ sense of worthlessness
invalid role
59
An area of interest in MOHO is on the
lived experiences of people with disabilities
and how they perform.
performance capacity
60
This is the ability to perform an act, based
on the status of one’s mental and physical
capabilities, as well as lived experiences.
performance capacity
61
What is expected of a person by the society; guides behavior at different community/environment
roles
62
Automatic and learned behaviors and is subconscious
habits
63
Performamce capacity includes (1),(2), and (3)
perceptual-motor skills, process skills, communication skills
64
Constitutes the actual doing which can be
demonstrated at different levels: skill,
occupational performance, identity,
participation, competence and adaptation.
occupational performance
65
It includes one’s sense of capacity and effectiveness for
doing things one finds interesting and satisfying to do
occupational identity
66
Degree to which one sustains a
pattern of Occupational participation that
reflects identity
occupational competence
67
Construction of a positive occupational identity and achieving occupational competence over time in the context of the environment
◦ Work, play, and self-care activities
◦ Consciously motivated action rather one that might be conceived as unconsciously motivated
occupational behavior
68
Person: (1) when meeting
society’s expectations for productive and playful
participation and occupationally dysfunctional when
not met.
occupationally functional
69
Adaptive cycles
occupational function
70
Maladaptive cycles
occupational dysfunction
71
the degree to which the physical, Psychosocial and environmental elements
of the system work together for functioning within the boundaries of
health.
health
72
not simply the
absence of illness or disease
disease/disability
73
Status of health and competent
performance of daily living, work and
play tasks
order
74
Inability to perform
occupationally, decreased or absent
role performance, and inability to
meet role responsibilities.
disorder
75
◦ Creation of an occupational identity.
◦ Clients demonstrate competency when
they organize their life to meet the
expectancy as person in a meaningful way.
application of MOHO
76
When using this framework, there is a
need of engaging patients in occupations
that will restore and reorganize as well as
maintain their motivation, pattern and
performance capacity.
implication of MOHO
77
Who created MOHO
Gary Kielhofner
78
Developed in 2006 by Michael Iwama
KAWA
79
Components of KAWA: Life flow and overall
occupations
river
80
Components of KAWA: Environment/contexts
river banks
81
Components of KAWA: Circumstances that block
life flow and cause dysfunction/disability
rocks
82
Components of KAWA: Personal resources that can
be assets or liabilities
driftwood
83
state of being, where the
individual or community is in balance
harmony
84
characterized by a state
in which all elements coexist in
harmony within the context
well-being
85
Kawa
river
86
MIZU - Affects all elements and structures
of the river and they also affect the
water flow.
water
87
IWA - Depending on how big they are, they
can obstruct flow
rocks
88
Kawa no soku-heki
River Side Walls
89
(Kawa no zoko)
▪ Depicting the environment
river bottom
90
(Ryboku)
▪ Positive or negative
driftwood
91
The therapist using the (1) Model
will then assess the person's
situation of their experience of
everyday life through those four
concepts.
KAWA
92
To provide a framework that emphasizes the essential role of context in task performance.
EHP
93
Fundamental value of the EHP
• (1) is directed by what the person (2) and/or (3)
intervention, wants, needs
94
EHP - Fill the missing intervention approaches:
(1)
ADAPT/ MODIFY
(2)
PREVENT
(3)
Establish/Restore, alter, create
95
EHP - Fill the missing intervention approaches:
ESTABLISH/ RESTORE
(1)
ALTER
(2)
(3)
Adapt/Modify, prevent, create
96
Fill the missing:
Core construct: PERSON
(3)
Personal values/interest
Sensorimotor
(2)
(1)
past experience, cognitive, psychosocial skills
97
Fill the missing:
Core construct: PERSOM
Past experiences
(1)
(2)
(3)
Psychosocial skills
personal values/interest, Sensorimotor, Cognitive
98
Objective sets of behaviors that are combinesd to allow an individual
to engage in performance that accomplishes a goal.
Large set of behaviors that lead to the accomplishment of an end-goal
or smaller level that lead to accomplishment of a sub- goal in the
larger tasks.
TASKS
99
Temporal (time) and environmets are factors of (1)
context
100
Occurs when a person acts to engage in tasks within a context
performance