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After the occupational profile is completed...

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Assess client factors, performance skills, patterns and contexts, and activity demands. Based on the results of the screening, aspects that are determined to warrant further evaluation are specifically assessed. Observation of the person's actual performance in context should be completed

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AMPS

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Focus: Assessment of the effectiveness, efficiency, or safety of a person's ADL task performance, including personal ADL and IADL. Method: Observation of ct performance on chosen ADLs and assessment of 16 motor and 20 process skills. Population: Anyone with a developmental age older than 2 years

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Barthel Index

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Focus: Measurement of a person's independence in basic ADL and functional mobility before and after intervention and the level of personal care needed by the ct. Method: Observation of task performance, interview, and MR review Population: Adults and elders with physical disabilities and/or chronic illnesses, typically used in medical model settings

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Cognitive Performance Test

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Focus: Assessment of six functional ADL tasks that require cognitive processing skills based on Allen's Level Theory Population: Adults and elders with psychiatric and/or cognitive dysfunction

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FIM and WeeFIM

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Focus: The assessment of the severity of a disability as determined by what the individual actually does and the amount of assistance needed by the individual to complete each task. Scored on a 1-7 scale. Population: Adults with disabilities who are not functionally independent for the FIM. Children from birth to 7 years and those above age seven with functional abilities that are less than a typical seven year old.

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KATZ Index of ADL

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Assessment of level of independent functioning and type of assistance required in six areas of ADL. Evaluator observes activity performance or interviews the individual about performance. Population: Adults and elders with chronic illness.

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Kitchen Task Assessment (KTA)

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Focus: Measurement of the judgment, planning, and organizational skills used to perform a simple cooking task Scores for 6 categories (initiation, organization, performing all steps, proper sequence, judgment and safety, completion of task) Population: Adults with Alzheimer's and cognitive dysfunction

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Klein-Bell ADL Scale

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Focus: Assessment of independent functioning in ADLs as evidenced by achievements of 170 items in six areas (dressing, elimination, mobility, bathing, eating, emergency telephone communication). Scoring is on "achieved" or "failed." Population: 6 months to elderly with any diagnosis.

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Kohlman Evaluation of Living Skills (KELS)

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Focus: Determination of an individual's knowledge and/or performance of 17 basic living skills needed to live independently in five main areas (self-care, safety and health, money management, transportation and telephone, work and leisure. A score of "independent" or "needs assistance" Population: Adolescents and adults in acute psychiatric hospitals, elders, and those with a diversity of diagnoses.

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Milwaukee Evaluation of Daily Living Skills (MEDLS)

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Focus: Assessment of actual or simulated performance of basic living skills needed to function in the ct.'s expected environment. Items screened as needing evaluation are then administered according to standardized procedures. Populations: Adults with chronic mental illness and who have resided, for at least 6 months in a psychiatric hospital, halfway house, group home, or skilled nursing facility, or who have participated for at least 2 years in an outpatient day treatment program, but its use has expanded to other populations with ADL deficits.

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Routine Task Inventory (RTI)

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Focus: Measurement of an individual's level of impairment in ADLs according to Allen's model of cognitive levels. Observation, Self-report, and report of caregiver are used for the questionnaire Population: Adults and elders with cognitive impairments.

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Scoreable Self-Care Evaluation

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Focus: Measurement of functional performance and identification of difficulties in 18 basic living tasks in four main areas (personal care, housekeeping chores, work and leisure, and financial management) Population: Adolescents, adults, and elders with psychiatric illnesses n acute hospital settings or living in the community.

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ADL Intervention (5 techniques)

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•Determine if the self-care activity should be modified to enable individual performance, performance with external assistance, or eliminated •Recommend adaptive strategies for self-care task performance •Use thematic and topical groups to develop needed skills •Educate and train caregivers to provide needed cues, physical assistance, and/or supervision •Teach activity analysis, gradation, simplification, and adaptation skills

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SCI of C1-C3 self care abilities

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Totally dependent in self-care but can instruct others in preferences for cares. Can chew and swallow.

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SCI of C4 self care abilities

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oTotally dependent in self-care but can instruct others in preferences for cares. oCan drink from a glass with a long straw

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SCI of C5 self care abilities

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oFeeding requires assistance with setup •Can use suspension sling or mobile arm support, dorsal wrist splint or U-cuff, Dycem to prevent slippage of plate, scoop dish or plate guard, angled utensils oDressing requires min to mod assist with UB dressing and dependent with LB dressing oBathing requires mod to min assist oGrooming requires assist with setup; with splint and U-cuff they can be independent with brushing teeth and combing hair. Independent using electric shaver that fits around the hand

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SCI of C6 self care abilities

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oFeeding: Independent using Adaptive Equipment • U-cuff or tenodesis splint • Rocker knife • Cup with large handles oDressing: Independent in lower body dressing performed while in bed. Requires maximal assistance with socks and shoes. Independent with UB dressing using buttonhook and zipper pull. oBathing: Min assist using tub bench and sliding board transfer oGrooming: Independent using tenodesis grasp or splint

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SCI at C7 self care abilities

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oFeeding: Independent oDressing: Independent but may need button hook oBathing: Same as C6 but performs depression transfers (Min assist using tub bench) oGrooming: Independent using tenodesis grasp or splint

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SCI at C8-T1 self care abilities

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oSelf-Care: Independent oPerforms depression transfers. Can transfer from wheelchair to floor and back to chair with standby assist.

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PLISSIT Model

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oP=permission which requires the therapist to create an atmosphere which gives the individual permission to raise concerns about his/her sexual activities oLI=limited information that is provided by the therapist to ensure that the individual has accurate knowledge about his/her sexual abilities and potentials oSS=specific suggestions that are provided by the therapist to facilitate the individual's pursuit of satisfying sexual expression, either alone or with a partner oIT=intensive therapy which is indicated when the individual requires intervention for long-standing relationship problems and/or enduring sexual problems

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Adaptive Equipment for parenting

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oPillow to support breast feeding-physically easiest for infant oLight weight or angled bottles oOne handled swing away release tray on high chair oFoam rubber bathing pads for sink oAdapted drop side crib

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Activity Index

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oFocus: Determination of the individual's perception of the meaning of leisure and the extent the individual participates in leisure activities oActivity Index Questionnaire oPopulation: Elders and other populations

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Interest Checklist

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oFocus: Assessment of a person's level of interest in 80 leisure activities, additional leisure interests, and his/her perspective on how leisure interests and involvement has evolved over time oPopulation: Adults, adolescents, and elders

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Leisure Diagnositc Battery (LDB)

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oFocus: Measurement of an individual's leisure experience, and motivational and situational issues that influence leisure oPopulation: Adults for the original scale, adapted scales for children with no cognitive deficits and children with a diagnosis of educable mental retardation

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Leisure Satisfaction Questionnaire

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oFocus: Measurement of an individual's perception that leisure pursuits are meeting personal needs in six areas (psychological, educational, social, relaxation, physiological, aesthetic) oPopulation: Adults and elders

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Meaningfulness of Activity Scale

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oFocus: The measurement of the individual's level of engagement oPopulation: Adults and elders

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Minnesota Leisure Time physical activity questionnaire

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oFocus: Measurement of the energy expended by a person during engagement in leisure activities oAdults

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Play History (assessment)

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oFocus: Assessment of a child's or adolescent's developmental level and the adequacy of his/her play environments oSemi-structured interview oChildren and adolescents

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Preschool Play Scale

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oFocus: Observation of a child's play behavior within four play dimensions oA 'play age' score is derived by comparing observed behaviors to expected age-specific behaviors

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SCI C1-C4 play/leisure abilities

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oComputer games, internet, email with mouthstick, head pointer, or voice activation oRead using a mouthstick or electronic page turner oPaint with mouthstick or head pointer oCan control radios, TVs, and other electronic devices with mouthstick, head pointer or ECU

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SCI C5 play/leisure abilities

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oIndependently play computer and use internet, use a speaker phone and ECU, turn pages of book, play board games, and do some crafts using a splint, U-cuff, and typing splint

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SCI C6 play/leisure abilities

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oCan hold phone, typing stick, and pen using tenodesis grasp oIndependently use computer with tenodesis grasp or U-cuff to hold typing stick oCan play board games, some wheelchair sports and some crafts

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SCI C7 play/leisure abilities

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oCan hold phone, typing stick, and pen using tenodesis grasp oIndependently use computer with tenodesis grasp or U-cuff to hold typing stick oCan play board games, some wheelchair sports and some crafts *Same as C6 but easier due to functional use of B UEs

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EPIC Functional Evaluation System

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oFocus: Determination of the ct.'s capacity for lifting, carrying, climbing, industrial pulling and pushing, balance while walking, motor coordination, standing, whole body ROM, and finger and hand dexterity oAdults

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Jacob's Prevocational Assessment (JPVA)

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oFocus: Assessment of work-related skills in fourteen major areas oAdolescents and preadolescents with learning disabilities

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McCarron-Dial System (MDS)

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oFocus: Assessment of the prevocational, vocational, and educational abilities of individuals with disabilities and/or socioculturual disadvantages in 5 main areas (cognitive, verbal and spatial; sensory; motor; emotional; coping, integrative, and adaptive behaviors) oIndividuals who are aged 16 years or older and who have a neurophysiological and/or a neuropsychological impairment

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Reading-Free Vocational Interest Inventory

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oFocus: Identification of vocational areas of interest and/or patterns of interest in a number of vocational areas oAdolescents and adults with learning or developmental disabilities

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Smith Physical Capacity Evaluation

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oFocus: The individual's performance on 154 items oAdults

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Testing, Orientation, and Work Evaluation in Rehabilitation (TOWER)

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oFocus: Assessment of the individual's ability to complete specific work samples oAdults with physical and/or psychiatric disorders

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Valpar Component Work Sample (VCWS)

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oFocus: Assessment of groups of skills that are required for specific employment tasks and basic functional capabilities oAdults with disabilities and adults without disabilities

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Vocational Interest Inventory-Revised (VII-R)

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oFocus: Measurement of student interest in eight employment areas for adolescents who are unclear about their vocational interests oHigh school students

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Vocational Interest, Temperament, and Aptitude System (VITAS)

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oFocus: Assessment of vocational interests, temperament, and aptitudes to assist with career guidance o14 and older

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Work Role Interview (WRI)

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oFocus: Determination of psychosocial and environmental factors related to an individual's past work experience, job setting, and ability to return to work oAdults involved in work hardening program

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Work-related injury intervention: Cumulative trauma injuries (like carpal tunnel and low back pain)

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•Avoid static positions, repetition, awkward postures, forceful exertions, and vibration •Design workplace and work station to be ergonomically correct to prevent future trauma

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Work Hardening Program

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•Interdisciplinary with real or simulated work activities •A transition between acute care and return to work is provided •The issues of productivity, safety, physical tolerance, and worker behaviors are addressed •CARF accreditation is required

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Work Conditioning Program

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•One discipline with real or simulated work activities •A transition between acute care and return to work is provided •Flexibility, strength, movement, and endurance are addressed •Accreditation is not required

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Ergonomic Program

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Prevention is the focus

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Rehabilitation (sheltered) workshops, supported employment programs, transitional employment programs

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•Multi- or interdisciplinary •Real work activities are used •Ct.'s are paid at a piece-work rate in rehabilitation workshops •Ct.'s are paid at the prevailing competitive wage for positions in TEP and supported employment programs

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Seated Work Ergonomics

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oFootrest at 25 degree angle o7 inch minimum between seat and work surface

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Standing Work Ergonomics (Table height)

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oPrecision work: Above elbow height oLight work: Just below elbow height oHeavy work: 4-6 inches below elbow height

NBCOT Therapy Ed Chapter 15 – Flashcards

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