Occupational Therapy: Assessments & Intervention

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Questions and Answers

In the context of occupational therapy, how does the strategic application of a remedial approach differ fundamentally from a compensatory approach in achieving functional outcomes for clients with neurological impairments?

  • A remedial approach prioritizes the client's ability to engage in ADLs and IADLs as independently as possible, while a compensatory approach emphasizes the restoration of cognitive and motor skills.
  • A remedial approach focuses on adapting the client's environment to bypass impairments, whereas a compensatory approach aims to restore underlying deficits through targeted interventions.
  • A remedial approach seeks to improve underlying deficits to restore function, while a compensatory approach focuses on adapting to current limitations using modifications and strategies. (correct)
  • A remedial approach centers on modifying the task to match the client’s current abilities, whereas a compensatory approach challenges the client to improve through progressive exercise and skill-building activities.

During an initial occupational therapy evaluation focusing on goal setting, what critical considerations must an occupational therapist prioritize to ensure the established goals are optimally aligned with the client's needs, abilities, and potential rehabilitation trajectory?

  • Ensuring goals are broad and encompass multiple areas of occupational performance to maximize the scope of the intervention.
  • Integrating information from chart reviews, interviews, and assessments to formulate client-centered, realistic, and practical goals that align with their needs and functional outcomes. (correct)
  • Prioritizing goals that address the client's most immediate physical needs, such as strength and range of motion, before addressing psychosocial factors.
  • Setting goals based primarily on standardized assessments to ensure objectivity and comparability with established norms.

When discerning the most appropriate standardized assessment for an adult client presenting with multifaceted functional limitations, which critical appraisal criterion should an occupational therapist prioritize to ensure the selected assessment is truly ecologically valid and directly applicable to the client's real-world occupational performance?

  • The assessment's alignment with the International Classification of Functioning, Disability and Health (ICF) framework.
  • The assessment's demonstrated sensitivity to change and responsiveness to detect subtle improvements in client performance over time.
  • The extent to which the assessment tasks and environment mirror the client's actual daily life contexts and activities. (correct)
  • The assessment's widespread use and acceptance within the occupational therapy community, ensuring familiarity and ease of administration.

How does a client's occupational performance directly and indirectly impact their overall quality of life, and what specific mechanisms underpin this relationship from a neurological perspective?

<p>Occupational performance determines a person's ability to engage in ADLs and IADLs, which directly influences their independence, participation, sense of purpose, and overall well-being. (D)</p> Signup and view all the answers

In the context of a comprehensive initial evaluation, what crucial observations should an occupational therapist prioritize to accurately ascertain a client's baseline functional status and predict their potential for improved occupational performance?

<p>The client's cognitive and emotional state, physical abilities, social support, environmental factors, and medical history/precautions are critical observations. (A)</p> Signup and view all the answers

When an occupational therapist contrasts a top-down approach with a bottom-up approach within the context of intervention planning, what nuanced distinctions in assessment and intervention strategies are critical to consider for optimal outcomes?

<p>A top-down approach assesses the occupation first, considering environmental and contextual factors before addressing impairments, whereas a bottom-up approach addresses client factors and underlying impairments before functional tasks. (A)</p> Signup and view all the answers

How might the presence and degree of frailty uniquely influence the trajectory and anticipated outcomes of occupational therapy interventions for geriatric clients, and what specific physiological and functional markers should therapists prioritize in their assessment?

<p>Frailty increases the risk of disability, falls, and slower recovery, often necessitating interventions focused on energy conservation, fall prevention, and compensatory techniques. (B)</p> Signup and view all the answers

In the context of therapeutic clinical processes, what role does theoretical guidance play for occupational therapists beyond foundational knowledge, and how does it shape the practical application of assessments and interventions in complex clinical scenarios?

<p>Theoretical guidance informs how to approach assessments and interventions and acts as a tool (i.e., FOR/theories/models) that infuses what therapists do consciously and unconsciously. (D)</p> Signup and view all the answers

During an initial evaluation, how should an occupational therapist effectively leverage chart reviews to optimize skilled OT assessment, while also demonstrating cultural humility and respecting client autonomy and confidentiality?

<p>Use chart reviews to gather important information, identify diagnoses, and understand the client's background, while respecting their autonomy and redirecting them respectfully during interviews. (B)</p> Signup and view all the answers

When prioritizing elements to observe from the moment of entering a client's room, what critical non-verbal and contextual cues should an occupational therapist focus on to gain immediate insights into their functional status and psychosocial well-being?

<p>Whether the client is sitting, standing, sad, in a wheelchair, their hygiene, clothing, and company (alone or with others) provide valuable initial observations. (A)</p> Signup and view all the answers

What complex considerations should guide an occupational therapist in developing assessment skills and fostering continuous improvement in their clinical practice, particularly when navigating the nuances of client interactions?

<p>Recognizing that developing assessment skills takes time, understanding that there is always room to improve, and learning to observe and ask questions effectively. (C)</p> Signup and view all the answers

Flashcards

Remedial Approach

Focuses on addressing underlying deficits to restore function.

Compensatory Approach

Adapting to current limitations by modifying environment or tools.

OT Goal Setting

Goals are realistic, practical, and client-centered.

OT Standardized Assessments

COPM, KELS, Barthel ADL Index, FIM/FAM, DASH, OSA,ect.

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Occupational Performance

A person's ability to engage in ADLs and IADLs.

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Top-Down Approach

Assesses environmental and contextual factors before addressing impairments.

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Bottom-Up Approach

Focuses on client factors and addressing the underlying impairments first.

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Physical Abilities

Includes sitting, standing, walking, balance, and motor coordination.

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Cognitive and Emotional State

Memory, problem-solving, mood, and motivation.

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Medical History & Precautions

Review of charts, medications, and imaging.

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Therapeutic Clinical Process

Foundational as an OT and provides theoretical guidance to practice.

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Initial Evaluation

Includes baseline information gathered via interview and observation.

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Assessments

Standardized and non-standardized methods

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Goal Setting

Using an OT lens to set goals and intervention planning.

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Intervention Planning

Constantly assess and modify plan during implementation.

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Discharge Planning

Done all the way along, includes equipment and training.

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Theoretical Guidance

Approach assessments / intervention meant to be a tool.

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Chart Review

What info is available and identifying the diagnosis.

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Interviewing Skills

What questions to ask and redirect clients to keep on target.

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Observation

From the moment you walk in a room, you are observing.

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Medical Record

OT order, medical history/assessments, and imaging.

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Hierarchy of Meds

OTs can't treat on our own, need to be under Dr's orders.

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Dr.'s Orders

MRI, precautions, medications, procedures.

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PLF

Prior level of function.

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During Initial Evaluation

Current performance, next steps, estimated intervention time.

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Social Determinants of Health

Influencing factors of occupational performance.

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Occupation Always

Thinking about everything in context of occupation and what's important.

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Occupation Always

Realistic, important, achievable in the time period allowed.

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Intervention vs Goals

Is what I'm doing an intervention or the goal.

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Intervention vs Treatment

Used interchangeable -prefer intervention = more collaborative.

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NDT

Assessment/intervention happens concurrently.

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Compensation

Used for existing challenges.

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ADL and IADL

Initial assessment of occupational performance.

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ADL Assessment

Prior level of function, diagnosis, precautions, adaptive equipment.

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Standardized Assessments

Why standardized and how will it affect my intervention.

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KELS

Kohlman Evaluation of Living Skills.

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FIM+FAM

Provides a comprehensive 30-item assessment tool.

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DASH

Upper extremity questionnaire.

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Occupational Self-assessment

Self-report tool measuring perceptions of occupational competence.

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SF-36

Generic, self-reported quality-of-life measure.

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AMPS

Evaluation tool for assessing quality of ADL performance.

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AMPS Purpose

Measures effort, efficiency, safety, and independence in ADL tasks.

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Study Notes

Week 1: Introduction and Occupation Performance Assessments

  • Therapeutic clinical process is foundational as an OT
  • Theoretical guidance is provided for practice
  • Initial evaluation consists of baseline information gathered through interviews, observation, and assessment of observational performance
  • Assessments can be standardized or non-standardized to achieve goals
  • Goal setting involves an OT lens to set goals and is part of the intervention planning process
  • Intervention planning and implementation require constant assessment and modification of the intervention plan
  • Discharge planning should be done throughout the OT process to ensure what needs to be achieved is accomplished, equipment and training are in place, and information is provided to the team to identify the next location
  • Everything done as an OT is based on assessment
  • Theoretical guidance informs how to approach evaluations and interventions
  • It is meant to be a tool
  • Theoretical guidance is used consciously and unconsciously
  • Theoretical guidance to practice includes:
  • developmental
  • biomechanical
  • behavioral
  • MOHO
  • kawa
  • Occupational adaptation
  • Ecological
  • PEO
  • CMOP
  • rehabilitation
  • motor-learning
  • cognitive disability
  • cognitive behavioral
  • SI
  • NDT
  • brunstrom
  • rood
  • PNF
  • sensory processing

Initial Evaluation - Baseline Information: Review

  • Start with a chart review to identify important information like diagnosis, demographics, social situation, and prior medical conditions
  • Determine the amount of time you have to spend on the chart
  • CPL/caregivers should be interviewable to conduct an occupational profile and redirect clients to keep on target
  • Acute care assessments last 30-40 minutes and acute rehab assessments should be completed within 72 hours
  • From the moment of entry, observe the client's posture, hygiene, clothing, and company
  • As learning to gather information takes time better, miss stuff, assessment skill will improve
  • Medical records, including OT orders, medical history, assessments by other professionals, and imaging, can be helpful.
  • Review the patient's medication hierarchy and any medical orders
  • An "OT eval/treat" order must be in place before seeing the client
  • Determine what the doctor has ordered, including any MRI results, precautions, and medications
  • Review notes from other disciplines like PT, Speech, and social work
  • Review imaging results, such as CT scans, MRI, and X-rays
  • Strokes are identified by CT scans, which detect bleeds versus ischemic strokes
  • Ischemic stroke detection needs to happen within 4 hours for anti-coagulation
  • MRI assists in finding lesions
  • Initial evaluation, baseline information and interview are key
  • Assessment begins by observing and listening to the client from the moment you meet
  • PLF (prior level of function) helps set reasonable goals and identify prior conditions and baseline abilities
  • Determine the client's current performance and what is next for them depending on the setting and intervention time frame
  • Discharge plans should be individualized to see longer or outpatient goals which might change the living situation
  • Integrate critical occupational goals
  • Occupational history and profile involves addressing social determinants of health which include racial, social, cultural, economic, and political factors impacting occupational performance
  • As an OT, assist in achieving goals
  • Appropriate goals for time frame
  • Help them to find those goals and what each session achieves

Initial Evaluation – Observation and Goal Setting:

  • The initial evaluation involves both observation and assessment to gather baseline information
  • General observation is performed to break down individual components
  • OT encompasses domains that include occupation, client factors, habits, roles, rituals, routines, as well as select effective interventions
  • Task analysis helps OT understand individual client performance, factors, and areas for intervention
  • Goal setting should always consider occupation and be realistic, practical, important to the client, and achievable in the allowed timeframe
  • Goals stem from the initial assessment and might cause adjustments to modify goals
  • Differentiating involves considering intervention strategy versus goal for interventions
  • Dressing goals can be both intervention and goal
  • Performance skills can be incorporated into occupation
  • Clients can propose unrealistic which can be modified
  • Intervention is preferred over treatment collaboration
  • Occupational-based interventions include simulations and activity-based tasks
  • Client-centered and driven interventions, such as NDT, assessments and interventions happen concurrently, assess and modify interventions according result of client actions
  • Continuous assessment and monitoring of outcome includes incorporating continuous interventions to reach goals
  • Compensatory or Re Mediate interventions focus on underlying causes

Further Approaches:

  • Compensation focuses on existing challenges
  • A combination of both approaches is often used
  • Deliberate Approach is about remediating
  • Be appropriate to remediate
  • Be inappropriate to to provide compensation with a medical device

ADL and IADL Implications

  • Definition of ADL (Gillen & Nilsen, p. 95)
  • Initial assessment of occupational performance
  • Significant to the rehabilitation process as part primary occupations
  • Client-centered with whole person approach
  • Neurological deficits do not determine the inability to perform ADL/ IADLS
  • Master of ADL and IADL as an indicator prior to the other productive activities, BUT not absolutely
  • Important for community reintegration
  • Has a co-relation to quality of life
  • Focuses on:
  • "the activities of daily living of patients w/ chronic stroking and their QOL showed a high correlation"
  • patient dependence in ADL constantly scored less in QoL domains

ADL Assessments

  • Considers acute vs subacute, acute rehab vs outpatient versus home
  • Considers prior level of function, current diagnosis, precautions, and adaptive equipment
  • Standardized Assessments and what is the most important factor?
  • Information must be relevant to research
  • You wouldn't use often due to access, time, prep/learning for assessment
  • Occupational performance is more useful than standardized assessment
  • Time is limited w/ clients - 20 minute assessments give more useful info
  • Considers pre- and post-intervention assessment implications
  • Good for research purposes
  • May reveal aspects that informal interviews do not address

Administration Essentials

  • Aministration essentials includes impartiality, adherence to instruction, scoring, interpretation, and use of data
  • Considers purpose, timing, scoring, implications, and application
  • Evidence of applicability includes identifying important occupations
  • Considers Canadian Occupational Performance Measure (COPM), activity card sort, configuration, and occupational history
  • Occupational Assessments examples:
  • Canadian Occupational Performance Measure (COPM)
  • Activity card sort
  • Activity configuration -KELS

Specific Occupational Assessments: KELS

  • Kohlman Evaluation of Living Skills assessed to evaluate ability to function
  • Standardized assessment tool utilized in occupational therapist Linda Kohlman Thomson in 1977
  • Evaluate someone's ability to perform basic living skills appropriate for them to live independently
  • Domains that are assessed includes self-care, safety and health, money management, community mobility and telephone use, employment, and leisure participation
  • Structure: Consists of 17 items evaluated through observation and interview and needs assistance
  • Administration Time: Approximately 30-45 minutes
  • Designed for psychiatric and dementia settings now but also applicable in Brain, AD, various conditions
  • Used in in-patient facilities, skilled nursing facilities, acute and life skills
  • Scoring gives items receive 0 points, "needs assistance", items receive 1 point; range is higher for assistance

Specific Occupational Assessments: Barthel ADL Index

  • Barthel Index (BI): An ordinal scale measuring performance in activities of daily living (ADL)
  • Purpose: Assesses functional independence, particularly in stroke patients, by evaluating self-care and mobility activities.
  • Domains Assessed: Feeding, bathing, grooming, dressing, bowel and bladder control, toileting, chair transfers, ambulation, and stair climbing.
  • Scoring: Each item is scored based on the level of assistance required, with total scores to 100 or 0 for dependence
  • Administration Time: Approximately 5 minutes
  • Target Population: Individuals with neuromuscular or musculoskeletal disorders, including stroke patients
  • Settings: Applicable in various settings such as inpatient rehabilitation, home care, nursing care, and community environments
  • Utility: Monitors changes, evaluates and assists with planning for daily activities

Specific Occupational Assessments: FIM/FAM

  • Functional Independence Measure (FIM): An 18-item global measure assessing disability across various conditions
  • Functional Assessment Measure (FAM): Adds 12 items to the FIM, focusing on cognitive and psychosocial functions, particularly relevant for brain injury rehabilitation
  • Combined FIM =FAM: Provides a comprehensive 30-item assessment tool evaluation across various conditions
  • Scoring: Rated from level of assistance
  • Domains Assessed:
  • FIM Items: Self-care, sphincter control, transfers, locomotion, communication, and social cognition
  • FAM Items: Swallowing, car transfer, community mobility, reading, writing, speech intelligibility, emotional status, adjustment to limitations, use of leisure time, orientation, concentration, and safety awareness
  • Application: Guide patients and treatment for functional disabilities.
  • Development for subjective items

Specific Occupational Assessments: DASH and OSA

  • Disabilities of the Arm, Shoulder, and Hand (DASH) Questionnaire: A 30-item self-report instrument assessing a patient's ability to perform upper extremity activities
  • Evaluates the impact of upper extremity musculoskeletal disorders on daily activities and symptoms Structure: Items rated reflecting difficulty and interference in daily life
  • Scoring:
  • ((sum of n responses/n) -
    1. × 25, where 'n' is the number of completed items. Scores range from 0 (no disability) to 100 (most severe disability). The DASH cannot be computed if more than three items are missing
  • Intended Population: Individuals with one or more upper extremity disorders, is reliable, valid, and translated
  • Occupational Self-Assessment (OSA) Tool for measuring someone's perceived skills
  • Assesses self-competence and significance Structure of 21 items and administrations, client rates each item based Application improves client therapy

AMPs, other scales, and observation

  • AMPs and OTher scales measures performance in a way that enables us
  • Identy underlying factors such as environment
  • Considers common factors such as the condition the is measured for such as fraility:
  • Frailty (endurance, mobility, med condition, weightloss, nutrition)
  • Edmonton, clinical

ADL/IADL, Supervision, and no physical assistance

  • Risks for ADL/IADL and disabilities that impact travel increases as age increases
  • How can assessemnts be used?
  • Goal setting and plans
  • Where does the source of assistance come from
  • Physical hands-on from level of assitance
  • Supervision is no hands on or clues, can't be by ourselves

Supervision and assistance/ independence:

  • Supervision can use verbal and/or physical clues to get them to perform steps, is not standardised
  • Terms used for not standardised help:
  • Contanct Guard, need to be close for safety
  • Standby close for assist
  • For something to be independent its needs to be set up with supervision for all steps

Wheelchair Assessments and Interventions:

  • A Wheelchair is used to provide mobility, support posture, increase comfort,
  • A patient needs to watch the textbook/ video of standardized wheelchair access and independence for insurrance

ADL Skills and Intervention

  • ADL motor skills uses langue you know that you can describe and and look at a persons abilities
  • The skills include performance and action
  • Intervations include doing action to address different areas, top or bottom or center interventions

Overview of Lecture on Medical Devices:

  • Colostomy pouching
  • Yes, educate and assess
  • Dressing restrictions
  • Continuous Passive Motion Device
  • Yes, duration limited. But can't get up and move around/walk
  • Intermittent pneumatic compression
  • Yes, all while in use mobility can but can't get out of bed.
  • Intracranial pressure monitor
  • Yes, ask the nurse can it be disconnected for Grooming/hygiene, UB/
  • Be aware of infection and PPE

Other Considerations, cont:

  • Oxygen and restraints have unique factors
  • Ask if PT assist can be disconnected and give a wide breath
  • Tube
  • Get info about line for help and management
  • Talk, keep client connected

Mobility: Asynchronous Functional Mobility - Trunk Control

  • The lecture focuses on functional mobility and trunk control
  • Standardized Evaluation Tools:
  • FIM being the Functional Independence Measure
  • AMPS is the Assessment of Motor and Process Skills
  • MAS being the Motor Assessment Scale by Carr & Shepherd from 1994
  • Fall risk:
    • The FTSTS is the five-time sit-to-stand test
    • TUG is the Timed Up and Go test
  • Berg Balance Scale
  • STEADI stands for Stopping Elderly Accidents, Death, and Injuries
  • The Tinetti Balance and Gait Assessment were also discussed
  • The trunk functions includes flexion, extension, and rotation, and can affect body positions

Cont:

  • When trunk muscles and the pelvic tilt are misaligned there are lateral and spinal issues
  • The process includes dissacociation and adaptions
  • A large part of the assesemmt is observations that help get symmetry and bearing
  • Functional mobility, as well as bed mobility also play a role
  • Home mobility review
  • Assistive technology
  • neurological deficit to achieve functional mobility?
  • Home mobility review

Asynchronous Functional Mobility – Trunk control

  • Trunk and bed mobility helps improve posture
  • The trunk can be influenced by ADL

Week 5 - UE 1- Management

  • Typical UE function and mechanics focuses on anamoty
  • Assessments in UE consider irement of posture and tone
  • Many assess the degree of mobility

Asynchronous Lecture: UE management post stroke - week 6

  • Typical areas of impairment and sensory change
  • Proper handlin helps soft time limitations
  • Functional movement with little pain

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