Occupational Therapy Practitioner Levels and Supervision, Exams of Occupational therapy

Download Occupational Therapy Practitioner Levels and Supervision and more Exams Occupational therapy in PDF only on Docsity!

NBCOT National Board for Certification of

Occupational Therapy Fundamentals of OT

Exam 2 Review Questions and Answers 100%

Pass | Graded A+

David Mungai [Date] [Course title]

NBCOT National Board for Certification

of Occupational Therapy Fundamentals

of OT Exam 2 Review Questions and

Answers 100% Pass | Graded A+

Chapter 7 - Answer>> The Occupational Therapy Practitioner: Roles, Responsibilities, and Relationships When a student graduates from an accredited educational program and passes the National Board for Certification in Occupational Therapy (NBCOT) exam, there is a basic level of competence that is assumed, and a state license is granted. At this point, the practitioner is considered to be... - Answer>> An entry-level practitioner Roles - Answer>> Specific positions or sets of stipulated job- related responsibilities

• An individuals ability to function in a role is based on educational preparation, professional boundaries, and prior experience in the role. Examples: Practitioner Educator Field Work Educator Supervisor Administrator Consultant Academic Fieldwork Coordinator Academic Program Director Researcher / Scholar Entrepreneur

Entry-level practitioner - Answer>> ...is expected to be responsible for and accountable in professional activities related to the role. In states with licensure laws, entry-level practice is defined by the licensure law and supporting regulations.

• Typically new to profession as an OT practitioner, having completed all educational requirements, including passing certification examination. Considered as a generalist with respect to knowledge and work experience. Major Focuses
• Development of skills
• Socialization in the expectations related to the organization, peer, and profession.
• Acceptance of responsibilities and accountability for role- relevant professional activities is expected. Intermediate-level practitioner - Answer>> ...has increased responsibility and typically pursues specialization in a particular area of practice.
• More indepence in the OT process; engaged in the supervision of OT students (must have 1 yr experience to be a level II fieldwork instructor), COTAs, and OT aides. At this stage, OTR may have identified an area of interest of specialization and ready to pursue. Major Focuses
• Increased independence
• Mastery of basic role functions
• Ability to respond to situations based on previous experience
• Participation in the education of personnel
• Specialization is frequently initiated, along with increased responsibility for collaboration with other disciplines and related organizations.

• Participation in role-relevant professional activities is increased. Advanced-level practitioner - Answer>> ...is considered an expert, or a resource, in the respective role.
• Based on experience (clinical, administrative, research, professional contribution, leadership, mentoring, education) is considered an expert, resource person, or consultant within a role. Major Focuses
• Refinement of specialized skills
• Understanding of complex issues affecting role functions
• Contribution to the knowledge base and growth of the profession results in being considered an expert, resource person, or consultant within a role. This expertise is recognized by others inside and outside of the profession through leadership, mentoring, research, education, and volunteerism. Specialized Roles - Answer>> These roles are typically outside of the profession. Examples = case manager, supervisor of other allied health care professionals, consultant, and activity director. Roles and Responsibilities During Service Delivery - Answer>> Supervision - Answer>> Cooperative process in which two or more people participate in a joint effort to establish, maintain, and/or elevate a level of competence and performance.
• OTAs require supervision from an OT to deliver occupational therapy services. The OT is ultimately responsible for all aspects of the services provided by the OTA, the occupational therapy aide, and the OT student.

• Interrater Reliability: A measure of the likelihood that test scores will be the same no matter who is the examiner. --- Tested, then tested again. Can use Kohlman Evaluation of Living Skills. "How consistent am I as an evaluator?" Methods may include:
• Independent scoring on standardized tests
• Observation
• Videotaping
• Co-Treatment
• Service competency is established when the practitioner meets the acceptable standard of performance on THREE successive occasions. It is important that service competency is established for each procedure. Professional Development - Answer>> Organizing and personally managing a cumulative series of work experiences to add to one's knowledge, motivation, perspectives, skills, and job performance. Can also to referred to as career development. Continuing Competence - Answer>> A dynamic, multi- dimensional process in which the professional develops and maintains the knowledge, performance skills, interpersonal abilities, critical reasoning skills, and ethical reasoning skills necessary to perform his or her professional responsibilities. AOTA Standards of Continuing Competence - Answer>> (1) Knowledge: Roles, AOTA documents, integration of knowledge, practice, and evidence from the literature (2) Critical Reasoning: Problem solving, application of evidence, research results, and outcome data in making decisions

(3) Interpersonal Abilities: Professional relationships, collaboration, communication, cultural competency (4) Performance Skills: Practice skills based on OT principals and philosophy, quality improvement processes, therapeutic use of self (5) Ethical Reasoning: Understand and apply code of ethics, adhere to state regulatory laws, make ethical decisions How often must practitioners complete NBCOT requirements for certification renewal to continue to use the OTR or COTA credential? - Answer>> Every 3 years

• Renewal of certification with NBCOT is voluntary, yet may be required by employers or for state licensure.
• To renew, practitioners submit proof of having completed a minimum of 36 professional development units (PDUs) within each 3-year certification renewal cycle. At least 50% of those units must be directly related to the delivery of occupational therapy services. AOTA Speciality Certification - Answer>> A credential for OTs and OTAs that indicates advanced knowledge in a particular area of practice.
• Requires 2000 hours of experience as an OT/OTA, and 600 hours of delivering OT services within 3 years.
• Offered in driving and community mobility; environmental modification, feeding eating, and swallowing; and low vision

(7) Leisure (8) Social Participation Activities of Daily Living - Answer>> Activities involved in taking care of ones own body and include things such as dressing, bathing/showering, toileting, swallowing/eating, feeding, functional mobility, personal device care, personal hygiene / grooming, and sexual activity. Instrumental Activities of Daily Living - Answer>> Activities that may be considered optional and involve the environment. Examples = care of others, care of pets, child rearing, communication device use, community mobility, health mgmt, financial mgmt, home establishment & mgmt, meal prep / clean up, emergency procedures, religious observance, and shopping. Rest and Sleep - Answer>> Restorative activities that support healthy participation in occupations. Education - Answer>> Area of occupation that includes formal and informal learning. Work - Answer>> Paid or volunteer activities and includes the entire range of employment activities (job seeking, job performance, retirement planning, volunteer exploration and participation) Play - Answer>> An spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion. Leisure - Answer>> Nonobligatory activity. Includes planning as well as participation in the activity. Exploring areas of interest in considered part of leisure.

Analysis of Occupational Performance - Answer>> Client Factors: Components of activities consisting of body functions and body structures; used to assess functioning, disability, and health. Performance Skills: Small units of observable action that are linked together in the process of executing a daily life task performance. Examples = Sensory, motor, cognitive and communication skills Performance Patterns: The clients habits, routines, rituals, and roles. Context & Environment: The setting in which the occupation occurs; includes cultural, physical, social, personal, spiritual, temporal, and virtual conditions within and surrounding the client that include performance. 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, and required body structures. Context(s) - Answer>> OT Framework is divided into: - Answer>> (1) Evaluation (2) Intervention (3) Outcome Evaluation - Answer>> *The process of obtaining and interpreting data necessary to understand the individual and design appropriate treatment *. (1) Referral: Have to have referral from Dr. to treat. Can be generic or specific. (Dr, patient, anyone can refer themselves)

useful when client factors are not changeable in a practical amount of time and the client wishes to engage in the activity. Prevent: Practitioners are interested in keeping clients well, and as such they may help clients engage in activities to prevent or slow down disease, trauma, or poor health. Types of Occupational Therapy Interventions - Answer>> Therapeutic Use of Occupations and Activities: The selection of activities and occupations that will meet the therapeutic goals. Preparatory Methods: Techniques or activities that address the remediation and restoration of problems associated with client factors and body structure, with the long-term purpose of supporting the clients acquisition of performance skills needed to resume his or her roles and daily occupations. Ex = stretching, ROM, exercise, and applying heat or ice Purposeful Activity: An activity used in treatment that is goal directed; individual is an active voluntary participant; has both inherent and therapeutic goals. Ex = folding towels for the occupation of household maintenance Occupation-Based Activity: The performance of occupation related activities by the client, including activities of daily living, instrumental activities of daily living, work and school tasks, and play or leisure tasks. Requires that the activity be completed in the actual context in which it occurs. Consultation: A type of intervention in which practitioners use their knowledge and expertise to collaborate with client, caregivers, significant others, or other providers. Education: The process of gaining knowledge and education.

Outcome - Answer>> What do we want to see happen as a result of intervention? Measurement of outcomes and decision-making related to the future of the direction of intervention (i.e. continue, modify, or discontinue) Occupational Performance - Answer>> The ability to carry out activities in the areas of occupation Outcomes may be subjective in nature - Answer>> Motivation, confidence, hope, or perceived well being Outcomes may include measurable increments of progress... - Answer>> ... in factors related to occupational performance, such as balance, endurance, and motor skills Outcome Measures - Answer>> An aspect of program evaluation that evaluates the results of the intervention after the service has been provided. Examples:

• Lymphedema could be measured by: A tape measurer (precision is important to make sure there is reliability) Volumeter (uses water displacement)
• ROM could be measured by: Goniometer
• Pain could be measured by: A Pain Scale
• Self Care could be measured by: FIM scale

Infancy - Answer>> Birth to 1 year of age Babies: By the Age of 1

• Reflexes (grasping/sucking/stepping/startle)
• Make discoveries with objects (like shaking a rattle)
• Roll a ball and throw objects
• Reach, grasp, crawl, roll over, and sit and stand up (without support) Developmental Tasks of Infancy - Answer>> Growth and development Gross and fine motor Sleep/wake Sensory regulation Social Cognitive Infancy (2 months of Age) - Answer>> What Most Babies Do at this Age: Social/Emotional
• Begins to smile at people
• Can briefly calm himself (may bring hands to mouth and suck on hand)
• Tries to look at parent Language/Communication
• Coos, makes gurgling sounds
• Turns head toward sounds

Cognitive (learning, thinking, problem-solving)

• Pays attention to faces
• Begins to follow things with eyes and recognize people at a distance
• Begins to act bored (cries, fussy) if activity doesn't change Movement/Physical Development
• Can hold head up and begins to push up when lying on tummy
• Makes smoother movements with arms and legs 4 months of age - Answer>> What Most Babies Do at this Age: Social/Emotional
• Smiles spontaneously, especially at people
• Likes to play with people and might cry when playing stops
• Copies some movements and facial expressions, like smiling or frowning Language/Communication
• Begins to babble
• Babbles with expression and copies sounds he hears
• Cries in different ways to show hunger, pain, or being tired Cognitive (learning, thinking, problem-solving)
• Lets you know if she is happy or sad
• Responds to affection
• Reaches for toy with one hand
• Uses hands and eyes together, such as seeing a toy and reaching for it
• Follows moving things with eyes from side to side
• Watches faces closely
• Recognizes familiar people and things at a distance Movement/Physical Development
• Holds head steady, unsupported

• Rocks back and forth, sometimes crawling backward before moving forward 9 months of age - Answer>> What Most Babies Do at this Age: Social/Emotional
• May be afraid of strangers
• May be clingy with familiar adults
• Has favorite toys Language/Communication
• Understands "no"
• Makes a lot of different sounds like "mamamama" and "bababababa"
• Copies sounds and gestures of others
• Uses fingers to point at things Cognitive (learning, thinking, problem-solving)
• Watches the path of something as it falls
• Looks for things he sees you hide
• Plays peek-a-boo
• Puts things in her mouth
• Moves things smoothly from one hand to the other
• Picks up things like cereal o's between thumb and index finger Movement/Physical Development
• Stands, holding on
• Can get into sitting position
• Sits without support
• Pulls to stand
• Crawls 12 months of age - Answer>> What Most Children Do at this Age: Social/Emotional

• Is shy or nervous with strangers
• Cries when mom or dad leaves
• Has favorite things and people
• Shows fear in some situations
• Hands you a book when he wants to hear a story
• Repeats sounds or actions to get attention
• Puts out arm or leg to help with dressing
• Plays games such as "peek-a-boo" and "pat-a-cake" Language/Communication
• Responds to simple spoken requests
• Uses simple gestures, like shaking head "no" or waving "bye- bye"
• Makes sounds with changes in tone (sounds more like speech)
• Says "mama" and "dada" and exclamations like "uh-oh!"
• Tries to say words you say Cognitive (learning, thinking, problem-solving)
• Explores things in different ways, like shaking, banging, throwing
• Finds hidden things easily
• Looks at the right picture or thing when it's named
• Copies gestures
• Starts to use things correctly; for example, drinks from a cup, brushes hair
• Bangs two things together
• Puts things in a container, takes things out of a container
• Lets things go without help
• Pokes with index (pointer) finger
• Follows simple directions like "pick up the toy" Workplace Settings (Infancy) - Answer>> NICU Hospitals Early intervention centers Home