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OT 121 Midterm Study Guide Solutions
1. examples of ADL's: bathing/showering Toileting and
toilet hygiene Dressing eating/swallowing Feeding Functional mobility Personal hygiene and grooming Sexual activity
2. examples of IADL's: Care of others Care of
pets and animals Child rearing Communication management Driving and community mobility Financial management Home establishment and management Meal prep and clean up Religious and spiritual expression Safety and emergency maintenance Shopping
3. health management in the Person, Group, and Population: Person: student with diabetes interested in developing self
management skills Group: group of students with diabetes interested in problems solving the schools settings support for management Populations: all the students in the school provided with access to food choices to meet needs
4. Feeding in the Person, Group, and Population: Person: family of an infant with a history of prematurity and diflculty acception
nutrition
2 / 22 Group: families with infancy experiencing fedding chanllegned advocating for the local hospitals to develop classes Population: families of infants advocating for research and development to help
5. community mobility in the Person, Group, and Population: Person: person with a stroke wanting to get back into
driving Group: stroke support group talking with elected leaders about developing resources Population: stroke survivors advocating for increased access to mobility options for all people
6. social participation in the Person, Group, and Population: Person: young adult with IDD wantes to increase social
participation Group: group of young adults with IDD in a transition program sponsoring activities Population: young adults with IDD educating their community about inclusion
7. Home establishment and management in the Person, Group, and Popula- tion: Person: person with SMI wants
to live independently Group: support group for people living with Smi developing resources for IDL Population: People living with SMI in the same region advocating for increased housing options
8. work participation in the Person, Group, and Population: Person: older worker with diflculty performing some work
tasks Group of older workers ina factory advocating for modification of equipment Population: older workers in a national corporation advocating for company-wide wellness support programs
9. Performance motor skills: group of performance skills that represent small, observable actions related to moving oneself or moving and
interacting with tangible task objects
10. stabilizes(performance motor skill): moves through task environment and interacts with task objects without momentary
propping or loss of balance Example: washing dishes and the kitchen sink- person moves through the kitchen without propping or loss of balance
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19. lifts(performance motor skill): ettectively raises or lifts task objects without evidence or excessive physical ettort
Example: person can easily lift cleaning supplies out of the cart
20. walks(performance motor skill): during task performance, ambulates on level surfaces without shuffling feet
Example: person can walk steadily through the factory
21. transports(performance motor skill): carries task objects from one place to another while walking
Example: person carries cleaning supplies from one factory to another by walking without ettort
22. calibrates(performance motor skill): uses movements of appropriate force, speed, or extent when interacting with task
objects Example: person uses an appropriate amount of force to squeeze liquid soap onto a cleaning cloth
23. flows(performance motor skill): uses smooth and fluid arm and wrist movements when interact- ing with task objects
Example: person demonstrates fluid arm and wrist movements when wiping tables
24. endures(performance motor skill): persists and completes the task without demonstrating physical fatigue, pausing to
rest, or stopping to catch breath Example: person completes bathing of parent without evidence of fatigue
25. paces(performance motor skill): maintains a consistent and ettective rate or tempo of perfor- mance throughout the enture
task performance Example: person uses an appropriate tempo when bathing the parent
26. paces(performance process skills): maintains a consistent and ettective rate or tempo of per- formance throughout the enture
task performance Example: person uses a consistent and even tempo when writing sentences
27. attends(performance process skills): does not look away from task performance, maintaining the ongoing progression
5 / 22 Example: person maintains gaze on the assignment and continues writing sentences without pause
28. heeds(performance process skills): carries out and completes the task originally agreed on or specified by another person
Example: person completes the assignment writing the number of sentences required
29. choses(performance process skills): selects necessary and appropriate type and number of objectd for the task
Example: person chooses specified medicine bottles appropriate for the specific timed dose
30. uses(performance process skills): applies task objects as they are intended Example: person uses a
medicine spoon to take a dose of liquid medicine
31. handles(performance process skills): supports or stabalizes task objects appropriately, protect- ing them from being damaged,
slipping, moving, or falling Example: person supports the medicine bottle, keeping it upright without the bottle tipping or falling
32. inquires(performance process skills): seeks needed verbal or written info by asking questions or reading directions or
labels Examples: person reads the label on the medicine bottle before taking the medication
33. initiates(performance process skills): starts or begins the next task action or task step without hesitation
Example: person begins each step of ATM use without hesitation
34. continues(performance process skills): performs single actions or steps without interruptions Example: person completes
each step of ATM use without delays
35. sequences(performance process skills): performs steps in an ettective or logical order and with an absence of randomness
in the ordering or inappropriate repetition of steps Example: person completes each step of ATM use in logical order
36. terminates(performance process skills): brings to completion single actions or single steps Example: person completes
each step of ATM use in the appropriate length of time
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46. approaches/starts(performance social interaction skills): starts interaction with the social partner in manner that
is appropriate Example: person politely begins interactions with support group members
47. concludes/disengages(performance social interaction skills): terminates the con- versation or social interaction
Example: person politely ends a conversation with a support group member
48. produces speech(performance social interaction skills): produces spoken, signes, or augmentative messages
Example: person produces clear verbal, signes, or messages to communicate with other children in the sandbox
49. gesticulates(performance social interaction skills): usually socially appropriate gestures to communicate
Example: person gestures by waving or pointing while communicating with other children
50. speak fluently(performance social interaction skills): speaks ina fluent and continuous manner
Example: person speaks, without pausing, stuttering, or hesitating
51. turns towards(performance social interaction skills): actively positions or turns body and face toward the person
speaking Example: person turns body and face toward other while interacting
52. looks(performance social interaction skills): makes eye contact with the person Example: person makes
eye contact with other while interacting
53. places self(performance social interaction skills): positions self at an appropriate distance from the other
Example; person sits across from the other at the table
54. touches(performance social interaction skills): responds to and use tough or bodily contact with the social
partner Example: person touches other appropriately during a meal
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55. regulates(performance social interaction skills): does not demonstrate irrelevant or im- pulsive behaviots during
interaction Example: person avoids demonstrating repetitive behaviors during a meal
56. questions(performance social interaction skills): requests relevant facts and info that support intended purpose
Example: person asks the customer for their choice of ice cream flavor
57. replies(performance social interaction skills): keeps conversation going by replying appro- priately
Example: person readily replies with relevant answer to customers questions
58. discloses(performance social interaction skills): reveals opinions, feelings, and private information about self or others
Example: person discloses no personal information about self or others to customers
59. express emotions(performance social interaction skills): displays attect and emotions in a socially appropriate manner
Example: person displays socially appropriate emotions when sending messages to customers
60. disagree(performance social interaction skills): expresses ditterences of opinion in a socially appropriate manner
Example: person expresses a ditterence of opinion about ice cream products in a polite way
61. thanks(performance social interaction skills): uses appropriate words and gestures to acknowledge receipt of
services gifts, or compliments Example: person thank the customers for purchasing ice cream
62. transitions(performance social interaction skills): handles transition in the conversation or changes the topic without
disrupting the ongoing conversation Example: person otters comments or suggestions that relate to the topic of mental health challenges smoothly
63. time response(performance social interaction skills): replies to social messages without delay or hesitation and
without intersupting the social partner
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71. accommodates(performance social interaction skills): prevents inettective or socially inappropriate social interaction
Example: person avoids making inettective responses to others about restaurant choice
72. benefits(performance social interaction skills): prevents problems with inettective or so- cially inappropriate social
interaction Example: person avoids making recurring inettective comments during the decision making
73. Higher level cognitive(specific mental functions): Judgment, concept formation, metacognition, executive
functions, praxis, cognitive flexibility, insight
74. attention(specific mental functions): Sustained, shifting, divided, concentration, distractibility
75. memory(specific mental functions): Short-term, long-term, working
76. perception(specific mental functions): Discrimination of sensations
77. thought(specific mental functions): Control and content of thought, awareness of reality vs delusions, logical and coherent
thought
78. mental functions of sequencing complex movement(specific mental func- tions): Mental functions that
regulate speed, response, quality, and time of more production
79. emotional(specific mental functions): Regulation and range of emotions, appropriateness of emotions
80. experience of self and time(specific mental functions): Awareness of ones identity, body and position in the reality
of ones environment and of time
81. consciousness(global mental function): State of awareness and alertness, including the clarity and continuity of the wakeful
state
82. orientation(global mental function): Orientation to person, place, time, self, and others
83. psychosocial(global mental function): General mental functions, as they develop over the lifespan, required to understand
11 / 22 and constructively integrate the mental functions that lead to the formation of the personal and interpersonal skills needed to establish reciprocal social interactions, in terms of both meaning and purpose
84. temperament and personality(global mental function): Extroversion, introversion, agreeableness,
conscientiousness, emotional stability, openness to expeirence, self-control, self-expression, confi- dence, motivation, impulse control, appetite
85. energy(global mental functions): Energy level, motivation, appetite, craving, impulse
86. sleep(global mental functions): Physiological process, quality of sleep
87. visual functions(sensory functions): Quality of vision, visual acuity, visual stability, and visual field functions to promote visual
awareness of enviornment at various distances for functioning
88. hearing functions(sensory functions): Sound detection and discrimination, awareness of lo- cation and distance of
sounds
89. vestibular functions(sensory functions): Sensation related to position, balance and secure movement against gravity-
found in the inner ear
90. taste functions(sensory functions): Association of taste qualities of bitterness, sweetness, sour- ness, and saltiness
91. smell functions(sensory functions): Sensing of odors and smells
92. proprioceptive functions(sensory functions): Awareness of body position and space- found in the deep tissue and
muscles of tendons
93. touch functions(sensory functions): Feeling of being touched by others or touching various textures, such as those of
food, presence of numbness, paresthesia, hypesthesia
94. interoception(sensory functions): Internal detention of changes in ones internal organs through specific sensory receptors
95. pain(sensory function): Unpleasant feeling indication potential or actual damage to some body structure, sensations of
generalized or localized pain
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110. praxis: aka motor planning- novel tasks that involve ideation, motor planning, execution, and feedback/adap- tation for future (ex: being told to
brush your hair)
111. cognitive flexibility: being able to stop what you're doing and move to something ditterent, changing strategies and set of thoughts (ex:
stopping playtime to eat lunch)
112. insight & awareness: understanding strengths and weaknesses (ex: a child jumping into a pool knowing they can swim)
113. concentration/sustained attention: focusing on one thing for a prolonged amount of time (ex: taking an exam)
114. selective attention: deciding what to focus on when two tasks are acting at once (ex: your mom calls when you are in the middle of a
homework assignment)
115. divided attention: multi-tasking, focusing on 2 or more tasks at the same time (ex: making dinner while watching kids in playroom)
116. shifting attention: attending to one task and then switching to another (ex: finishing homework and then taking a shower)
117. Distractability: someone's ability to focus on one stimulus without getting distracted
118. short-term memory: limited, temporary storage of information for about 30 seconds (ex: dialing a phone number that is written
down)
119. working memory: remembering and holding information for some amount of time (ex: reciting the alphabet backwards)
120. active memory: automatically doing tasks that we already know (ex: reciting alphabet in its normal order)
121. long-term memory: long term storage of past information, ranges from hours to years (ex: remem- bering someone's birthday)
122. auditory discrimination: discriminating between ditterent sounds, tones and pitches (ex: knowing what someone's voice sounds
like)
123. tactile discrimination: touch and texture with any body part (ex: feeling soft/cold ice cream in your mouth)
124. olfactory discrimination: distinguishing ditterent types and intensities of smells
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125. gustatory discrimination: discriminating between ditterent tastes- sweet, salty, spicy, sour, bitter
126. vestibular discrimination: receptors located in ear, has to do with balance and balance of movement
127. propioceptive discrimination: receptors located in deep muscles, joints, and tendons- has to do with positon of body in space and
movement without direct vision
128. depth perception: aspect of visual discrimination- the way one usually percieves distance between 2 or more objects
129. figure-ground: aspect of visual discrimination- ability of visual system to simplify an image into a main object and background
130. form constancy: aspect of visual discrimination- understanding that an object or shape stays the same even if the context or appearance
changes
131. position in space: aspect of visual discrimination- ability to perceive an object's position relative to one's own position
132. spatial relations: aspect of visual discrimination- perception of an object's position in space/ground
133. visual closure: aspect of visual discrimination- ability to identify an object even if it is only partially visible
134. visual memory: aspect of visual discrimination- recalling visual traits and aspects of a visual form or object
135. topographical orientation: the ability to orient oneself with environment and navigate it through specific locations
136. stereognosis: perception of 3-D objects by touch (not vision)
137. Categorization: action or process of placing things into classes or groups
138. control/content of thought: focusing thoughts on the present and choosing what to specifically think about
139. awareness of reality: ditterentiating between thoughts and what is actually occurring in real time
140. logical & coherent thought: maintenance of reasonable thought processes and using knowledge to make decisions
141. sequencing complex movement: mentally sequencing and coordinating purposeful move- ments in order to execute
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158. impulse control: the ability to resist internal urges to suddenly say or do things
159. appetite: our natural desire for physiological and psychological needs, especially eating
160. energy & drive: also includes motivation, appetite, and impulse control with regards to our energy levels and decision-making abilities
161. sleep: physiological process of maintaining a lower state of consciousness while sleeping
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162. quality of version: visual function- how well we can detect light, contrast, and color among visual stimuli
163. visual acuity: visual function- seeing things clearly near and far, detecting form and contour
164. visual stability: visual function- perceiving objects as stable even though our eyes are moving rapidly (saccades)
165. visual field: visual function- detection of objects within our entire field of vision (in front vs peripheral, near vs far)
166. hearing functions: detecting and discriminating against ditterent sounds and having awareness of location and distance of sounds
167. vestibular functions: sensory function of the inner ear that involves position and balance to secure movement against gravity
168. taste functions: detecting qualities of bitterness, sweetness, sourness, and saltiness
169. smell functions: sensing odors and smells in the environment
170. proprioceptive functions: the ability to determine where and how one's body parts are moving without looking, awareness of
body position and space
171. touch functions: tactile sensations- includes the feeling of being touched and touching other textures with skin
172. localized pain: being able to identify when and where damage is occurring
173. generalized pain: nonspecific, larger areas of pain throughout body
174. phantom pain: feeling pain in the area of a removed limb
175. thermal awareness: ability to sense heat and cold with objects and spaces
176. sense of force applied to skin: feeling pressure against the body (ditterent from touch)
177. joint range of motion: joint mobility- ease with which a joint moves through range of motion
178. stretch: when a muscle is moved to the point at which an involuntary contraction of that muscle is induced (reflexes!)
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195. voice/speech functions: producing noise by sending air through larynx to communicate with others
196. digestive system functions: transportation of foods and liquids around the body
197. metabolic system functions: utilizing the food we eat to convert it into usable energy
198. endocrine system functions: regulation of hormone levels in body
199. urinary functions: release of urine from the body
200. genital/reproductive functions: processes involving sexual functions, menstruation, and procre- ation
201. skin functions: protect the body from harm and repair it after damage occurs
202. kinesthesia: conscious awareness of body
203. body scheme: knowledge of body parts and where they go (drawing a person correctly)
204. spatial operations: knowing how things can and will fit into something else
205. laterality: using only one side of body
206. what are the categories of occupations?: ADLs, IADLs, rest/sleep, education, work, play, leisure, social participation
207. rest & sleep: activities related to obtaining restorative rest and sleep that helps one have healthy, active engagement in other occupations
(sleep preperation, sleep participation)
208. education: activities needed for learning and participating in the educational environment (informal vs formal)
209. work: labor or exertion-based occupations that are performed with or without financial reward (employment interests/pursuits, employment
seeking/acquisition, volunteer exploration, job performance, retirement prep/ad- justment, volunteer participation)
210. play: any spontaneous or organized activity that provides enjoyment, entertainment, amusement, or diversion- often within the realm of children
but does not have to be (play exploration, play participation)
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211. leisure: a nonobligatory activity that is intrinsically motivated and engaged, not committed to obligatory occupations such as work, self
care, or sleep (leisure exploration, leisure participation)
212. social participation: the interweaving of occupations to support engagement in community and family activities, as well as those
involving peers and friends
213. domain: our knowledge and the information we use to analyze a specific client's situation and goals
214. process: the "how"- what interventions we can use in a situation and how they can help the client reach their goals
215. co-occupation: an occupation that involves the participation of two or more individuals
216. independence: one's individual abilities and freedom to complete occupations on their own accord
217. occupational justice: justice that recognizes individuals' rights to participate in meaningful occupa- tions that give them a sense of
purpose and identity
218. occupational performance: the ability to carry out occupations in a way that causes a sense of identity, purpose, and fulfillment
219. contexts: the environmental and personal factors that are specific to each client that influence how they are able to go about completing
occupations
220. what are the 5 indicators of social detriments of health that lead to public health concerns?: built
environment, economic stability, health/health care, social/community context, ed- ucation
221. client factors: specific capacities, characteristics, or beliefs that reside within the person and that influence performance in occupations
222. what are the 5 client factors: values, beliefs, spirituality, body functions, body structures
223. performance patterns: acquired habits, routines, rituals, and roles specific to the individual client that may attect how they go about
their life and engaging in occupations
224. habits: repeated, automatic or maladaptive activities that often occur daily with regards to completing occupations
