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Task Analysis_Voc.1
Vocabulary Test 1
| Question | Answer |
|---|---|
| Praxis | skilled purposeful movements. The ability to carry out sequential motors acts as an overall plan rather than individual acts. The ability to carry out learned motor activity, including following through on a verbal command,.... |
| Motor skills | skills in moving and interacting with task, objects and environment. |
| Fine coordination/dexterity | using small muscle groups for controlled movements, particularly in object manipulation. |
| Visual-motor integration | coordinating the interaction of information from the eyes with body movement during activity |
| Oral motor control | coordinating oropharyngeal level of consciousness-musculature for controlled movements. |
| Level of consciousness | a degree of cognitive function involving arousal mechanisms of the reticular formation of the brain. The stages of response of the mind to stimuli vary from unconsciousness through vague awareness to full.... |
| Orientation | identifying person, place, time and situation; initial stage of group development which includes a search for structure, goals, and dependency on the leader. |
| Recognition | identifying familiar faces, objects, and other previously presented materials. |
| Attention span | focusing on a task over time. |
| Memory | recalling information after brief or long periods of time; the mental process that involves registration and encoding, consolidation and storage, and recall and retrieval of information. |
| Sequencing | performing steps in an effective or logical order for efficient use of time and energy and with an absence of randomness in the ordering and/or inappropriate repetition of steps |
| Categorization | identifying similarities of and differences among pieces of environmental information; ability to classify; to describe by naming or labeling. |
| Concept formation | organizing a variety of information to form thoughts and ideas. |
| Spatial operations | functions that form important components of an underlying model that takes input data, performs analysis n it & assimilates the data to produce output info |
| Problem solving | recognizing a problem, defining a problem, identifying alternative plans, selecting a plan, organizing steps in a plan, implementing a plan, and evaluating the outcome; ability to manipulate knowledge and apply..... |
| Learning | acquiring new concepts and behaviors. Enduring ability of an individual to comprehend and/or competently respond to changes in information from the environment and/or from within the self. As one learns about the environment, ..... |
| Generalization | applying previously learned concepts and behaviors to a variety of new situations; skills and performance in applying specific concepts to a variety of related solutions. |
| Values | principles, standards, or qualities considered worthwhile or desirable by the client who holds them. |
| Bathing/showering | obtaining and using supplies; soaping, rinsing, and drying body parts; maintaining bathing position; and transferring to and from bathing positions. |
| Bowel/bladder management | includes complete intentional control of bowel movements and urinary bladder and, if necessary, use of equipment or agents for bladder control. |
| Dressing | selecting clothing and accessories appropriate to time of day, weather, and occasion; obtaining clothing from storage area; dressing and undressing in a sequential fashion; fastening and adjusting clothing and shoes; and applying and removing.... |
| Eating | the ability to keep and manipulate food/fluid in the mouth and swallow it. |
| Functional mobility | moving from one position or place to another (during performance of everyday activities), such as in-bed mobility, wheelchair mobility, transfers (wheelchair, bed, car, tub toilet, tub/shower, chair, floor)..... |
| Personal device care | using, cleaning, and maintaining personal care items, such as hearing aids, contact lenses, glasses, orthotics, prosthetics, adaptive equipment, and contraceptive and sexual devices. |
| Personal hygiene/grooming | obtaining and using supplies; removing body hair (use of razors, tweezers, lotions, etc); applying and removing cosmetics; washing, drying, combing, styling, brushing and trimming hair; care for nails; care for skin, ear, eyes, and nose; ..... |
| Sexual expression | engagement in activities that result in sexual satisfaction. |
| Sleep/rest | a period of inactivity in which one may or may not suspend consciousness. |
| Toilet hygiene | obtaining and using supplies; clothing management; maintaining toileting position; transferring to and from toileting position; cleaning body; and caring for menstrual and continence needs (including catheters, colostomies and suppository management). |
| Care of others/pets | arranging , supervising, or providing the care of others, pets and service animals. |
| Child rearing | providing the care and supervision to support the developmental needs of a child. |
| Communication device | using equipment or systems such as writing equipment, telephones, typewriters, computers, communication boards, call lights, emergency systems, braille writers, telecommunication devices for the deaf, .... |
| Community mobility | moving self in the community and using public or private transportation, such as driving, or accessing buses, taxi cabs, or other public transportation systems. |
| Financial management | using fiscal resources, including alternate methods of financial transaction and planning and using finances with long-term and short-term goals. |
| Health management/maintenance | developing, managing, and maintaining routines for health and wellness promotion, such as physical fitness, nutrition, decreasing health risk behaviors, and medication routines. |
| Home establishment and management | obtaining and maintaining personal and household possessions and environment (e.g. home, yard, garden, appliances, vehicles) including maintaining and repairing personal possessions (clothing and household items) and knowing.... |
| Meal management | planning, preparing, serving well-balanced, nutritional meals and cleaning up food and utensils after meals. |
| Safety and regulations | knowing and performing preventative procedures to maintain a safe environment as well as recognizing sudden, unexpected hazardous situations and initiating emergency actions and initiating emergency action to reduce the threat to health and safety. |
| Shopping | preparing shopping lists (grocery and other); selecting and purchasing items; selecting method of payment; and completing money transactions. |
| Self-concept | developing the value of the physical, emotional, and sexual self; view one has of one’s self (e.g., ideas, feelings, attitudes, identity, worth, and capabilities and limitations). |
| Role performance | identifying, maintaining, and balancing functions one assumes or acquires in society (e.g., worker, student, parent, friend, religious participant). |
| Social conduct | Behavior directed towards society or taking place between members of the same species |
| Interpersonal skills | using verbral and nonverbal communication to interact in a variety of settings. |
| Self-expression | using a variety of styles and skills to express thoughts, feelings, and needs. |
| Coping skills | identifying and managing stress and related factors. |
| Time management | planning and participating in a balance of self-care, work, leisure, and rest activities to promote satisfaction and health. |
| Self-control | modifying one’s own behavior in response to environmental needs, demands, constraints, personal aspirations, and feedback from others. |
| Habits | automatic behavior that is integrated into more complex patterns that enable people to function on a day-to-day basis. Habits can either support or interfere with performance in areas of occupation. (usefu habits-support.... |
| Routines | occupations with established sequences. |
| Cultural context | customes, beliefs, activity patterns, behavior standards, and expectations accepted by the society of which the individual is a member. Includes political aspects, such as laws that affect access to resources and.... |
| Physical context | nonhuman aspects of contexts. Includes the accessibility to and performance within environments having natural terrain, plants, animals, buildings, furniture, objects, tools, or devices. |
| Social context | availability and expectations of significant individuals, such as spouse, friends, and caregivers. Also includes larger social groups that are influential in establishing norms, role expectations, and social routines. |
| Spiritual context | the fundamental orientation of a person’s life; that which inspires and motivates that individual. |
| Personal context | features of the individual that are not part of a health condition or health status. Personal context includes age, gender, socioeconomic status, and educational status. |
| Temporal context | location of occupational performance in time. |
| Virtual context | environment in which communication occurs by means of airways or computers and an absence of physical contact. |
| Formal educational involvement | including the categories of academic (math, reading, working on a degree), nonacademic (recess, lunchroom, hallway), extracurricular (sports, band, cheerleading dances), and vocational (prevocational and vocational) participation. |
| Informal educational needs | identifying topics and methods for obtaining topic-related information or skills. (beyond formal education). |
| Informal education involvement | participating in classes, programs, and activities that provide instruction/training in identified areas of interest. |
| Work interests | identifying and selecting work opportunities based on personal assets, limitations, likes, and dislikes, relative to work. |
| Employment seeking | identifying job opportunities, completing and submitting appropriate application materials, preparing for interviews, participating in interviews and following up afterward, discussing job benefits, and finalizing negotiations. |
| Job performance | including work habits, for example, attendance, punctuality, appropriate relationships with coworkers and supervisors, completion of assigned work, and compliance with the norms of the work setting. |
| Retirement planning | determining aptitudes, developing interests and skills, and selecting appropriate avocational pursuits. |
| Volunteer experiences | determining community causes, organizations, or opportunities for unpaid “work” in relationship to personal skills, interests, location, and time available.... |
| Play exploration | identifying appropriate play activities, which can include exploration play, practice play, pretend play, games with rules, constructive play, and symbolic play. |
| Play performance | participating in play; maintaining a balance of play with other areas of occupation; and obtaining, using, and maintaining, toys, equipment, and supplies appropriately. |
| Leisure exploration | identifying interests, skills, opportunities, and appropriate leisure activities. |
| Leisure participation | planning and participating in appropriate leisure activities; maintaining a balance of leisure activities with other areas of occupation; and obtaining, using and maintaining equipment and supplies as appropriate. |
| Social in community | activities that result in successful interaction at the community level (neighborhood organizations, work, school). |
| Social in family | activities that result in successful interaction in specific required and/or desired familial roles |
| Social in peers | activities at different levels of intimacy, including engaging in desired sexual activity |
| Health | a complete state of physical, mental and social well-being and not just the absence of disease and infirmity. |
| Wellness | both a condition of being in good health, including appreciating and enjoying that health, and a state of mental and physical balance and fitness. |
| Participation | involvement in a life situation, or involvement in formal and informal everyday activities. |
| Occupational Therapy Practice Framework (Domain and Process) | engagement in occupation to support participation. |
| Engagement | the personal commitment and meaning that are associated with carrying out occupations. It implies that the performance of occupations includes psychological and emotional elements as well as physical actions. |
| To support participation | supporting individuals to engage in occupations allows them to naturally make the transition to participation in a variety of real life contexts that are meaningful to them. |
| Client centered service | practitioners collaborate with clients and their proxies and focus priorities on the issues their clients identify. |
| Impairment | problems in body function (physiology) and structure (anatomy) that results in significant deviation or loss in that which is considered normal functions and structures. |
| Activity limitations | difficulties in executing a task. |
| Participation restrictions | problems experienced in involvement in life situations. |
| Evaluation | the OT focuses on the establishment of an occupational profile of the client and an analysis of their occupational performance. This enables the therapist the understand the client and their environments and... |
| Task analysis | process of analyzing the dynamic interaction among the client, their environments, and selected tasks (subset of occupation) and designing intervention to optimize the fit among these three dimensions. |
| Theories, approaches, models of practice, frames of reference | guide occupational therapy evaluation and intervention. |
| Approaches to intervention | health promotion, disability prevention, maintenance, compensation or adaptation, and remediation or restoration. |
| Models of practice | provide a guide to day-to-day practice and to how OTP’s think about what they do as health professionals. |
| Frames of reference | provide structure to help people organize and apply knowledge. Consists of the domain (engagement in occupation to support participation in contexts) and dimensions (areas of occupation, performance skills, performance patterns,.... |
| Occupational therapy | 1921. Any activity, mental or physical, prescribed and guided for contributing to the recovery from disease or injury. |
| Occupations | activities that have meaning and purpose in a person’s life; they are central to identity and competence and influence how one spends time and make decisions. |
| Everyday life activity | occupation |
| occupational performance | the accomoplishment of a selected occupation, task, or activity resulting from the interaction among clients, their environments, and their occupations. |
| Uniform Terminology for OccupationalTherapy | former name of the OTPF |
| PEO model | person-environment-occupation. The occupational performance is shaped by the continuous and simultaneous interaction among these dimensions. (holistic perspective model). |
| Purposeful activity | an activity used in treatment that is goal directed; individual is an active voluntary participant; has both inherent and therapeutic goals. |
| Activity analysis | the process in which the steps of an activity and its components are examined to determine the demands on the client. |
| International Classification of Functioning, Disability, and Health (ICF) | developed by the WHO. It provides a unified and standard framework for describing health ad health-related status, fostering better communication among health practitioners nationally and internationally. |
| Domain of the OTPF | assisting people to engage in daily life activities that they find meaningful and purposeful. The domain is the foundation that practitioners construct their activities. |
| Performance skills | actions or features of what one does. Observable elements of action that have implicit functional purposes. |
| Motor skills | enable people to move and interact with objects and environments and include posture, mobility, coordination, strength and effort. |
| Process skills | enable people to manage and modify actions while they complete a task and include energy, knowledge, temporal organization, organization of space and objects, and adaptation. |
| Communication and interaction skills | enable people to convey their intentions and needs as well as to orchestrate and harmonize their social behavior to interact with others such as physicality.... |
| Performance Patterns | habits, routines, and roles people adopt as they engage in occupations; patterns change over time and are influenced by contexts. |
| Habits | specific, automatic behaviors that support or interfere with a person’s ability to function on a day-to-day basis (useful, impoverished, or dominating). |
| Routines | established sequences of occupations or activities that provide a structure for daily life. |
| Roles | a set of behaviors that have some socially agreed upon function and for which there is an accepted code of norms. They organize behavior, communicate expectations, and evolve across the life span. Some tasks fall into more than one role. |
| Contexts | external (physical, social, virtual), internal (personal and spiritual), cultural (external features that are influenced by society and shaped internal features), they have time dimensions such as time of day or age. |
| Activity Demands | the demands that a task will place on a performer and the influence of those demands on engagement and participation. They are also a function of the objects used and their properties, sequencing and timing, social and space demands.... |
| Client Factors | body functions (cognitive, sensory, physical, psychosocial that promote or restrict engagement in occupations)and structures (anatomical part of the body such as organs, limbs, and their components that affect strengths and limitations in performance... |
| Evaluation | developing an occupational profile and conducting an analysis of occupational performance. |
| Occupational profile | first step in the evaluation process to understand the client’s history and experiences, patterns of daily living, interests, values and needs. Problems or concerns the client may have about performing occupations and daily life activities,.. |
| Analysis of occupational performance | the second step in the evaluation process where the client’s assets, problems, or potential problems are more specifically identified. Actual performance is observed in context to identify what supports performance and what hinders performance... |
| Intervention | a plan to maximize the fit between clients and their environments and occupations. |
| Intervention plan | a plan that will guide actions taken and that is developed in collaboration with the client. Based on selected theories, FOR, and evidence. Outcomes to be target are confirmed. |
| Intervention review | a review of the implementation plan and process as well as its progress toward targeted outcomes. |
| Outcomes | determination of success in reaching desired targeted outcomes. Outcome assessment information is used to plan future actions with the client and to evaluate the service program (program evaluation). |
| Healthy People 2010 agenda | health goals, objectives, and indicators that are grounded in science, built through public consensus, and designed to measure progress. (the health of individuals in inseparable from the health of every community.... |
Created by:
Cindy Lou Who
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