Occupational Therapist Analysis Flashcards

Mara, who is five years old, attends a preschool. She just underwent an occupational therapy evaluation and received a score on a standardized test assessing visual-motor skills that were two deviations below the mean. What could be a good objective in light of this information?

Answer: Mara will use shapes to draw representational pictures

Mara's score indicates a deficit in visual-motor skills, which involve coordinating visual information with motor actions. Drawing representational pictures using shapes directly targets this skill by requiring her to perceive shapes visually and then reproduce them motorically. This objective is age-appropriate for a five-year-old and directly addresses the identified area of need, promoting the integration of visual perception and fine motor control.

An occupational therapist (OT) analyzes a goal regarding an elderly client with a recent hip fracture while peer-reviewing a coworker's documentation. "Lucy will transfer to and from her toilet with minimal assistance in 4/4 trials within three days, provided a walker and grasp bars," the statement reads. Which SMART goal criteria does this objective not meet?

Answer: Attainable

The objective states that Lucy, an elderly client with a recent hip fracture, will achieve minimal assistance for toilet transfers in 4/4 trials within just three days. A recent hip fracture typically requires a longer recovery period, and such rapid progress to minimal assistance is highly unrealistic and potentially unsafe. Therefore, the goal is not attainable within the specified timeframe, making 'Attainable' the unmet SMART criterion.

An adolescent with an intellectual handicap is receiving treatment from an occupational therapist. The client mentioned that he would want to go grocery shopping alone and use public transit. For this client, which of the following interventions would NOT be appropriate?

Answer: Creating a detailed list of all the steps necessary to accomplish the task.

For an adolescent with an intellectual handicap, a highly detailed, exhaustive list of steps can be overwhelming and may not promote flexible problem-solving or generalization of skills to varied situations. While some structure is beneficial, relying solely on a rigid list can hinder the development of independent reasoning and adaptability required for complex tasks like grocery shopping and using public transit. More effective interventions would involve hands-on practice, visual supports, and strategies for navigating unexpected scenarios.

An eight-year-old who has recently been diagnosed with autism spectrum disorder and is enrolled in the school's RTI (response to intervention) program receives advice from an occupational therapist working in the setting of the school. His short-term attention span, lack of constructive peer connection, and sensory-seeking conduct worry the teacher, she says. Which Tier 2 location would allow the therapist to execute an intervention the most effectively?

Answer: A STEM-focused construction group with five children

A STEM-focused construction group with five children is an ideal Tier 2 intervention as it addresses multiple concerns. The small group size facilitates constructive peer interaction, the hands-on construction tasks provide sensory input (e.g., heavy work, tactile exploration) for sensory-seeking behaviors, and the focused nature of STEM activities can improve attention span. This structured, engaging environment supports targeted skill development within a small group setting, aligning with RTI Tier 2 principles.

Goals are set for a young softball pitcher who may have an overuse injury by an occupational therapist. Which objective is the best one?

Answer: Report no more than 3/10 on a pain scale when engaged in approved softball drills

This objective is the most functional and client-centered, as it directly addresses the pitcher's primary concern: pain during activity. By setting a measurable pain threshold during approved softball drills, the objective focuses on improving participation in a meaningful occupation while ensuring safety and managing symptoms. While strength and range of motion are important, this objective directly measures the impact of the injury on the client's ability to engage in their sport.

A school team is receiving recommendations from an occupational therapist after Steve, a 6-year-old pupil, underwent a sensory evaluation. The pupil wants proprioceptive input and is too receptive to auditory and tactile stimuli. Which modification would be suitable to support Steve's engagement in the classroom?

Answer: Engaging in a heavy work break every two hours

Steve seeks proprioceptive input, which helps regulate the nervous system and can improve attention and reduce sensory-seeking behaviors. Heavy work activities, such as pushing, pulling, or carrying objects, provide deep pressure and joint compression, effectively delivering the proprioceptive input Steve needs. This modification directly addresses his sensory needs in a way that supports classroom engagement, unlike options that would provide unwanted auditory or tactile stimuli.

Mr. Rodriguez, an elderly man with age-related musculoskeletal deterioration, was recently assessed by an occupational therapist. He recently utilized a rolling walker, but he can no longer stand up without assistance. Mr. Rodriguez's cognition is not a worry for the occupational therapist. Which wheelchair would be best given this information?

Answer: Manual lightweight chair with contoured seat

Mr. Rodriguez has intact cognition and can no longer stand without assistance, indicating a need for a wheelchair for mobility. A manual lightweight chair allows for potential self-propulsion, promoting independence, and a contoured seat provides essential pressure relief and postural support for someone spending significant time seated due to musculoskeletal deterioration. This choice balances mobility, comfort, and independence for his specific needs.