D3- Activity analysis and grading

Question 1

whole learning

Answer 1

A technique for teaching skills in which the client learns the entire sequence of steps within the task

Question 2

demonstration

Answer 2

A method used when teaching a client or caregiver in which the therapist performs a movement, behavior, or skill to support the learning process

Question 3

task simplification

Answer 3

Method of grading activity to allow the capacity of the client to match activity demands, may involve:
* breaking an activity into smaller parts
* eliminating steps of an activity
* modifying objects used during the activity

Question 4

handling

Answer 4

Therapeutic technique that involves providing physical support and cueing to manually guide the torso or limbs into functional movement patterns

Support is graded based on the amount of assistance the client needs

Question 5

specific cue

Answer 5

Level of graded cueing that includes visual, verbal, or tactile prompt as a reminder to change behavior or action; used when general cue is ineffective, (e.g., “Now that you are done bathing, what do you do next?”)

Question 6

blocked practice

Answer 6

A method of learning that involves practicing the same skill or task over and over

Question 7

spaced retrieval

Answer 7

Cognitive intervention method in which the client is asked to recall information at expanding intervals (e.g., client will be asked to immediately recall names of people then recall 5 minutes later, then 10 minutes later)

Question 8

affordances

Answer 8

Visual cue learned through exploratory actions used to enhance understanding of an object’s intended function, may be impaired in children with autism spectrum disorder

Question 9

random practice

Answer 9

A method of learning that involves learning skills associated with a task in a varied order

Question 10

redirection

Answer 10

A verbal cue or physical action used to inform a client that it is time to attend a different task or activity

Question 11

general cue

Answer 11

Visual or verbal guidance to prompt self-monitoring and modification to performance (e.g., “After bathing, dry your feet before getting out of the tub”)

Question 12

graded cue

Answer 12

Varying levels of guidance to support activity performance and participation with modification and adjustments to allow for progression towards independence, cues can be:
* visual
* verbal
* tactile

Question 13

activity analysis

Answer 13

Process of identifying task demands and abilities required to perform the task, and/or the environmental factors affecting performance

Question 14

errorless learning

Answer 14

Cognitive intervention method in which the task or activity is set up so that the client does not make an error, may be useful:
* for clients with severe memory impairment
* during skill training

Question 15

progressive part learning

Answer 15

A technique for teaching skills in which the therapist breaks down a task into several steps and teaches each step individually to the client

Question 16

just-right challenge

Answer 16

Top-down task analysis approach that involves identifying client-centered activities that:
* are meaningful and contextually relevant
* provide the greatest opportunity for success
* maintain motivation and arousal

Question 17

activity pacing

Answer 17

Energy conservation technique that includes:
* integrating regular rest breaks into daily activities
* establishing daily habits and routines
* maintaining adequate sleep hygiene

Question 18

incremental gradation of occupation

Answer 18

Gradual increase or decrease in activity and/or environmental demands to optimize a client’s performance, typically started from where the client will be successful

Question 19

activity analysis: activity synthesis

Answer 19

A component of activity analysis in which intervention activities are matched, modified, and graded to support progress toward the client’s goals

Question 20

gesture training

Answer 20

Compensatory intervention for neurobehavioral deficits that includes providing graded levels of task demands in two phases:
* transitive gesture training (client demonstrates use of common objects)
* intransitive gesture training (client performs pantomime gestures based on cues)

Question 21

activity planning

Answer 21

Energy conservation technique that involves looking ahead days, weeks or months to develop a strategy for organizing and scheduling tasks based on occupational roles, priorities, task demands and expected energy expenditure levels and includes time for rest and recovery

Question 22

caregiver adaptation

Answer 22

Process of modifying perceptions, actions, and skills by the person providing care based on the needs of the recipient of care

Question 23

activity modifications

Answer 23

Adaptations to activities or tools to:
* promote a lifestyle change
* facilitate independence
* reduce injury or health-related risk

Question 24

tactile cue

Answer 24

Graded somatosensory prompt to facilitate a performance outcome through use of touch

Question 25

activity match

Answer 25

Alignment of the intervention activity with the client's goals, habits, routines, and interests

Question 26

chaining

Answer 26

Intervention technique that includes completion of one step of the task at a time and sequentially adding additional steps once performance is achieved, includes: * forward chaining * backward chaining

Question 27

return demonstration

Answer 27

A technique used to determine the extent to which a client has learned a particular skill that involves having the client perform the skill after observing task performance by the therapist

Question 28

activity demands

Answer 28

Understanding the client factors, objects used, and environment needs to support completion of a task

Question 29

activity analysis: activity configuration

Answer 29

A component of activity analysis in which all parts of an activity are considered by the practitioner