1
Q
Shoulder Flexion
A
Anterior Deltoid
2
Q
Shoulder Extension
A
Posterior Deltoid
3
Q
Elbow Flexion
A
Biceps
4
Q
Elbow Extension
A
Triceps
5
Q
Shoulder ABduction
A
Middle Deltoid
6
Q
Shoulder ADduction
A
Latissimus Dorsi (side of Back) + Pectoralis Major
7
Q
Wrist Flexion
A
Flexor Carpi Radialis
8
Q
Wrist Extension
A
Extensor Carpi Radialis Longus
9
Q
MCP Finger Flexion
A
Flexor Digitorum Profundus
10
Q
SIt to stand Cues
A
- Scoot to the front of your chair.
- Tuck your feet slighlty behind your knees.
- Lean forward until your nose is over your toes.
- On the count of three you are going to push up from your seat/armrests and we are going to stand up together.
11
Q
Moro
A
legs on ground hold head and quickly lower without hitting floor
12
Q
ATNR
A
turn neck to one side, that arm extends, other bends
13
Q
Landau
A
Hold baby in air prone suspension=total extension (plane landing)
14
Q
Galant
A
Hold in prone suspension and stroke side of spine, lateral trunk flexion on same side
15
Q
Parachute
A
hold vertically and bring down, tip forward, start sitting and tip backwards and sideways
16
Q
Lateral Grasp
A
Thumb war/ key
17
Q
Pad to pad
A
Thumb and pointer
18
Q
Neat pincer
A
tip to tip
19
Q
3-jaw chuck
A
pincer but pad to pad
20
Q
Palmer
A
4 fingers no thumb
21
Q
Cylindrical
A
Hold a cup
22
Q
Spherical
A
Hold a ball
23
Q
PROM Basics
A
- Used to maintain joint mobility, prevent contractures, reduce stifness
- stabilize PROXIMAL to joint being ranged
- Support DISTAL to joint but before next joint
24
Q
Therapeutic Tool
A
- Remidial: more excersize/strengthening focused during treatments.
25
Therapeutic Positioning
Compensatory: Needed for daily life, comfortable and safe.
26
What are primitive reflexes?
Automatic, involuntary movements present at birth that originate from the CNS and support survival and early development.
27
What is the purpose of the rooting reflex?
Helps the infant locate food by turning the head toward a touch near the mouth.
28
What is the purpose of the Moro reflex?
Produces a startle response to help infants react to sudden environmental changes.
29
What does the palmar grasp reflex encourage?
Grasping behaviors that promote early exploration and interaction.
30
What does the tonic neck reflex (ATNR) help develop?
Hand–eye coordination and visual exploration.
31
What are the three major purposes of primitive reflexes?
Survival, neurological development, and preparation for voluntary movement.
32
How do primitive reflexes support survival?
Reflexes like rooting and sucking support feeding.
33
How do primitive reflexes support neurological development?
They stimulate the brain and promote sensory–motor integration.
34
How do primitive reflexes prepare infants for voluntary skills?
They form the foundation for rolling, sitting, crawling, and other motor skills.
35
What are righting reactions?
Reactions that help the body maintain proper alignment when head or body position changes.
36
What is neck righting?
When the head turns, the body follows to align with it.
37
What is labyrinthine righting?
The infant maintains a vertical head position against gravity.
38
What are equilibrium reactions?
Reactions that help the body maintain balance when the center of gravity shifts.
39
What is protective extension?
Extending arms or legs to prevent falling.
40
What are tilting reactions?
Body adjustments to maintain balance on uneven or shifting surfaces.
41
When do primitive reflexes typically integrate?
Between 6–12 months.
42
What might persistent primitive reflexes indicate?
Developmental delays or neurological issues.
43
How does ATNR support voluntary movement?
Prepares infants for reaching and grasping.
44
What does reflex integration enable?
Smooth, purposeful voluntary movement as cortical control increases.
45
How do reflexes relate to developmental milestones?
Integration of primitive reflexes and emergence of postural reactions align with motor milestones.
46
When does head control typically emerge?
Around 3–4 months as primitive reflexes integrate.
47
Which reactions support sitting development (6–9 months)?
Equilibrium reactions.
48
Which reactions support walking (12–15 months)?
Mature righting and equilibrium reactions.
49
Why do occupational therapy practitioners assess reflexes?
To identify delays and plan interventions for motor development.
50
What skills do reflex‑integration activities help develop?
Sitting, crawling, coordination, and overall functional movement.
51
Why are reflexes, righting reactions, and equilibrium reactions important overall?
They form the building blocks for sensory‑motor development and voluntary, purposeful movement.
52
What is the purpose of body mechanics for OTAs?
To prevent musculoskeletal injury, conserve energy, and ensure safe mobility during ADLs and transfers.
53
What is Base of Support (BOS)?
The area beneath a person that includes all points of contact with the surface.
54
What rule applies to BOS?
A wider BOS increases stability.
55
How should OTAs position their feet for stability?
Feet shoulder‑width apart; avoid narrow or tandem stances.
56
What is Center of Gravity (COG)?
The point where body mass is concentrated; located near S2.
57
How do you maintain a stable COG?
Keep COG low and over the BOS by bending at hips and knees.
58
What is the lever arm principle?
Short lever arms require less effort; long ones strain the back.
59
How do OTAs minimize lever arm strain?
Keep the client or object close—‘hug the load.’
60
What does maintaining a neutral spine mean?
Keeping the natural cervical, thoracic, and lumbar curves aligned.
61
Why lift with the legs instead of the back?
Leg muscles are stronger; back muscles are stabilizers, not lifters.
62
Why should OTAs pivot instead of twist?
Twisting under load causes torque, the #1 cause of disc injury.
63
Why is pushing preferred over pulling?
Pushing uses body weight and stronger leg muscles more effectively.
64
How can OTAs modify the environment for safety?
Raise bed height, lower bed rails, clear transfer paths.
65
Why should OTAs avoid holding their breath while lifting?
It increases thoracic pressure and decreases blood return to the heart.
66
What does 'nose over toes' help with?
Teaching sit‑to‑stand by promoting forward weight shift.
67
What are the steps of 'nose over toes'?
Scoot, tuck feet, lean forward, push from armrests.
68
What are examples of energy conservation techniques?
Sit during tasks, slide instead of lift objects, use long‑handled tools.
69
Why is preparation important for caregivers during transfers?
90% of safe transfers rely on proper planning and setup.
70
What should caregivers lock before transferring?
Bed brakes and wheelchair brakes.
71
Why is communication important during transfers?
Client participation reduces caregiver lifting load.
72
How does the rocking motion help in transfers?
Uses momentum to overcome inertia without dead lifting.
73
What does P in the P.L.A.N. acronym stand for?
Plan the route—ensure clear path and locked brakes.
74
What does L in P.L.A.N. stand for?
Load assessment—determine if assistance or equipment is needed.
75
What does A in P.L.A.N. stand for?
Align your body—wide BOS, neutral spine, close to the client.
76
What does N in P.L.A.N. stand for?
Notify—tell the client what will happen (e.g., 'On 3, we stand').
77
What is a 'Zero Lift' policy?
A facility rule requiring mechanical lift use for designated patients; OTAs must not manually lift them.
78
TIC principles
* trust
* transparency
* safety
* peer support
* collaboration mutuality
* empowerment and choice
* culteral historical gender issues
79
Development of Adaptive Skills (Mosey)
**Stage-by-stage** developmental approach focused on **building adaptive capacity** across six areas:
* Sensory Integration
* Cognitive Skills
* Dyadic Interaction
* Group Interaction
* Self-Identity
* Sexual Identity
Skills are acquired **sequentially** without skipping stages; model focuses on general **skills/behaviors** rather than specific occupations.
80
Role Acquisition (Mosey)
Helps individuals learn and enact social roles through sequential learning of skills/behaviors needed for successful role performance. Emphasizes self-awareness, understanding environmental expectations, and selecting context-appropriate behaviors; guided by ten principles (client participation, personalized goals, ability-based challenges with gradual increase, developmental sequencing, client knowledge of what/why, promoting awareness, practice and generalization, part-to-whole teaching with modeling/imitating).
81
Social Skills Training (Technique)
Intervention to teach explicit verbal and non‑verbal behaviors for effective social interaction. Uses motivation → demonstration → practice → feedback sequence; includes direct instruction, role-playing, performance feedback, and real‑life application to build self-expression, relationship‑enhancing, and assertive communication skills.
82
Cognitive Disabilities (Allen Cognitive Levels)
explains how impaired cognition restricts voluntary motor actions and task completion. Six global cognitive levels rated by motor actions and sensory cues: 1 Automatic Actions (total care), 2 Postural Actions (gross movements with proprioceptive cues), 3 Manual Actions (familiar actions; one‑step), 4 Goal‑Directed Actions (familiar routines; two‑step; limited new learning), 5 Exploratory Actions (trial‑and‑error learning; concrete generalization), 6 Planned Actions (anticipate problems; abstract reasoning; independent). ACL level typically assessed via leather lacing; use a **‘just-right challenge**’.
83
Model of Human Occupation (MOHO)
Client‑centered model appropriate for all clients. Explains human occupation as driven by volition (personal causation, values, interests, experience), structured by habituation (habits—performance/routine/style—and internalized roles), and enabled by performance capacity (mind‑body unity, lived body). Environment continually shapes occupation. Focuses on occupational participation, performance, and skills (motor, process, communication).
84
Person–Environment–Occupation (PEO) Model
Person‑centered model examining transactions among person, environment, and occupation (e.g., via COPM). Person: unique, complex, evolving with multiple roles, capacities, and personal factors. Environment: physical, social, cultural, institutional, and virtual contexts; often easier to modify than the person and provides cues/supports/constraints. Occupation: activities → tasks → occupations unfolding over time (habits/routines) in space and context. Occupational performance emerges at the intersection (‘fit’); imbalance/occupational load occurs when role/task demands exceed capacity.
85
Sensory Integration (SI)
Appropriate for children and adults with neurological issues; aims for smooth coordination of sensory systems for accurate perception and motor action. Considers classic senses (sight, hearing, taste, touch, smell) plus proprioception, vestibular, kinesthesia, and interoception. Key concepts: hierarchical development, largely unconscious integration, neuroplasticity and systems view; programming initiated by trained OT using approaches such as ASI® (Ayres Sensory Integration), sensory‑based self‑regulation, and sensory processing frameworks.
