Question 1

Which of the following assessment tools best reflects a &#34;top-down&#34; assessment model?&#10;A) Sensory Profile&#10;B) Peabody Developmental Motor Scales&#10;C) School Function Assessment&#10;D) Test of Visual Perceptual Skills

Accepted Answer

The School Function Assessment (SFA) is a top-down assessment tool that evaluates a student's ability to participate in school activities and in real-life situations. It focuses on the student's performance in the areas of participation, task supports, and activity performance. The other options (A, B, and D) are all bottom-up assessment tools that evaluate specific components of function, such as sensory processing, motor skills, and visual perceptual skills.

Question 2

When using a collaborative model of helping in a parent-therapist relationship, a therapist would want to ___________.&#10;A) Help by bringing about functional changes in the child&#10;B) Prescribe activities for parents to do at home&#10;C) Support and strengthen family function so parents can become more autonomous in the care of their child&#10;D) Help parents focus on the medical needs of their child

Accepted Answer

In a collaborative model of helping, the therapist works with the parents to support and strengthen family function, so that the parents can become more autonomous in the care of their child. The therapist does not prescribe activities or focus solely on medical needs, but rather works to empower the family as a whole. Bringing about functional changes in the child may be a goal, but it is not the primary focus of a collaborative approach.

Question 3

A parent requests that the occupational therapist working in the school system complete range of motion exercises daily with her son. What is the key reason that the occupational therapist would comply with this request?

A) Medical necessity
B) Educational relevance
C) Professional courtesy
D) Parent requested

B

Accepted Answer

Educational relevance is the key reason an occupational therapist in a school system would comply with such a request. The therapist's interventions must support the student's ability to participate in educational activities. If range of motion exercises are necessary for the student to effectively engage in the school environment and educational tasks, then they are considered educationally relevant.

Question 4

Mark is a fifth grade student who has learning difficulties. The team members would like him to be placed in a regular classroom for most of his classes. However, they are not sure that he will be able to keep up with the requirements. What must the team consider to make this placement?

A) Least restrictive environment
B) Cost of special education
C) Number of children in the classroom
D) Teacher's expertise and training

Accepted Answer

The team must consider least restrictive environment, which means that Mark should be placed in a classroom setting that allows him the most access to the general education curriculum while still receiving any necessary support or accommodations. This ensures that he is included and involved in regular classroom activities as much as possible. Cost of special education, number of children in the classroom, and teacher's expertise and training may be important factors to consider, but they should not be the primary considerations when making placement decisions.

Question 5

Social emotional learning (SEL) can assist occupational therapists in which of the following areas?&#10;A) Helping children identify feelings and how these feelings affect behavior&#10;B) Teaching discrete social skills&#10;C) Minimizing negative behaviors&#10;D) Addressing problems associated with psychosis

Accepted Answer

Helping children identify feelings and how these feelings affect behavior is a key component of SEL.

Question 6

What type of intervention is provided in the following: The occupational therapist works with a child in his classroom each morning as he participates in the regular lesson.&#10;A) Pull out&#10;B) Consultative&#10;C) Integrative&#10;D) Indirect

Accepted Answer

Integrative intervention involves the therapist working with the child in their natural environment, such as in the classroom, and collaborating with the teacher to support the child's participation in regular activities. This approach allows for a seamless integration of therapy into the child's daily routine, increasing the effectiveness and relevance of the therapy interventions.

Question 7

Which of the following assessments represents a top-down approach to evaluation?&#10;A) Test of Visual Motor Integration (VMI)&#10;B) Movement Achievement Battery for Children (MABC)&#10;C) School Function Assessment (SFA)&#10;D) Peabody Developmental Motor Test (PDMT)

Accepted Answer

The School Function Assessment (SFA) is a top-down approach to evaluation because it assesses a child's functional abilities in school-related tasks and activities, such as self-care, mobility, and academic performance. The other assessments listed (VMI, MABC, PDMT) are all bottom-up approaches that focus on specific aspects of motor development or visual-motor integration.

Question 8

According to IDEA, what is the main purpose of occupational therapy within the school system?&#10;A) Enhance function in play/leisure, work, and self-care&#10;B) Improve hand skill development for tool usage&#10;C) Diminish symptoms related to the student's disability&#10;D) Enhance the child's functional ability in his or her role as a student in academic and nonacademic tasks

Accepted Answer

According to IDEA (Individuals with Disabilities Education Act), the main purpose of occupational therapy within the school system is to enhance the child's functional ability in his or her role as a student in academic and nonacademic tasks. This includes improving skills related to school productivity, social participation, and self-regulation. Occupational therapy also focuses on enhancing function in play/leisure, work, and self-care, but the main purpose within the school system is to support the child's education.

Question 9

All of the following examples reflect current suggestions for occupational therapy service delivery in school contexts except ________________________. A) Direct, "pull-out" occupational therapy should be emphasized over indirect services. B) Time spent consulting with the teacher is considered part of occupational therapy services. C) The therapist should help the student work on IEP goals in natural contexts related to the specific goal (e.g., work on eating problems during lunch, fine motor manipulative skills during art). D) The occupational therapist should learn about the student's curriculum to determine how and when occupational therapy can be integrated into everyday classroom activities.

Accepted Answer

Current suggestions advise that a blend of direct and indirect occupational therapy services be used in school contexts, rather than emphasizing one over the other.

Question 10

A high school student, identified as having an anxiety disorder, struggles with the stress associated with large assignments. All of the following statements are true except:

A) The student would benefit from a 504 plan to adapt the academic expectations.
B) The occupational therapist should write an IEP.
C) The occupational therapist can help the teacher modify academic expectations to reduce stress.
D) The occupational therapist may educate students about stress reduction techniques.

Accepted Answer

The role of the occupational therapist in this scenario is to provide support and strategies for the student, but it is not their responsibility to write an Individualized Education Plan (IEP). That is the responsibility of the school's special education team. The student would benefit from a 504 plan to adapt academic expectations, as stated in option A. The occupational therapist can also work with the teacher to modify academic expectations and educate students on stress reduction techniques, as stated in options C and D.

Question 11

Nina is a 10-year-old girl diagnosed with severe anxiety disorder, interfering with her ability to learn. Which law would provide her the right to accommodations in a public school?&#10;A) Americans with Disability Act, Section 504&#10;B) IDEIA, Individuals with Disabilities Educational Improvement Act&#10;C) NCLB, No Child Left Behind&#10;D) None; she is not entitled to accommodations

Accepted Answer

The answer of Nina is a 10-year-old girl diagnosed with...

Question 12

According to IDEA, the IEP must include several components. Which of the following is not a required component of the IEP? A) Measurable annual goals in areas of need B) Determination of special education and related services that the child needs to accomplish the goals and objectives (including frequency) C) Present levels of educational performance (academic and nonacademic) D) A list of family concerns and needs

Accepted Answer

The answer of According to IDEA, the IEP must include...

Deck 24: School-Based Occupational Therapy