Question 1

How do you suppress tongue thrust when feeding a developmentally disabled child?
A)Press your thumb up into the soft fleshy area just behind the lower jaw.
B)Gently push the bowl of the feeding spoon down on the child's tongue before pulling the spoon out of the child's mouth.
C)Gently press your hand across the child's mouth after each bite of food.
D)Tell the child not to stick out his/her tongue because it is rude.

Accepted Answer

To suppress tongue thrust when feeding a developmentally disabled child, gently push the bowl of the feeding spoon down on the child's tongue before pulling the spoon out of the child's mouth. This action gives the tongue deep pressure input that causes it to pull down and back into the mouth, instead of up and forward.

Question 2

Angie, your 19-year-old student with severe developmental disabilities, can scoop food with a spoon. But she cannot turn her wrist to place the bowl of the spoon in her mouth. What adaptation do you recommend for Angie to use during self-feeding tasks?
A)Weighted spoon
B)Swivel spoon
C)Angled spoon
D)Soup spoon

Accepted Answer

You recommend that Angie use an angled spoon during self-feeding tasks. The angle of the spoon will compensate for Angie's lack of wrist motion.

Question 3

Your student, Eric, must have thickened liquids at a honey consistency. What does this mean?
A)The liquid will still pour, but flows slowly. The liquid appears to be the same consistency of honey.
B)The liquid will not pour and must be spoon fed.
C)The liquid will still pour and appears to be the same consistency as tomato juice.
D)The liquid is not altered in any way.

Accepted Answer

Thickened liquids at a honey consistency means that the liquid will still pour, but flows slowly. It will appear to be the same consistency as honey.

Question 4

Your student, Megan, cannot feed herself. She often pockets food when eating. What does this mean?
A)Megan spits food out.
B)Megan chokes on food when she attempts to swallow it.
C)Megan holds her lips together and requires physical assistance to open her mouth.
D)Megan does not swallow food, but holds it inside her cheeks instead.

Accepted Answer

When Megan pockets food, she does not swallow it. Instead, s holds it inside her cheeks.

Question 5

How can you facilitate a swallowing reflex with Megan, so she will not pocket food?
A)Press your thumb up into the soft fleshy area just behind Megan's lower jaw.
B)Gently push the bowl of the feeding spoon down on Megan's tongue before pulling the spoon out of her mouth.
C)Gently press your hand across Megan's mouth after each bite of food.
D)Gently push Megan's cheeks in toward the center of her mouth to prevent her from pocketing the food.

Accepted Answer

To facilitate Megan's swallowing reflex, gently press your thumb up into the soft fleshy area just behind her lower jaw. This action pushes the tongue up and the food back in the throat, initiating the swallowing reflex.

Question 6

Breanna is a 17-year-old student with juvenile rheumatoid arthritis. She uses a scooter for mobility around the high school. When Breanna's joints are in an active flare, she can weight bear on both legs but cannot stand independently. What transfer technique do you use to help Breanna transfer from her scooter to the therapy mat?
A)Independent pivot transfer
B)Independent sliding transfer
C)Assisted pivot transfer
D)Assisted sliding transfer

Accepted Answer

To assist Breanna to the therapy mat, you would use an assisted pivot transfer. Breanna would stand and bear weight on her legs with your assistance, while you help her to pivot and sit on the therapy mat.

Question 7

How do you evacuate a wheelchair-bound high school student from the second story of the high school in the event of a fire?
A)Use the elevator.
B)Use a two-person carry.
C)Use a one-person carry.
D)Carry the wheelchair down the stairs, using as many people as necessary.

Accepted Answer

To evacuate a wheelchair-bound high school student from the second story of the high school in the event of a fire, you would use a two-person carry. The wheelchair is not used, as it is too bulky and slows down the evacuation process. Two people are necessary to carry a high school student.

Question 8

Annemarie is a 4-year-old student with quadriplegic cerebral palsy. She does not have a custom wheelchair, and she slouches in the chair she does use when her teacher attempts to feed her lunch. How would you position Annemarie, so she can eat without choking or loosing food?
A)In a standard chair at a table.
B)In another student's custom wheelchair.
C)In a reclining chair with towels for lateral supports.
D)In a feeder seat with a high back, lateral supports, and an abductor wedge.

Accepted Answer

You would position Annemarie in a feeder seat with a high back, lateral supports, and an abductor wedge to position her legs and prevent her from sliding. This position will give Annemarie proper head and trunk support to allow her to eat without choking.

Question 9

Your student has limited mobility. After performing passive range of motion on the student in supine, how do you position him in side lying to work on active reaching?
A)Logroll the student to side lying. Then position the top leg, so it is bent and in front of the bottom leg.
B)Logroll the student to side lying. Then position the bottom leg, so it is bent and in front of the top leg.
C)Assist the student to sit up in long sitting. Then help the student shift his hips to the side and assist him to lie back down.
D)Assist the student to sit up on the edge of the mat. Then help the student shift his hips to the side and assist him to lie back down.

Accepted Answer

To position your student in side lying, logroll him to side lying. Then position the top leg, so it is bent and in front of the bottom leg. This prevents the student from rolling on to his stomach and leaves the top arm free for reaching.

Question 10

How would you position a student to address upper-body core strength during an active reaching activity?
A)Sitting
B)Standing
C)Supine
D)Prone

Accepted Answer

To address upper-body core strength during an active reaching activity, you would position the student in the prone position. This forces the neck and back muscles to contract to lift the head during active reaching.

Question 11

According to the Individuals with Disabilities Education Act (IDEA) how long can students with active IEPs remain in public high school?
A)Until the end of the school year, in which they turn 18.
B)Until the end of the school year, in which they turn 19.
C)Until the end of the school year, in which they turn 20.
D)Until the end of the school year, in which they turn 21.

Accepted Answer

Students with active IEPs may remain in public high school until the end of the school year when they turn 21.

Question 12

Ryan, your 16-year-old student with severe ADHD, has new goals in his IEP to address vocational skills. What type of activities will you plan and implement to address these goals?
A)Simple work tasks in the therapy room.
B)Work tasks within the school while under supervision of school staff.
C)Work tasks in the community while under the supervision of the business owner.
D)Work tasks in the community while under your supervision.

Accepted Answer

Ryan has two years until he is eligible for graduation. To address vocational skills, you would arrange for work tasks within the school while under the supervision of school staff. Ryan would not work at a supervised placement in the community until he is 17 years old. While you might address specific skills in the therapy room, applying those skills to work tasks is appropriate when supervised by school staff.

Question 13

Your high school student, Steven, is graduating in three months. As a part of his IEP, he needs to practice for job interviews. You are working with the special education teacher and speech and language therapist to help Steven practice. What part of the job interview process would you address with Steven?
A)How to dress appropriately, including proper grooming and how to tie a tie.
B)How to answer interview questions appropriately.
C)How to act during the job interview.
D)How to follow up with the prospective employer after the job interview.

Accepted Answer

As an OT assistant, you would address appropriate attire and grooming with Steven prior to the job interview. You may also teach him how to tie a tie as a part of this process.

Question 14

Your student, Alexis, would like to attend technical college after graduation. You have worked with her extensively on adaptive methods for completing written work. Also, you know that Alexis will require adaptations for written assignments if she attends technical college. What do you help Alexis do to insure that she has the help she needs once she graduates?
A)Search for a technical college that accepts students with disabilities.
B)Search for a technical college that provides computers or tablets with assistive software for students.
C)Search for a technical college that has an assistance program for students with disabilities.
D)Search for a technical college that provides transcription services for students with disabilities.

Accepted Answer

You would help Alexis search for a technical college that has an assistance program for students with disabilities. This program would assist Alexis with any adaptations she may need while attending technical college. These adaptations could include assistive software or transcription services.

Question 15

Charlotte is a 19-year-old student with Down syndrome. Her mother has told you that she plans to have Charlotte attend high school until age 21. Then she would like Charlotte to move to a supported apartment in a nearby city. What skills will you work on with Charlotte to prepare her to live in a supported apartment?
A)Basic personal care, meal preparation, and housekeeping.
B)Using a calendar to keep track of appointments.
C)Basic money management.
D)All of the above.

Accepted Answer

You would work on basic personal care, meal preparation, and housekeeping skills with Charlotte. Individuals who live in supported apartments are responsible for day-to-day activities, such as their own personal care, simple meal preparation, and housekeeping tasks. They receive assistance with higher level tasks, such as keeping appointments and money management.

Question 16

The special education teacher complains to you that your student, Evan, has been in his wheelchair all day. Evan has poor postural control and spasticity in his legs, which makes him prone to lower extremity contractures. How can you work on fine motor skills while accommodating Evan's need for a change in position?
A)Move Evan to a regular chair to work on fine motor skills.
B)Have Evan sit or lay on the floor to work on fine motor skills.
C)Move Evan to the standing table with a tray in place to work on fine motor skills.
D)Do not move Evan from his wheelchair because he should be seated to work on fine motor skills.

Accepted Answer

To accommodate Evan's need for a change in position, you could move him to the standing table with a tray in place. Weight bearing through the lower extremities will help counteract Evan's spasticity. The tray on the standing table will provide a working surface for fine motor tasks.

Question 17

Your 8-year-old patient David has a diagnosis of seizure disorder with cognitive disability and cortical blindness. What type of wheelchair will be recommended for David?
A)A manual wheelchair with a custom back, seat, and postural supports fitted to David.
B)An electric wheelchair with joystick controls; a custom back, seat, and postural supports fitted to David.
C)An electric wheelchair with head controls; a custom, back, seat, and postural supports fitted to David.
D)A manual wheelchair with a standard design, a gel cushion, and a clamp on lateral supports.

Accepted Answer

A manual wheelchair with a custom back, seat, and postural supports fitted to David would be recommended. David has a history of a seizure disorder, which will affect his postural control, so he will require custom seating. Since he has cortical blindness and a cognitive disability, it is unlikely that David will be able to learn how to steer an electric wheelchair at his age, therefore a manual wheelchair is appropriate.

Question 18

Marshall is a 13-year-old student with quadriplegic cerebral palsy. When he sits upright in his wheelchair, the front edge of his seat hits the back of his mid thighs. His lateral supports and headrest are fully extended. What do you conclude?
A)Marshall's wheelchair needs to be adjusted.
B)Marshall needs a larger wheelchair.
C)Marshall needs a smaller wheelchair.
D)Marshall's wheelchair meets his needs at this time.

Accepted Answer

You conclude that Marshall needs a larger wheelchair. The front edge of a wheelchair seat should end about two inches proximal to the knee joint. Therefore, the seat of Marshall's wheelchair is too short.

Question 19

Mary is a 12-year-old student with a C4 spinal cord injury. She has normal cognitive function, vision, and hearing, plus head movement. What type of wheelchair do you expect Mary would be able to use independently?
A)A manual wheelchair with postural supports, a custom seat, and push knobs on the wheels.
B)An electric wheelchair with postural supports, a custom seat, and joystick controls.
C)A manual wheelchair with a custom seat and padded wheelchair rims.
D)An electric wheelchair with postural supports, a custom seat, and a head control.

Accepted Answer

You would expect Mary would be able to use an electric wheelchair with postural supports, a custom seat, and a head control. Mary's injury is at C4, which means she is paralyzed from the neck down. So she would not be capable of propelling a manual wheelchair by herself. She also would not be capable of operating a joystick control with her hand, but would be able to operate a head control since she has some head movement.

Question 20

Your student, Carli, is not due for a new wheelchair for four more years. Her chair has a custom seat, but her hips adduct while she is seated in the chair. This causes pressure areas on the medial aspect of both knees. How could you resolve this problem for Carli?
A)Place a rolled towel between Carli's knees.
B)Purchase a new wheelchair cushion for Carli, even though a new cushion is expensive.
C)Purchase a portable abductor for Carli.
D)Put moleskin over Carli's pressure areas.

Accepted Answer

To resolve Carli's pressure areas, you could purchase a portable abductor for her. The abductor is curved to fit between Carli's legs, just above the knees, to separate them and place the hips in alignment. The positioning the abductor provides would prevent Carli from developing further pressure areas.

Quiz 2: Implementing Interventions

How do you suppress tongue thrust when feeding a developmentally disabled child?

Angie, your 19-year-old student with severe developmental disabilities, can scoop food with a spoon. But she cannot turn her wrist to place the bowl of the spoon in her mouth. What adaptation do you recommend for Angie to use during self-feeding tasks?

Your student, Eric, must have thickened liquids at a honey consistency. What does this mean?

Your student, Megan, cannot feed herself. She often pockets food when eating. What does this mean?

How can you facilitate a swallowing reflex with Megan, so she will not pocket food?

How do you evacuate a wheelchair-bound high school student from the second story of the high school in the event of a fire?

Annemarie is a 4-year-old student with quadriplegic cerebral palsy. She does not have a custom wheelchair, and she slouches in the chair she does use when her teacher attempts to feed her lunch. How would you position Annemarie, so she can eat without choking or loosing food?

Your student has limited mobility. After performing passive range of motion on the student in supine, how do you position him in side lying to work on active reaching?

How would you position a student to address upper-body core strength during an active reaching activity?

According to the Individuals with Disabilities Education Act (IDEA) how long can students with active IEPs remain in public high school?

Ryan, your 16-year-old student with severe ADHD, has new goals in his IEP to address vocational skills. What type of activities will you plan and implement to address these goals?

Your 8-year-old patient David has a diagnosis of seizure disorder with cognitive disability and cortical blindness. What type of wheelchair will be recommended for David?

Marshall is a 13-year-old student with quadriplegic cerebral palsy. When he sits upright in his wheelchair, the front edge of his seat hits the back of his mid thighs. His lateral supports and headrest are fully extended. What do you conclude?

Mary is a 12-year-old student with a C4 spinal cord injury. She has normal cognitive function, vision, and hearing, plus head movement. What type of wheelchair do you expect Mary would be able to use independently?

Your student, Carli, is not due for a new wheelchair for four more years. Her chair has a custom seat, but her hips adduct while she is seated in the chair. This causes pressure areas on the medial aspect of both knees. How could you resolve this problem for Carli?