professional standards and responsibilities: terms from chapter 2 review/study guide

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reprimand

private communication of respective agency's disapproval of a practitioner's conduct

censure

public statement of disapproval of conduct

probation

made public, requirement practitioner meet certain conditions to retain membership

role of OTA

primary role is to implement treatment, contribute to evaluation and development of intervention plan, can be activities director in SNF and supervise OT aides

role of OT aide

perform non-skilled tasks such as clerical, routine maintenance or preparing clinic and specified supervised aspects of treatment, such as contact guarding while OT teaches transfer-OT must be present in room for aspects of treatment

close supervision

daily, direct contact at work-recommended for entry level OT and required for entry level OTA by OT

routine supervision

direct contact at least every 2 weeks

general supervision

at least monthly direct contact, recommended for advanced level OT

minimal supervision

provided as needed, recommended for advance level OT

supervision recommended for intermediate OT and REQUIRED for OTA

routine or general

OT aide supervision

intermittent for non-patient related task, continuous for patient related task

intradisciplinary

1+ members of 1 discipline are involved

multidisciplinary

multiple professions conduct assessments and interventions independent of each other, limited communication

interdisciplinary

all disciplines collaborate with evaluation/intervention still conducted separately, members work toward common goal and share expertise

transdisciplinary

evaluations/interventions planned cooperatively but one member may take on multiple responsibilities, role blurring is accepted

Joint commission on the accreditation of health care organizations (JCAHO)

accredits many providers of OT, such as hospitals, SNF's,LTS, home health, rehab centers, home health, behavioral health etc.

Commission on accreditation of rehabilitation facilities (CARF)

accredits free standing rehab facilities and rehab programs of hospitals, outpatient (national adult day services association-NADSA is associated)

capitation

provider paid prospectively (i.e. 1x month) a set fee for each member of a specific population regardless if extensive or no health care was provided

clinical/critical pathway

standardized recommended intervention protocol for a specific diagnosis

diagnostic related groups (DRG)

descriptive categories established by CMS that determine level of payment at a per case rate

fee for service

provider is paid same type of rate per unit

procedure codes

codes that describe specific services performed by health professionals

Rehabilitation Act of 1973

prohibits discrimination of disability in a program/activity that receives federal assistance and requires federal help for job placement

Fair Housing Act

prohibits all discrimination, tenants with disabilities allowed to make modifications and no pets policy will allow a service dog

Omnibus Budget Reconciliation Act (OBRA) of 1981

prohibits discrimination in a diversity of federal funded programs, provides Medicaid financing for community based services for people with developmental disabilities

Americans with Disabilities Act (ADA)

prohibits discrimination in employment, transportation, accommodations (house, community, etc.), telecommunications and public services

Work Investment Act (WIA)

federally sponsored national employment and vocational training system, includes "One-stop" delivery for adults 18+: universal access to all employment and training services

age transitional planning begins

14 or younger if indicated

age transition services begin

16 or younger if indicated

quantitative developmental delay needed for EI

33% in one area, 25% delay in two areas

length of stay for acute care

1-7 days

length of stay for sub-acute/ICF

5-30 days

length of stay for LTC

25 days or longer

length of stay for SNF

1 month or longer

supported education programs

for adolescents/adults who require intervention to develop skills that are needed in secondary or post secondary education (i.e.GED), intervention includes increasing inperformance skills, education in compensatory strategies, exploring educational interests and aptitudes

prevocational programs

for adolescents/adults who require intervention to develop pre-voc skills, intervention focus is on task skills, social interaction skills, work habits, interests and aptitudes

vocational program

for development of specific vocational skills, person has prerequisites for job (good task skills and work habits) but needs specific job training, structure, support, supervision to maintain employment, may need strength/endurance training for competitive employment

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