 | Term | Definition |
| |
Medical diagnosis |
determined by doctors or physicians ex.) diabetes type II |
| |
Physical therapy diagnosis |
determined by the PT ex.) dx: decreased strength, shoulder pain, etc. |
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World Health Organization (WHO) guidelines |
health is the "state of complete physical, mental and social well-being, and not merely the absence of diseases and infirmity"; developed ICD codes; terminology: health condition, impairment, activity limitation and participation restriction |
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Nagi guidelines |
used mostly in the US; Disease, Impairment, Functional limitation, Disability |
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Disease |
the underlying problem or interruption of normal cellular processes; diabetes II |
| |
Impairment |
what we treat; abnormalities within various body systems; problems they are having as a result of the disease; ex.) dec. circulation, inc. weight, etc. |
| |
Functional limitations |
inability to perform BADLs (basic ADLs: toileting, dressing, washing self) and IADLs (instrumental ADLs: driving, cooking, paying bills) |
| |
Disability |
inability to complete roles in society as a result of the disease, impairment, and functional limitations; ex.) going to church, holiday cooking, traveling, etc. |
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purpose of functional assessment |
provides baseline data, initial skill level and progress, supplements criteria for placement decisions, shows pts. level of safety performing skills, assists with determining effectiveness of the treatment interventions |
| |
general considerations |
PT/PTA are responsible in the team for functional mobility skills assessment, including bed mobility, tranfers, and locomotion; may be carryover btwn professionals on the multidisciplinary team |
| |
performance-based assessments |
ex.) functional reach, six-min. walk tests, get up and go;PT observing a pt. performing a skill; Benefits: see how well they can perform; limitations: the PT can only evaluate that skill |
| |
self-assessments |
what the pt tells the PT he/she can do and how well they do it; benefits: functional abilities; limitations: pt. could be exxagerating, having dramatic behaviors |
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quantitative parameters |
amount; timing functional skill completion |
| |
qualitative |
how well they can perform a skill; evaluating the quality of their performance of the skill; qual. is sometimes more important than quant. just b/c they can do it fast, doesn't mean they do it well |
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questions to ask when selecting a test |
what areas of functioning are included?; what level of functioning is being measured?; when can I perform this test? |
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reliability |
does the test measure the same thing everytime |
| |
test-retest reliability |
will the test accurately measure the change that occurs (or lack of change) btwn administrations |
| |
interrater reliability |
two similarly trained individuals would get similar results with the same pt. performing the same skills |
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intrarater reliability |
the same therapist should get similar results if he/she performed the same test again on the same patient |
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validity |
does the test measure what it was designed to measure |
| |
face validity |
does it measure what it says it will measure |
| |
content validity |
does it measure all dimensions of functioning necessary to describe the skill |
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concurrent validity |
the degree to which two separate tests agree on results |
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predictive validity |
indicates the likelihood of something occurring based on the information gathered in the test |
| |
functional independence measure (FIM) |
tests physical, psychological, and social function; evaluates level of assistance needed from total assistance to total dependence |
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static balance |
maintain COM above BOS and balance w/o moving and hand-hold support |
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dynamic balance |
moving while COM is above base of support |
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changes seen with age |
dec. strength and flexibility, reaction time, posture, and balance |
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ankle strategies |
loss of balance within your limit of stability; stand on one foot, unbalanced objects, catching ball on one foot. |
| |
hip strategies |
anytime you shift COM outside base of support; stand on one foot and lean, balance board, single leg hops |
| |
stepping strategies |
when you make a new base of support; foot work drills, jumping, kicking |
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static tests |
romberg, double leg stance, single leg stance, tandem stance |
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dynamic tests |
3-min. walk, get up and go/ timed, functional reach, turning |
| |
standardized tests |
Romberg, functional reach, get up and go/ timed, 3-min. walk, tinetti perform. |
