37 terms

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

private communication of respective agency's disapproval of a practitioner's conduct
public statement of disapproval of conduct
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
1+ members of 1 discipline are involved
multiple professions conduct assessments and interventions independent of each other, limited communication
all disciplines collaborate with evaluation/intervention still conducted separately, members work toward common goal and share expertise
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)
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