Question 1

Ruth is a 75-year-old woman with memory loss due to old age. She cannot remember her address and phone number. How do you help Ruth remember this information?

Accepted Answer

A) Have Ruth memorize her address and phone number until she can state them back to you. 
B) Have Ruth keep her address and phone number on a piece of paper in her wallet where she can easily access it. 
C) Have Ruth use associative memory tricks to help her remember her address and phone number. 
D) Tell Ruth she should not live alone because she cannot remember her address and phone number. 
A) Have Ruth memorize her address and phone number until she can state them back to you. 
B) Have Ruth keep her address and phone number on a piece of paper in her wallet where she can easily access it. 
C) Have Ruth use associative memory tricks to help her remember her address and phone number. 
D) Tell Ruth she should not live alone because she cannot remember her address and phone number.

Question 2

Charisse is a 16-year-old high school student with quadriplegic cerebral palsy and cognitive delay. She uses an electric wheelchair, but cannot navigate her classrooms without crashing into furniture. What adaptations do you recommend to Charisse's teacher?

Accepted Answer

A) Arrange Charisse's classrooms to allow wide spaces between pieces of furniture. 
B) Place Charisse's desk near the door of the classroom. 
C) Get permission from custodial staff to mark Charisse's pathways in her classes with high-contrast tape. 
D) All of the above. 
A) Arrange Charisse's classrooms to allow wide spaces between pieces of furniture. 
B) Place Charisse's desk near the door of the classroom. 
C) Get permission from custodial staff to mark Charisse's pathways in her classes with high-contrast tape. 
D) All of the above.

Question 3

Your kindergarten student Charlotte has daily meltdowns in her classroom. She screams, kicks, and throws things. Other students must be removed from the room. During therapy sessions, you have determined that Charlotte enjoys crawling through a tunnel and playing with fidget toys inside a tent. What intervention do you recommend to teaching staff to use when Charlotte has meltdowns?

Accepted Answer

A) Hold on to Charlotte tightly, while she sits in a corner of the classroom. 
B) Allow Charlotte to run around outside and throw a ball. 
C) Leave Charlotte alone until her meltdown is over. 
D) Remove Charlotte from the classroom, and allow her to sit in a play tent to calm down. 
A) Hold on to Charlotte tightly, while she sits in a corner of the classroom. 
B) Allow Charlotte to run around outside and throw a ball. 
C) Leave Charlotte alone until her meltdown is over. 
D) Remove Charlotte from the classroom, and allow her to sit in a play tent to calm down.

Question 4

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?

Accepted Answer

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. 
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.

Question 5

Maureen, your inpatient in the psychiatric unit, is afraid to go outside. How do you encourage Maureen to go outside?

Accepted Answer

A) Introduce going outside to Maureen in steps, including showing her pictures of the outdoors, looking out the window, standing by the door, opening the door, and finally stepping through the door. Practice each step until Maureen is no longer afraid before you proceed to the next step. 
B) Have Maureen watch movies of the outdoors to get her used to the outdoor environment. 
C) Plan an activity for outdoors that will take Maureen's mind off of the fact that she is outside. 
D) All of the above. 
A) Introduce going outside to Maureen in steps, including showing her pictures of the outdoors, looking out the window, standing by the door, opening the door, and finally stepping through the door. Practice each step until Maureen is no longer afraid before you proceed to the next step. 
B) Have Maureen watch movies of the outdoors to get her used to the outdoor environment. 
C) Plan an activity for outdoors that will take Maureen's mind off of the fact that she is outside. 
D) All of the above.

Question 6

Regina is a 79-year-old patient with a diagnosis of multiple Transient Ischemic Attacks (TIAs). Your OT department has pinpointed visual closure as one of the deficits interfering with Regina's ability to write. What activity could you use with Regina to address visual closure?

Accepted Answer

A) Ask Regina to look at a picture and memorize it; and then locate it within an array. 
B) Have Regina look for specific objects in a messy drawer. 
C) Have Regina cross out all the letter Xs on a sheet full of letters. 
D) Have Regina fill in the missing lines on partially written letters. 
A) Ask Regina to look at a picture and memorize it; and then locate it within an array. 
B) Have Regina look for specific objects in a messy drawer. 
C) Have Regina cross out all the letter Xs on a sheet full of letters. 
D) Have Regina fill in the missing lines on partially written letters.

Question 7

Your patient, Mark, has a diagnosis of schizophrenia. He repeatedly talks to you about the voices he hears from other realms. How do you respond when Mark starts talking about these voices?

Accepted Answer

A) You divert his attention with a functional activity that has solid basis in real time. 
B) You tell Mark that the voices are a part of his illness, and he should ignore them. 
C) You discuss the voices with Mark, so you can determine what they are telling him. 
D) You notify nursing staff that Mark needs a medication adjustment. 
A) You divert his attention with a functional activity that has solid basis in real time. 
B) You tell Mark that the voices are a part of his illness, and he should ignore them. 
C) You discuss the voices with Mark, so you can determine what they are telling him. 
D) You notify nursing staff that Mark needs a medication adjustment.

Question 8

You are asked to lead an exercise group for cognitively disabled adults. How do you present the exercises to this group?

Accepted Answer

A) Keep the exercises simple, and demonstrate the steps of each exercise until each member of the group can follow the task. 
B) Play a video demonstrating the exercises, and tell the participants to follow along. 
C) Ask each member of the group to come up with an exercise and teach it to the group. 
D) Run the exercise group just like you would any other exercise group, as you expect this group of adults to participate independently in the community. 
A) Keep the exercises simple, and demonstrate the steps of each exercise until each member of the group can follow the task. 
B) Play a video demonstrating the exercises, and tell the participants to follow along. 
C) Ask each member of the group to come up with an exercise and teach it to the group. 
D) Run the exercise group just like you would any other exercise group, as you expect this group of adults to participate independently in the community.

Question 9

Your OT department would like your students with movement needs to receive sensory movement breaks during the school day. Your schedule does not allow you to supervise these movement breaks. How could you insure that your students receive the movement breaks that they need?

Accepted Answer

A) Rearrange your schedule and provide the movement breaks yourself. 
B) Train the school's paraprofessionals to provide the movement breaks. 
C) Train the students' special education teachers to provide the movement breaks. 
D) Tell your OT department that providing movement breaks is impossible due to the school schedule. 
A) Rearrange your schedule and provide the movement breaks yourself. 
B) Train the school's paraprofessionals to provide the movement breaks. 
C) Train the students' special education teachers to provide the movement breaks. 
D) Tell your OT department that providing movement breaks is impossible due to the school schedule.

Question 10

Henrietta is unsteady while walking. She has tried using a cane, but it does not give her enough support. She has significant upper-body weakness. What does the physical therapist recommend for Henrietta?

Accepted Answer

A) Wheeled walker 
B) Standard walker 
C) Quad cane 
D) Wheelchair 
A) Wheeled walker 
B) Standard walker 
C) Quad cane 
D) Wheelchair

Question 11

Teresa has a left-side visual field cut. At meals, she often pushes the food off her plate with her fork and only eats half of what is given to her. How could you adapt Teresa's plate to help her eat more of her meal?

Accepted Answer

A) Place her plate on the left side of her visual field. 
B) Place her plate on the right side of her visual field. 
C) Give Teresa a divided plate with compartments and a raised edge. 
D) Both B and C. 
A) Place her plate on the left side of her visual field. 
B) Place her plate on the right side of her visual field. 
C) Give Teresa a divided plate with compartments and a raised edge. 
D) Both B and C.

Question 12

Millie, your 78-year-old outpatient with osteoporosis, loves to garden. She tells you she cannot get down on her hands and knees to pull weeds or tend to her flowers anymore. What do you recommend to Millie?

Accepted Answer

A) Quit gardening since it is bad for Millie's back. 
B) Stand or sit on a bench, and use long-handled garden tools to pull weeds. 
C) Install raised garden beds. 
D) Both B or C. 
A) Quit gardening since it is bad for Millie's back. 
B) Stand or sit on a bench, and use long-handled garden tools to pull weeds. 
C) Install raised garden beds. 
D) Both B or C.

Question 13

Angela is a 39-year-old outpatient recovering from a median nerve laceration. She is beginning to regain sensation in her hand. What activity could you have Angela do to help facilitate her awareness of this sensation?

Accepted Answer

A) Dig for small objects in rice. 
B) Place small pegs in a pegboard. 
C) Wash dishes in warm water. 
D) Perform massage techniques to the laceration area. 
A) Dig for small objects in rice. 
B) Place small pegs in a pegboard. 
C) Wash dishes in warm water. 
D) Perform massage techniques to the laceration area.

Question 14

What activity would be appropriate for an independent living skills group of outpatient psychiatric patients?

Accepted Answer

A) Grocery shopping in the community. 
B) Playing softball. 
C) Making yarn dolls. 
D) All of the above. 
A) Grocery shopping in the community. 
B) Playing softball. 
C) Making yarn dolls. 
D) All of the above.

Question 15

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?

Accepted Answer

A) Weighted spoon 
B) Swivel spoon 
C) Angled spoon 
D) Soup spoon 
A) Weighted spoon 
B) Swivel spoon 
C) Angled spoon 
D) Soup spoon

Question 16

Taylor is a 3-year-old student with a diagnosis of status post hemispherectomy that is secondary to seizure disorder. He wears a wrist-thumb orthosis on his left hand and an ankle-foot orthosis on his left foot. Upon arrival to his therapy session, you notice that Taylor is not wearing his wrist splint, and he is dragging his foot sideways as he walks into the therapy clinic. What do you suspect?

Accepted Answer

A) Taylor is lazy, so he is dragging his foot. 
B) Taylor has left-side neglect and is dragging his foot because he does not realize it is there. 
C) Taylor is not making progress during his physical therapy sessions, so he is dragging his foot. 
D) Taylor is dragging his foot because he is not wearing his ankle foot orthosis. 
A) Taylor is lazy, so he is dragging his foot. 
B) Taylor has left-side neglect and is dragging his foot because he does not realize it is there. 
C) Taylor is not making progress during his physical therapy sessions, so he is dragging his foot. 
D) Taylor is dragging his foot because he is not wearing his ankle foot orthosis.

Question 17

Geraldo, your kindergarten student with autism, is not responding to your verbal prompts as you attempt to guide him to the first activity of your therapy session. Your OT department tells you to use the following during Geraldo's therapy sessions: _________.

Accepted Answer

A) Microphone 
B) Physical assistance 
C) Reward system 
D) Visual schedule 
A) Microphone 
B) Physical assistance 
C) Reward system 
D) Visual schedule

Question 18

What is a mobile arm support used for?

Accepted Answer

A) Supports an arm with weak shoulder and elbow muscles; and places the hand in space to perform functional activities, such as feeding or typing. 
B) Supports a paralyzed arm, so the shoulder does not sublux. 
C) Supports a weak forearm and hand to prevent edema. 
D) Supports a weak elbow and forearm for driving. 
A) Supports an arm with weak shoulder and elbow muscles; and places the hand in space to perform functional activities, such as feeding or typing. 
B) Supports a paralyzed arm, so the shoulder does not sublux. 
C) Supports a weak forearm and hand to prevent edema. 
D) Supports a weak elbow and forearm for driving.

Question 19

Fawn is an inpatient rehabilitation patient with a new brain injury. She cannot remember how to brush her teeth. How can you help Fawn complete this task by herself?

Accepted Answer

A) Set up the toothbrush for her and hope that she remembers what the toothbrush is used for. 
B) Provide Fawn with hand-over-hand assistance while brushing her teeth. 
C) Break down the steps of tooth brushing, and provide Fawn with a picture list of each step. Tape the list to the mirror where Fawn brushes her teeth, and teach her to refer to the list while brushing. 
D) Have Fawn use an electric toothbrush. 
A) Set up the toothbrush for her and hope that she remembers what the toothbrush is used for. 
B) Provide Fawn with hand-over-hand assistance while brushing her teeth. 
C) Break down the steps of tooth brushing, and provide Fawn with a picture list of each step. Tape the list to the mirror where Fawn brushes her teeth, and teach her to refer to the list while brushing. 
D) Have Fawn use an electric toothbrush.

Question 20

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?

Accepted Answer

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. 
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.

Ruth is a 75-year-old woman with memory loss due to old age. She cannot remember her address and phone number. How do you help Ruth remember this information?

Charisse is a 16-year-old high school student with quadriplegic cerebral palsy and cognitive delay. She uses an electric wheelchair, but cannot navigate her classrooms without crashing into furniture. What adaptations do you recommend to Charisse's teacher?

Maureen, your inpatient in the psychiatric unit, is afraid to go outside. How do you encourage Maureen to go outside?

Regina is a 79-year-old patient with a diagnosis of multiple Transient Ischemic Attacks (TIAs). Your OT department has pinpointed visual closure as one of the deficits interfering with Regina's ability to write. What activity could you use with Regina to address visual closure?

Your patient, Mark, has a diagnosis of schizophrenia. He repeatedly talks to you about the voices he hears from other realms. How do you respond when Mark starts talking about these voices?

You are asked to lead an exercise group for cognitively disabled adults. How do you present the exercises to this group?

Your OT department would like your students with movement needs to receive sensory movement breaks during the school day. Your schedule does not allow you to supervise these movement breaks. How could you insure that your students receive the movement breaks that they need?

Henrietta is unsteady while walking. She has tried using a cane, but it does not give her enough support. She has significant upper-body weakness. What does the physical therapist recommend for Henrietta?

Teresa has a left-side visual field cut. At meals, she often pushes the food off her plate with her fork and only eats half of what is given to her. How could you adapt Teresa's plate to help her eat more of her meal?

Millie, your 78-year-old outpatient with osteoporosis, loves to garden. She tells you she cannot get down on her hands and knees to pull weeds or tend to her flowers anymore. What do you recommend to Millie?

Angela is a 39-year-old outpatient recovering from a median nerve laceration. She is beginning to regain sensation in her hand. What activity could you have Angela do to help facilitate her awareness of this sensation?

What activity would be appropriate for an independent living skills group of outpatient psychiatric patients?

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?

Geraldo, your kindergarten student with autism, is not responding to your verbal prompts as you attempt to guide him to the first activity of your therapy session. Your OT department tells you to use the following during Geraldo's therapy sessions: _________.

What is a mobile arm support used for?

Fawn is an inpatient rehabilitation patient with a new brain injury. She cannot remember how to brush her teeth. How can you help Fawn complete this task by herself?

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?

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Exam 2: Implementing Interventions

Ruth is a 75-year-old woman with memory loss due to old age. She cannot remember her address and phone number. How do you help Ruth remember this information?

Charisse is a 16-year-old high school student with quadriplegic cerebral palsy and cognitive delay. She uses an electric wheelchair, but cannot navigate her classrooms without crashing into furniture. What adaptations do you recommend to Charisse's teacher?

Maureen, your inpatient in the psychiatric unit, is afraid to go outside. How do you encourage Maureen to go outside?

Regina is a 79-year-old patient with a diagnosis of multiple Transient Ischemic Attacks (TIAs). Your OT department has pinpointed visual closure as one of the deficits interfering with Regina's ability to write. What activity could you use with Regina to address visual closure?

Your patient, Mark, has a diagnosis of schizophrenia. He repeatedly talks to you about the voices he hears from other realms. How do you respond when Mark starts talking about these voices?

You are asked to lead an exercise group for cognitively disabled adults. How do you present the exercises to this group?

Your OT department would like your students with movement needs to receive sensory movement breaks during the school day. Your schedule does not allow you to supervise these movement breaks. How could you insure that your students receive the movement breaks that they need?

Henrietta is unsteady while walking. She has tried using a cane, but it does not give her enough support. She has significant upper-body weakness. What does the physical therapist recommend for Henrietta?

Teresa has a left-side visual field cut. At meals, she often pushes the food off her plate with her fork and only eats half of what is given to her. How could you adapt Teresa's plate to help her eat more of her meal?

Millie, your 78-year-old outpatient with osteoporosis, loves to garden. She tells you she cannot get down on her hands and knees to pull weeds or tend to her flowers anymore. What do you recommend to Millie?

Angela is a 39-year-old outpatient recovering from a median nerve laceration. She is beginning to regain sensation in her hand. What activity could you have Angela do to help facilitate her awareness of this sensation?

What activity would be appropriate for an independent living skills group of outpatient psychiatric patients?

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?

Geraldo, your kindergarten student with autism, is not responding to your verbal prompts as you attempt to guide him to the first activity of your therapy session. Your OT department tells you to use the following during Geraldo's therapy sessions: _________.

What is a mobile arm support used for?

Fawn is an inpatient rehabilitation patient with a new brain injury. She cannot remember how to brush her teeth. How can you help Fawn complete this task by herself?

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?

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