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LifeSpan

LifeSpan. Function. Natural, required, or expected activity of a person based on stage of development Ability to exist with in environment Related to a persons physical, social, emotional, and mental development. Functional Activity.

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LifeSpan

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  1. LifeSpan

  2. Function • Natural, required, or expected activity of a person based on stage of development • Ability to exist with in environment • Related to a persons physical, social, emotional, and mental development

  3. Functional Activity • All activities, tasks, and roles a person assumes that identify them as a person • Depends on what is essential to that person to support their physical and psychological well-being • Certain activities will be common to all adults, others will be specific to adults based on occupation, culture, lifestyle, home situation etc

  4. Function from a LifeSpan Perspective • Mastery and competency over the environment, throughout life the individual demonstrates varying abilities and levels of mastery over the environment.

  5. Functioning: Life span perspective: • self needs / survival • within the home • within the community

  6. Functional Skills “skills that are frequently demanded in natural, domestic, vocational, and community environments allowing an individual to perform as independently as possible in all settings”

  7. BADL’sBasic Activities of Daily Living Functional activities common ”basic” to everyone (personal care): Feeding Bathing Toileting Maintaining Continence Dressing Ambulation Bed Mobility Transfers

  8. Instrumental Activities of Daily Living IADL: How well one can manage within the home and community • Cooking • Cleaning • Handling finances, • Shopping, • Using transportation • Working

  9. Roles of Therapist • PT’S & PTA’S address both BADL and IADL’S but not ALL BADL’s • Bed mobility • Transfers • Gait • OT & COTA’s address both BADL’s and IADL’s • Dressing • Cooking • Fine Motor Activities

  10. Domains of Function • PHYSICAL • sensorimotor skills to perform ADL’s • PSYCHOLOGICAL • cognitive ability ( judgement, problem solving, concentration) • motivation • affect (affective function ability to deal/cope with stresses) • SOCIAL • *ability to relate to and interact with others to complete social roles and obligations from FAMILY, COMMUNITY, CULTURE

  11. Factors that Define Functional Performance • Personal Characteristics: physical ability, emotional status, cognitive ability • Environment: home, community • Social Expectations: family, community, culture

  12. 5 Components of Physical Function 5 COMPONENTS OF PHYSICAL FUNCTION that effect quality of function • Flexibility • Balance • Coordination • Power • Endurance

  13. Developmental Stage • Period of life with unique physical and behavioral changes • Occurs from birth to death • Age at which stages occur are somewhat relative • Start/stop with in a range of time rather than absolute age

  14. Functional Assessment Purpose: collect data to use for the following: • Obtain Baseline • Indicators of pt.’s abilities and progression with functional levels • Criteria for placement decisions • Level of safety with tasks/risk of injury • Evidence of effectiveness of intervention on function

  15. Standardized Functional Assessments • should be administered the same to each person, each time • Advantages: • Easier to report on patient change • Easier to communicate clients status among other health professionals. • Disadvantages include: • May not encompass all ADL’S pertinent to client • May not be appropriate for the client based on age

  16. Non-Standardized Assessments • Non-standardized assessments are more informal and evaluate the ADLS the evaluator feels are important for that particular client.

  17. 2 Types of Functional Assessment Instruments • Performance Based: • patient is observed performing activities • must be sure that accurately simulate home environment • Self Assessment Instrument • do not use direct observation • Self-Administered: usually questionnaires, must be clearly written based on patient self reporting • Interviewer Assessment: trained interviewer ask standard questions

  18. Rating Performance 1. Check list present or absent 2. Rank-ordered numbers or letters 3. VisualAnalog linear 4. Summarative different items are weighted, score can only be compared within context of assessment instrument 5. Quality of Performance measures efficiency of performing a task (how long to cross street, or measure heart rate)

  19. Measurement Issues Validity does the assessment tool measure what it says it will? Characteristics which may decrease validity • use of assistive devices • variations in performing activities at home versus hospital setting • perspective of tester • role expectations of the patient, motivation

  20. Measurement Issues RELIABILITY must be consistent Types: • Test-Retest: if instrument has test-retest reliability it is stable and will not indicate change when none has occurred • Intrarater Reliability: same therapist • Interrater Reliability: consistent findings with same testing instrument even if different therapists perform the test

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