Mosby's Q & A Review for the Occupational Therapy Board Examination - E-Book

Dorothy P. Bethea, Patricia Bowyer

Description

This book/CD-ROM review package gives you the necessary tools you need to successfully prepare for the National Board for Occupational Therapy Certification Examination. With this overall package you can study for the NBCOT certification exam and feel more confident you are prepared to take the test. The text includes 800 multiple-choice review questions written to parallel the content and format of the exam. The accompanying CD, with all 800 questions, enables you to generate an unlimited number of practice tests to simulate the actual testing situation.

• Questions focus on the Occupational Therapy Practice Framework (OTPF) as well as the results from the practice analysis completed by NBCOT.
• Questions cross the spectrum of occupational therapy process - evaluation, intervention planning, intervention, service management, and outcomes of a variety of populations including pediatric, mental health, and adult physical and neurological conditions.
• Practice environments such as the community, school-based and hospital based care are covered throughout.
• Specific references for every question and a comprehensive list of resources are provided at the end of the book for further study.
• Rationales for answer options are provided to explain why the correct answer is right and the other choices are wrong.
• Provides information on the format of the NBCOT exam and tips for studying and answering test questions.

Sujets

• Occupational Therapy
• Allied Health Services
• Medical
• Médecine

Informations

• Publié par: Mosby
• Date de parution: 27 mars 2007
• Nombre de lectures: 0
• EAN13: 9780323062220
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Mosby’s Q & A Review for the Occupational Therapy Board Examination
First Edition

Edited by
Patricia Bowyer, EdD, OTR/L, BCN
University of Illinois at Chicago, Post Doctoral Research Associate, College of Applied Health Sciences, Chicago, Illinois

Dorothy P. Bethea, EdD, MPA, OTR-L
Chair and Associate Professor, Winston-Salem State University, The School of Health Sciences, Occupational Therapy Department, Winston-Salem, North Carolina
MOSBY ELSEVIER
Disclaimer
This title includes additional digital media when purchased in print format. For this digital book edition, media content may not be included.
Copyright
MOSBY ELSEVIER
11830 Westline Industrial Drive
St. Louis, Missouri 63146
MOSBY’S Q & A REVIEW FOR THE OCCUPATIONAL THERAPY BOARD EXAMINATION
ISBN-13: 978-0-323-04459-2
ISBN-10: 0-323-04459-X
Copyright © 2007 by Mosby, Inc., an affiliate of Elsevier Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permissions may be sought directly from Elsevier’s Health Sciences Rights Department in Philadelphia, PA, USA: phone: [phone], fax: [phone], e-mail: [e-mail] . You may also complete your request on-line via the Elsevier homepage ( http://www.elsevier.com ), by selecting ‘Customer Support’ and then ‘Obtaining Permissions’.


Notice
Neither the Publisher nor the Authors assume any responsibility for any loss or injury and/or damage to persons or property arising out of or related to any use of the material contained in this book. It is the responsibility of the treating practitioner, relying on independent expertise and knowledge of the patient, to determine the best treatment and method of application for the patient.
The Publisher
ISBN-13: 978-0-323-04459-2
ISBN-10: 0-323-04459-X
Publishing Director: Linda Duncan
Senior Editor: Kathy Falk
Senior Developmental Editor: Christie M. Hart
Publication Services Manager: Melissa Lastarria
Senior Project Manager: Kelly E. M. Steinmann
Designer: Maggie Reid
Printed in the United States of America.
Last digit is the print number: 9 8 7 6 5 4 3 2 1
Contributors

PATRICIA. BOWYER, EdD, OTR/L, BCN , University of Illinois at Chicago, Post Doctoral Research Associate, College of Applied Health Sciences, Chicago, Illinois

DOROTHY P. BETHEA, EdD, MPA, OTR-L , Chair and Associate Professor, Winston-Salem State University, The School of Health Sciences, Occupational Therapy Department, Winston-Salem, North Carolina

SUSAN M. CAHILL, MAEA, OTR/L , Clinical Instructor, Department of Occupational Therapy, University of Illinois at Chicago, Chicago, Illinois

LISA. CASTLE, MBA, OTR/L , Director of Occupational Therapy, University of Illinois Medical Center at Chicago, Chicago, Illinois

JENNIFER SUSONG. CROWDER, MS, OTR , Occupational Therapist, Sullivan County Department of Education, Blountville, Tennessee

PETER. GIROUX, MHS, OTR/L , Associate Professor of Occupational Therapy, University of Mississippi Medical Center, Jackson, Mississippi

CINDY. HAHN, MOT, OTR/L, FAOTA , Associate Professor and AMOT Program Director, A. T. Still University, Mesa, Arizona

ANNE E. JENKINS, MA, OTR/L, Ed M , Assistant Professor, Occupational Therapy, Winston-Salem State University, Winston-Salem, North Carolina

BRENDA KORNBLIT. KENNELL, BS, MA, OTR/L , Adjunct Professor, Winston-Salem State University, Winston-Salem, NC, Director of Rehabilitation Services, Carolinas Medical Center-Lincoln, Lincolnton, North Carolina

KELLY MILLER. LAMBETH, MPH, OTR/L , Senior Occupational Therapist, Wake Forest University Baptist Medical Center, Neurorehabilitation Center, Winston-Salem, North Carolina

JEFF. SNODGRASS, PhD, MPH, OTR/L , Program Director and Associate Professor, Occupational Therapy Program, Milligan College, Milligan College, Tennessee

IMOGENE. TILSON, MA, OTR/L , Occupational Therapist, Behavioral Health Services, Huntsville Hospital, Huntsville, Alabama
Preface
The intent of this examination guide is to provide a means for strategically preparing for the certification examination. It is important for students to not only understand how the certification examination works, but to implement a plan of action that encompasses review of materials and organization of information into coherent themes or categories, and also to become familiar with test-taking strategies to optimize their performance and test scores. This text is organized to reflect questions in four categories: (1) evaluation, (2) intervention planning, (3) intervention, and (4) administration and service management. This format was selected because these categories are among the major areas that are addressed on the national certification examination for occupational therapy. These areas also are major constructs in comprehending the progression and application of the occupational therapy process. Although each chapter has a central focus, there is a mixture of questions that spans a wide array of diagnoses, populations, and practice settings. While some basic knowledge may be tested, the main idea is for the student to apply knowledge in making rational and good decisions that guide practice.
This text serves as a resource for study purposes only. It is not intended to be the sole source of information or to substitute for other necessary resources, such as course lectures, course textbooks, skilled competencies, and theoretical foundational knowledge, which are all essential to prepare for the certification examination. It may help to identify strengths and areas of need so that the student can focus on a viable plan to prepare for the examination. References used in this text were selected primarily from sources or textbooks that have been identified as being frequently used in occupational therapy educational settings. However, a few references may differ because they provided the best support and rationale to the question. A bibliography is located at the end of the textbook and can provide additional resources from which to study.
This title includes additional digital media when purchased in print format. For this digital book edition, media content is not included.
Table of Contents
Copyright
Contributors
Preface
Chapter 1: Examination Preparation
Chapter 2: How to Use This Textbook
Chapter 3: Occupational Therapy Practice Framework: Domains and Contents
Chapter 4: Questions for Evaluation
Chapter 5: Questions for Intervention Planning
Chapter 6: Questions for Intervention
Chapter 7: Questions for Administration and Service Management
Selected Bibliography and Suggested Reading
Index
CHAPTER 1 Examination Preparation
When preparing for a board examination, the most effective approach is to closely simulate the behavior you will eventually be required to perform. Advance preparation for the examination is essential and requires both physical and mental stamina and practice. One should practice taking tests in a couple of ways: without accessing your notes to test your knowledge and retention and answering new questions about the same or similar information.

MULTIPLE CHOICE EXAMINATIONS
The national certification examination for occupational therapy is made up of multiple choice questions. Multiple-choice questions generally consist of three parts: (1) a stem, which asks a question, poses a problem, or presents an incomplete sentence; (2) normally one correct answer; and (3) a number of “distracters” or alternatives among which the correct answer is listed. The national certification exam will have four distracters including the correct answer and three likely, but incorrect alternatives. When taking the examination, one should read the question carefully, and then read all the choices before selecting the answer. In some instances, people find it helpful to read the question along with each distracter.

BLOOM’S TAXONOMY
Think of which level in Bloom’s Taxonomy the test is addressing. Most questions on the national certification examination are written at the application level, meaning that the test taker will need to have basic knowledge and comprehension of the concepts that are being tested and be able to generalize to new situations. The taxonomy is categorized into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation (see Table ).
Level Explanation Question Cues Knowledge Observation and recall of information, understanding major ideas and topics List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Comprehension Understand, interpret information, translate into new context, infer causes and predict consequences Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Application How information methods, concepts, and theories used to problem solve are in new situations Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Analysis Recognizing patterns and underlying meanings and identifying components Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis Using old ideas to create new ones, generalizing facts,