Deck 2: Implementing Interventions

Question 1

What activity would be appropriate to help a 4-year-old student develop a correct grasp on crayons and markers?

A)Practice writing his name on paper while seated at a table.
B)Play with fine motor toys in a sand bin.
C)Draw on a vertical chalkboard or dry erase board.
D)Color small pictures with crayons.

Answer 1

Draw on a vertical chalkboard or dry erase board.

Question 2

Sean, your 3-year-old student, scribbles by holding a marker with his wrist pronated, his thumb and the lateral side of his index finger pinching the marker, and the rest of his fingers curled around the marker. How do you correct this position?

A)You place the marker in Sean's fingers using the correct tripod position and tell him to hold his fingers in place.
B)You give Sean broken crayons to draw with, forcing his fingers into a tripod grasp.
C)You do not correct it because pronated grasp is appropriate for his age.
D)Either B or C.

Answer 2

Either B or C.

Question 3

Alyssa, your new 3-year-old student, jumps all over the therapy room and cannot attend to a task for more than a few seconds at a time. How do you structure Alyssa's therapy sessions?

A)Plan for several activities that are short and involve gross motor skills to accommodate Alyssa's high energy level.
B)Make Alyssa sit still to complete tasks and give her stickers if she listens to instructions.
C)Have Alyssa jump on a trampoline for two minutes before attempting any other activities.
D)Have Alyssa wear a weighted vest during therapy sessions.

Answer 3

Plan for several activities that are short and involve gross motor skills to accommodate Alyssa's high energy level.

Question 4

Alex, your 14-year-old student with a learning disability, is cooperative during 1:1 therapy sessions, but ignores you or is resistant to you when you attempt to work with him in his classroom. His behavior is: _________

A)Not typical due to his learning disability.
B)Typical due to his age and stage of development.
C)Typical due to his family background.
D)Not typical due to his behavior problems.

Question 5

Felicia is an 8-year-old outpatient who sustained a thumb injury when her hand was slammed in a car door. You would like to use fluidotherapy to help relieve pain and improve mobility in Felicia's carpometacarpal (CMC) joint. But she is afraid of the unit. What could you do to help Felicia accept the treatment?

A)Tell Felicia she has to accept the treatment because her parents say so.
B)Tell Felicia to pretend her hand is in a sandstorm.
C)Allow Felicia to inspect the fluidotherapy unit while it is off, and explain to her how it works.
D)Select another treatment for Felicia because fluidotherapy is not appropriate for children.

Question 6

Your OT department asks you to develop a sensory break routine and schedule for Brayden, your student with high-functioning autism. What is the purpose of a sensory break routine and schedule?

A)To improve Brayden's cognitive function, so that he can learn more.
B)To reward Brayden for good behavior in his classroom.
C)To help Brayden wake up during the day, due to lack of sleep at night.
D)To help Brayden meet his sensory input needs during his school day.

Question 7

Austin is a fourth-grade student with a diagnosis of autism spectrum disorder. His teacher notifies you that he chews on his clothes repeatedly during the school day. What intervention do you recommend to alleviate this behavior?

A)Give Austin more snacks.
B)Allow Austin to chew gum or eat chewy candy.
C)Prompt Austin to stop chewing his clothes.
D)Give Austin a chew tube to chew on.

Question 8

Kylie, your first-grade student, displays difficulty forming and aligning letters during handwriting tasks. What accommodation do you provide for her to use in her classroom?

A)Slant board
B)Magnifier
C)Highlighted paper
D)Colored transparent overlay

Question 9

Karl, a second-grade student, cannot sit still in his desk chair. However, he responds well to core strengthening activities during therapy sessions. What adaptation do you provide for him to use in his classroom?

A)Ball chair
B)Standing desk
C)Inflatable cushion
D)Fidget toys

Question 10

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?

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 11

What activity would you use to address core strengthening with a child?

A)Sit on a therapy ball to play catch.
B)Figure eight drawing on a chalkboard.
C)Play hopscotch.
D)Find beanbags in a ball pit.

Question 12

Which intervention might be used to treat tactile defensiveness?

A)Swinging
B)Wilbarger brushing protocol
C)Jumping on a trampoline
D)Blowing bubbles

Question 13

Your student David loves to toss beanbags at a target while swinging prone in a net swing. What sensory systems are you strengthening by doing this activity?

A)Visual processing
B)Vestibular
C)Proprioceptive
D)Both B and C.

Question 14

What activity could you use to facilitate visual scanning?

A)Digging for toys in a rice bin.
B)Building with small building blocks.
C)Locating and crossing off specific pictures in an array.
D)Batting a balloon.

Question 15

Ariana, your 6-year-old student, cannot complete any activity that involves more than one step at a time. Your OT department tells you that she has difficulty with praxis, or planning and carrying out ideas. What activity could you use to help Ariana develop this skill? Build a(n): _______.

A)Block tower
B)Obstacle course
C)Pillow pile
D)House with small building blocks

Question 16

Tanner, your second-grade student, is putting together a puzzle while lying prone over a bolster and supporting himself with his arms. What is the purpose of this activity?

A)To build Tanner's visual processing skills.
B)To build Tanner's core and upper-body strength.
C)To inhibit Tanner's reflexes.
D)To build Tanner's vestibular processing skills.

Question 17

How could you inhibit spasticity in the left, upper extremity of your patient - a toddler with cerebral palsy?

A)Have the toddler reach for toys overhead with the left hand.
B)Have the toddler reach for toys in varying positions.
C)Have the toddler side sit with his weight on the left arm and reach for toys with the right hand.
D)Have the toddler run across the room and retrieve toys with the left hand.

Question 18

Bella, your new 3-year old student, is afraid of swinging and refuses to go near the swing. Your OT department tells you that Bella has a very low tolerance of vestibular input. What activities could you use to help encourage Bella to swing?

A)Give Bella a reward for swinging.
B)Allow Bella to push a stuffed animal on the swing.
C)Allow Bella to sit on the swing and play with a toy, without actually swinging.
D)Both B and C.

Question 19

Nelson, a kindergarten student, sustained a brachial plexus injury to his right arm when he was 3 years old. What activity could you use to build active range of motion in Nelson's right shoulder?

A)Playing catch
B)Tossing bean bags at a target
C)Figure eight drawing on a dry erase board
D)Rolling a therapy ball

Question 20

Jackson, your first-grade student, has low muscle tone. What activity could you use to build muscle tone and general endurance?

A)Ride prone on a scooter board to pick up bingo chips with a magnet.
B)Find small beads in the theraputty.
C)Swing prone on a platform swing.
D)Jump rope.

Question 21

Four of the six students in the early childhood play group at your school receive OT for sensory processing disorders. How could you service these children as a group?

A)Have them all find small toys in the ball pit because it is large enough to accommodate all four students.
B)Schedule one therapy session with all four students together and have them rotate through sensory stations.
C)Ask one paraprofessional to work with each child as you direct the sensory activities for all four children.
D)Arrange for a sensory group time with the early childhood teacher. Provide sensory interventions during the group time that meet the needs of your OT students.

Question 22

You have six OT students in the kindergarten class at your school. The classroom teacher has asked you for ideas to help with handwriting for all of the students. How could you approach this request?

A)Offer to co-teach a 30-minute handwriting unit to the entire class once per week.
B)Offer to teach a 30-minute handwriting unit to the entire class while the teacher takes a break.
C)Offer to teach handwriting to a small group that only includes your students.
D)Offer to teach handwriting to small groups of all of the students.

Question 23

You have been working with three middle school students on using assistive technology to complete language arts assignments. You would like to see them incorporate the assistive technology they have learned into their language arts classes. They all work with the same special education teacher during language arts. How could you facilitate incorporating the assistive technology?

A)Talk to the special education teacher about incorporating the technology during language arts.
B)Ask each student to start using the technology during language arts.
C)Ask the special education teacher if you can come into his/her classroom during language arts and work with your students as a group.
D)Ask the special education teacher to have all his/her students use the assistive technology.

Question 24

Three of your OT students are experiencing difficulties feeding themselves in the lunch room. They spill their trays, create large messes, and do not eat much food. All three of the students have diagnoses of autism spectrum disorder. How could you address the feeding issues of your students?

A)Schedule one OT session per week as a "lunch group" in a quiet area. You can work on proper lunch room skills with all three students without the lunch room distractions.
B)Schedule one OT session per week as a "lunch group" in the lunch room. You can work on proper lunch room skills in the lunch room environment.
C)Schedule one OT session per week with each student in the lunch room.
D)Give recommendations to the paraprofessionals who work with the students on facilitating lunch room skills.

Question 25

You co-treat three children with Down syndrome with the physical therapy assistant. All three children have difficulty with larger motor eye-hand coordination activities. Scheduling these students has been difficult due to the large number of services they receive. How could you address all of these issues?

A)Inform the teachers of these students that therapy services are required as part of the children's IEPs. Therefore, therapy sessions must be given priority.
B)Plan a large motor group with the physical therapy assistant and provide services to the children in a group setting.
C)Continue to co-treat the children individually with the physical therapy assistant and be as flexible as possible with scheduling.
D)Treat the children separate from physical therapy and address your own goals.

Question 26

Seth is a 17-year-old male with a diagnosis of spastic quadriplegic cerebral palsy. He has come to your outpatient clinic for treatment of flexion contractures of both wrists. Seth still has active use of his fingers, and his hands can be passively ranged to about 20 degrees short of neutral. What type of splints does your OT department ask you to fabricate for Seth?

A)Hard resting pan splints for use at night.
B)Hard volar wrist splints for use during the day.
C)Neoprene wrist-thumb splints for use during the day.
D)Hard dorsal wrist splints for use during the day.

Question 27

Tucker is a 10-year-old brain injury patient with multiple flexion contractures. He is unable to participate in any functional activities beyond sensory stimulation. Tucker is experiencing skin breakdown in both palms. What solution does your OT department ask you to implement for Tucker?

A)Bilateral cylindrical splints with finger separators; made of dense, washable foam.
B)Bilateral resting pan splints with finger separators; made of hard material.
C)Place a rolled-up wash cloth in each hand.
D)Design an hourly passive range of motion program, and train Tucker's mother how to administer the program.

Question 28

Annie, your 8-year-old student with cerebral palsy, hates wearing her bilateral wrist splints and is repeatedly refusing to cooperate when her paraprofessional attempts to put them on her. You notice red areas on Annie's skin near the head of the radius, ulnar prominence, and CMC joint of the thumb. What do you and your OT department conclude is the problem?

A)Annie's splints are made of the wrong material and need to be replaced.
B)Annie is just being difficult and must be forced to wear her splints.
C)Annie's splints are too small and need to be replaced with larger splints.
D)Annie's splints are ugly, so she does not want to wear them.

Question 29

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?

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 30

Mia, an 8-year-old student, underwent flexor tendon transfer surgery on her thumb two weeks ago. She has been immobilized up to this point, but her immobilizer and stitches are now removed. What type of splint does your OT department ask you to fabricate for Mia?

A)A full-thumb post splint to continue to immobilize Mia's thumb.
B)A half-thumb post with a flexion outrigger to facilitate passive flexion.
C)A half-thumb post to allow active range of motion at the interphalangeal (IP) joint.
D)A cone splint to position Mia's thumb in opposition.

Question 31

Savanna is an 11-year-old spinal cord injury patient on the rehabilitation unit. She has a C7 spinal cord injury and has active movement in her shoulders and elbows. But she cannot move her fingers enough to grasp objects. What adaptive device do you issue to Savanna to help her hang on to daily living objects, such as silverware, her toothbrush, and other items?

A)Foam handle
B)Robotic arm
C)Universal cuff
D)Mobile arm support

Question 32

You have been attempting to teach your fifth-grade student, Morris, how to tie his shoes for four years. He has Down syndrome and still cannot handle the laces correctly. Morris will be starting middle school soon. What is your solution to Morris' inability to tie his shoes?

A)Tell Morris' mom to tie his shoes for him because he will never learn.
B)Provide Morris with elastic shoelaces, turning his shoes into slip-ons.
C)Tell Morris' mom to buy him flip flops.
D)All of the above.

Question 33

Andrew is a seventh-grade student with a learning disability. He continues to struggle with writing, being unable to handwrite legibly or type at a functional speed. He completes written assignments very slowly and dislikes language arts. What type of assistive technology does your OT department tell you to begin teaching Andrew to use?

A)Speech to text or dictation software
B)Word prediction software
C)Color-coded keyboard
D)Voice recorder

Question 34

Your student Jesse, who has multiple developmental disabilities, cannot feed herself at lunch without spilling food on her lap. She holds her spoon with a gross grasp and cannot scoop food without shoveling it off her tray. She does not pay attention to where her food items are and repeatedly knocks her milk and tray off the lunch table. What adaptations do you recommend for Jesse to her teacher?

A)Swivel spoon and lip plate
B)Sectioned lip plate, non-skid mat, and covered cup
C)Large handled utensils, sippy cup, and suction bowl
D)A plastic bib and non-skid mat under the tray

Question 35

Matthew, your 16-year-old student with quadriplegic cerebral palsy, has limited upper extremity motor skills. His teacher asks you for some ideas for Matthew that would address leisure skills. He spends most of his time at home watching television. What is one adaptation that you could recommend for Matthew?

A)Play catch with an adapted football.
B)Hang out with other teenagers who can do things for Matthew.
C)Play music on a switch-adapted compact disc (CD) player.
D)Play video games on an iPad.

Question 36

Paul, a sixth-grade student with an autism spectrum disorder, complains of headaches during the school day. He tells you that the standard fluorescent lights in the school seem to jump, and he feels better when he closes his eyes. What could you do to address Paul's complaint?

A)Tell Paul's teacher to keep the lights turned off in his classroom.
B)Have Paul do his work in a play tent.
C)Ask the maintenance man to install light filters over the lights in Paul's classroom.
D)Issue Paul some special light altering glasses.

Question 37

Felix, your new 3-year-old student, runs around the therapy room and jumps on all the equipment in an unsafe manner. He does not respond to verbal or visual commands. How can you adapt the therapy room to keep Felix safe?

A)Strap Felix into a chair, so that he cannot get up by himself.
B)Block off all equipment except the item you want to use with Felix, so he cannot run from item to item.
C)Ask Felix's mother to stay for therapy sessions.
D)Give Felix rewards for safe behavior.

Question 38

Is the use of physical restraint or seclusion allowed in public school?

A)Yes, if the school has developed a policy regarding the use of physical restraint or seclusion. The policy must follow guidelines from the U.S. Department of Education and laws regarding physical restraints and seclusion from the state in which the school is located.
B)No, under any circumstances.
C)Yes, the school may use physical restraint or seclusion as necessary because student safety comes first.
D)Yes, with parent permission.

Question 39

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: _________.

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

Question 40

Your 18-month-old student, Ashley, is too young to follow verbal directions or a visual schedule. How do you structure her therapy session, so she will participate in the activities you have planned?

A)Place all the activities on the floor and allow Ashley to choose which one she will complete first.
B)Physically move Ashley from one activity to the next.
C)Present the activities to Ashley one at a time, and physically move her through each activity. Decrease the amount of assistance you give Ashley as she learns the activities.
D)Present the activities to Ashley one at a time, moving to the next activity if Ashley does not understand how to complete a task.

Question 41

How do you suppress tongue thrust when feeding a developmentally disabled child?

A)Press your thumb up into the soft fleshy area just behind the lower jaw.
B)Gently push the bowl of the feeding spoon down on the child's tongue before pulling the spoon out of the child's mouth.
C)Gently press your hand across the child's mouth after each bite of food.
D)Tell the child not to stick out his/her tongue because it is rude.

Question 42

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?

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

Question 43

Your student, Eric, must have thickened liquids at a honey consistency. What does this mean?

A)The liquid will still pour, but flows slowly. The liquid appears to be the same consistency of honey.
B)The liquid will not pour and must be spoon fed.
C)The liquid will still pour and appears to be the same consistency as tomato juice.
D)The liquid is not altered in any way.

Question 44

Your student, Megan, cannot feed herself. She often pockets food when eating. What does this mean?

A)Megan spits food out.
B)Megan chokes on food when she attempts to swallow it.
C)Megan holds her lips together and requires physical assistance to open her mouth.
D)Megan does not swallow food, but holds it inside her cheeks instead.

Question 45

How can you facilitate a swallowing reflex with Megan, so she will not pocket food?

A)Press your thumb up into the soft fleshy area just behind Megan's lower jaw.
B)Gently push the bowl of the feeding spoon down on Megan's tongue before pulling the spoon out of her mouth.
C)Gently press your hand across Megan's mouth after each bite of food.
D)Gently push Megan's cheeks in toward the center of her mouth to prevent her from pocketing the food.

Question 46

Breanna is a 17-year-old student with juvenile rheumatoid arthritis. She uses a scooter for mobility around the high school. When Breanna's joints are in an active flare, she can weight bear on both legs but cannot stand independently. What transfer technique do you use to help Breanna transfer from her scooter to the therapy mat?

A)Independent pivot transfer
B)Independent sliding transfer
C)Assisted pivot transfer
D)Assisted sliding transfer

Question 47

How do you evacuate a wheelchair-bound high school student from the second story of the high school in the event of a fire?

A)Use the elevator.
B)Use a two-person carry.
C)Use a one-person carry.
D)Carry the wheelchair down the stairs, using as many people as necessary.

Question 48

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?

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.

Question 49

Your student has limited mobility. After performing passive range of motion on the student in supine, how do you position him in side lying to work on active reaching?

A)Logroll the student to side lying. Then position the top leg, so it is bent and in front of the bottom leg.
B)Logroll the student to side lying. Then position the bottom leg, so it is bent and in front of the top leg.
C)Assist the student to sit up in long sitting. Then help the student shift his hips to the side and assist him to lie back down.
D)Assist the student to sit up on the edge of the mat. Then help the student shift his hips to the side and assist him to lie back down.

Question 50

How would you position a student to address upper-body core strength during an active reaching activity?

A)Sitting
B)Standing
C)Supine
D)Prone

Question 51

According to the Individuals with Disabilities Education Act (IDEA) how long can students with active IEPs remain in public high school?

A)Until the end of the school year, in which they turn 18.
B)Until the end of the school year, in which they turn 19.
C)Until the end of the school year, in which they turn 20.
D)Until the end of the school year, in which they turn 21.

Question 52

Ryan, your 16-year-old student with severe ADHD, has new goals in his IEP to address vocational skills. What type of activities will you plan and implement to address these goals?

A)Simple work tasks in the therapy room.
B)Work tasks within the school while under supervision of school staff.
C)Work tasks in the community while under the supervision of the business owner.
D)Work tasks in the community while under your supervision.

Question 53

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?

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 54

Your student, Alexis, would like to attend technical college after graduation. You have worked with her extensively on adaptive methods for completing written work. Also, you know that Alexis will require adaptations for written assignments if she attends technical college. What do you help Alexis do to insure that she has the help she needs once she graduates?

A)Search for a technical college that accepts students with disabilities.
B)Search for a technical college that provides computers or tablets with assistive software for students.
C)Search for a technical college that has an assistance program for students with disabilities.
D)Search for a technical college that provides transcription services for students with disabilities.

Question 55

Charlotte is a 19-year-old student with Down syndrome. Her mother has told you that she plans to have Charlotte attend high school until age 21. Then she would like Charlotte to move to a supported apartment in a nearby city. What skills will you work on with Charlotte to prepare her to live in a supported apartment?

A)Basic personal care, meal preparation, and housekeeping.
B)Using a calendar to keep track of appointments.
C)Basic money management.
D)All of the above.

Question 56

The special education teacher complains to you that your student, Evan, has been in his wheelchair all day. Evan has poor postural control and spasticity in his legs, which makes him prone to lower extremity contractures. How can you work on fine motor skills while accommodating Evan's need for a change in position?

A)Move Evan to a regular chair to work on fine motor skills.
B)Have Evan sit or lay on the floor to work on fine motor skills.
C)Move Evan to the standing table with a tray in place to work on fine motor skills.
D)Do not move Evan from his wheelchair because he should be seated to work on fine motor skills.

Question 57

Your 8-year-old patient David has a diagnosis of seizure disorder with cognitive disability and cortical blindness. What type of wheelchair will be recommended for David?

A)A manual wheelchair with a custom back, seat, and postural supports fitted to David.
B)An electric wheelchair with joystick controls; a custom back, seat, and postural supports fitted to David.
C)An electric wheelchair with head controls; a custom, back, seat, and postural supports fitted to David.
D)A manual wheelchair with a standard design, a gel cushion, and a clamp on lateral supports.

Question 58

Marshall is a 13-year-old student with quadriplegic cerebral palsy. When he sits upright in his wheelchair, the front edge of his seat hits the back of his mid thighs. His lateral supports and headrest are fully extended. What do you conclude?

A)Marshall's wheelchair needs to be adjusted.
B)Marshall needs a larger wheelchair.
C)Marshall needs a smaller wheelchair.
D)Marshall's wheelchair meets his needs at this time.

Question 59

Mary is a 12-year-old student with a C4 spinal cord injury. She has normal cognitive function, vision, and hearing, plus head movement. What type of wheelchair do you expect Mary would be able to use independently?

A)A manual wheelchair with postural supports, a custom seat, and push knobs on the wheels.
B)An electric wheelchair with postural supports, a custom seat, and joystick controls.
C)A manual wheelchair with a custom seat and padded wheelchair rims.
D)An electric wheelchair with postural supports, a custom seat, and a head control.

Question 60

Your student, Carli, is not due for a new wheelchair for four more years. Her chair has a custom seat, but her hips adduct while she is seated in the chair. This causes pressure areas on the medial aspect of both knees. How could you resolve this problem for Carli?

A)Place a rolled towel between Carli's knees.
B)Purchase a new wheelchair cushion for Carli, even though a new cushion is expensive.
C)Purchase a portable abductor for Carli.
D)Put moleskin over Carli's pressure areas.

Question 61

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?

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 62

Martin is a 20-year-old high school student with multiple developmental disabilities. His mother complains that she is having difficulty managing Martin at home due to his size. When Martin's dad is home, he is able to lift Martin into the bathtub and bed. But Martin's dad is a truck driver and is gone for weeks at a time. What do you recommend to Martin's mother?

A)Arrange for home health care for Martin.
B)Buy an electronic lift and use it to lift Martin into the bathtub and bed.
C)Contact the aging and disabilities resource center and request a home evaluation.
D)Put Martin in a nursing home because he is too big to manage at home.

Question 63

Sam is a 12-year-old student with muscular dystrophy. He is still ambulatory and uses a wheeled walker to get around the school. He complains to you that he cannot open the heavy bathroom door and hates to ask for help. What do you recommend to your OT department to help Sam be independent in accessing the bathroom?

A)Allow Sam to use the teacher's bathroom because it does not have a heavy door.
B)Write a proposal to install an electronic door opener on one of the boy's bathroom doors.
C)Ask maintenance to take the door off the boy's bathroom because there is a visual barrier in place.
D)Arrange for Sam to use a bathroom in a newer part of the school where there are no bathroom doors.

Question 64

Darla is a 2-year-old student with spina bifida. She cannot sit on the floor with her playmates at her daycare to play with toys. What accommodation do you recommend for Darla?

A)Position Darla in side lying on the floor using bolsters or pillows.
B)Position Darla in a floor sitter, such as a universal corner chair.
C)Either A or B.
D)Position Darla on an adjustable bench that is close to the floor.

Question 65

The third-grade class has several children with disabilities, including two children with ADHD, one child with a cognitive disability, and one child with a hearing impairment. What does your special education director purchase for the classroom teacher to use with this group of students?

A)Classroom amplification system
B)Handheld microphone
C)Smart board
D)Personal amplification system

Question 66

Your 7-year-old student, Gabriel, cannot draw a recognizable picture. He holds pencils with a perfect tripod grasp. How could you help him draw a simple picture of his house?

A)Give him a picture to trace.
B)Give him a visual sample to copy.
C)Give him step-by-step visual samples to imitate.
D)All of the above.

Question 67

Jacob is a 13-year-old student with autism. He has tactile defensiveness and handles everything with his fingertips, including pencils, pens, and art tools. He is having difficulty holding a paint brush during watercolor painting in art class. What adaptation do you provide to make painting easier for Jacob?

A)A large, soft foam grip on the paintbrush.
B)A contoured grip on the paintbrush.
C)A knob-style paintbrush.
D)A large, plastic handled paintbrush.

Question 68

A middle school student with cognitive disability cannot write his name. What would be an appropriate adaptation?

A)Have the student attempt to write with a large, black marker.
B)Have the student type his name.
C)Have the student use a self-inking name stamp.
D)Have an adult write the student's name for him.

Question 69

Your student, Dani, begins to cry when you ask her to write a paragraph. She says it's too hard and you are a mean OT teacher. How could you grade this activity, so it is not so overwhelming for Dani?

A)Have Dani write single words instead of long sentences.
B)Reduce the number of sentences Dani is required to write.
C)Have Dani type a paragraph.
D)Excuse Dani from writing for the rest of the session.

Question 70

You are seeing two, 4-year-old kindergarten students together and would like them to participate in the same cutting project. You know that one student is able to cut on a straight line independently, while the other has difficulty. How do you grade this activity to challenge both students?

A)Give the students the same activity, and tell them to do their best.
B)Give one student a circular line to cut and the other student a straight line to cut.
C)Give the lower functioning student hand-over-hand assistance.
D)Give both students the same activity, but allow one to complete the entire cutting task and partially cut out the shape for the other student; leaving straight lines for him to cut.

Question 71

Your student, Melody, is a sixth-grader with autism. She is doing well in therapy, and you have recommended dismissing her from regular treatment to your OT department. Melody's teacher has expressed concerns about her transition to middle school the next school year. What does your OT department recommend at Melody's IEP review?

A)Dismiss Melody from OT services as she has met her IEP goals.
B)Decrease Melody's OT frequency to consultation once per month to insure that Melody's skills are maintained.
C)Decrease Melody's OT frequency to consultation once per month with an increase in frequency to once per week for the month of September in the next school year.
D)Continue to see Melody for regular treatment.

Question 72

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?

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 73

Carson is 2-year-old birth to three client. He has tactile defensiveness, and your OT department has ordered the Wilbarger brushing protocol as a part of his treatment plan. How do you administer this protocol at the proper frequency to address Carson's tactile defensiveness?

A)Train Carson's parents and daycare providers on how to administer the brushing protocol.
B)Train Carson's parents on how to administer the brushing protocol.
C)Train Carson's parents, daycare providers, and grandparents on how to administer the brushing protocol.
D)Train Carson on how to administer the brushing protocol.

Question 74

Faith is a new first-grade student who is beginning OT treatment for fine motor skills. Her mother asks you what activities Faith can do at home to reinforce the skills that OT will address. How do you respond to Faith's mother?

A)You tell her to have Faith play with Play-Doh at home.
B)You tell her to make Faith complete all fine motor tasks without help, including fastening clothing fasteners and playing with small toys.
C)You tell her that you will give her recommendations after you have worked with Faith for a few treatment sessions.
D)You give Faith's mother a list of suggested fine motor activities that Faith can participate in at home during daily routines and play time.

Question 75

You issue a slant board and pencil grip to your first-grade student to use in his classroom. When you check on his status, you notice that he is not using either device. You ask his teacher about the devices, and she tells you that she forgot about them. How do you emphasize the importance of these devices to your student's teacher?

A)You tell the teacher that using the devices is a part of your student's IEP, and she must remember to have your student use them.
B)You show the teacher how the devices are used and how they improve your student's ability to complete written work.
C)You ask your OT department to talk to the teacher since she won't listen to you.
D)You grab the slant board and pencil grip and give them to your student. This shows the teacher that she is irresponsible in not reinforcing the use of the devices.

Question 76

What activity could you select for your new rheumatoid arthritis patient who has a short-term objective to increase upper body strength?

A)Pulley exercises against 10 pounds of resistance.
B)Upper-arm exercises using three-pound dumbbells.
C)Active range of motion exercises using ½-pound wrist weights.
D)Sanding wood with a box sander.

Question 77

Mabel is your 87-year-old nursing rehabilitation patient with a diagnosis of chronic obstructive pulmonary disease (COPD). She lives alone and has a private home health aide, who visits daily to help her with bathing, meal preparation, and housekeeping. What activities will you focus on during Mabel's therapy sessions?

A)Hygiene, dressing, toileting, and using a microwave to heat food.
B)Hygiene, dressing, preparing cold food, and light cleaning.
C)Hygiene, dressing, and getting in/out of the bathtub.
D)Hygiene only.

Question 78

Howard is your 42-year-old hand therapy patient with a diagnosis of carpal tunnel syndrome. He works as a salesman for a pharmaceuticals company and has a territory that covers half of your state. What activity must you spend time adapting for Howard to prevent his carpal tunnel syndrome from exacerbating?

A)Talking on the phone
B)Typing on the computer
C)Driving
D)All of the above.

Question 79

What activities do you select for your new hospital inpatient with respiratory Methicillin Resistant Staphylococcus Aureus (MRSA)?

A)Upper-body strengthening using the exercise equipment in the physical therapy gym.
B)Upper-body strengthening using exercise bands and exercise putty in the patient's room.
C)Upper-body strengthening using the range of motion arc and ladder in the OT clinic.
D)Upper-body strengthening using wrist weights and a resistive hand exerciser in the OT clinic.

Question 80

Alice is a 52-year-old outpatient with multiple sclerosis. She tells you she misses cooking and would like to do more of it. How do you respond to Alice's comment?

A)You tell her that she should not be cooking because she will not feel the heat and might burn herself.
B)You tell her that you will work on strength and coordination in therapy to return her to previous abilities, so she can cook again.
C)You tell her that cooking will take all her strength and energy. She should let someone else do it.
D)You tell her that you will work on adapting cooking tasks in therapy, so she can cook more at home in spite of her condition.