NBCOT PREDICTOR EXAM QUESTIONS AND
CORRECT ANSWERS (VERIFIED AND WELL DETAILED
ANSWERS)
ValidityCORRECT ANSWER Measures the assessments accuracy to determine if the tool
measures what it was intended to measure
Face ValdityCORRECT ANSWER establishes how well the assessment instrument appears "on
the face of it" to meet its stated purpose (e.g. an activity configuration looks like it measures time use)
content validityCORRECT ANSWER established that the content included in the evaluation is
representative of the content that could be measured
Criterion ValidityCORRECT ANSWER compares the assessment tool to another one with already
established validity. Criterion is reported as correlation; the higher the correlation, the better the
criterion validity. Types of criterion validity include:
o Concurrent validity- compares the results of two instruments given at about the same time
o Predictive validity- compares the degree to which an instrument can predict performance on a future
criterion
ReliabilityCORRECT ANSWER Establishes the consistency and stability of the evaluation
• If reliable, the evaluation measurements/scores are the same from time to time, place to place, and
evaluation to evaluation
inter-rater reliabilityCORRECT ANSWER establishes that different raters using the same
assessment tool will achieve the same results
,test-retest reliabilityCORRECT ANSWER establishes that the same results will be obtained when
the evaluation is administered twice by the same administrator
Goal Attainment ScalingCORRECT ANSWER uses interviews and rating scales during initial
sessions to facilitate clients participation in the goal setting process by identifying intervention outcomes
that are personally relevant to them; used during post-treatment sessions to assess client progress
toward desired goals
Type of intervention: ManagementCORRECT ANSWER interventions designed to reduce or
minimize disruptive or undesirable behavior that interfere with therapeutic activities or procedures
needed to change areas of dysfunction that are the main focus of intervention
What are the three types of prevention?CORRECT ANSWER primary, secondary, tertiary
primary preventionCORRECT ANSWER the reduction of the incidence or occurrence of a disease
or disorder within a population that is currently well or considered to be potentially at risk (e.g.
parenting skills classes for teen parents to prevent child neglect or abuse)
Secondary PreventionCORRECT ANSWER the early detection of problems in a population at risk
to reduce the duration of a disorder/disease and/or minimize its effects through early
detection/diagnosis, early appropriate referral and early/effective intervention (e.g. the screening of
infants born prematurely for developmental delays and the immediate implementation of intervention
for identified delays
Tertiary PreventionCORRECT ANSWER the elimination or reduction of the impact of dysfunction
on an individual (e.g. the provision of rehab services to maximize community participation)
Teaching Method: Demonstration and performanceCORRECT ANSWER The therapist performs
the task and the individual imitates the therapists performance
,Teaching Method: Exploration and DiscoveryCORRECT ANSWER A diversity of activities is made
available and the individual is permitted to choose any activity and try it without specific instructions or
directions
Teaching Method: Explanation and DiscussionCORRECT ANSWER A verbal explanation of the
task and a discussion of the activity components to either plan an activity or to review what occurred
during the activity are provided by the therapist
Teaching Method: Role PlayCORRECT ANSWER The OT and/or individual(s) assume roles and act
out scenarios to practice behaviors prior to doing the behavior in a real situation
Teaching Method: simulationCORRECT ANSWER The individual acts out an activity performance
using simulated tasks and/or objects
Teaching method: Problem SolvingCORRECT ANSWER The process of teaching a person to
analyze a situation, define the problem, outline potential solutions, select the solution that appears to
be most viable, implement the solution, evaluate the outcome to determine if problem is resolved, and
re-try a new solution, if needed
Teaching Method: Behavioral ManagementCORRECT ANSWER • The identification of behaviors
that require development and/or require extinction
• The implementation of a structured program to facilitate the desired behavioral change
What are the stages of group development?CORRECT ANSWER 1)Origin phase
2)Orientation phase
3)Intermediate phase
4)Conflict phase
5)Cohesion phase
6)Maturation phase
7)Termination phase
, Origin phase of group developmentCORRECT ANSWER involves the leader composing the group
protocol and planning for the group
orientation phase of group developmentCORRECT ANSWER involves members learning what
the group is about, making a preliminary commitment to the group and developing initial connections
with other members.
intermediate phase of group developmentCORRECT ANSWER involves members developing
interpersonal bonds, group norms, and specialized member roles through involvement in goal-directed
activities and clarification of group's purpose.
conflict phase of group developmentCORRECT ANSWER involves members challenging the
group's structure, purposes and/or processes and is characterized by dissension and disagreements
among members. unsuccessful resolution of this phase results in dissolution of the group. successful
resolution of this phase results in modifications to the group that are acceptable to members, enabling
the group to proceed to the next phase of development.
cohesion phase of group developmentCORRECT ANSWER involves members regrouping after
the conflict with a clearer sense of purpose and reaffirmation of group norms and values, leading to
group stability.
maturation phase of group developmentCORRECT ANSWER involves members using their
energies and skills to be productive and to achieve group's goals.
termination phase of group developmentCORRECT ANSWER involves dissolution of the group
due to lack of engagement of members, inability to resolve conflict, administrative constraints, goals
attainment or task accomplishment.
directive leadership styleCORRECT ANSWER leaders function where employees have little (if
any) input in planning and decision making
CORRECT ANSWERS (VERIFIED AND WELL DETAILED
ANSWERS)
ValidityCORRECT ANSWER Measures the assessments accuracy to determine if the tool
measures what it was intended to measure
Face ValdityCORRECT ANSWER establishes how well the assessment instrument appears "on
the face of it" to meet its stated purpose (e.g. an activity configuration looks like it measures time use)
content validityCORRECT ANSWER established that the content included in the evaluation is
representative of the content that could be measured
Criterion ValidityCORRECT ANSWER compares the assessment tool to another one with already
established validity. Criterion is reported as correlation; the higher the correlation, the better the
criterion validity. Types of criterion validity include:
o Concurrent validity- compares the results of two instruments given at about the same time
o Predictive validity- compares the degree to which an instrument can predict performance on a future
criterion
ReliabilityCORRECT ANSWER Establishes the consistency and stability of the evaluation
• If reliable, the evaluation measurements/scores are the same from time to time, place to place, and
evaluation to evaluation
inter-rater reliabilityCORRECT ANSWER establishes that different raters using the same
assessment tool will achieve the same results
,test-retest reliabilityCORRECT ANSWER establishes that the same results will be obtained when
the evaluation is administered twice by the same administrator
Goal Attainment ScalingCORRECT ANSWER uses interviews and rating scales during initial
sessions to facilitate clients participation in the goal setting process by identifying intervention outcomes
that are personally relevant to them; used during post-treatment sessions to assess client progress
toward desired goals
Type of intervention: ManagementCORRECT ANSWER interventions designed to reduce or
minimize disruptive or undesirable behavior that interfere with therapeutic activities or procedures
needed to change areas of dysfunction that are the main focus of intervention
What are the three types of prevention?CORRECT ANSWER primary, secondary, tertiary
primary preventionCORRECT ANSWER the reduction of the incidence or occurrence of a disease
or disorder within a population that is currently well or considered to be potentially at risk (e.g.
parenting skills classes for teen parents to prevent child neglect or abuse)
Secondary PreventionCORRECT ANSWER the early detection of problems in a population at risk
to reduce the duration of a disorder/disease and/or minimize its effects through early
detection/diagnosis, early appropriate referral and early/effective intervention (e.g. the screening of
infants born prematurely for developmental delays and the immediate implementation of intervention
for identified delays
Tertiary PreventionCORRECT ANSWER the elimination or reduction of the impact of dysfunction
on an individual (e.g. the provision of rehab services to maximize community participation)
Teaching Method: Demonstration and performanceCORRECT ANSWER The therapist performs
the task and the individual imitates the therapists performance
,Teaching Method: Exploration and DiscoveryCORRECT ANSWER A diversity of activities is made
available and the individual is permitted to choose any activity and try it without specific instructions or
directions
Teaching Method: Explanation and DiscussionCORRECT ANSWER A verbal explanation of the
task and a discussion of the activity components to either plan an activity or to review what occurred
during the activity are provided by the therapist
Teaching Method: Role PlayCORRECT ANSWER The OT and/or individual(s) assume roles and act
out scenarios to practice behaviors prior to doing the behavior in a real situation
Teaching Method: simulationCORRECT ANSWER The individual acts out an activity performance
using simulated tasks and/or objects
Teaching method: Problem SolvingCORRECT ANSWER The process of teaching a person to
analyze a situation, define the problem, outline potential solutions, select the solution that appears to
be most viable, implement the solution, evaluate the outcome to determine if problem is resolved, and
re-try a new solution, if needed
Teaching Method: Behavioral ManagementCORRECT ANSWER • The identification of behaviors
that require development and/or require extinction
• The implementation of a structured program to facilitate the desired behavioral change
What are the stages of group development?CORRECT ANSWER 1)Origin phase
2)Orientation phase
3)Intermediate phase
4)Conflict phase
5)Cohesion phase
6)Maturation phase
7)Termination phase
, Origin phase of group developmentCORRECT ANSWER involves the leader composing the group
protocol and planning for the group
orientation phase of group developmentCORRECT ANSWER involves members learning what
the group is about, making a preliminary commitment to the group and developing initial connections
with other members.
intermediate phase of group developmentCORRECT ANSWER involves members developing
interpersonal bonds, group norms, and specialized member roles through involvement in goal-directed
activities and clarification of group's purpose.
conflict phase of group developmentCORRECT ANSWER involves members challenging the
group's structure, purposes and/or processes and is characterized by dissension and disagreements
among members. unsuccessful resolution of this phase results in dissolution of the group. successful
resolution of this phase results in modifications to the group that are acceptable to members, enabling
the group to proceed to the next phase of development.
cohesion phase of group developmentCORRECT ANSWER involves members regrouping after
the conflict with a clearer sense of purpose and reaffirmation of group norms and values, leading to
group stability.
maturation phase of group developmentCORRECT ANSWER involves members using their
energies and skills to be productive and to achieve group's goals.
termination phase of group developmentCORRECT ANSWER involves dissolution of the group
due to lack of engagement of members, inability to resolve conflict, administrative constraints, goals
attainment or task accomplishment.
directive leadership styleCORRECT ANSWER leaders function where employees have little (if
any) input in planning and decision making
