NBCOT PRACTICE TEST |725 QUESTIONS FULLY SOLVED & UPDATED 2023

Directive leadership limited skills. Goal = task accomplishment. parallel and project groups. member need to be DIRECTED Facilitative leadership + goal of group moderate skills. Goal = have members *acquire skills through experience* egocentric-cooperative and cooperative groups. FACILITATE but NOT DIRECT or ADVISE Advisory leadership skills are high, Goal = member understand and self-direct the process. mature groups. Academic ADVISOR just gives advice Evaluation Group assess. Work on tasks that can be completed in one session Thematic Group skills for specific activity. minimal group interaction skills. Theme park: requires a little interaction, each line is for specific ride. Topical Group discuss activities. Goal= engage effectively & w/ satisfaction. Egocentric-cooperative level. activities people can be involved in: hot TOPIC task-oriented group *Increase awareness* of needs, values, ideas, and feelings. psychological or physical trauma. TASK is to ASK and Tell types of developmental groups parallel, project, egocentric-cooperative, cooperative, and mature parallel groups Individual tasks Develop basic trust and comfort with group. project groups shared, short term activity. focus on interaction. appropriate for socially responsive & intact cognition. ==> Group PROJECTS in college encouraged interaction. egocentric-cooperative groups long range activity. Focus on *task*. 5-7 yr developmental level. 5-7 year olds are EGOCENTRIC, but they will COOPERATE with tasks cooperative groups Free expression of ideas and feelings. Develop sense of *trust, love, belonging, and cohesion* *May not produce end product.* A CO-OP creates a *community feeling* mature groups Members assume all functional roles. Requires *end product* 15-18 yr developmental level instrumental group Client functions at highest possible level. Meet mental health needs ==> prevent regression and maintain function - you need an instrument to MAINTAIN a beat IDEA age for transition plan & services, IFSP age o Transition *plan begins at age 14* to help with post-school goals o Transition *services begin at age 16* to help attain post-school goals o Transition plans must be updated annually* o Mandates IFSP for children *ages 0-2* -IEP must include *academic & functional goals* early intervention acceptance criteria & IFSP 33% delay in one area or 25% delay in two areas and an established diagnosis/disability IFSP is completed and each professional must submit 6 month reviews facilitate lip closure slight upward pressure under lip, or downward pressure between nose & lip facilitate jaw closure firm upper pressure under jaw or under mandibles inhibit tongue thrust press bowl of spoon downward & hold on tongue facilitate swallow lip closure & slight downward pressure of spoon on middle of tongue how to facilitate chewing soft foods between gum and teeth -gum to chew on inhibit tonic bite reflex *firm* downward pressure with spoon on middle aspect of tongue decrease oral tactile sensitivity firm pressure sucking/chewing on cloth rub gums palate & tongue, oral exploration of toys, NUK, varying food textures somatosensory loss ==> LE more affected that UE <== o Decreased *sensitivity of touch* o *Proprioceptive* losses o Loss of joint receptor sensitivity: contributes to *loss of balance* vision strategies for elderly increase light intensity, avoid sudden changes high contrast, large print magnifying glass strategies to increase muscular strength for elderly improve nutrition increased physical & functional activities, adequate warm up and cool down w/ pacing & rest, strength training, isometric & resistive, high-intensity (70-80% one rep max), age not a limiting factor, flexibility & ROM, slow prolonged stretch (20-30 sec) heat tissues prior skeletal change strategies for elderly postural exercises weight bearing to decrease bone loss neurological change strategies for elderly diet, increased physical activity=neuronal branching, decrease rate of decline, improve cerebral circulation, allow more time, avoid long sequences of mvmt for memory limitations, adequate explanation & demo for safety, repetitive, well-learned mvmt hearing loss strategies for elderly assess for comorbities (vertigo, speech comprehension, tinnitus) quiet environment speak slowly & clearly directly in front written & demonstrated guidelines, AD