Activities 101 – Complete Home Health Care(HCC)

INTRODUCTION

Effective January 1, 2014  

Understanding the Home Care (Activity) Certification (HCC)


Requirements for HCC

  1. High School diploma/GED
  2. Completion of the Activities 101 (8) hour training course
  3. Six (6) months {1000 hours} of Home Care experience
  4. 20 hours of continuing education

Process – 
Applicants will complete the HCC application form (in addition to the NCCAP application), sending the verification of the HS/GED, the Home Care experience, CE’s (per the NCCAP Standards) and certificate of completion of the Activities 101 (8) hour course. 

***The Activities 101 training hours can also be applied toward a specialization 
 

 

You may order the book from:

https://www.amazon.com/dp/151910894X

 

For  completion please complete the Easy Generator Course.  You will also need to fill out the application before a link will be given for HCC completion.  Once the application is received and all criteria is met, directions will be given for course completion

Competency 1: LO1Activities 101 - Section 1 Student will define three physiological changes within each of the body systems.

Competency 1

Student will demonstrate knowledge of the aging process which will enale them to develop and conduct meaniingful quality of life interventions.

What Normal Aging is Like –TWO GREAT LINKS TO REVIEW

WHAT IS NORMAL AGING-PART 1

Please note throughout the course I have given many extra links, depending on your computer--most of the time they will work, --sometimes not depending on your equipment, etc.-- Just move on! Your  book will give you the answers you need.  Thank you, Jane

http://www.timegoesby.net/weblog/2013/10/what-normal-aging-is-like-part-1-of-2.html

WHAT IS NORMAL AGING-PART 2

http://www.timegoesby.net/weblog/2013/10/what-normal-aging-is-like-part-2-of-2.html

 

LO1A Physiological changes of the Integumentary include all but:

https://www.boundless.com/physiology/textbooks/boundless-anatomy-and-physiology-textbook/the-integumentary-system-5/integumentary-system-development-68/the-effect-of-aging-on-the-integumentary-system-410-513/

Integumetary System(Skin)  referenced  pages 4-5  but not limited to these pages.

FYI - you may also view the links and aging video.

SECTION : 1

 

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COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

 

 

 

 

 

 

 

Please place a check by the correct answer/s.

  • A. moist skin  
  • B. less elasticity
  • C. developing wrinkles
  • D. sweat gland decrease and produce less oil

LO1B The Cardiovascular System includes all changes except:

FYI http://gero.usc.edu/ageworks/core_courses/gero500_core/biology_a_lect/index_a.htm#agin

SECTION : 1  The Cardiovascular System (Heart, Veins, and Blood)  referenced  pages 6-7  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

 

FYIhttp://faculty.ksu.edu.sa/15218/Presentations/CVS/aging%20and%20the%20cardiovascular%20system.ppt

BOOK-SECTION : 1  The Cardiovascular System (Heart, Veins, and Blood)  referenced  pages 6-7  but not limited to these pages.

 FYI     http://health.howstuffworks.com/wellness/aging/aging-process/aging2.htm

 

Please place a check by the correct answer/s.

  • A. heart tends to decrease in size with age
  • B. the heart's ability to contract increases
  • C.  Plaque can build up on the inside of the blood vessels
  • D.  the left ventricle thickens and the aorta dilates

LO1C Physiologial changes of the Sensory System include all but:

SECTION : 1 The Sensory System (Hearing, touch, smell, taste, and sight)  referenced  pages 4-5  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Sensory System (Hearing, touch, smell, taste, and sight)  referenced  pages 4-5  but not limited to these pages.

 

FYI http://pods.dasnr.okstate.edu/docushare/dsweb/Get/Document-2418/T-2140web.pdf

BOOK: The Sensory System (Hearing, touch, smell, taste, and sight)  referenced  pages 4-5  but not limited to these pages.

FYI http://consultgerirn.org/topics/sensory_changes/want_to_know_more

Please place a check by the correct answer/s.

  • A. build-up of pressure in the eye
  • B. murkiness or film that forms over the eye
  • C. tolerance for bright lights and glare
  • D. sense if touch is diminished

LO1D The Respiratory System system changes include the following:

BOOK:  The Respiratory System (Mouth, Nose, Sinuses, Lungs, etc.  referenced  page/s 8  but not limited to these pages.

FYI  http://www.authorstream.com/Presentation/dilharsh-400282-anatomy-physiology-brain-aging-systems-21-5-10-education-ppt-powerpoint/

SECTION : 1  The Respiratory System (Mouth, Nose, Sinuses, Lungs, etc.  referenced  page/s 8  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

 

 

Please place a check by the correct answer/s.

  • A. the lungs' ability to expand and contract decreases with age.
  • B. the diaphragm and the thorax also weaken with age.
  • C. the blood flow to the organs decreases.
  • D. the effectiveness of coughing and the ability to cough up mucus also decreases.

LO1E The Musculoskeletal System changes include:

FYI   http://www.healthy-aging-for-women-babyboomers.com/skeletal-system.html

SECTION : 1  

The Musculoskeletal System (Bones, Muscles, Joints, Ligaments, Cartilage, and Tendons)  referenced  page/s 8-9  but not limited to these pages.

 

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Musculoskeletal System (Bones, Muscles, Joints, Ligaments, Cartilage, and Tendons)  referenced  page/s 8-9  but not limited to these pages.

 

BOOK:  

The Musculoskeletal System (Bones, Muscles, Joints, Ligaments, Cartilage, and Tendons)  referenced  page/s 8-9  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • bones do not become thinner and more brittle with aging.
  • people lose a few inches or become shorter after the age of 30
  • 206 bones and numerous joints allow movement in the body.
  • Reaction time is slower with aging, and the ability to exert muscle strength also decreases

LO1F The Gastrointestinal System changes include the following:

BOOK:  The Gastrointestinal System (Digestive System)  referenced  page/10  but not limited to these pages.

FYI  http://www.healthy-aging-for-women-babyboomers.com/skeletal-system.html

SECTION : 1  The Gastrointestinal System (Digestive System)  referenced  page/10  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Gastrointestinal System (Digestive System)  referenced  page/10  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Teeth are more brittle and the enamel tends to be thinner with the older person
  • the mouth is drier
  • taste buds are reduced as well as gastric acids and enzymes
  • the liver increases in size as we age

LO1G The Urinary System changes by:

BOOK:  The Urinary System (Kidneys, urethra and bladder  referenced  page/s 10  but not limited to these pages.

FYI  http://www.healthy-aging-for-women-babyboomers.com/urinary-system.html

SECTION : 1  The Urinary System (Kidneys, urethra and bladder  referenced  page/s 10  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Urinary System (Kidneys, urethra and bladder  referenced  page/s 10  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • UTI seldom if never happens with the elderly.
  • renal failure happens as this is the inability of the kidneys to perform normally as we age.
  • bladder muscles become weaker with aging and bladder capacity decreases. 
  • stress incontinence can cause people to alter their lifestyle.

LO1H The reproductive changes include:

SECTION : 1  The Reproductive System  referenced  page/s 11-12  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Reproductive System  referenced  page/s 11-12  but not limited to these pages.

 

BOOK:  The Reproductive System  referenced  page/s 11-12  but not limited to these pages.

FYI  http://www.healthy-aging-for-women-babyboomers.com/female-reproductive-system.html

Please place a check by the correct answer/s.

  • decrease in sexual response
  • weakening of the pelvic muscles
  • estrogen and ovulation production increases
  • a decreased interest or desire for sexual activity is inaccurate

LO1I Endocrine issues typically seen with aging include all but:

SECTION : 1  The Endocrine System   referenced  page/s 12-13  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Endocrine System   referenced  page/s 12-13  but not limited to these pages.

 

http://www.merckmanuals.com/home/hormonal_and_metabolic_disorders/biology_of_the_endocrine_system/effects_of_aging_on_the_endocrine_system.html

 

 

Please place a check by the correct answer/s.

  • hormone secretions increase
  • glands become less active or decrease in size
  • there is a decrease in insulin production
  • there is a decrease in levels of estrogen and progesterone

LO1J The Immune System issues typically seen with aging: Please read your HCC book and review the links/and or videos

SECTION : 1 The Immune System  referenced  page/s 13 but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Immune System  referenced  page/s 13 but not limited to these pages.

 

http://www.merckmanuals.com/professional/geriatrics/approach_to_the_geriatric_patient/physical_changes_with_aging.html

BOOK:  The Immune System  referenced  page/s 13 but not limited to these pages.

 

FYI  http://www.longestlife.com/ebook/change.html

Please place a check by the correct answer/s.

  • decreased white blood cell production.
  • viruses and other infections become more life threatening.
  • the immune system does not begin to decline arournd age thirty and continues to decline
  • white blood cells are less effective than they once were in younger age

LO1K Nervous System issues typically seen with aging are:

BOOK:  The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

FYI  http://www.nlm.nih.gov/medlineplus/ency/article/004023.htm

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • increase of neurons.
  • increased tactile sensitivity.
  • decreased reaction time.
  • memory changes due to a disease process is not important

LO12 Activities 101 - Section 1 Student will discuss three symptoms from at least two age related diagnoses within each of the body systems.

LO12A Coronary Artery Disease disorder leads to symptoms of:

SECTION : 1 BOOK   Coronary Artery Disease  referenced  page/s 6  but not limited to these pages.

 

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  Coronary Artery Disease  referenced  page/s 6  but not limited to these pages.

 

http://www.nhlbi.nih.gov/health/health-topics/topics/cad/signs.html

Please place a check by the correct answer/s.

  • Build up of plaque, euphoria
  • Chest pain, difficulty breathing, sweating, vomiting, left arm weakness

LO12B Symptoms of Inflammatory Heart Disease include the following:

SECTION : 1BOOK

The Cardiovascular System (Heart, Veins, and Blood)  referenced  page/s 6-7  but not limited to these pages.

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Cardiovascular System (Heart, Veins, and Blood)  referenced  page/s 6-7  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • shrinking of the heart
  • inefficient closing of the heart valves
  • reduction of the efficiency of each pump of the heart

LO12C Breathing issues typically seen with aging are:

 

Please place a check by the correct answer/s.

  • Lung cancer, Pneumonia, Bronchitis, Emphysema, COPD
  • Coap, Lung cancer, Pneumonia, Bronchitis, Emphysema,

LO12D Musculosketeal issues that might not appear in aging include:

 

 

SECTION : 1The Respiratory System (Mouth, Nose, Sinuses, Lungs, etc)  referenced  page/s 8-9  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  The Musculoskeltal System (Bones, Muscles, Joints, Ligaments, Cartilage, and Tendons)  referenced  page/s 8-9  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Rhematoid arthritis
  • Osteoarthritis
  • Osteoporosis
  • Osterorosis

LO12E Symptoms of Gastrointestinal changes include the following:

Digestive issues

http://www.merckmanuals.com/home/digestive_disorders/biology_of_the_digestive_system/effects_of_aging_on_the_digestive_system.htmlSECTION : 1BOOK:  The Gastrointestinal System (Digestive System)  referenced  page/s 10 but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  The Gastrointestinal System (Digestive System)  referenced  page/s 10 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • The stomach takes a shorter time to empty into the intestines when a person is older
  • The intestinal muscles become slower
  • The mouth is drier as the mucus glands dry and saliva is decreased

LO12F Urinary issues that are typically seen with aging are:

SECTION : 1

BOOK;  The Urinary System (Kidneys, urethra and bladder)  referenced  page/s 11  but not limited to these pages.

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK;  The Urinary System (Kidneys, urethra and bladder)  referenced  page/s 11  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • inability to control bladder or bowel functions
  • no renal failure-inability of the kidneys to perform normally
  • UTI - urinary tract infection

LO12G Endocrine issues typically seen with aging are not:

SECTION : 1

BOOK:  The Endocrine System  referenced  page/s 12  but not limited to these pages.

 

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  The Endocrine System  referenced  page/s 12  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Hormone secretions increase
  • Glands increase in size
  • the body produces large amounts of adrenal cortex hormones

LO12H Nervous System issues typically seen with aging are;

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • decreased reaction time
  • Increased tactile sensitivity
  • progressive disease that involves shaking
  • blood supply to the brain is cut off

LO13 Activities 101 - Section 1 Student will identify five characteristics associated with dementia.

LO13A Disorientation to time is not a characteristic of dementia.

SECTION : 1BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO13B No changes in mood from happy to sad, stubborn to docile or vice versa is a characteristic of dementia.

SECTION : 1BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO13C Changes in difficulty in maintaining friends and former social relationships is a characteristic of dementia.

SECTION : 1BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO13D Little to no decline in capabilities and routine, and daily activities is a characteristic of dementia.

SECTION : 1BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO13E Difficulty in understanding what is said, may become argumentative or combative is a characteristic of dementia.

SECTION : 1BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Dementia  referenced  page/s 15  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

DEMENTIA VIDEOS TO WATCH IN ADDITION TO THE BOOK

 

 

 

LO14 Activities 101 - Section 1 Student will distinguish the difference between Alzheimer’s disease and dementia.

LO141 What is the difference between Alzheimer's and dementia?

Glen Campbell and Alzheimers

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15 - 23 but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Please place a check by the correct answer/s.

  • Alzheimers is not a disease
  • Dementia is a group of symptoms, while Alzheimer's is a disease.

LO15Activities 101 - Section 1 Student will recognize the varying symptomatology in five types of dementing illnesses.

LO15A Parkinson's Disease second symptom is the shaking of the hands and or head.

PARKINSON'S

http://www.mayoclinic.org/diseases-conditions/parkinsons-disease/basics/definition/con-20028488

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Parkinson's  Page 23

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO15B Binswanger's Dementia involves hypertension and intellectual impairment, mood swings, personality changes.

BINSWANGER  http://www.ninds.nih.gov/disorders/binswangers/binswangers.htm

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Binswanger's Dementia  Page 23

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO15C Pick's disease does not show similar symptoms to Alzheimer's, dementia with Lewy Bodies, and Huntington's.

PICK'S DISEASE /FRONTAL LOBE DIMENTIA http://www.ninds.nih.gov/disorders/picks/picks.htm

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Frontotemporo Dementia (FTD)  (Pick's Disease)

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO15D Dementia with Lewy Bodies symptoms include poor cognitive and motor function, inappropriate social behavior, depression, migraines, incontinence, hallucinations, and memory loss.

LEWY BODY  http://www.ninds.nih.gov/disorders/dementiawithlewybodies/dementiawithlewybodies.htmSECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Dementia with Lewy Bodies (DLB)   Page 22

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO15E Vascular Dementia disease people may have visual hallucinations, depression or a loss of spontaneous movement. Please read your HCC book and review the links/and or videos

VASCULAR DEMENTIA http://www.ninds.nih.gov/disorders/dementias/pubs_dementia.htm

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Vascular Dementia Page 22

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO16 Activities 101 - Section 1 Student will define the difference between the Mini Mental Status Exam and the Global Deterioration Scale.

LO161 The difference between the Mini Mental Status Exam and the Global Deterioration Scale is the following: Please read your HCC book and review the links/and or videos

Please review the link to the Mini Mental and the Global Deterioration Scale.

http://www.health.gov.bc.ca/pharmacare/adti/clinician/pdf/ADTI%20SMMSE-GDS%20Reference%20Card.pdf

 

SECTION : 1BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Mini Mental State Examination (MMSE)  Page 18-19

Global Deterioration Scale  Page 20

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

  • The scores from 7 questions on the Mini Mental are tallied, then utilized to determine the level of individual impairment and the Global Deterioration Scale the individuals are categorized into 11 different stages.
  • The scores from 11 questions on the Mini Mental are tallied, then utilized to determine the level of individual impairment and the Global Deterioration Scale the individuals are categorized into 7 different stages.

LO17 Activities 101 - Section 1 Student will describe three symptoms each from schizotypal and antisocial personality disorder

LO17A Antisocial personality disorder (ASPD) have been said to have a lack of moral or ethical development;they can be very deceitful and behave in a manner which is socially unacceptable.

ASPD http://www.mayoclinic.org/diseases-conditions/antisocial-personality-disorder/basics/definition/con-20027920

SECTION : 1  BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

 

Personality Disorders: Schizotypal and Antisocial  Page 23

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO17B Schizotypal disorders manifest the following symptoms.

SCHIZOTYPAL  http://www.mayoclinic.org/search/search-results?q=Schizotypal

SECTION : 1

  BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

 

Personality Disorders: Schizotypal and Antisocial  Page 23

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

  BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

 

Personality Disorders: Schizotypal and Antisocial  Page 23

 

Please place a check by the correct answer/s.

  • they behave as introverts
  • they think they have magical powers
  • the person's speech is odd or takes on an odd tone
  • lack of moral or ethical development

LO181 Activities 101 - Section 1 Student will explain the concept behind at least five theories of physical aging.

LO18 AThis theory states that the normal use of oxygen in metabolism results in a creation of highly reactive molecules with an unpaired electron.

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Page 24 25

Please place a check by the correct answer/s.

  • Cross linkage theory
  • Autoimmune theory
  • Wear and tear theory
  • Free radical
  • Cellular senescence

LO18B This theory states that process through which a cell becomes incapable of diving due to the influence of an external stimulus, and has been linked to the aging process.

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Page 24-25

Please place a check by the correct answer/s.

  • Cellular senescence
  • Free radical theory
  • Cross linkage theory
  • Autoimmune theory
  • Wear and tear theory

LO18C This theory states that aging is a programmed process with a biological clock set and a maximum life span.

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Cellular senescence
  • Autoimmune Theory
  • Cross Linkage Theory
  • Wear and tear theory

LO18D This theory focuses on the protein collagen, and important connective tissue found in most organs.

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Cross linkage theory
  • Autoimmune Theory
  • Wear and Tear Theory
  • Free Radical Theory
  • Cellular Senescence

LO18E This theory proposes that aging is a function of the decline in the immune system with aging.

SECTION : 1The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The Nervous System (Brain, Nerves, and Spinal Cord)  referenced  page/s 13-14  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Sear and Tear theory
  • Free Radical Theory
  • Cross linkage theory
  • Autoimmune theory

LO19 Activities 101 - Section 1 Student will recognize the differing components of Maslow’s and Erickson’s personality development theories.

LO19APlease indicate which level is the highest level in Maslow's Hierachy of Needs.

MASLOW http://www.learning-theories.com/maslows-hierarchy-of-needs.html

SECTION : 1

  BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

 

Personality Disorders: Schizotypal and Antisocial  Page 23

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

  BOOK:  Theories of Biological Aging  referenced  page/s 24-32  but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • Physiological
  • Safety
  • Love and Belongingness
  • Esteem
  • Self-actualization

LO19B Physiological needs are the physical requirements for human survival, if these are not met the human body will fail.

http://www.learning-theories.com/maslows-hierarchy-of-needs.html

SECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

Please place a check by the correct answer/s.

  • True
  • False

LO19C Once physical needs are met, a person then focuses on their feelings of safety.

http://www.learning-theories.com/maslows-hierarchy-of-needs.htmlSECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

Page 26

Please place a check by the correct answer/s.

  • True
  • False

LO19D Self-actualization--a person that is on this level is starting at the bottom of the pyramid and working towards the top.

http://www.learning-theories.com/maslows-hierarchy-of-needs.htmlSECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

Please place a check by the correct answer/s.

  • True
  • False

LO19E Love and Belongingness emerges when esteem is met.

 http://www.learning-theories.com/maslows-hierarchy-of-needs.htmlSECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

Please place a check by the correct answer/s.

  • True
  • False

LO19F Love and Belongingness is the 4th level of human needs that involves feelings of belongingness and is weak in childhood.

http://www.learning-theories.com/maslows-hierarchy-of-needs.htmlSECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-23  but not limited to these pages.

Maslow's Hierachy of Needs Page 26-27

Please place a check by the correct answer/s.

  • True
  • False

LO19G Erik Erickson developed a theory that involves eight stages experienced in human life.

ERICKSON'S EIGHT STAGES OF LIFE  http://psychology.about.com/library/bl_psychosocial_summary.htmSECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

Erickson's Eight Stages of Life Page 28-30

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

Erickson's Eight Stages of Life Page 28-30

Please place a check by the correct answer/s.

  • True
  • False

LO110 Activities 101 - Section 1 Student will compare the contrasting elements of the Activity and Continuity Theories of Aging.

LO110AThe continuity theory states that life satisfaction is highest among older people who are active and busy.

CONTINUITY THEORY  http://education-portal.com/academy/lesson/psychosocial-theories-of-aging-activity-theory-continuity-theory-disengagement-theory.html#lesson

SECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

The Continuity Theory  Page 31-32

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

The Continuity Theory  Page 31-32

Please place a check by the correct answer/s.

  • True
  • False

LO110B The Activity Theory is when individuals tend to maintain a stable and consistent patteern of behavior as they get older.

ACTIVITY THEORY  http://education-portal.com/academy/lesson/psychosocial-theories-of-aging-activity-theory-continuity-theory-disengagement-theory.html#lesson

SECTION : 1

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

The Activity Theory  Page 31-32

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alzheimer's  referenced  page/s 15-32  but not limited to these pages.

The Activity Theory  Page 31-32

Please place a check by the correct answer/s.

  • True
  • False

LO111 Activities 101 - Section 1 Student will define the difference between life span and life expectancy.

LO111A Life span is defined as the average number of years an individual within a particular geographic region, country, gender, or race/ethnicity is expected to live.

LIFE SPAN http://thegenerationaboveme.blogspot.com/2013/05/life-span-vs-life-expectancy.htmlSECTION : 1  BOOK:  Life Expectancy and Life Spam   referenced  page/s 36  but not limited to these pages.

 

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

  BOOK:  Life Expectancy and Life Spam   referenced  page/s 36  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO111B Life expectancy is the maximum age a member of a species can attain.

Click on this to find out how long you are expected to live.

http://www.socialsecurity.gov/oact/population/longevity.html

LIFE EXPECTANCY http://thegenerationaboveme.blogspot.com/2013/05/life-span-vs-life-expectancy.htmlSECTION : 1  BOOK:  Life Expectancy and Life Spam   referenced  page/s 36  but not limited to these pages.

MODULE TITLE:    The People We Serve        Page 3-39

 

COMPETENCY 1

 

Student will demonstrate knowledge of the aging process which will enable them to develop and conduct meaningful quality of life interventions.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

  BOOK:  Life Expectancy and Life Spam   referenced  page/s 36  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

Compentency 2: LO21 Activities 101 - Section 2 Student will demonstrate four effective communication strategies.

Competency 2:

Student will demonstrate clear communication skills with clietns of all functional levels.

LO21A An open ended questions of who, what, where, how much, and how often are examples of open-ended questions.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO21B You should use clarification questions when the client provides vague information.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO21C It is okay to use directed or leading questions when working with a client.

SECTION : 2 BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO21D Warmth is conveyed to another person by eye contact, open body posture, appropriate facial expressions, and other nonverbal signs showing interest and attention.

SECTION : 2 BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO22 Activities 101 - Section 2 Student will identify characteristics of four negative listeners.

LO22A The key to effective communication in every situation is the ability to listen attentively.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO22B Pseudo-listeners' body language leads one to believe that they're listening, They tune-in and respond in a positive behavior.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-42  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO22C Being a selective listener is good because you tune out remarks.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO22E Defensive listeners and ambushers usually have low self esteem.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-43 but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO22F Insensitive listeners seem to "get it", they look beyond words.

SECTION : 2  BOOK:  Communicating/Motivating for Success referenced  page/s 41-4  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO23 Activities 101 - Section 2 Student will list five qualities of an effective listener

LO23A Please check the qualities of an effective listener.

SECTION : 2 BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

Please place a check by the correct answer/s.

  • Listener is fully present in the moment and emotionally available to the speaker,selective listening, encouraging further disclosure, identifying and validating feelings, verbals and non verbals are open and ready to hear more.
  • Listener is fully present in the moment and emotionally available to the speaker, encouraging further disclosure, identifying and validating feelings, verbals and non verbals are open and ready to hear more.

Please check all answers that indicate an effective listener.

SECTION : 2 BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Communicating/Motivating for Success referenced  page/s 41-43  but not limited to these pages.

  • The ability to respond appropriately and to give feedback.
  • Developing rapport and empathy
  • Being sensitive moment to moment
  • Don't absorb the mood
  • Body language is not important

LO24 Activities 101 - Section 2 Student will define the term communication

LO24A Communication is an interactive process to exchange information

SECTION : 2

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO25 Activities 101 - Section 2 Student will describe the difference between verbal and non-verbal communication.

LO25A The primary difference between verbal and nonverbal communication is that verbal communication is auditory, and nonverbal communication, on the other hand, rely on the sense of sight

SECTION : 2  BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

 

Read more : http://www.ehow.com/info_8317629_difference-between-verbal-nonverbal-communication.html

Please place a check by the correct answer/s.

  • True
  • False

LO26 Activities 101 - Section 2 Student will demonstrate three effective approaches in communication as well as three effective responses in communication

LO26A Successful Communication Approaches include the following, please check the correct answers.

SECTION : 2 BOOK Verbal Communication referenced  page/s 46-51  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 46-51  but not limited to these pages.

Please place a check by the correct answer/s.

  • Be Calm
  • Be flexible
  • Be resistive
  • Be guiding, and controlling

LO26B Verbal responses include which of the following:

SECTION : 2 BOOK Verbal Communication referenced  page/s 44-46  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 44-46  but not limited to these pages.

Page 44-45

Please place a check by the correct answer/s.

  • "Do I hear you saying...?'
  • "What choices do you have or see?"
  • "No,"
  • "I hope things will be better for you soon."

LO27 Activities 101 - Section 2 Student will describe specific positive and negative examples of non-verbal communication.

LO27A Indicate whether nail biting, hand-wringing, rubbing of head are a positive or negative non-verbal communications.

NON VERBAL http://www.helpguide.org/articles/relationships/nonverbal-communication.htm

 SECTION : 2  BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Page 46

Please place a check by the correct answer/s.

  • Positive
  • Negative

LO27B Indicate whether arms folded across chest, is a positive or negative non-verbal communications.

SECTION : 2 BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Positive
  • Negative

LO27C Indicate whether body facing the other person, or back partially or totally turned away are a positive or negative non-verbal communications.

SECTION : 2  BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Positive
  • Negative

LO28 Activities 101 - Section 2 Student will model positive non-verbal communication through facial expression, gestures, tone of voice and body language

LO28A- Student will role play positive non-verbal communication through facial expression, gestures, tone of voice and body language and make short video of the encounter. SEE BELOW!

Student will model positive non-verbal communication through facial expression, gestures, tone of voice and body language.  Student will role play positive non-verbal communication through facial expression, gestures, tone of voice and body language and make short video of the encounter. Please send to instructor--please ask instructor the how (program, attachment etc.) to before you send.
 

SECTION : 2 BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

LO29 Activities 101 - Section 2 Student will define five helpful communication strategies or approaches for client with behaviors.

LO29A Student will check helpful communication strategies or approaches for client with behaviors.

SECTION : 2  BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Please place a check by the correct answer/s.

  • Approach the client in a relaxed and calm demeanor.
  • Use a soft gentle approach
  • Don't force tasks on the client
  • Be flexible- there is no right or wrong way of completing a task.
  • Offer praise and encouragement.
  • Adults like the word no

LO210 Activities 101 - Section 2 Student will define five helpful communication strategies or approaches for client depression

LO210A Helpful communication strategies or approaches for clients with depression are:

SECTION : 2  BOOK Verbal Communication referenced  page/s 41-51  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 41-51  but not limited to these pages.

Read section beginning 41.

Please place a check by the correct answer/s.

  • Developing rapport and empathy, being sensitive moment to moment toward fear, rage, tenderness, confusion, or what the client is experiencing. absorb the mood of the person and watch body language.
  • Developing rapport and empathy, sensitive moment to moment toward fear, rage, tenderness, confusion is not important, or what the client is experiencing, absorb the mood of the person and watch body language.

LO211 Activities 101 - Section 2 Student will define five helpful communication strategies or approaches for client with aphasia

LO211A Helpful communication strategies or approaches for clients with aphasia include:

SECTION : 2 BOOK Verbal Communication referenced  page/s 59+  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 59 +  but not limited to these pages.

Read section 2 beginning on page 59.

Please place a check by the correct answer/s.

  • Get the resident's client's attention before speaking, communicate one idea at a time, use a daily routine, encourage silent to speak despite any fear or frustration, surroundings should be free from distraction, do not talk louder.
  • Get the resident's client's attention before speaking, communicate one idea at a time, use a daily routine, respond for the hesitant communicator, encourage slient to speak despite any fear or frustration, surroundings should be free from distraction, talking louder is always appropriate.

LO212 Activities 101 - Section 2 Student will define five helpful communication strategies or approaches for client with visual impairments

LO212A Helpful communication strategies or approaches for clients with Visual impairment include:

SECTION : 2  BOOK Verbal Communication referenced  page/s 60+  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 60 +  but not limited to these pages.

 

Read section two beginning page 60.

Please place a check by the correct answer/s.

  • Let the client know when you are about to leave the room, identify yourself verbally to the client when you meet, speak directly and distinctly to the client, try to provide specific details and descriptive reference points, leave a door closed, for less accidental bumps.
  • Let the client know when you are about to leave the room, identify yourself verbally to the client when you meet, speak directly and distinctly to the client, try to provide specific details and descriptive reference points, give directions as clearly as possible.

LO213 Activities 101 - Section 2 Student will define five helpful communication strategies or approaches for client with Alzheimer's disease

LO213A Helpful communication strategies or approaches for clients with aphasia include:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Read section 2 and page 54.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Read section 2 and page 54.

Please place a check by the correct answer/s.

  • Use exact, short, positive phrases, only use words that the client is familiar with, use nonverbal gestures along with words, give two instructions at one time, do not use touch, get on same level with the person you are talking to, make sure you have the persons attention.
  • Use exact, long, positive phrases, only use words that the client is not familiar with, use nonverbal gestures along with words, give two instructions at one time, do not use touch, get on same level with the person you are talking to, make sure you have the persons attention.

LO214 Activities 101 - Section 2 Student will define two communication barriers each in the environment, the caregiver and the client.

LO214A Communication barriers for the caregiver are:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Read section 2 and page 54.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

Read section 2 and page 54.

Please place a check by the correct answer/s.

  • Slowdown when speaking, don't raise your voice, never demand or command, enter the world and live their truth.
  • Slowdown when speaking, raise your voice, demand or command, enter the world and live their truth.

LO214B Communication barriers for environmental are:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Read section 2 beginning with page 57.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Read section 2 beginning with page 57.

Please place a check by the correct answer/s.

  • Environmental barriers to communcation are simply any sounds, conversations or noise competing with your conversation.
  • Environmental barriers to communcation are not simply any sounds, conversations or noise competing with your conversation.

LO214C Communication barriers for medical are:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Read section 2 beginning with page 57.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

Read section 2 beginning with page 57.

Please place a check by the correct answer/s.

  • Medical barriers are barriers you can control; medication side effects, vision impairment or blindness, acute illness, depression or other mental illness, sensory loss, pain.
  • Medical barriers are barriers you cannot control; medication side effects, vision impairment or blindness, acute illness, depression or other mental illness, sensory loss, pain.

LO215 Activities 101 - Section 2 Student will demonstrate five effective listening skills to utilize with elderly client

LO215A Effective listening skills to utilize with elderly client include:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

 

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-51  but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • Good listening for your seniors requires attentiveness, patience, acceptance, condsideration, de-esculate the seniors story, and responsive listening.
  • Good listening for your seniors requires attentiveness, patience, acceptance, condsideration, focusing on the seniors story, and responsive listening.

LO216 Activities 101 - Section 2 Student will define the characteristics of common behaviors associated with dementia

LO216A Characteristics of common behaviors associated with dementia include:

SECTION : 2  

BOOK Verbal Communication referenced  page/s 43-57  but not limited to these pages.

 

Read section 2 beginning with page 57.

 

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK Verbal Communication referenced  page/s 43-57  but not limited to these pages.

 

Read section 2 beginning with page 57.

Please place a check by the correct answer/s.

  • repetitive movememts, sounds, and words
  • repetivite persecution, calm beseaching resolution.
  • feelings of persecution, blame, and suspicion
  • hittiing, angry outbursts, obscenities, yelling, racial insults, sexual comments, and biting.

LO218 Activities 101 - Section 2 Student will be able to interpret challenging behavioral symptoms utilizing the NEED-Driven Dementia-Compromised Behaviror(NDB) model

Need-Driven Dementia-Compromised Behaviors (NDB)

SECTION : 2  BOOK:  Need-Driven Dementia-Compromised Behaviors (NDB)

 referenced  page/s 69-71  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

BOOK:  Need-Driven Dementia-Compromised Behaviors (NDB) referenced  page/s 69-71  but not limited to these pages.

 

https://www.healthcare.uiowa.edu/igec/publications/info-connect/assets/ndb.pdf

LO2116 Activities 101 - Section 2 Student will identify and choose an individualized approach for the common behaviors associated with dementia.

LO2116A Please check all that will apply for an approach for behaviors that are associated with dementia.

SECTION : 2   BOOK Common behaviors associated with dementia referenced  page/s 50+  but not limited to these pages.

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

 BOOK Common behaviors associated with dementia referenced  page/s 50+  but not limited to these pages.

  • Provide reassurance and comfort.
  • You do not need to look for behaviors
  • The person is able to reason and it is okay to argue
  • Don't talk louder if the person does not understand
  • Keep communication simple
  • Communication is both verbal(90%) and nonverbal (10%) think about this!

LO217 Activities 101 - Section 2 Student will be able to interpret challenging behavioral symptoms utiizIng the ABC behavioral approach

LO217A Interpret challenging behavioral symptoms utiizIng the ABC behavioral approachd question.

A-B-Chttp://www.chicagonow.com/ask-dr-chill/2013/01/managing-difficult-dementia-behaviors-an-a-b-c-approach/

SECTION : 2  BOOK: Managing Difficult Dementia Behaviors:  An A-B-C Approach referenced  page/s 66-67  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Managing Difficult Dementia Behaviors:  An A-B-C Approach referenced  page/s 66-67  but not limited to these pages.

 

Read section 2 beginning on page 66.

  • Yes
  • NO

LO219 Activities 101 - Section 2 Student will identify and choose an individualized approach for the common behaviors associated with dementia

LO219A An individualized approach to a common behavior might include:

SECTION : 2  BOOK: Managing Difficult Dementia Behaviors:  An A-B-C Approach referenced  page/s 66-67  but not limited to these pages.

 

MODULE TITLE:    Communicating/Motivating for Success        Page 40-72

 

COMPETENCY 2

 

Student will demonstrate clear communication skills with clients of all functional levels.
Read/Refer:

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Managing Difficult Dementia Behaviors:  An A-B-C Approach referenced  page/s 66-67  but not limited to these pages.

 

  • Define the problem, learn about the person, brainstorm possible causes, develop a management plan, pass it on.
  • Define the problem, lean on the person about the behavior, brainstorm possible causes, develop a management plan, pass it on.
  • Pass it on, Develop a management plan, brainstorm possible causes, define the problem
  • Learn about the person, develop a management plan, brainstorm possible causes, define the problem

Competency 3: LO31 Activities 101- Section 3 Student will define and give examples for the following terms: activity, leisure, recreation, therapeutic recreation

Competency 3

Student will demonstrate knowledge of activities and their impact upon quality of life.

LO31A "Activities" might be defined as the following?

SECTION : 3  BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • "all the action and interaction a client experiences during a day".
  • "Some of the action and interaction a client experiences during a day".

LO13B "Leisure" might be define as :

SECTION : 3 BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

Please place a check by the correct answer/s.

  • "free or oligated time during which one is not working or performing life-sustaining functions".
  • "free or unobligated time during which one is not working or performing life-sustaining functions".

LO13C Therapeutic Recreation might be defined as:

S

SECTION : 3  BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Leisure activity designed to facilitate an improvement and/or maintenance of one's physical and/or mental functioning and/or development growth".
  • Leisure activity designed to facillitate no change or improvement and/or maintenance of one's physical and/or mentalk functioning and/or development growth".

LO13D Recreation might be defined as:

SECTION : 3 BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Activity conducted during one's own leisure" or "a process that restores or recreates the individual".
  • Activity that is not conducted during one's own leisure" or a process that restores or recreates the individual".

LO32 Activities 101- Section 3 Student will relate roots and history of activities as a healing concept

LO32A Please check the items that relate to roots and the history of activities as a healing concept.

SECTION : 3  BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  What is Activities  referenced  page/s 74-75  but not limited to these pages.

Please place a check by the correct answer/s.

  • In Greek and Roman times, activities were said to be utilized for combating illness.
  • The concept of using activities in a medical setting has origins in history as far back as the 1930s.
  • Florence Nightingale gave advice to her nurses in her publoication entitled "Notes on Nursing".
  • The Veterans Administration added recreation to their programs in 1945 after World War II as a means of distraction to the returning war veterans.
  • The 1887 Omnibus Reconciliation Act(OBRA) which focused on the new regulations, new enformcement procedures, required qualified activity professionals.

LO33Activities 101 Section 3 Student will distinguish the difference between groups and indicidual activities, giving one example for each.

LO33A The following might be a group activity:

SECTION : 3 

BOOK:  Therapeutic Recreation  referenced  page/s 75-77  but not limited to these pages.

 

ages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Therapeutic Recreation  referenced  page/s 75-77  but not limited to these pages.

 

ages.

Please place a check by the correct answer/s.

  • Attending an art show
  • Going to a carnival.
  • Watching TV in your room.

LO33B An individual activity/self directed activity for a client might be:

SECTION : 3  

BOOK:  Therapeutic Recreation  referenced  page/s 75-77  but not limited to these pages.

 

ages.

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Therapeutic Recreation  referenced  page/s 75-77  but not limited to these pages.

 

ages.

 

Please place a check by the correct answer/s.

  • Crocheting
  • Suduko
  • Whist
  • Bonko
  • Reading

LO34 Activities 101 Section 3 Student will explain criteria for bedside or 1-1 activities, defining four factors to consider when planning 1-1 activities.

LO34A The criteria for a bedside or 1-1 activity might be:

SECTION : 3  

BOOK:  Individual or Independent Activities  referenced  page/s 77-78  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Individual or Independent Activities  referenced  page/s 77-78  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • One that is bed bound or who are unable or unwilling to engage in group or independent activity options.
  • One that is not bed bound or who are able to engage in group or independent activity options.

LO34B When evaluating or considering a bedside/1-1 program you should consider the following.

SECTION : 3  

BOOK:  Individual or Independent Activities  referenced  page/s 77-78  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Individual or Independent Activities  referenced  page/s 77-78  but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • Engage the client when ADL's are not in conflict.
  • Engage the client when and only when all is done, later in the day
  • Your client is comfortable with the activity, when engaged.
  • All preparation is taken care of for the activity and you are ready to go.
  • The client has good lighting, the temperature is comfortable, and the TV is off.

LO35 Activities 101 Section 3 Student will explain two client characteristics each in the four function levels as it relates to planning activities.

LO35 A Functional levels need to be assessed, and group 4 functional levels include:

SECTION : 3  BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Low energy level, rarely initiate contact and nonverbal skills.
  • Few social skills, verbal skills are more impaired than level 2, there are some visual/spatial

LO35B Functional levels need to be assessed, and group 2 functional levels include:

SECTION : 3 BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

Please place a check by the correct answer/s.

  • good social skills, communicate their wants and needs verbally and alert and oriented to person, place, and time, and they have a long attention span.
  • some behavior symptoms, increased energy level with a shorter attention span, fewer social skills and verbal skills may be impaired.

LO35C Functional levels need to be assessed, and group 1 functional levels include:

SECTION : 3  BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Alert to person, place, and time, and they have a long attention span, they have good social skills, and are able to communicate their wants and needs verbally.
  • The client has fewer social skills, and their verbal skills may be impaired as well, there are some behavior problems.

LO35D Functional levels need to be assessed, and group 3 functional levels include:

SECTION : 3  BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Functional Levels referenced  page/s 79-80  but not limited to these pages.

Please place a check by the correct answer/s.

  • There are some visual/spatial perception and balance concerns, and they need maximum assistance with their care, and the client has few social skills.
  • This client rarely initiates contact with other, and has a low energy level, and nonverbal skills.

LO36 Activities 101 Section 3 Student will explain quality of life as it relates to activities, choices, dignity and self-determination.

LO36A Quality of life is something that we will seek in every age and stage of life.

SECTION : 3 BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO36B Quality of life is the same for each person, the family, friends, religion, are just different.

SECTION : 3  BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO36C Quality of life may not include choices, dignity, and self-determination.

SECTION : 3  BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO36D Self-determination includes the right to make independent choices, and freedom of choice is not preserved.

SECTION : 3 BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO36E Choices for the client include:

SECTION : 3 BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • The right to make independent choices, as it is important that a client's individuality and freedom of choice is preserved.
  • Quality of life includes choices and dignity and they have the same meaning.

LO36F Dignity is important as it recognizes a clients individuality by treating the person with respect.

SECTION : 3 BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Quality of Life  referenced  page/s 79-80  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO37 Activities 101 Section 3 Student will recognize and explain importance of assessments and its impact upon quality of life.

LO37A An assessment is a systematic process of gathering information about a client in order to make decisions regarding their care and/or their activity program.

SECTION : 3  BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO37B Knowing your client's individual needs, interests, functional abilities, and capacities are insignificant in knowing how to plan and engage in meaningful, quality leisure activities.

SECTION : 3  BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO37C An assessment of the individual should be performed when ever and thereafter.

SECTION : 3  BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO37D There are three types of assessment, formal, informal, and specific.

SECTION : 3  BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO37E The Mini-Mental State Examination (MMSE) as discussed in section 1 is an example of a formal assessment.

SECTION : 3  BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Assessments and Assessment Tools referenced  page/s 80-83 but not limited to these pages.

Page 82 and make a link to MMSE

Please place a check by the correct answer/s.

  • True
  • False

LO38 Activities 101 Section 3 Student will define the difference between formal assessments and informal assessments.

LO38A Formal assessments can are implemented through interviews, observation, and information gathered through other means.

SECTION : 3 BOOK:  Two types of assessments:  informal and formal.  referenced  page/s 81-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Two types of assessments:  informal and formal.  referenced  page/s 81-83 but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • True
  • False

LO38B Informal assessments can are implemented through interviews, observation, and information gathered through other means.

SECTION : 3  BOOK:  Two types of assessments:  informal and formal.  referenced  page/s 81-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Two types of assessments:  informal and formal.  referenced  page/s 81-83 but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO39 Activities 101 Section 3 Student will identify ten types of information to be assess in the elderly client.

LO39A Please check all the items that should be used to assess the elderly.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • past, present and future interests.
  • dependent/independent and emotional abilities and limitations
  • daily habits, just the bad habits.
  • social preference, preference for one-on-one interaction
  • abilities/limitations, visual aids, hearing deficits, speech issues
  • orientation to family, time, place, person, routine etc.
  • formal diagnosis, allergies, and food regimen/diet
  • cultural and ethnic background
  • DOB
  • Church and religion

LO310 Activities 101 Section 3 Student will discuss the meaning of validity, reliability and usability as it relates to client assessment.

LO310A Standardized assessments must meet three criteria: usability, reliabilty, and validity.

SECTION : 3   Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • True
  • False

LO310B Validity measures the the stated purpose of the assessment.

SECTION : 3  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • True
  • False

LO310C Usability of an assessment tool must be easy to administer and easy to read the results afterwords.

SECTION : 3  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO310D Reliability is when the assessment tool accurately examines or measure the stated purpose of the assessment.

SECTION : 3  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Book: Formal Assessments referenced  page/s 82-83 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO311 Activities 101 Section 3 Student will plan and organize individualized activities based on information obtained in the assessment.

LO311A Assessment process-The student will pretend they are in the Home Health Continuum of Care, at least 73 years of age and beginning on page 159 - 163. Please send to instructor by scan or fax 1-866-941-5811

SECTION : 3 Assessment and Assessment Tools referenced  page/s 80 and 159-163  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

The student will pretend they are in the Home Health Continuum of Care, at least 73 and complete a personal history for on themselves, beginning on page 159 - 163.  

LO311B Individualized activity program.

SECTION : 3 Assessment and Assessment Tools referenced  page/s 73 -84 but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

 

Student will develop a individualized program based on the informal assessment.  This will be a program for one week.  Please use all the information you have learned about up-to-this date and submit to your instructor.  Please submit lesson plans for at least 3 different activities, one in each category of maintenance, support, and empowerment.

LO312 Activities 101 Section 3 Student will define and give one example for each of the following type of activity: maintenance, empowerment and supportive.

LO312A Please check all activities that are maintenance activities.

http://www.theactivitydirectorsoffice.com/DebbiesADTips_archive200811.html

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Resident Council
  • Exercise
  • Social Clubs
  • Painting with oil paints
  • Lutheran Worship Hour
  • Bible trivia
  • Chair Chai

LO312B Please check all activities that are supportive.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Massage
  • Meditation
  • Relaxation activities
  • Jazz band combo
  • Directing a choir

LO312C Please check all activities that are empowering activities.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

Please place a check by the correct answer/s.

  • Directing an art class
  • Leading a bible study
  • Meditation

LO312D Activities that help a client attain self-respect by receiving opportunities for self-expression and responsibility are maintenance activities.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO312E For clients with a lower tolerance for traditional activities, supportive acitvities provide a comfortable environment while providing stimulation or solace.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO312F Traditional activities that help a client maintain physical, cognitive, social, spiritual, and emotional health are empowering activities.

SECTION : 3  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

MODULE TITLE:    What is "Activities"?        Page 73-84

 

COMPETENCY 3

 

Student will demonstrate knowledge of activities and their impact upon quality of life.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Activity Treatment Potential  referenced  page/s 83-84  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

Compentcy 4: LO41 Activities 101 Section 4 The student will discuss the demographics of aging as it impacts on home care, utilizing the four basic transitions in demographic process.

Competency 4

Student will value the importance of family support and involvement

Demographics of Aging

http://www.aoa.gov/Aging_Statistics/

Page 18

http://www.cdc.gov/nchs/data/nsltcp/long_term_care_services_2013.pdf

LO41A There are four basic transitions in the demographic process--state one--When low fertility rates stabilize for a few generations and the high proportion of older adults also remains stable.

SECTION : 4  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO41B There are four basic transitions in the demographic process--state two--The morality rate for children is high due to poor nutrition and healthcare.remains stable.

 

SECTION : 4  

BOOK:  Importance of Family INvolvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family INvolvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO41C There are four basic transitions in the demographic process--state three--Fertility rates in a developing society begin to decline due to several factors including less space for bigger families in the urbanization of societies.

SECTION : 4  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO41D There are four basic transitions in the demographic process--State four--The stage of demographic transition occurs when low fertility rates stabilize for a few generations and the high proportion of older adults also remains stable.

SECTION : 4  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-87  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO42 Activities 101 Section 4 The student will explain the significance of living arrangement (alone or with family). relationships (marital, famillial, peer) and traditional or non-traditional family structure.

LO42A Activities 101 Section 4 Traditional or non-traditional family structure include but limited to:

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Step parenting
  • Step grandparenting
  • Gay and Lesbian families
  • Matriarchal families
  • Relationships are a family-like ties not related by blood

LO42B Unpartnered elderly have higher rates of mortality than do married elderly.

SECTION : 4 BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO42C Close social relationships have the capacity to extend human life.

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO42D Experiencing high-quality relationships throughout life can promote less mental and physical health and lend to long life expectancy.

SECTION : 4 BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • True
  • False

LO42E It is estimated that one in four baby boomers will enter old age without children.

SECTION : 4 BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 86-92  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO43 Activities 101 Section 4 The student will identify four different caregiving roles within the home care environment.

LO43A The caregiving roles within the home care environment include: Check all that apply.

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 92-95  but not limited to these pages.

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 92-95  but not limited to these pages.

Please place a check by the correct answer/s.

  • Caregiving grandparents who derive from family, economic, and community context.
  • Grandparents as custodial parents.
  • Grand families
  • Older adults support adult children with disabilities who remain dependent for their care and supervison.

LO44 Activities 101 Section 4 The student will define the term "caregiving".

LO44A___________________is defined as "help and support provided to chronically impaired individuals" that may need help or assistance or may have difficulties with an activity of daily living.

SECTION : 4   BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages. 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages.

  • parenting
  • Caregiving

LO45 Activities 101 Section 4 The student will differentiate and explain the difference between ADl's and IADl's.

LO45A ADL stands for:

CareGiving Handbook

http://www.longtermcarelink.net/eldercare/the_caregivers_handbook.htm

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages.

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages.

Please place a check by the correct answer/s.

  • activity of daily living
  • activity of doing lots

LO45B IADL stands for:

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 93  but not limited to these pages.

Please place a check by the correct answer/s.

  • individual activity of daily leaving.
  • goal-oriented tasks such as housework, cooking, laundry, and shopping

LO46 Activities 101 Section 4 The student will identify five factors which contribute to caregiver stress.

LO46A Please check all the factors that contribute to caregiver stress:

http://www1.us.elsevierhealth.com/MERLIN/Gulanick/archive/Constructor/gulanick11.html

http://www.womenshealth.gov/publications/our-publications/fact-sheet/caregiver-stress.html

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

Please place a check by the correct answer/s.

  • Being cut off from one's owns friends and activities
  • Time to take care of one's own needs
  • Time management is working
  • Fatigue and physical
  • No work or family conflicts
  • Financial worries over the cost of caring for a loved one
  • Conflict with other family members over who will provide care, financial support, etc.

LO47 Activities 101 Section 4 The student will recognize three coping skills or support systems which would alleviate caregiver stress.

LO47A Please check all the skills that will apply for coping skills that will alleviate caregiver stress.

Care Giving Handbook

http://www.longtermcarelink.net/eldercare/the_caregivers_handbook.htm

SECTION : 4 BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

Please place a check by the correct answer/s.

  • Walking and enjoying the neighborhood
  • Visiting with friends
  • Enroll your loved one in a respite program
  • Attend an exercise program
  • You know best so; don't include family members.
  • Only let a few family members help as you cannot trust all family members

LO47B The Older Americans Act was amended to include the NFCSP.

SECTION : 4  BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

LO47C The FMLA does not guarantee twelve weeks of unpaid leave to caregivers without the threat of losing their job if you are a large corporation.

SECTION : 4 BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

 

MODULE TITLE:    Importance of Family Involvement in Engaging Activities        Page 85-96

 

COMPETENCY 4

 

Student will value the importance of family support and involvement.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Importance of Family Involvement in Engaging Activities  referenced  page/s 95-96  but not limited to these pages.

Please place a check by the correct answer/s.

  • True
  • False

Competency 5: LO51 Activities 101 Section 5 Student will define three activities that can prevent social or cognitive withdrawal.

Competency 5

Student will have knowldge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

LO51-Activities 101 Section 5 Three activities that can prevent social or cognitive withdrawal are:

SECTION : 5 

BOOK:  How to Engage Clients  referenced  page/s 98-100  but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 98-100  but not limited to these pages.

 

Please read Section 5 Page 98-Your goal is to prevent withdrawal or deterioration and to adapt through planning and preparation.

Please place a check by the correct answer/s.

  • Visiting with family members
  • Attending church and visiting with a neighbor
  • Completing a cross word puzzle
  • Staying in bed and closing the door

"I WAS THINKING"

 

 

 

 

Activity programming videos to watch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LO52 Activities 101 Section 5 Student will define three activities that can assist in training or re-training recognition of familiar items.

LO52 What 3 activities assist in training or re-training recognition of familiar items?

SECTION : 5 

BOOK:  How to Engage Clients  referenced  page/s 98-100  but not limited to these pages.

 

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 98-100  but not limited to these pages.

 

Read Section 5 - beginning on page 98 and review MBDP(Montessori-Based Dementia Progrogramming.

You will find many great articles on the web if you google the topic.

Please review the following:

 

http://en.wikipedia.org/wiki/Montessori-Based_Dementia_Programming

http://www.rgpeo.com/media/16008/feb2011_2.pdf

Please place a check by the correct answer/s.

  • Show client a simple familiar picture on flash cards.
  • Bring out familiar objects such as cooking items and show and repeat the objects names.
  • Give a book to a client and have them read the book.
  • Make a picture book of familiar items and review daily with the client.

LO53 Activities 101 Section 5 Student will define three activities that utlize physical and mental capabilities.

LO53 Which three activities utilize physical and mental capabilities?

SECTION : 5 

BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

 

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

 

 

Please read section 5 beginning on page 99

Please place a check by the correct answer/s.

  • Sitting in the recliner and waiting for lunch.
  • Using small 1 lb weights while watching TV
  • Dusting the furniture
  • Playing checkers with a friend

LO54 Activities 101 Section 5 Student will define three activities that will assist the client in accepting present surroundings.

LO54 Three activities that will assist the client in accepting present surroundings are:

SECTION : 5 BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

 

.

 

Please read Section 5 beginning with Page 99.

For further information please google the word validation or review the following links.

http://en.wikipedia.org/wiki/Validation_therapy

http://www.ec-online.net/community/Activists/difficultbehaviors.htm

http://activitydirector.weebly.com/

http://www.ec-online.net/knowledge/articles/101things.html

https://www.youtube.com/watch?v=CrZXz10FcVM
 

 

Please place a check by the correct answer/s.

  • The client may rock a baby doll.
  • The client talks to you as if you are their own child.
  • You always say "No" to the client.
  • Using validation

LO55 Activities 101 Section 5 Student will activities that will enable client to maintain or stimulate interests and social contacts.

LO55AThe following three activities will enable the client to maintain or stimultate interests and social contacts.

SECTION : 5BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 99-100  but not limited to these pages.

Please place a check by the correct answer/s.

  • Watch the local sports team on TV and discuss it through out the game.
  • Invite friends over for coffee weekly.
  • When the client says no to an activity, do nothing.
  • If the client cannot leave the home but has an interest in religion have the minister visit weekly.

LO56 Activities 101 Section 5 Student will define three activities that focus on personal worth.

LO56A The following three activities focus on personal worth.

SECTION : 5 

BOOK:  How to Engage Clients  referenced  page/s 100  but not limited to these pages.

Please read secion 5 beginnning on page 100.  You may google the definition of human worth.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 100  but not limited to these pages.

Please read secion 5 beginnning on page 100.  You may google the definition of human worth.

Please place a check by the correct answer/s.

  • Reminiscing about their first job.
  • Talking about the great gardens and produce.
  • Talking about a nosy old neighbor.
  • Putting together a puzzle like they used to do.

LO57 Activities 101 Section 5 Student will define three activities that distract away from physical condition.

LO57A Check the three activities that distract from physical conditions.

SECTION : 5 

BOOK:  How to Engage Clients  referenced  page/s 100  but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  How to Engage Clients  referenced  page/s 100  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Talk about their condition daily and about what they are not capable of completing.
  • Talk about a story of interest that lights up their eyes each time you bring it up.
  • Make a busy box of items of a past interest.
  • Make a photo album of pictures of the past they love talking about

LO58 Activities 101 Section 5 Student will define three activities that alleviate emotional distress.

LO59A Activities that might provide an outlet for irritation might be:

Emotional Stress

http://www.mhaofnyc.org/wp-content/uploads/2014/04/signs_of_emotional_distress_in_older_adults-8.7.12.pdf

SECTION : 5 

BOOK:  Outlet for irritation  referenced  page/s 102 but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Outlet for irritation  referenced  page/s 102 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Attend a support group.
  • Family and caregivers do not need to worry about their limits
  • maintain their role as family and allow the caregiver to do their job.

LO59 Activities 101 Section 5 Student will define three activities that provide an outlet for irritation.

LO59A What three activities alleviate emotional distress?

SECTION : 5 

BOOK:  Alleviate distress  referenced  page/s 102 but not limited to these pages.

 

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Alleviate distress  referenced  page/s 102 but not limited to these pages.

 

  • Consistently complete the answers to the questions every day.
  • Do not maintain morning adl's and activity of choice.
  • All people in contact with the client answer the questions the same.
  • The environment remains the same, one that is familiar with the client.

LO510 Activities 101 Section 5 Student will define three activities that promote speech and verbal communication.

L0510A Activities that might promote speech and verbal communications might include:

SECTION : 5 

BOOK:  Speech and verbal communications  referenced  page/s 103 but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Speech and verbal communications  referenced  page/s 103 but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Encourage clients to talk, share stories, and communicate.
  • Use items in the communication section for tips and suggestions on verbal and nonverbal communication.

LO511 Activities 101 Section 5 Student will plan a program which controls fatique and offers a balance of stimulation.

L0511A What three activities promote speech and verbal communication?

SECTION : 5 BOOK Promote Speech  referenced  page/s 103  but not limited to these pages.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

 BOOK Promote Speech  referenced  page/s 103  but not limited to these pages.

 

Please read section 5 beginning on page 103

Please place a check by the correct answer/s.

  • Finish their sentences when possible.
  • Always encourage the client to talk.
  • Always include them in your conversations.
  • Never correct the client.

LO512 Activities 101 Section 5 Student will define and demonstrate three helpng skills in engaging a client who has difficult behaviors in activities.

LO512A What items would you include in your program that would control fatigue and offer a balance of stimulation, please check all that would apply.

SECTION : 5 

BOOK:  Promote Controlled fatigue referenced  page/s 103  but not limited to these pages.

 

Please read section 5 and    page 103

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Promote Controlled fatigue referenced  page/s 103  but not limited to these pages.

 

Please read section 5 and    page 103

Please place a check by the correct answer/s.

  • Engage the client in structured daily activities of interest.
  • Engage the client in activities of short duration.
  • Engage the client in long duration activities as the family wishes.
  • Engage the resident in physical, mental, psychosocial activities that are well balanced.

LO512B Please check all the engaging skills but not limited to for difficult behaviors in activities:

SECTION : 5 

BOOK: Engaging Activities for Someone with Difficult Behaviors  referenced  page/s 105-109  but not limited to these pages.

 

Please read section 5 and  beginning on page 105

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Engaging Activities for Someone with Difficult Behaviors  referenced  page/s 105-109  but not limited to these pages.

 

Please read section 5 and  beginning on page 105

Please place a check by the correct answer/s.

  • Maintain normal schedule
  • Large goups
  • Clients attention when speaking.
  • Decrease environmental cues
  • Keep distinct areas in the home used for the sole inteded purpose
  • Maintain each client's normal schedule as much as possible
  • Weekday should not look the same as a weekend

LO513 Activities 101 Section 5 Section 5 Student will identify three activity approches or adaptations each for the challenging behaviors of lacking safety awareness, paranoia, disruptive, demanding and aggressive.

LO513 A If you had a client lacking safety awareness what approaches or adaptations would you use?

SECTION : 5 

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

Please place a check by the correct answer/s.

  • Determine and eliminate the trigger.
  • Use toxic materials if need be if items are placed in the mouth.
  • Use repetitive movements that might deescalate behaviors
  • Focus the clients's attention on emotionally soothing activities such as music.
  • Ask the client direct open-minded question to illicit conversation.

LO513B If you had a client with paranoia what activity approaches or adaptations would you use?

http://www.mentalhealthamerica.net/conditions/paranoia-and-paranoid-disorders

http://www.agingcare.com/paranoia-in-elderly

http://www.visitingangels.com/paranoia-in-the-elderly-weekly-message_35

SECTION : 5 

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

Please place a check by the correct answer/s.

  • Turn the TV on to loud action packed shows.
  • Keep the clients daily routine consistent.
  • Reinforce reality focus.
  • Use topics of discussion based on their past leisure experiences and interests.

LO513C If you had a client that was distruptive what activity approaches or adaptations would you use?

SECTION : 5 

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

Please place a check by the correct answer/s.

  • Don't worry the client will get over it.
  • Involve the client in physical activities to burn energy.
  • Stop the activity if the client is showing signs of behaviors
  • Involve the client in work-related activities.

L0513D If you had a client who was demanding and aggressive what activity approaches or adaptations would you use?

http://consultgerirn.org/topics/dementia/need_help_stat/agitated_or_restless

http://www.nursing.uiowa.edu/sites/default/files/documents/hartford/ABC-SuppMat.pdf

SECTION : 5 

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Approaches for Clients Who Exhibit Difficult Behaviors  referenced  page/s 106-108  but not limited to these pages.

 

Please read section 5 and  beginning with page 106

Please place a check by the correct answer/s.

  • Make sure the client's basic needs are met for his/her comfort
  • Remind the client of the necessity to hit or threaten others.
  • Use listening skills to identify the source of aggression.
  • Present all communication and movement in an unhurried pace.

LO514 Activities 101 Section 5 Student will identify and plan three activity approaches each, for clients with mild cognitive impairment, which focus on reminiscing, validating, and re-socializing.

LO514A-Please identify the correct approaches for a client with mild cognitive imparirment that focus on reminiscing.

SECTION : 5 

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

 

 

Please place a check by the correct answer/s.

  • Remotivation activity that increseses the sense of reality.
  • Use clear, concise communication both through verbal and nonberbal style in the reminiscing process.
  • Give constant praise and encouragement
  • Humor is not an appropriate approach

LO514B-Please identify the correct approaches for a client with mild cognitive imparirment that focus on validating.

SECTION : 5 

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

 

Please place a check by the correct answer/s.

  • Your emotions will be mirred
  • Mild congnitively impaired do not welcome touch 100% of the time.
  • Clear word and familiar words will help validate.
  • Acknowledge and name the feelings that the client may be displaying.

LO514C-Please identify the correct approaches for a client with mild cognitive imparirment that focus on resocializing.

SECTION : 5 

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

Programming for Individuals with Mild to Moderate Dementia  referenced  page/s 109-112  but not limited to these pages.

 

Plesase read section 5 and on page 109.

Please place a check by the correct answer/s.

  • Complete the transition and engage the client in the community.
  • Assist the client in identifying the benefits of finding interest in other activities.
  • Build the client's social skills by decreasing ease in social encounters with others.
  • Remind the client of the importance of involvement.

LO515 Student will distinguish three different characteristics each for sensory integration and sensory awareness/stimulation which is used with clients with severe cognitive impairment

LO515 A Please check the correct items for sensory integration that will be implemented with severe cognitive impairment.

SECTION : 5 

BOOK:  Programming for Individuals with Severe Cognitive Impairments referenced  page/s 113-116  but not limited to these pages.

 

 Plesase read section 5 and on page 113

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Programming for Individuals with Severe Cognitive Impairments referenced  page/s 113-116  but not limited to these pages.

 

Plesase read section 5 and on page 113

Please place a check by the correct answer/s.

  • head movement is not integral for sensory integration
  • clients clapping hands allow the brain to open up to in new information
  • clients manipulating different textures such as sandpaper work well for severe cognitive impairment.
  • art activities using the hands and crossing the midline of the brain hemisphere helps the cognitive impairment.

LO515 B Please check the correct items for sensory awarness/stimulation that will be implemented with severe cognitive impairment.

SECTION : 5 

BOOK:  Programming for Individuals with Severe Cognitive Impairments referenced  page/s 113-116  but not limited to these pages.

 

Plesase read section 5 and on page 113

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Programming for Individuals with Severe Cognitive Impairments referenced  page/s 113-116  but not limited to these pages.

 

Plesase read section 5 and on page 113

Please place a check by the correct answer/s.

  • Continually simplify tasks
  • Allow the client to retain control over their life
  • Rubbing wood against water
  • Use cloves as they are safe if ingested
  • Place familiar foods in their month for taste identification
  • Use touch with texture and shapes

LO516 Activities 101 Section 5 Student will list five ways to integrate sensory stimulation into programming.

LO516A Characteristcs for sensory integration and sensory awareness stimulation hearing/auditory include:

SECTION : 5 

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

Please place a check by the correct answer/s.

  • jiggling coins together.
  • clinking ice in a glass.
  • rubbing wood against wood.
  • mirroring

LO516B Characteristcs for sensory integration and sensory awareness stimulation in smell/olfactory include:

SECTION : 5 

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

Please place a check by the correct answer/s.

  • Stimulate the sense of smell by using vinegar, nutmeg apple, vanilla, coffee, lemon, lavender, and cloves.
  • Stimulate the sense of smell by using vinegar, nutmeg apple, vanilla, coffee, lemon, flashlights, lavender, and cloves.

LO516C Characteristcs for sensory integration and sensory awareness stimulation in taste include:

SECTION : 5 

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

Please place a check by the correct answer/s.

  • Having the client close his/her eyes and place different foods in their mouths that include pickels, maple syrup, oranges vanilla, nutmeg, lemon, peanut butter, and peppermint.
  • Having the client close his/her eyes and place different foods in their mouths that include pickels, ice, maple syrup, oranges vanilla, nutmeg, lemon, peanut butter, and peppermint.

LO516D Characteristcs for sensory integration and sensory awareness stimulation in touch/tactile include:

SECTION : 5 

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

Please place a check by the correct answer/s.

  • Place objects in a box or in sand and or bag such as a comb, mirror, sandpaper and have them identify each.
  • Place objects in a box or in sand and or bag such as a comb, mirror, sandpaper edible objects and have them identify each.

LO516E Characteristcs for sensory integration and sensory awareness stimulation in sight/vision include:

SECTION : 5 

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Sensory Awareness/Sensory Stimulation referenced  page/s 114 -116  but not limited to these pages.

 

Read Section 5 including page 114

Please place a check by the correct answer/s.

  • placing hidden objects, colorful object, tracking activities, electonic games, maps, posters, photos, and flashlights in an areas for identification and programming.
  • placing hidden objects, colorful object, tracking activities, electonic games, scissors, tacks, photos, and flashlights in an areas for identification and programming.

LO517Activities 101 Section 5 Student will discuss three special characterstics of the baby boomer generation, in terms of activity needs.

LO517A Special characterstics of the baby boomer generation, in terms of activity needs are:

 

http://www.cnn.com/2013/11/06/us/baby-boomer-generation-fast-facts/index.html

SECTION : 5 

BOOK:  Baby Boomers  referenced  page/s 116-119  but not limited to these pages.

 

 

MODULE TITLE:    How to Engage Clients        Page 97-119

 

COMPETENCY 5

 

Student will have knowledge and demonstrated competence in methods to engage clients in quality of life activities and interactions.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Baby Boomers  referenced  page/s 116-119  but not limited to these pages.

 

Please place a check by the correct answer/s.

  • Social connectedness, platform for change continuing education,the boomer is always right, personal choice is important for the boomer.
  • Social connectedness, platform for change continuing education,the boomer is sometimes right, personal choice is important for the boomer.

Competency 6: LO61 Activities 101 Section 6 Student will distinguish the difference between the concept age appropriate and person appropriate.

Competency 6

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client

LO61A The definition of age appropriate is?

SECTION : 6 

BOOK:  Person Appropriate/Age Appropriate  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121.

 

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  BOOK:  Person Appropriate/Age Appropriate  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121.

Please place a check by the correct answer/s.

  • Age appropriate is activities that are appropriate for the functional age of someone that might be 80 years onl
  • Refers to the idea that each resident has a personal identity and history that includes much more than just their medical illnesses or functional impairments, and that activities should be relevant.

LO61B The definition of person appropriate is?

 SECTION : 6 

BOOK:  Person Appropriate/Age Appropriate  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121.

 

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  BOOK:  Person Appropriate/Age Appropriate  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121. 

Please place a check by the correct answer/s.

  • Refers to the idea that each resident has a personal identity and history that includes much more than just their medical illnesses or functional impairments, and that activities should be relevant.
  • Age appropriate is activites that are appropriate for the functional age of someone that might be 80 years old.

LO62 Activities 101 Section 6 Student will identify ten components of the initial assessment will will contribute toward creating a person centered approach.

LO62A Components of the initial assessment include all but?

SECTION : 6 

 BOOK:  Life History Assessment  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121.

 

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  BOOK:  Life History Assessment  referenced  page/s 121-129  but not limited to these pages.

 

Read section 6 starting page 121.

Please place a check by the correct answer/s.

  • Previous occupations
  • Places traveled
  • Hobbies
  • Adaptations
  • Ability to make their needs know
  • Wants after death
  • Talents
  • The wishes of the administrator

LO63 Activities 101 Section 6 Student will design and organize an individualized program plan based on information obtained through the initial assessment.

LO63A Please design an individualized program plan based on information obtained through the initial assessment. Complete an assessment that is on page 163. Please fax 866-941-5811 or scan to [email protected]

Student will develop a individualized program based on the informal assessment.  This will be a program for one week.  Please use all the information you have learned about up-to-this date and submit to your instructor.  Please submit lesson plan for at least 3 different activities, one in each category of maintenance, support, and empowerment. 

 SECTION : 6 

BOOK:  Life History Assessment  referenced  page/s 121-129 and 163 but not limited to these pages.

 

Read section 6 starting page 121.

.

 

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Life History Assessment  referenced  page/s 121-129 and 163 but not limited to these pages.

 

Read section 6 starting page 121.

LO64 Activities 101 Section 6 Student will describe the intent of "person directed care".

LO64A The intent of "person directed care" is:

Person-Centered Care from wef

 

 SECTION : 6 

BOOK:  Person-Directed Care and Continuity of Care  referenced  page/s 128-129  but not limited to these pages.

 

Read section 6 and starting page 128.

 

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Person-Directed Care and Continuity of Care  referenced  page/s 128-129  but not limited to these pages.

 

Read section 6 and starting page 128.

Please place a check by the correct answer/s.

  • Encourages home health care workers to worry about the asssessment, food, medications.
  • Encourages both older adults and their caregivers to express choice and proactive self-determination in meaningful ways at every level of daility life.

LO65 Activities 101 Section 6 Student will translate client preferences for customary routines and activities into individualized approaches.

LO65A In LO63 you were to design and organize an individualized program plan, now using what you have learned, devise a customary routine and activities into individualized approaches. Please fax 866-941-5811 or scan to [email protected]

 SECTION : 6 

BOOK: Customary Routines and Preferences  referenced  page/s 130- 134 but not limited to these pages.

 

Read section 6 and starting page 130-134

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Customary Routines and Preferences  referenced  page/s 130- 134 but not limited to these pages.

 

Read section 6 and starting page 130-134

Activities 101 Section 6 Student will formulate specific activity approaches for identified physical, cognitive and psycho social problems.

LO66A You completed LO65 and LO63---- now complete specific activity approaches for identified physical, cognitive and psychosocial problems. Please fax 866-941-5811 or scan to [email protected]

 SECTION : 6 

BOOK: Customary Routines and Preferences  referenced  page/s 130- 134 but not limited to these pages.

 

Read section 6 and starting page 130-134

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK: Customary Routines and Preferences  referenced  page/s 130- 134 but not limited to these pages.

 

Read section 6 and starting page 130-134

LO66B Activities 101 Section 6 Student will demsontrate ability to break down an activity utilizing the activity analysis process.

LO67A Please complete an activty analysis using the form on page 137 of your book, Please do not use an example that is in the book. Please fax 866-941-5811 or scan to [email protected]

SECTION : 6 BOOK:  Evaluation/Ressessment Activity Analysis  referenced  page/s 133, and Section 7  but not limited to these pages.

MODULE TITLE:    When Should Activities Be Conducted with Clients?     Page 120-134

 

COMPETENCY 6

 

Participant will demonstrate competency and proficiency in the delivery of activity interventions with client.

 

Each competency has specific learning objectives and these objectives have questions to complete after you have reviewed the material.

Please read the following pages but not limited to these pages and complete the questions.  Read other pages and review items as needed for question completion AND OR WATCH FILES ATTACHED.

If you have a specific question please email your instructor at [email protected]

Please be specific when asking a question and please let your instructor know the exact question that you are making reference to.

  

BOOK:  Evaluation/Ressessment Activity Analysis  referenced  page/s 133, and Section 7  but not limited to these pages.