Do you ever use balance measures from your standardized tests in your goal writing?
Answer
No I do not. Even though I will do the balance assessment, let’s say a Berg or a Dynamic Gait Index, and I know that my Berg score is 40 out of 56. I would not write a goal to say that my Berg is 52 out of 56. I may do that as part of my intervention. I may have that in the back of my mind that is what want to do, but I am always going to write my goals functionally based. "The patient will improve dynamic standing balance reaching greater than 5 inches outside of the base of support in order to complete a light homemaking task." I always do them functionally because by and large our payers pay for function. Would you document the score in your notes? You absolutely would. I just would not put it in my goals.
Kathleen Weissberg, OTD, OTR/L
Dr. Kathleen Weissberg, (MS in OT, 1993; Doctoral 2014) in her 25+ years of practice, has worked in rehabilitation and long-term care as an executive, researcher and educator. She has established numerous programs in nursing facilities; authored peer-reviewed publications on topics such as low vision, dementia quality care, and wellness; has spoken at numerous conferences both nationally and internationally, for 20+ State Health Care Associations, and for 25+ state LeadingAge affiliates. She provides continuing education support to over 17,000 therapists, nurses, and administrators nationwide as National Director of Education for Select Rehabilitation. She is a Certified Dementia Care Practitioner and a Certified Montessori Dementia Care Practitioner. She serves as the Region 1 Director for the American Occupational Therapy Association Political Affairs Affiliates and is an adjunct professor at both Chatham University in Pittsburgh, PA and Gannon University in Erie, PA.
Related Courses
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4https://www.occupationaltherapy.com/ot-ceus/course/bullying-among-older-adults-not-5660Bullying Among Older Adults: Not Just A Playground ProblemThe definition and incidence of bullying in adult living communities and day centers including what older adult bullying looks like in this population are reviewed in this session. Characteristics of older adult bullies as well their targets and gender differences will be explored. The reasons why bullying occurs as well as the five different types of bullies are defined. Interventions for the organization, the bully, and the target will be reviewed to help communities minimize (and prevent where possible) bullying and mitigate the effects on the target. Addressing bullying behavior among older adults is critically important for enhancing quality of life and promoting emotional well-being; strategies to create caring and empathic communities for all residents and staff members are also reviewed.auditory, textual, visual
'A topic that is near and dear to my heart and I’m so glad that it was addressed in this seminar'Read Reviews
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AOTA/0.1 Introductory, OT Service Delivery, Foundational Knowledge, 06741; CE Broker/1.0 General (FL), Patient Related (AL), General Continuing Education (GA), Direct Client/patient Services In Occupational Therapy (SC), Related To OT (AZ), Related To OT (LA), Directly Related To OT (MS), Directly Related To OT (TN), CE Broker #20-1025668; IACET/0.1; NBCOT PDUs/1.25 Beginner, Geriatrics
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