CTRS flashcards
CTRS · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- APIED process
- The five-step therapeutic recreation process: Assessment, Planning, Implementation, Evaluation, and Documentation. It structures service delivery from referral through discharge.
- Leisure Ability Model
- Peterson and Gunn's model with three service areas: functional intervention, leisure education, and recreation participation. It aims to develop clients' leisure abilities, knowledge, and attitudes.
- Health Protection/Health Promotion Model
- Austin's model that moves clients from prescriptive activities through recreation to leisure, emphasizing stabilization, actualization, and movement toward health promotion.
- Informed consent elements
- Valid consent requires client capacity, voluntary choice, adequate disclosure of relevant information, and comprehension of that information. Consent can be withdrawn at any time.
- Beneficence and nonmaleficence
- Beneficence is the duty to promote good for the client; nonmaleficence is the duty to avoid causing harm. Both are core ethical principles in therapeutic recreation practice.
- NCTRC recertification
- The CTRS credential is renewed on a five-year cycle through the National Council for Therapeutic Recreation Certification, requiring continuing education and adherence to the professional code of ethics.
- Maslow's hierarchy of needs
- Needs ordered from basic to higher level: physiological, safety, belongingness and love, esteem, and self-actualization. Lower needs generally are met before higher needs become motivating.
- Reliability versus validity
- Reliability is consistency of repeated measurements; validity is the degree to which an instrument measures what it claims to measure. A valid test must also be reliable.
- Functional Independence Measure
- An 18-item functional assessment scored from 1 to 7, with 13 motor and 5 cognitive items, used to describe the burden of care for a person with disability.
- Mini-Mental State Examination
- A 30-point cognitive screen covering orientation, memory, attention, and language. Scores below 24 commonly suggest impairment, interpreted with education and sensory status.
- Leisure Satisfaction Scale
- Beard and Ragheb's instrument measuring satisfaction with leisure across six subscales: psychological, educational, social, physiological, aesthetic, and relaxation.
- Activity analysis
- A systematic breakdown of an activity's physical, cognitive, social, and emotional demands so the therapist can match the activity to a client's abilities and needs.
- MDS 3.0 Section F
- A section of the Minimum Data Set completed in nursing facilities that records each resident's preferences for customary routine and activities.
- SMART goal criteria
- A goal-writing standard requiring goals be specific, measurable, achievable, relevant, and time-bound, stated with a condition, target behavior, and criterion for success.
- Grading versus adapting
- Grading progressively increases or decreases task demands; adapting changes the activity, materials, rules, or environment so the client can participate successfully.
- Least restrictive environment
- A principle requiring services be delivered in the most inclusive, normalized setting consistent with the client's safety and treatment needs.
- Intervention plan components
- A written plan containing problems or needs, goals and objectives, specific interventions, frequency and duration, responsible staff, and criteria for discharge.
- Discharge planning timing
- Discharge planning begins at admission and is updated throughout treatment, ensuring continuity of care and community referrals before the client leaves services.
- Client-centered goal setting
- Goals are selected with the client's own priorities and values in mind, supporting autonomy and increasing commitment to the intervention plan.
- Task analysis
- Breaking a task into ordered component steps so it can be taught, sequenced, and evaluated; it is the basis for chaining and prompting strategies.
- Forward and backward chaining
- Teaching methods in which reinforcement follows completion of successive steps; forward chaining begins with step one, while backward chaining starts with the final step.
- Variable ratio reinforcement
- An intermittent schedule that reinforces behavior after an unpredictable number of responses, producing high, steady response rates that resist extinction.
- Group leadership styles
- Directive leaders set structure and make decisions; facilitative leaders share control and guide the group; advisory leaders let members direct their own activity.
- Tuckman's group stages
- Groups typically progress through forming, storming, norming, performing, and adjourning, with the leader adjusting structure and support at each stage.
- Flow theory
- Csikszentmihalyi's concept that deep engagement occurs when a task's challenge is matched to the person's skill, with clear goals and immediate feedback.
- Self-determination theory
- Deci and Ryan's theory that motivation is supported when three psychological needs are met: autonomy, competence, and relatedness.
- SOAP note format
- A documentation structure organized as Subjective (client report), Objective (observable data), Assessment (interpretation), and Plan (next steps).
- Objective documentation
- Records describe observable, measurable behavior rather than opinion, such as 'attended 30 of 45 minutes' instead of a judgment like 'did poorly.'
- Frequency count data
- A recording method that tallies each occurrence of a target behavior during a set observation period; best for behaviors with clear beginnings and endings.
- Interval recording
- Observation divided into set time blocks in which the presence or absence of a behavior is recorded; useful for continuous or hard-to-count behaviors.
- Discharge summary contents
- A final report summarizing presenting problems, services provided, progress toward goals, final outcomes, and recommendations or referrals for continued care.
- Summative versus formative evaluation
- Formative evaluation occurs during intervention to refine programming; summative evaluation occurs at the end to judge overall outcomes and service effectiveness.