AOTA NBCOT Exam Prep 2025 100%
pass GRADE [A+] QUESTIONS AND
CORRECT VERIFIED ANSWERS
Activity Anaylsis - CORRECT ANSWER-- A way to plan and modify therapeutic
activities according to a client's goals, preferences, personality, and other client factors.
- Goal: to achieve thorough understanding of the therapeutic activity by breaking it down
into its individual parts as well as the skills needed to successfully complete each task.
This knowledge helps create treatment and intervention approach. "Just right
challenge."
Activity Demands - CORRECT ANSWER-The specific features of an activity that
influence the type and amount of effort required to perform the activity.. the specific
objects and their properties, the physical space requirements, the social demands,
sequence and timing, the required actions or skills needed, and the required body
functions and structures and used during the performance of the activity.
Performance Skills - CORRECT ANSWER-- Observable, concrete, goal-directed
actions clients use to engage in daily life occupations; these skills are small,
measurable units in a chain of actions that are observed as a person performs
meaningful tasks.
- Motor/praxis skills, sensory-perceptual skills, emotion regulation skills, cognitive skills,
communication and social skills.
Consider the context and external environment, which can affect occupation
performance. - CORRECT ANSWER-- Person in a w/c and their environment?
- Whether patient has family to provide assistance?
- Does person with mental health issues have access to internet to join support group?
Match the activity with the chosen theoretical lens. - CORRECT ANSWER-Example:
biomechanical approach for someone with limited ROM/Strength/Endurance.
Modifying activities (Grading) - CORRECT ANSWER-increasing (upgrading) or
decreasing (downgrading) the demands of the activity step by step to promote
occupational performance when tasks are too easy/hard. Used to improve the deficits or
skills.
Scaffolding - CORRECT ANSWER-OT assists the client with parts of the task that are
too difficult, but the client finishes the task themselves. May help motivate the client by
proving they can complete the activity or task. (Bus route scenario: help them identify
map, have them identify times)
Fading - CORRECT ANSWER-As clients skills emerge or improve, the OT lessens or
eliminates their support. Results in improved client independence.
Coaching - CORRECT ANSWER-Includes communicating expectations and support in
a way that helps the client perform and improve in tasks and skills. (Key words:
outlining)
Adaption/Modification - CORRECT ANSWER-Aim for clients successful involvement in
preferred occupations; instead of working to improve or change a clients ability, this
strategy focuses on changing the activity demands to match a persons current ability.
Decreasing demands - CORRECT ANSWER-- Making the activity require less cognitive
skills.
- Reduce or change the necessary physical skill to complete the task.
Implementing AE - CORRECT ANSWER-Example: instruction in the use of a sock aid
for someone with hip precautions.
Alter social/physical environment - CORRECT ANSWER-Examples:
- Empower clients to instruct their caregivers.
- Instruct patients on the use of adaptive positioning or organization of workspace to
ease occupational performance.
Assistive Technology Devices - CORRECT ANSWER-"Any item, piece of equipment or
product system whether acquired commercially off the shelf, or customized that is used
to increase, maintain or improve functional capabilities."
Assistive Technology Services - CORRECT ANSWER-"Any service that directly assists
an individual with a disability in the selection, acquisition, or use of an assistive
technology device."
Assistive Technology Practitioner - CORRECT ANSWER-"A specialist in assistive
technology application."
No Technology - CORRECT ANSWER-Hook-and-loop fasteners, grab bars, and builtup handles.
Low Technology - CORRECT ANSWER-Inexpensive items that are readily available
commercially.
High Technology - CORRECT ANSWER-Devices, hardware, or software that may
require specific training to use.
Electronic Aids to Daily Living (EADLs) - CORRECT ANSWER-Devices that allow
controls of electrical or electronic appliances through the use of one or more switches.
Human Activity Assistive Technology Model (FOR) - CORRECT ANSWER-Interactions
and balance among four major elements: activity, context, human skills, assistive
technologies.
Information-Processing Model of the Assistive Technology System User - CORRECT
ANSWER-- Sensors: used to obtain data from the environment (visual skills, auditory
functional, somatosensory functional. control of posture).
- Central processing (perception, cognition, psychosocial, neuromuscular control).
- Effectors: the neural, muscular, and skeletal elements of the human body that provide
movement or motor output (resolution, range, strength, endurance, versatility).
Evaluation - CORRECT ANSWER-- Identify task or activity that the client wants to
accomplish.
- Identify the client's abilities and deficits in the areas of client factors and performance
skills.
- Determine the environment and context in which the activity will occur (home, work,
school).
- Identify assistive technology devices.
Identify funding sources.
Intervention - CORRECT ANSWER-- Gather information from various sources (client,
family, caregiver).
- Consider proximal stability through proper positioning.
- If possible, trial a device.
- Ensure proper positioning of the device to enable ease of access.
- Keep device as simple as possible.
- Ensure the chosen device is dependable.
- Provide multiple training opportunities in different environments and contexts.
Technologies as sensory aids (visual impairment) - CORRECT ANSWER-- Use of
alternate sensory pathway (tactile, auditory)
- Reading aids such as optical aids (magnifier), non-optical aids (enlarged print),
electronic aids (closed-circuit TV).
- ADL aids including kitchen aids , medication management.
- Mobility aids such as canes with warning device, wheel-chair mounted mobility device,
navigations aids.
Technologies as sensory aids (auditory impairment) - CORRECT ANSWER-- Use of
alternative sensory pathway (tactile, visual)
- Hearing aids
- nTelephone naccess
Compensatory nTechnologies nfor nCognition n- nCORRECT nANSWER-- nMemory naids
- nTime nmanagement ndevices nthat nremind npeople.
- nPrompting, ncueing, nand ncoaching
Mobility ntechnologies n- nCORRECT nANSWER-- nWheelchair n(manual nvs. npowered,
nrecliner n& ntilt-in-space, nstand nup, niBot nmobility nsystem nwith njoystick, nhead ncontrol, nsip
nand npuff).
Environmental nControl nTechnologies n- nCORRECT nANSWER-- nEnhance nthe nclient's
nindependence nin noperating nappliances nor ndevices nin nthe nenvironment.
- nLow ntech nincludes nkey nholder, nstove nknob nturner, ndoorknob nextender)
- nEADLs: ncontrol nfunctions n(lights, nTV), ntransmission nmethods n(bluetooth), nTrainable nvs.
nprogrammable ncontrollers.
Augmentative nand nAlternative nCommunication n(AAC) nSystem n- nCORRECT nANSWER-nFor nclients nwho nhave nsevere nspeech nand nlanguage nimpairments nacross nthe nlife nspan.
- nTeam napproach.
Evaluation nand nintervention nof nAAC nsystem n- nCORRECT nANSWER-- nPredictive
nAssessment: nunderstanding nthe nclient's ncurrent nneeds nand npredicting nfuture nneeds.
- nSerial nassessment: ncontinuing nevaluation nto nmeet nchanging nneeds.
- nCurriculum-based nassessment n- nto nhelp ncoordinate nand nintegrate nuse nof nAAC nin
nclassroom.
- nAssess nbarriers nto nparticipation.
Matching nthe nhuman-technology ninterface nwith nclient's nabilities. n- nCORRECT
nANSWER-- nJoystick
- nDifferent nkey nboards
- nSwitches: ncan nbe npositioned nto nbe nused nw/ ndifferent nbody nparts.
Alternative nPointing nDevices n- nCORRECT nANSWER-- nEye ngaze: nfor nclients nwith nvery
nlimited nto nno nhand nfunction nbut ngood nstability ncontrol nof nthe nhead. n
- nMouth nStick: nclients nwith nvery nlimited nto nno nhand ncontrol nor nmovement.. nMUST nHAVE
nADEQUATE nRESPIRATORY nSUPPORT.
- nHead npointer: nfor nclients nwith nvery nlimited nto nno nhand nfunction, nlimited nhead ncontrol nor
nmovement, nalso ncompromised nrespiratory nsupport. n
- nVoice ncontrol: nfor nclients nwith nvery nlimited nto nno nhand nfunction nor nincoordination
n(determine nvisual ndisplay nand nvocab nfor nclient).
Implementation nof ndevices n- nCORRECT nANSWER-- nMounting nand npositioning
nconsiderations.
- nVocab nselection nand nexpansion.
- nPhysical nskill ndevelopment.
- nContinue nto nf/u nwith npatient.
Developing nthree ntypes nof ncommunication ncompetency nthrough nsystematic ntraining. nnCORRECT nANSWER-1. nOperational ncompetence: ncompetency nin noperating nthe nAAC
ndevice.
2. nLinguistic ncompetence: nthorough nunderstanding nof nthe nAAC ndevice's nsymbol nsystem
nand nrules nof norganization.
3. nSocial ncompetence: nknowledge nof nskills nin nsociolinguistics n(turn ntaking nin
nconversation) nand nsociorelational n(understanding nthe ninteraction nbetween npeople nin
nconversation).
Special nConsiderations n- nCORRECT nANSWER-- nPortability: neasy nto nuse nin na nvariety nof
nenvironments nand ncontexts.
- nAccessibility: nmounting nand npositioning nfor nindependent nuse.
- nDependability: ndurable, nconsistent nperformance.
- nVocabulary nflexibility n
- nNo ntech, nlow ntech, nhigh ntech
Americans nwith nDisabilities nAct nof n1990 n- nCORRECT nANSWER-The nADA nestablished
naccessibility nguidelines nfor nbuildings nand nfacilities.
Accessible nRoute n- nCORRECT nANSWER-- nThe nminimum nclear nwidth nof nan naccessible
nroute nis n36 ninches, naccept nat ndoors.
Ramp n- nCORRECT nANSWER-- nMaximum nslope nof na nramp nis n1:12. nSlopes nbetween
n1:16 nand n1:20 nare npreferred. nMost nambulatory npeople nand nmost npeople nwho nuse na nw/c
ncannot nmanage ns nslope nof n1:12 nfor n30 nfeet. n
- nMax nrise nfor nany nrun nis n30 ninches.
- nMin nclear nwidth nis n36 ninches.
- nOne nthat nhas na nslope nof nmore nthan n6 ninches nor nhorizontal nprojection nof nmore nthan n72
ninches nshould nhave nhand nrails non nboth nsides.
Steps n- nCORRECT nANSWER-Should nhave na nuniform nriser nheights nand nuniform ntread
nwidths nof nno nless nthan n11 ninches.
Handrails n- nCORRECT nANSWER-- nClear nspace nof n1-1.5 ninches nbetween nthem nand
nwalls.
- nA nheight nof n34-38 ninches, nor nwaist nheight ndepending non nthe nperson's nheight,
nmeasured nto nthe ntop nof nthe ngripping nsurface nfrom nthe nramp nsurface nor nstair nnosing, nis
nrecommended nfor nadults. n
- nMax nheight nfor nchildren nis n28 ninches.
Doorway n- nCORRECT nANSWER-- nThe nminimum nclearing nopening nis n32 ninches
n(NOTE: nmin nclearance nfor nw/c nis n26 ninches, nwalker nis n18 ninches)
- nThreshold nat ndoorways nshould nnot nbe nmore nthan n3/4 ninch, nexterior ndoors n1/2 ninch
- nRaised nthresholds nand nfloor-level nchanges nat naccessible ndoorways nshould nnot nhave na
nslope nmore nthan n1:2.
- nDoor nhardware: nno nhigher nthan n48 ninches nabove nfloor.
Wheelchairs n- nCORRECT nANSWER-- nMin nof n60 ninch ndiameter nor n60 ninch nby n60 ninch
nT-shaped nspace nfor na npivoting n180 ndegree nturn nto navoid nthe nneed nfor nrepeated ntries
nand nbumping ninto nsurrounding nobjects.
inter-rater nreliability/point-by-point nagreement n- nCORRECT nANSWER-Suggested nvalue
nof na nstandardized nassessment nis n80%; ndetermines nhow neach npractitioner nin nthe nclinic
ndoes nthe nassessment.
Phenomenological nStudy nDesign n- nCORRECT nANSWER-allows ncollection nof
nparticipants nexperiences nthrough nfocus ngroups nthat ncontain nopen-ended ninterview
nquestions
Randomized nControlled nTrial n(RCT) n- nCORRECT nANSWER-appropriate nfor nstudying
nthe neffects nof ndifferent ntreatment nby nassigning nparticipants nto ndifferent nintervention
ngroups. nRCT ninvolves nquantitative ndata ncollection nbased non noutcome nmeasures.
Single-Case nDesigns n- nCORRECT nANSWER-only none nparticipant
Participant nObservation n- nCORRECT nANSWER-involves nthe nresearcher nbecoming npart
nof nthe nparticipant's nexperience nand ngathering nqualitative ndata nin nthe nprocess nthrough
nexperiencing nthe nsame ncontexts nthe nparticipant ndoes.
Universal nDesign n- nCORRECT nANSWER-"The nconcept nof ndesign nin nall nproducts nand
nthe nbuilt nenvironment nto nbe naesthetic nand nusable nto nthe ngreatest nextent npossible nby
neveryone.
General nConsiderations nfor nuniversal ndesign n(Competence-environmental npress) nnCORRECT nANSWER-- nAll nenvironments nhave nexpectations nfor nbehavior. n
- nThe nadaptive nzone nis nan narea nin nwhich nindividual ncompetence nis nin nbalance nwith
nenvironmental ndemands.
- nMaladaptive nbehavior nmay noccur nwhen nthe nenvironment ndemands nexceed nor nfall
nbelow nthe nlevel nof nindividual ncompetence. n
- nThe nphysical ncharacteristics nof nthe nenvironment ncan nbe neither na nbarrier nor na nfacilitator
nof noptimal noccupational nperformance.
Before nthe nhome nassessment n- nCORRECT nANSWER-- nOT nshould nknow ncurrent
nperformance nskills nlevel, nlimitations nin nclient nfactors, nand nprevious nand nexpected
nperformance npatterns nin nthe nhome nenvironment.
Recommendations nafter nhome nassessments n- nCORRECT nANSWER-- nPhysical
nmodifications n(moving nfurniture)
- nIntroduction nof nAD
- nBehavior nchanges n(using na nlaundry nbag ninstead nof nlaundry nbaskets).
- nStrategies nfor npacing nand nenergy nconservations n(stools nduring nmeal-prep, nrest
nstations naround nthe nhouse).
- nStrategies nto nensure nsafety nfor nclients nwith ncog ndeficits n(door nalarms, nbed nalarm).
- nStrategies nfor nsafe nmobility nand nactivity ndemand nmodifications.
- nIntro nof nEADL
Home nAssessment nGoal n- nCORRECT nANSWER-modification nof nthe nenvironment,
ncontext, nand nactivity ndemands nto nsupport nclient's nsafe nand nindependent noccupational
nperformance nat nhome
1st ntype nof nhome nassessment n(environment) n- nCORRECT nANSWER-- nevaluating
narchitectural nbarriers nor nfire nhazards nin nthe nhome, nwithout nconsideration nof nthe nperson
nliving nin nthe nhome nusing na nhome nsafety nchecklist.
2nd ntype nof nhome nassessment n(person) n- nCORRECT nANSWER-- nusing nstandardized
nor ngeneral nassessment ntools nthat ndo nnot nspecifically npertain nto nhome nsafety.
nPerformance nskills, nperformance npatterns, nclient nfactors, nand nclient's nareas nof
noccupation.
3rd ntype nof nhome nassessment n(person-environment ninteraction) n- nCORRECT
nANSWER-- nonly ndone nwhen nan non-site nhome nevaluation nis nfeasible. nArea's nassessed
nis nwhere nclient nhas nactivity nengagement. nAssess nhow nthe nclient ninteracts nwith nthe
nenvironment nduring nactivity.
On-site nhome neval n(Safety nwhen...) n- nCORRECT nANSWER-- nGetting nin/out nof nhouse
- nGetting nin/out nof nbed
- nGetting non/off ntoilet
- nGetting nin/out nof nshower
- nReaching/carrying nwith nor nwithout nuse nof nmobility naids. n
- nSitting/rising nfrom nchair.
- nStepping nover nthreshold.
- nMobility non nchanged nfloor nsurfaces
On-site nhome neval n(Ease nof nFunctional nMobility) n- nCORRECT nANSWER-- nUsing
ncane/walker: nnavigating naround nfurniture nand ndifferent ntypes nof nfloors. n
- nUsing na nw/c: ndifferent nflooring, nthresholds, nmaking nturns nin nhallway nand nrooms,
ntransferring nfrom nw/c nto nother nsurfaces. n
- nStair nmanagement: nusing nhandrails, ncarrying nitems nup/down.
- nSitting nand nrising nfrom ndifferent nchairs. n
- nKitchen nmobility: nreaching, ncarrying, nturning nin ntight nspace, nopening/closing ncabinets,
ndrawers, nfridge, nbending, nmultitasking. n
- nBedroom nmobility: nreaching ninto ncloset, nopening nand nreaching ninto ndrawers, nbending,
ncarrying. nwalking non ncarpet nor nhardwood nfloors. n
- nBathroom nmobility: nopening nshower ncurtains, nstepping nover nshower nthreshold, ngrabs
nbar npositioning
- nEntrances
On-site nhome neval n(Ease nof noccupational nperformance) n- nCORRECT nANSWER-nAssessing nall nI/ADLs.
correlation ncoefficient n- nCORRECT nANSWER-a nstatistical nindex nof nthe nrelationship
nbetween ntwo nthings n(from n-1 nto n+1)