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Occupational Therapy Board Exam Study Notes
Complete Reviewer for the Occupational Therapist Licensure Examination (OTLE)
In This Guide
About the OT Board Exam
The Occupational Therapist Licensure Examination (OTLE) is administered by the Professional Regulation Commission (PRC) to assess competency for occupational therapy practice in the Philippines. It evaluates knowledge in enabling meaningful occupation across the lifespan.
Exam Subjects
- • OT Foundations & Theories
- • Human Development
- • Physical Dysfunction
- • Psychosocial OT
- • Pediatric OT
- • Professional Practice
Requirements
- • BS Occupational Therapy degree
- • Completion of fieldwork
- • Passing score: 75%
- • No subject below 50%
Part 1: OT Foundations & Theories
Core Concepts
Occupation-Centered Practice
- Occupation: Meaningful, purposeful activities that fill time and bring meaning to life
- Activity: General class of human actions; not individualized
- Task: Specific set of behaviors to accomplish a goal
- OTPF Domain: Occupations, Client Factors, Performance Skills, Performance Patterns, Context/Environment
Areas of Occupation
Basic Activities
- ADLs: Bathing, dressing, eating, toileting, hygiene, functional mobility
- IADLs: Meal prep, cleaning, finances, medication management, shopping
- Rest & Sleep: Preparation, participation, quality
Productive Activities
- Education: Formal, informal, exploration
- Work: Employment seeking, performance, retirement
- Play: Exploration, participation
- Leisure: Exploration, participation
- Social Participation: Community, family, peer
OT Models & Frames of Reference
Occupation-Based Models
- MOHO: Model of Human Occupation (Kielhofner) - Volition, Habituation, Performance Capacity
- PEO: Person-Environment-Occupation; optimal fit = performance
- CMOP-E: Canadian Model; spirituality at center
- OA: Occupational Adaptation; press for mastery
Practice Frameworks
- Biomechanical: ROM, strength, endurance focus
- Rehabilitative: Compensation, adaptation
- Sensory Integration: Ayres; sensory processing
- Cognitive: Allen's Cognitive Levels
- Developmental: Age-appropriate skills
OT Process
OTPF Process
- Evaluation: Occupational profile + Analysis of occupational performance
- Intervention: Plan → Implementation → Review
- Outcomes: Measure success, discharge planning
Intervention Approaches:
- • Create/Promote: Health promotion
- • Establish/Restore: Remediation
- • Maintain: Preserve function
- • Modify: Compensation, adaptation
- • Prevent: Prevent dysfunction
Part 2: Pediatric OT
Developmental Milestones
Motor Development
| Age | Gross Motor | Fine Motor |
|---|---|---|
| 3 mo | Head control (prone) | Hands open, swipes |
| 6 mo | Sits with support, rolls | Palmar grasp, transfers |
| 9 mo | Sits independently, crawls | Pincer developing |
| 12 mo | Pulls to stand, cruises | Neat pincer grasp |
| 18 mo | Walks independently | Builds 3-4 block tower |
| 2 yr | Runs, kicks ball | 6 block tower, scribbles |
Grasp Development
Progression of Grasp
- Reflexive grasp (0-4 mo)
- Palmar grasp/Squeeze (4-5 mo)
- Radial palmar (5-6 mo)
- Radial digital (7-8 mo)
- Inferior pincer (8-9 mo)
- Superior pincer/Neat pincer (10-12 mo)
Sensory Integration
Ayres Sensory Integration
Sensory Systems
- Tactile: Touch, pressure, temperature
- Proprioceptive: Body position, muscles/joints
- Vestibular: Movement, balance, head position
- Visual/Auditory: Sight and sound
SI Disorders
- Sensory Modulation: Over/under-responsive
- Sensory Discrimination: Difficulty interpreting
- Sensory-Based Motor: Dyspraxia, postural
Common Pediatric Conditions
Cerebral Palsy
- • Non-progressive brain injury
- • Types: Spastic, Athetoid, Ataxic
- • Distribution: Hemi, Di, Quadriplegia
- • NDT/Bobath approach
Autism Spectrum
- • Social communication deficits
- • Restricted, repetitive behaviors
- • Sensory processing differences
- • Visual supports, structured teaching
Down Syndrome
- • Trisomy 21
- • Hypotonia, joint laxity
- • Cognitive delays
- • Early intervention critical
ADHD
- • Inattention, hyperactivity, impulsivity
- • Executive function deficits
- • Sensory strategies
- • Environmental modifications
Part 3: Physical Dysfunction
Neurological Conditions
Stroke/CVA
- • Hemiplegia/Hemiparesis
- • Brunnstrom stages (1-7)
- • Constraint-induced movement therapy (CIMT)
- • Task-oriented approach
- • Visual-perceptual deficits common
Traumatic Brain Injury
- • Rancho Los Amigos Levels (I-VIII)
- • Cognitive rehabilitation
- • Behavioral management
- • Community reintegration
Spinal Cord Injury
- • Level determines function
- • C5: Elbow flexion (tenodesis grasp)
- • C6: Wrist extension
- • C7: Elbow extension, transfers
- • Adaptive equipment essential
Multiple Sclerosis
- • Demyelinating disease
- • Fatigue management critical
- • Energy conservation
- • Work simplification
Orthopedic/Hand Therapy
Hand Injuries
- Flexor tendon repair: Duran protocol; early protected motion
- Extensor tendon zones: I-VIII; varies by zone
- Carpal tunnel: Median nerve; night splint
- Trigger finger: A1 pulley; splinting
Upper Extremity
- Rotator cuff: Progressive ROM → strengthening
- THR precautions: Posterior approach restrictions
- Burns: Positioning, pressure garments, scar management
Adaptive Equipment
ADL Devices
- • Sock aid, long-handled shoehorn
- • Reacher, dressing stick
- • Built-up handles
- • Rocker knife, plate guards
- • Bath bench, grab bars
Mobility Aids
- • Wheelchair prescription
- • Transfer boards
- • Bed mobility aids
- • Home modifications
Part 5: Assessment & Documentation
Standardized Assessments
ADL Assessments
- FIM: Functional Independence Measure; 18 items, 1-7 scale
- Barthel Index: 10 ADL items
- KELS: Kohlman Evaluation of Living Skills
- AMPS: Assessment of Motor and Process Skills
Pediatric Assessments
- PDMS-2: Peabody Developmental Motor Scales
- BOT-2: Bruininks-Oseretsky Test
- PEDI: Pediatric Evaluation of Disability Inventory
- SPM: Sensory Processing Measure
Documentation
SOAP Note Format
- S (Subjective): Client's report, feelings, concerns
- O (Objective): Measurable observations, data, assessment results
- A (Assessment): Clinical reasoning, progress analysis
- P (Plan): Future interventions, goals, frequency
SMART Goals:
Specific, Measurable, Achievable, Relevant, Time-bound
Example: "Client will don shirt independently using one-handed technique within 3 minutes, 4/5 trials by discharge."
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