Occupational Therapy Practice Test

Free Occupational Therapy Practice Sample Questions & Answers

Question 1. A client recovering from a right-sided stroke has difficulty putting on a shirt because of limited use of the left arm. Which intervention should the occupational therapist emphasize first when teaching a dressing strategy?

A. Dress the affected arm first.

B. Dress the unaffected arm first.

C. Avoid using the affected arm during dressing.

D. Complete the entire task for the client.

Correct Answer. A. Dress the affected arm first.

Explanation: Dressing the affected extremity first can make the task easier because the client does not need to manipulate the impaired arm while simultaneously trying to position clothing over it. Once the affected arm is placed through the sleeve, the client can use the stronger arm to complete the remaining steps. This technique promotes independence while reducing unnecessary demands on the weaker side. The therapist should also consider the client’s balance, cognition, motor control, and safety during the task. Completing the entire activity for the client would unnecessarily reduce opportunities for participation and functional practice when the client is capable of performing portions independently.

Question 2. An occupational therapist evaluates an older adult who repeatedly falls while getting out of a recliner at home. Which assessment should receive the greatest attention when determining an appropriate intervention?

A. Favorite leisure activities

B. Home environment and transfer performance

C. Handwriting speed

D. Visual memory for unrelated information

Correct Answer. B. Home environment and transfer performance

Explanation: Repeated falls during transfers require assessment of both the person’s performance and the environment in which the activity occurs. The therapist should examine factors such as chair height, armrests, floor surfaces, lighting, footwear, balance, lower-extremity strength, transfer technique, and use of assistive devices. Understanding exactly how the client performs the transfer can help identify modifiable risk factors. A favorite leisure activity may be relevant to occupational goals but does not directly explain the immediate fall risk. Similarly, handwriting and unrelated visual memory do not provide the most useful information for this specific functional problem. Intervention should address identified safety barriers while supporting independence.

Question 3. A child frequently becomes overwhelmed by classroom noise, covers the ears during group activities, and has difficulty remaining engaged when several sounds occur simultaneously. Which intervention is most appropriate for the occupational therapist to consider?

A. Increase background noise to encourage habituation.

B. Provide individualized sensory strategies that reduce overwhelming auditory input.

C. Remove all classroom activities requiring communication.

D. Require the child to remain in the noisy environment without modification.

Correct Answer. B. Provide individualized sensory strategies that reduce overwhelming auditory input.

Explanation: The child’s behavior suggests difficulty managing auditory sensory input within the classroom environment. An occupational therapist should assess the child’s sensory responses and determine strategies that support participation without unnecessarily removing meaningful activities. Depending on the assessment, interventions might include modifying environmental noise, providing access to a quieter space, preparing the child for predictable sounds, or using an appropriate sensory strategy. Simply increasing noise or requiring prolonged exposure without considering the child’s response may increase distress and interfere with participation. Removing communication-based activities altogether could also limit learning opportunities. Intervention should balance sensory needs with the child’s educational and occupational goals.

Question 4. A client with rheumatoid arthritis reports increased hand pain when opening jars and turning keys. Which recommendation best reflects joint-protection principles?

A. Use smaller joints whenever possible.

B. Apply excessive force quickly to finish the task.

C. Use larger joints and adaptive equipment when appropriate.

D. Avoid all hand activity permanently.

Correct Answer. C. Use larger joints and adaptive equipment when appropriate.

Explanation: Joint-protection strategies aim to reduce unnecessary stress on painful or vulnerable joints while allowing the person to remain as independent as possible. Using larger joints, distributing force across several joints, avoiding prolonged tight gripping, and using adaptive equipment can reduce strain during everyday activities. For example, a jar opener may reduce the amount of force required from the hands. Avoiding all hand activity is generally not an appropriate long-term approach because maintaining useful movement and participation remains important. The therapist should consider the individual’s symptoms, functional goals, joint status, fatigue, and daily routines when selecting specific joint-protection techniques.

Question 5. During a cognitive assessment, a client can follow a familiar routine but becomes confused when asked to organize the steps of an unfamiliar multistep task. Which area should the therapist assess further?

A. Executive functioning

B. Visual acuity only

C. Grip strength

D. Passive range of motion

Correct Answer. A. Executive functioning

Explanation: Executive functions include skills involved in planning, organizing, sequencing, initiating, monitoring, and adapting behavior to complete goal-directed activities. A client who manages familiar routines but struggles to organize an unfamiliar multistep activity may have difficulty with these higher-level cognitive processes. Further assessment should examine how the client plans and sequences tasks, handles unexpected changes, and monitors performance. Grip strength and passive range of motion do not directly explain difficulty organizing a cognitive task. Visual abilities may also influence performance, but the described problem specifically points toward executive functioning. Understanding the client’s cognitive profile can help the therapist select appropriate strategies and environmental supports.

Question 6. A client with a new wrist injury has been prescribed a resting hand splint. What is the primary purpose of a properly fitted resting splint?

A. Maintain the hand in a therapeutic position while limiting unwanted movement.

B. Maximize grip strength immediately.

C. Permanently prevent all wrist movement.

D. Replace active rehabilitation.

Correct Answer. A. Maintain the hand in a therapeutic position while limiting unwanted movement.

Explanation: A resting hand splint is commonly used to support positioning, protect involved structures, limit unwanted movement, and help maintain appropriate alignment according to the client’s condition and treatment goals. The exact design and wearing schedule depend on the diagnosis, stage of healing, skin condition, and occupational therapy plan. A splint should not be assumed to permanently immobilize a joint or replace active rehabilitation. The therapist must monitor fit, pressure areas, skin integrity, circulation, comfort, and functional needs. An improperly fitted splint can create complications rather than improve outcomes. Regular reassessment is therefore important as swelling, healing, and functional needs change.

Question 7. A client with traumatic brain injury becomes frustrated when presented with several instructions at once and frequently misses later steps. Which modification is most appropriate?

A. Provide more instructions simultaneously.

B. Break the activity into smaller, clearly sequenced steps.

C. Remove all cues immediately.

D. Ask the client to memorize the entire task before beginning.

Correct Answer. B. Break the activity into smaller, clearly sequenced steps.

Explanation: Breaking a complex activity into smaller steps can reduce cognitive demands and make it easier for a client with traumatic brain injury to process and complete the task. The therapist can provide concise instructions, use visual or verbal cues when appropriate, and allow adequate time for the client to respond before introducing additional information. Giving many instructions simultaneously may overwhelm attention, working memory, or processing capacity. Removing all cues too early can also increase frustration and reduce successful participation. The level of assistance should be adjusted as the client’s performance changes, with the goal of gradually supporting greater independence rather than creating unnecessary dependence.

Question 8. A client with depression has stopped participating in previously meaningful activities and reports difficulty establishing a daily routine. Which occupational therapy approach is most appropriate?

A. Focus exclusively on physical strengthening.

B. Develop manageable, meaningful activities and gradually rebuild daily structure.

C. Avoid discussing the client’s occupational interests.

D. Require participation in demanding activities immediately.

Correct Answer. B. Develop manageable, meaningful activities and gradually rebuild daily structure.

Explanation: Occupational therapy intervention for a client experiencing depression can focus on restoring participation, establishing routines, and reconnecting the person with meaningful occupations. Beginning with manageable activities can help reduce the burden associated with inactivity and provide opportunities for successful engagement. The therapist should consider the client’s interests, current abilities, energy level, routines, social environment, and personal goals when developing the intervention plan. Immediately requiring demanding activities may increase frustration or reduce adherence. Physical activity can be beneficial when appropriate, but treatment should not focus exclusively on strengthening while ignoring occupational participation and psychosocial factors that affect daily functioning.

Question 9. A client with a spinal cord injury uses a wheelchair and has difficulty reaching objects placed on high shelves in the kitchen. Which home modification would best improve functional access?

A. Raise frequently used items higher.

B. Move commonly used items to accessible lower storage areas.

C. Remove all kitchen storage.

D. Encourage the client to stand without assessing safety.

Correct Answer. B. Move commonly used items to accessible lower storage areas.

Explanation: Home modifications should reduce environmental barriers while supporting safe and independent participation in daily activities. Moving frequently used kitchen items to accessible storage areas can allow a wheelchair user to retrieve necessary objects without excessive reaching or unsafe transfers. The therapist should consider the client’s seated reach range, wheelchair dimensions, balance, upper-extremity function, and the layout of the kitchen when recommending changes. Raising frequently used items would increase the access problem rather than solve it. Removing all storage is unnecessary, and encouraging unsupported standing without appropriate assessment could create a significant fall risk. The modification should be individualized to the client’s functional abilities.

Question 10. During an occupational therapy session, a client with Parkinson’s disease has difficulty initiating movement when approaching a doorway. Which strategy may help facilitate movement?

A. Provide an external visual or auditory cue.

B. Ask the client to move faster without any cue.

C. Eliminate all environmental structure.

D. Encourage the client to close the eyes while walking.

Correct Answer. A. Provide an external visual or auditory cue.

Explanation: People with Parkinson’s disease may experience freezing of gait, particularly during situations such as approaching doorways, turning, or changing movement patterns. External cues can sometimes help initiate or continue movement by providing a clear target or rhythm. Depending on the client’s needs, an occupational therapist may use visual floor markings, rhythmic auditory cues, or other structured strategies. The intervention should be individualized and practiced in a safe environment because freezing can increase fall risk. Simply telling the person to move faster does not address the underlying difficulty and may increase instability. Closing the eyes would remove useful visual information and could further compromise safety.