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NEUROMUSCULAR I (POTTER) > All remaining lectures - except cognition not included > Flashcards

All remaining lectures - except cognition not included Flashcards

1
Q

some of the biggest challenges with working with pts with TBI is

A

permanent cognitive and behavior issues, emotional state, mood changes, communication

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2
Q

what does walking wounded mean

A

their motor function and physical states are ok, but cognitively and behaviorly they are not (TBI)

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3
Q

top 2 causes of TBI

A

transportation (ex: car, boat, plane)

falls

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4
Q

1 cause of TBI for pts 75 and up

A

falls

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5
Q

gunshot wound, stabbing, or skull fx would be an ex of what type of TBI

A

open

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6
Q

skull fx is an ___ TBI

A

open

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7
Q

___TBI’s result from acceleration or deceleration forces

A

closed

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8
Q

what is coup countercoup

A

closed TBI,
Coup injury: brain hitting front part of skul
lContracoup: brain hits front part then suboccipital region (axon shearing occurs)

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9
Q

not skull, but rather the brain itself….what part of the brain is effected in coup coutner coup

A

anterio-inferior temporal lobes and prefrontal cortex

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10
Q

4 classifications of TBI

A
  1. focal
  2. diffuse
  3. hypoxic
  4. hematoma
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11
Q

what is a focal TBI

A

a local one, can cause local swelling or hematomas

cause a mass shifting effect (swelling, blood collection, smushing ventricles and brain tissue)

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12
Q

what does DAI mean

A

diffuse axonal injury

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13
Q

FOCAL hematomas cause

A

a mass shifting effect (swelling, blood collection, smushing ventricles and brain tissue)

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14
Q

explain diffuse TBI

A

Shearing and retraction of axons

Can cause coma = poorer outcome

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15
Q

why is a diffuse TBI often a problem to dx

A

DAI may or may not show up on imaging! (there is just edema, no collection of blood)

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16
Q

this type of TBI is often caused by drowning, it is
Due to systemic hypotension, anoxia, vascular damage
Can lead to global damage

A

hypoxic, aka ischemic

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17
Q

3 main types of hematomas (TBI classification)

A

epidural
subdural
intracranial

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18
Q

this type of hematoma is located btwn your skull and dura mater

A

epidural

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19
Q

this type of hematoma is often arterial – quick developing

A

epidural

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20
Q

with a(an) _______hematoma there is usually a period of normal function, and then quickly there is N/V and UMN sx

A

epidural

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21
Q

hematomas are classified according to

A

where the bld collects

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22
Q

elders that are on blood thinners that fall and hit their head are prone to ___ hematomas

A

subdural

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23
Q

subdural hematomas effect what type of BV

A

venous

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24
Q

Venous
Develop slowly, over time
UMN signs and confusion
which type of hematoma

A

subdural

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25
Q

main form of secondary damage from a TBI

A

increased ICP

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26
Q

seizures typically occur when after a TBI

A

Tend to occur immediately after injury and 6 mo – 2 years after

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27
Q

normal ICP

A

Normal ICP = 4 – 15 mm HG

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28
Q

imaging that is best for TBI

A

MRI (CT’s don’t show the bleeds very well)

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29
Q

other testing for TBI

A

neuropsychological/cognitive

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30
Q

standard testing measurment for tx of TBI (not imaging, ut rather an OM)

A

glascow coma scale

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31
Q

a score less than ___ on the gloscow is indicative of poor long term prognosis

A

8

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32
Q

The most commonly used scale for pts in or coming out of a coma = predictive of longterm functional outcome

A

glascow coma scale

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33
Q

glascow ratings

A

3 – 8 = severe brain injury
9 – 12 = moderate brain injury
13 – 15 = mild brain injury
less than 8 not great

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34
Q

3 components of glascow

A

eye
verbal
motor

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35
Q

another common OM for TBI

A

rachos los amigos

based off of assistance needed

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36
Q

ranchos levels 1-3

A

I: No Response. Deep sleep. (true coma) (doesn’t even respond to px) Unresponsive to any stimuli.

II:Generalized Response. Reacts inconsistently and nonpurposely in a nonspecific manner. (they don’t change with you if you mix things up)
Respsonses are limited and the same regardless of stimuli.

III
Localized Response. Reacts specifically but inconsistently. Responses relate to the stimuli presented.
May follow simple commands.

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37
Q

goals for pts in level 1-3 of ranchos

A

Increase level of alertness and arousal
Prevent secondary impairments
Improve motor control
Facilitate normal muscle tone
Increase tolerance of positions and activities
Educate family members- to help arouse the pt
Coordinate care among all team members and family
il

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38
Q

decerberate posture is what

A

ext of upper and ext of lower

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39
Q

decorticate posture is what

A

flexed upper, extended lower

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40
Q

what is the significance of decerberate or decorticate in regards to tx

A

we want to position them opp of what the pattern is

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41
Q

when doing any form of sensory stimulation, always document what

A

what type of stimulation you are using, how the pt responded

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42
Q

what types of pt response will you document with sensory stimulation

A

vitals, eye opening, grimacing, arousal, head turning

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43
Q

types of sensory stimuli

A

tactile, olfactory, auditory, vestibular, gustation, kinesthesia (ROM)

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44
Q 
Heightened state of activity.
Bizzare and nonpurposeful activity.
Unable to cooperate with treatment.
Verbalization often incoherent  and/or inappropriate.
POOR attention

this is what Ranchos level

A

4 -aggitated and confused

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45
Q

what to be mindful of with ranchos level 4

A

dont overstimulate them, they are aggitated and confused.

calm down their surroundings

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46
Q

goals for ranchos level 4

A

Prevent outbursts of agitation
Assist patient in controling behavior
Patient’s safety is assured (and that of therapists and family)
Family members understand what to expect at this phase (it’s typically temporary)
Maintain (or increase) physical activity tolerance
Prevent secondary impairments
Coordinate care among all team members and family

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47
Q

frustrating aspect of level 4 ranchos

A

they have no carry over of the session - no memory recall. always have to start over

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48
Q

often times, pts in level 4 ranchos have to be monitored how often

A

24/7 (they may have to be restrained)

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49
Q

level 5 ranchos is what

A

confused, inappropriate

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50
Q

explain level 5 ranchos - Confused inappropriate

A

Able to respond to simple commands fairly consistently.
With complex commands, responses are non purposeful.
Highly distractible and poor attention!
Impaired memory!

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51
Q

explain level 6 (ranchos) - Confused appropriate

A

Needs external direction to complete tasks.

Follows simple directions well and has some carryover.

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52
Q

goal differences with levels 5/6 compared to the others

A

these pts are often mobile, so keeping them safe as they get around is an issue

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53
Q

goals of levels 5/6 ranchos

A

Increase function, balance, and ADL performance
Improve motor control
Improve impairments (strength, ROM)
Patient’s safety is assured
Family members understand what to expect at this phase
Increase physical activity tolerance
Coordinate care among all team members and family

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54
Q

with pts with 5/6 ranchos, is blocked or random practice better

A

do blocked and give them lots of breaks. there is still cognitive issues

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55
Q

level 6 is called (ranchos)

A

confused appropriate

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56
Q

level 7 is called (ranchos)

A

automatic appropriate

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57
Q

level 8 is called (ranchos)

A

purposeful appropriate

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58
Q

robot like is what ranchos level

A

automatic appropriate (7)

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59
Q

only Ranchos level that observes and responds to changing env

A

8

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60
Q

4 components of UE function

A

Locate target
Reach
Grasp
Manipulate

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61
Q

locate target, as a component of UE function, requires what 2 things

A

vision

eye head coordination

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62
Q

opening of the hand occurs in what component of UE function

A

reach, it is called aperature

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63
Q

role of arm in reach is

A

place hand in position for function; transportation

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64
Q

role of hand in grasp

A

interact with the env

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65
Q

2 types of grip

A

power -whole hand

precision- fingers

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66
Q

manipulation component of UE function is considered ___ mvmt

A

fractionated, well coordinated (independently working fingers)

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67
Q

posture/stability is most important in what component of UE function

A

reach

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68
Q

the key to successful UE function

A

variability

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69
Q

visual neglect and visual extinction are issues with what component of UE function

A

locating target

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70
Q

visual neglect and extinction usually occur dt lesion on what side of braint

A

more often associated with R hemisphere strokes

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71
Q

eye-head or eye/head/hand coordiation issues that occur with locating a target component of UE function, usually are due to ___ or ___ issues

A

cerebellar

vestibular

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72
Q

problems with reach include

A

timing (slower)
coordination (cerebellar dysmetria)
decomposition (they flex shoulder 1st then ext elbow - normally these should occur together)

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73
Q

involuntary movement of hemiplegic limb when other limb moves (problem with UE reach)

A

global synkinesis

Due to B excitation of cortex and reduced inhibition of opposite hemisphere

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74
Q

stroke spacticity (in regards to UE function issue) correlates to _

A

correlates to movement time and amplitude, but NOT interlimb coordination measures. Interlimb is cerebellar only.

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75
Q

the lack of coordination after stroke is the same as the lack of coordination with cerebellar issues (T or F)

A

F

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76
Q

inability to reach in space despite intact motor function, vision, and somatosensation. leads to poor grasp and
Poor visual control of hand

A

optic ataxia - issue with reach

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77
Q

Slowed reach and grasp
Smaller max aperture
Longer time to max aperture
Increased variability in aperture and scaling

Slower and less accurate movements
Poorly modulated fingertip forces
Scaling
Reduced ability to fractionate movement

Stroke vs PD in regards to grasp issues, which group is stroke and which is PD

A

Slowed reach and grasp
Smaller max aperture
Longer time to max aperture
Increased variability in aperture and scaling ——-PD

Slower and less accurate movements
Poorly modulated fingertip forces
Scaling
Reduced ability to fractionate movement —— stroke

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78
Q

ability to grasp is usually done within ___ days post stroke

A

recovery of - within 90 days

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79
Q

probs initiating mvmt in grasp is stroke or PD

A

PD

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80
Q

what effects release in stroke pts (UE function)

A

probs extending UE

81
Q

with PD, release prob is

A

slowed

82
Q

main probs with UE motor function dt stroke

A

Visual field deficits limit reach
Poor UE control leads to compensatory trunk motion
Synergistic movement leads to poor fractionation
Poor scaling of forces

83
Q

main probs with UE motor function dt cerebellar issues

A

Problems with visual tracking and

Poor inter-limb coordination

84
Q

main probs with UE motor function dt PD

A

Problems with speed and initiating movement affects quick reach/grasp

85
Q

key consideration when tx pts with UE motor function issues

A

Train proximal and distal segments simultaneously

Don’t wait for proximal control to emerge before distal control

86
Q

apraxia

A

inability to perform purposeful actions

inability to carry out skilled movement in the presence of intact sensation, movement and coordination

87
Q

when tx pts with manipulation issues, start with ___ grip then move to ___ grip

A

start with power move to precision

88
Q

ex of progressing from easier to harder with manipulation tasks/fractionation

A

items with friction or many points of contact to smaller, smoother surfaces

89
Q

how would a stroke pt using a power grip release an object

A

flexing wrist

90
Q

4 important aspects of CIMT

A

has a positive effect on neural plasticity
amount of practice is the key, not the restraint!
for patients with at least 10 degrees of wrist extension
Not recommended in first month post-stroke

91
Q

loss or impairment of language skills in adults who have had a history of normal language skills. The loss or impairment is associated with recent
cerebral pathology or trauma.

A

aphasia

92
Q

dysphagia

A

trouble swallowing

93
Q

dysarthria

A

motor speech prob

94
Q

Damage to the posterior superior left temporal lobe would cause ___ aphasia

A 
wernicke (can't comprehend and integrate info)
fluent aphasia (receptive aphasia)
95
Q

Alexia: disorder of ___
 Agraphia: disorder of ___
 Acalculia: disorder of ___

A

alexia - reading
agraphia- writing
acalculia -math

96
Q

non fluent aphasia characteristics

A

they comprehend what is coming in auditoriliy, but cannot form the words to speak properly

97
Q

Broca’s aphasia is ___ (fluent or non)

A

non fluent (or expressive)

98
Q

brocas aphasia is damage to the

A

(ant to the fissure) central sulcus

99
Q

modalities of communication

A

input: reading and hearing
output: speaking gesturing, writing

100
Q

wernickes is sometimes called ____

A

sensory aphasia (coming in is hard to interpret)

101
Q

anomia

A

word retrieval issue (issue with Wernickes)

102
Q

circumlocution

A

talking around something (issue with Wernickes)

103
Q

substitutions of unintended sounds for

intended sounds in words

A

literal or phenomic paraphasia

104
Q

a type of language output error commonly associated with aphasia, and characterized by the production of unintended syllables, words, or phrases during the effort to speak

A

paraphasia

105
Q

Combination of consonants and vowels with

appropriate syllable structure and inflection to create new words

A

neologisms paraphasia

106
Q

pt believes he’s speaking the correct way and doesn’t understand that others dont understant him

A

jargon paraphasia

occurs with Wernickes

107
Q

word error, words chosen are semantically related
Ex: Pt wants to tell you he rode in a car to the clinic but he uses the word train instead (the words are related but not accurate)

A

verbal/semantic paraphasia

108
Q

diet modifications for liquids include these

A 
 Thin
 Nectar- like
 Honey- like
 Spoon Thick
 Formerly “Pudding thick”
109
Q

diet modifications for solids include (for dysphagia)

A 
Solid Consistencies
 NDD1: Dysphagia Pureed
 NDD2: “ “- Mechanical Altered
 NDD3: “ “- Advanced
 Regular
110
Q

what is perception

A

HOW brain understands what it see’s, feels, smells, tastes &; hears

111
Q

State of responsiveness to sensory stimulation or excitability.
Terms: awake, alert, asleep, groggy, attending

A

arousal

112
Q

Deficit in new learning; inability to recall information learned after brain
damage

A

anterograde amnesia

113
Q

Ability to deploy mental resources for purposes of concentration

A

attention

114
Q

perception comes from the ___ lobe which is often what is effected with pushers syndrome

A

pariatal

115
Q

what are similarities btwn pushers and traditional stroke pts

A

motor function impairment matches other stroke pts., other stroke pts can have perceptual deficits also, the one thing that is different is the muscle activation on the non effected side (typically pts post stroke will lean to their “good” side not the “bad” side like pushers).

116
Q

when will the pattern of pushing be at its greatest (what task)

A

when they are in standing (they push harder when they have more muscles working).

In addition, they resist any passive correction

117
Q

pushers syndrome occurs typically with a ___ sided stroke

A

right sided stroke (so left body effected)

with severe hemiplegia (sensory and motor deficits)

118
Q

explain the basics of what happens with pushers syndrome

A

a sense of imbalance causes the uninvolved limbs to push actively away from the uninvolved side (leaning towards the “bad” side), resulting in a loss of balance to the hemiparetic side

119
Q

typical limb behavior of pushers syndrome (what position)

A

ext and abd of uneffected side

120
Q

pushers is not an impairment of ____ or ____

A

not an impairment of cognition, visual/vertical (no impairments of perception from their visual world)

121
Q

Patients with pusher syndrome perceive their body position to be, on average, ____ toward the ipsilesional side.

A

18 degrees towards the same side the stroke was on in the brain

122
Q

3 characteristics that are listed in the scale to dx pushers syndrome

A

spontaneous body posture,
abd/ext,
resistance to passive correction of tilted posture

123
Q

4 phases or goals of tx for pushers

A

4 phases of txgoal 1: help the pt recognize they are pushing
Goal 2. help them compare their posture to things around them so they know that they are off
Goal 3: help them correct the position
Goal 4: maintain the position during functional activity

124
Q

to help correct pushers syndrome, what is a good plan of progression of tx

A

Start in seated postures, put hands in lap or in the air to prevent the abiity to push, or even constrain UE,

125
Q

if you used a wall to tx/correct pushers syndrome, you would have them lean against the wall on their ___ side

A

have them lean against a wall on their “good” side (not impaired, bc you want them to feel it) – give them a target to lean to

126
Q

way kirsten mentioned on how to correct/tx pushers on the mat

A

position them on their good elbow as they lean to the “good side” on the mat and this breaks up the pushing pattern

127
Q

if you were doing wt shifting ex with pushers, you have them lean towards their ___ side and back to midline over and over (to correct)

A

towards good side then back up

128
Q

early on transfers for pushers you would do ___

A

scoot transfers
in the clinic you would have them lean/transfer towards their “good” or unimpaired side, at home transfers you would have them transfer towards their impaired side

129
Q

typical stroke pts, we have them transfer to their ___ side almost always

A

unimpaired

130
Q

which aphasia presents with the patient talking Jargon or jibberish

A

wernicke’s

comprehending language

131
Q

aphasia can be brought on by ____ (list)

A 
suddenly-with a stroke
gradual- tumor growth
can occur with other disorders: Dysar thria
 Apraxia of Speech
 Cognitive Disorders
 Dysphagia
132
Q

wernickes aphasia is caused by damage to what three areas of brain

A

Fissure of Rolando: posterior to central sulcus
Temporal lobe of the left hemisphere
Temporal- parietal lobes

133
Q

where is wernickes area located

A

posterior superior left temporal lobe (damage causes fluent aphasia)

134
Q

Anomia: word ret rieval/finding difficulties
Circumlocution: describe or talk around something
Paraphasias:
Literal/Phonemic
Verbal/Semantic
Neologisms:
Jargon

these are all issues with what type of aphasia

A

Wernickes

135
Q

with wernickes aphasia, do pts have more trouble with propositional or non propositional language

A

propositional - novel (not automatic)

136
Q

effortful, slower speech in indicative of what aphasia

A

non fluent

137
Q

where is brocas area

A

directly in front of the motor cortex, left frontal lobe

138
Q

global aphasia

A

Combo of fluent and Non Fluent aphasia
 More severe form of aphasia
 Usually caused by occlusion of the left MCA
 Diffuse damage to the temporal, frontal, and parietal lobes
 Severe impairment s of comprehension, integration, and
formulation of language

139
Q

When using vision, aperature size is

A

barely larger than object size (much greater without vision)

without vision we don’t have precision of aperature

140
Q

For UE dysfunction, Difficulties locating a target can occur due to problems with ___ and___

A

ision and impairments of eye-head-hand coordination

141
Q

with stroke, cerebellar dysfunction and PD, what are the issues with reach

A

Stroke: compensation with trunk movement
Cerebellar: slowed reaction and movement times
PD: slower reaching times

142
Q

how might a pt with cerebellar dysfunction compsensate their reach

A

Decomposition
Initially flex shoulder then extend elbow
With normal reach, shoulder and elbow joints move simultaneously and are well timed in respect to one another

143
Q

hemiplegia vs hemiparisis

A

hemiplegia-paralisis on one side

hemiparisis- weakness on one side

144
Q

alexia, agraphia, acalcula are associated with which apsasia type

A

Wernickes (fluent)

145
Q

anomia, circumlocution, and paraphasias are associated with which type of aphasia

A

Wernickes

146
Q

in summary, explain comparison btwn Wernickes and Brocas aphasia

A

Brocas - they are able to still communicate, and most of the time be understood, they just use simple words or phrases to get their point across.

Wernickes- they have more trouble. They often cannot be understood (bc of jibberish or jargon).

Global is a combo of both (it’s the worst kind)

147
Q

an external device worn to restrict or assist motion or to transfer load from one area to another

A

orthosis

148
Q

a member of the health care team who designs and fabricates orthotic devices, and evaluates patients for devices

A

orthotist

149
Q

essential components to any task (each component can be altered somehow by an orthosis)

A

progression
stability
adaptability

150
Q

how can progression be altered by an orthosis

A

PF can be restricted preventing push off

151
Q

can can stability be altered by an orthosis

A

balance can be compromised

152
Q

how can adaptabilty be altered with an orthosis

A

uneven surfaces can throw off a person’s ability to adapt

153
Q

overall, what is the primary purpose of an AFO

A

control foot in saggital plane : prevent foot drop

154
Q

the more anterior the trim line of the AFO, the more support/stability occurs ____

A

medial and laterally

prevents medial lateral translation

155
Q

post stroke, do we want to prevent inversion or eversion

A

inversion (we don’t want that synergy pattern)

156
Q

secondary aims/goals of AFO’s

A

prevent medial lateral translation of foot

support the knee

157
Q

pros and cons of plastic AFOs

A

Benefits:
Interchangeable with different shoes
Relatively lightweight
Good motion control

Limitations:
Hot
Take up space in shoe

158
Q

with plastic AFO’s, what must be a feature of the shoe

A

must have removable inserts

159
Q

pros and cons of metal upright AFO’s

A

Benefits:
Accommodate changing limb volume
Cooler

Limitations:
Patient restricted to one pair of shoes

160
Q

what would determine whether we recommend for the orthotist to lock the AFO in PF or DF

A

PF helps to support the knee bc it creates ext at the knee,

if the pt has weak quads, we want to keep knee extended = put in PF

161
Q

Thin, narrow shell allows some motion at ankle

Stance: calf shell moves forward over footplate
Swing: calf shell “springs back” to facilitate foot clearance
allows for more motion at the ankle.

pts movement and body wt provide more flexible movement.

dorsiflexion assist can be built in to this one.

Less stable for pts with spaciticity (doesn’t control medial lateral movement)

this describes what AFO

A

post leaf spring (PLS)

162
Q

PLS (post leaf spring) AFO prob not appropriate for what pts

A

highly spastic

better for lower tone

163
Q

describe the articulating AFO, and how the joint functions or compensations that may occur

A

This has a PF stop (post stop limits PF) these pts have to bend their knee to compensate – which puts the pt at risk of buckling the knee

164
Q

articulating AFO’s, 2 main features of the joints and what they assist or prevent

A

Screw to stop motion- stops PF

Spring to assist motion – aids DF

165
Q

This AFO would be a good choice for a pt with ankle and knee weakness. This AFO has no joints, but it has the knee strap. This AFO provides: dorsi assist, and high trim lines in the medial part of foot to controls subtalar motion

A

non articulating

166
Q

what features in an AFO would help prevent M/L translation of the foot

A

strap at the ankle, high ant trim lines around the foot,

167
Q

How might a traditional AFO (solid or hinged) assist with knee control?

A

these aim to prevent knee buckling bc they are set in PF

168
Q

AFO that is often used for children with CP and adults with spasticity.

Foot plate and upright put pressure on PF and ankle invertors to reduce tone

A

tone reducing AFO’s

169
Q

what pts might you use a KAFO with

A

benefit for SCI pts, or pts with paralyisis of the LE

170
Q

overall aim of a KAFO

A

prevent knee flexion (buckling)

171
Q

main limitations of KAFO’s

A

bulky and heavy

172
Q

typically, would pts post stroke be good candidates for KAFO

A

no, these require B upper body strength

173
Q

explain the 2 locks of a KAFO

A

Drop lock puts knee in into extension

Bail lock allows them to back up to a chair and then it buckles so they can bend

174
Q

hip, knee, ankle afo benefits/limitations

A

benefits: stability
limitation: not functional, to bulky

175
Q

Type of HKAFO that allows for unilateral stepping

Posterior + lateral weight shift to one side advances opposite LE

A

reciprocating gait HKAFO

176
Q

what should we take into consideration when recommending features of a device to an orthotist

A

Strengths/weaknesses, ROM, spacticity, muscle tone, sensation (dt skin break down)

177
Q

hinge vs solid stop brace

A

Hinge brace is better for pts who’s quads are already strong, if quads are weak then solid stop.

178
Q

inability to identify or recognize familiar objects & people,
visual system is intact;
parietal lobe damage
i.e. cannot find shoes in closet

A

visual agnosia

179
Q

cannot ID familiar faces

A

prosopagnosia

180
Q

R-L discrimination (don’t understand & use concepts of R and L)

bilateral problem assoc with L hemisphere damage

These pts ave difficulty following directions about how to get from one place to another

A

visual spacial perceptual deficit

181
Q

extensive neglect syndrome

pt fails to recognize one’s paralyzed limbs as one’s own

A

anosognosia (they may even mention wanting it removed from their body)

182
Q

Motor Planning Perception /praxis occurs where in brain

A

L hemisphere (parietal lobe)

183
Q

ability to rapidly conceive of and plan motor acts in response to the environment

A

praxis

184
Q

inability to carry out skilled movement in the presence of intact sensation, movement and coordination

A

apraxia

185
Q

apraxia is the Disturbance of two basic functional cognitive processes that allow us to act in the world, what are these 2 processes

A

Planning – purpose (conceptual)

Execution – output (production)

186
Q

explain what occurs (functionally) with apraxia

A

Generally patients spontaneously can use extremity for everyday tasks: Eating, shaving, opening door
However, when asked to pantomime or carry out a series of steps – performance is not correct or smooth in execution.

187
Q

inability to attach meaning to somatosensory information

A

tactile agnosia

188
Q

inability to identify objects by touch

A

asterognosis

189
Q

explain sterognosis testing

A

occlude vision, use hands to identify common objects

190
Q

4 phases of swallowing

A

Oral preparatory phase
Oral phase
􀂃Pharyngeal phase
Esophageal phase

191
Q

what levels of ranchos scale would be appropriate for out pt

A

7 and 8
1-3 is acute
4-6 in patient

192
Q

a type of language output error commonly associated with aphasia (usually Wernickes), and characterized by the production of unintended syllables, words, or phrases during the effort to speak, includes
Literal/Phonemic
Verbal/Semantic
Neologisms

A

paraphasia

193
Q

with apraxia, do they have intact sensation, movement and coordination

A

yes, they can spontaneously perform tasks that utilize all of these components, they just cant pantomime or carry out a series of steps if asked to – their performance is not correct or smooth in execution.

194
Q

reciting the ABCs is what type of speech (propositional or non propositional). Which type is the issue with Wernickes aphasia

A

ABC’s is non propositional, it’s automatic

Wernickes aphasia has issues with propositional -or needing to come up with conversation on their own

195
Q

Broca’s aphasia is (fluent vs non) (expressive vs sensory/receptive)

A

BNE

Broca’s/non/expressive

196
Q

SCI or paralysis, what type of orthotic device is best

A

KAFO

197
Q

pt with high spacticity what AFO should you avoid and what ones would be good

A

Spasticity – need to do traditional plastic afo with high ant trim lines

Tone reducing AFO is good for spacticity

PLS (post leaf spring not good for spasticity)

198
Q

Which AFO has a solid plastic frame with no joint at the ankle, they have high trim lines for M/L support = very stable

A

non articulating

NEUROMUSCULAR I (POTTER) (4 decks)

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