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BCPR > Module 2: Lesson 2: Intervention considerations > Flashcards

Module 2: Lesson 2: Intervention considerations Flashcards

1
Q

What is the ACTIVE trial?

A

Advanced Cognitive Training for Independent and Vital Elderly

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2
Q

What is described below:

  • 10 yr randomized, controlled, intervention study
  • Generated highest strength of EBP
  • Training focused on 3 cognitive abilities regarded as ADL relevant and most vulnerable to early age-related cognitive decline
A

ACTIVE trial

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3
Q

What is the ACTIVE trial?

A
  • 10 yr randomized, controlled, intervention study
  • Generated highest strength of EBP
  • Training focused on 3 cognitive abilities regarded as ADL relevant and most vulnerable to early age-related cognitive decline
  • General training foci (work book exercises)
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4
Q

Name the treatment foci of the ACTIVE trial

A
  • Memory
  • Reasoning
  • Attention and processing speed
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5
Q

What word is described below:
Use of mnemonic strategies that rely on visual imagery, semantic knowledge, and organization techniques to remember word lists and sequences of items, text material, and the main ideas and details of stories.

A

Verbal episodic memory

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6
Q

What term is described below:
Education on how to solve problems by organizing information and identifying repetitive patterns to determine what should come next

A

Inductive reasoning/working memory

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7
Q

Name the 6 key overarching cognitive functions

A
  • Attention
  • Memory
  • EF
  • Unilateral neglect
  • Visual object agnosia
  • Apraxia
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8
Q

How many types of attention are there?

A

5

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9
Q

Name the type of attention below:

Detecting and allocating attention to different parts of space

A

Spatial

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10
Q

Name the type of attention below:

  • Maintaining a consistent behavioral set
  • Activation and inhibition of responses linked to selecting target stimuli from background stimuli
A

Selective attention

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11
Q

Name the type of attention below:

Maintaining a consistent response during continuous, repetitive or proglonged activity

A

Sustained attention

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12
Q

Name the type of attention below:

Switching response sets according to environmental cues, allowing 2 activities with distinct response requirements to be performed in sequence

A

Alternating attention

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13
Q

Name the type of attention below:

Dividing attention to respond to 2 or more tasks at the same time

A

Divided attention

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14
Q

What activities/techniques are most frequently used to rehabilitate nonspatial attention?

A
  • Bottom-up
  • Highly structured
  • Usually pencil/paper or computer based
  • Designed to stress specific attentional systems
  • Clients respond selectively to stimuli with variations in cueing, distraction, stimulus and complexity
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15
Q

What is declarative memory?

A
  • Introspection (person knows that he or she knows something)
  • Divided into immediate or sensory, STM or working memory, supraspan episodic and semantic
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16
Q

What type of memory is described below:

  • Discrete events that retain temporal and sensory association
  • Memory of autobiographical events including times, places, associated emotions, and other contextual information, and it is relevant to events of the recent and distance past
A

Episodic memory

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17
Q

What is episodic memory?

A
  • Discrete events that retain temporal and sensory association
  • Memory of autobiographical events including times, places, associated emotions, and other contextual information, and it is relevant to events of the recent and distance past
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18
Q

What type of memory starts to have deficits begin at age 50?

A

Episodic memory

19
Q

True or false?

Given sufficient attention, organization, repetition, and time, episodic skills can be proceduralized and practiced to the point of near automaticity?

A

True

20
Q

What type of memory is described below:

  • Facts, dates, majority of institutionally conveyed education
  • Information acquired over a lifetime of interacting with ones environment and it is not associated with a particular time or place
  • Older adults typically perform as well as younger adults on tasks testing this type of memory
A

Semantic memory

21
Q

What is semantic memory?

A
  • Facts, dates, majority of institutionally conveyed education
22
Q

What type of memory is described below:

  • Acquisition of skills and other aspects of knowledge that are not directly accessible to consciousness.
  • Can be demonstrated indirectly by actions
  • Minimally affected by the passage of time
A

Procedural memory

23
Q

Describe procedural memory

A
  • Acquisition of skills and other aspects of knowledge that are not directly accessible to consciousness.
  • Can be demonstrated indirectly by actions
  • Minimally affected by the passage of time
24
Q

What type of memory is described below:

  • Store of acquired patterns of behavior not necessarily mediated by cognitive learning
  • Not available to introspection
  • Information accessed through performance
A

Nondeclairative memory

25
Q

Describe nondeclarative memory

A
  • Store of acquired patterns of behavior not necessarily mediated by cognitive learning
  • Not available to introspection
  • Information accessed through performance
26
Q

What type of memory is described below:

  • Derives from a range of cognitive functions including forming an intention, remembering that a task needs to be performed, maintaining and periodically monitoring that intention, interrupting outgoing activity, initiating the action to complete the intention
  • Involves both memory and EF
A

Prospective memory

27
Q

Describe prospective memory

A
  • Derives from a range of cognitive functions including forming an intention, remembering that a task needs to be performed, maintaining and periodically monitoring that intention, interrupting outgoing activity, initiating the action to complete the intention
  • Involves both memory and EF
28
Q

At what age are memory lapses frequent?

A

60

29
Q

What is the umbrella term for multiple higher order thinking processes?

A

Executive function

30
Q

What type of assessments are best used to identify EF deficits?

A
  • top down assessments that require the person to establish goals and determine a course of action
  • novel and dynamic test conditions similar to those found in real world
31
Q

What is the CO-OP?

A

Cognitive Orientation to Daily Occupational Performance

  • Guided discovery, global strategy training focusing on a goal plan do check sequence
  • Goal of clients developing their own domain specific strategies to solve specific performance problems
32
Q

Name the percent of clients affected by unilateral neglect with acute right hemispheric stroke vs left hemispheric stroke

A
  • R: 80%

- L: 15-20%

33
Q

Describe top down intervention with unilateral neglect.

A
  • Encourages conscious awareness of the disability and explicitly trains patients to reorient toward the habitually neglected hemispace using compensatory strategies
34
Q

Describe the bottom up approach for unilateral neglect intervention

A
  • Directed at the impairment but do not require awareness or consciously driven behavioral change
  • Consists of massively stimulating the patient with information originating in the habitually neglected hemispace
35
Q

Describe intervention and evidence with unilateral neglect

A
  • Mixed results: Prism adaptation
  • Insufficient evidence: Mirror therapy for occupational performance
  • Conflicting/inconclusive: Right half-field eye patching
  • Insufficient evidence: Neck vibration and family participation
36
Q

What type of agnosia is described below:

Inability to recognize and verbally identify objects despite adequate visual acuity and language skills

A

Visual object agnosia

37
Q

What type of agnosia is described below:

Deficit in the final integration of various perceptual attributes

A

Apperceptive visual agnosia

38
Q

What type of agnosia is described below:

Able to see an object with sufficient clarity to match or draw it, but do not know what the object is

A

Associative agnosia

39
Q

What type of agnosia is described below:

Inability to remember and recognize the specific colors for common objects in the enviroment

A

Color agnosia

40
Q

Describe the term below:

Disorders of skilled, purposeful movement that cannot be accounted for by weakness, akinesia, abnormal tone, sensory loss, incomprehension of or inattention to commands, or noncooperation.

A

Apraxia

41
Q

What type of apraxia is described below:

  • Inability to perform a purposeful motor task on command even though the client understands the idea or concept of the task
A

Ideomotor apraixa

42
Q

What type of apraxia is described below:

  • Inability to carry out a series of actions in the sequence required to achieve the goal
  • The logical sequence of single movements is not respected, objects are improperly used, or movements in the sequence are skipped or repeated
  • Severe difficulty using tools in real life settings
A

Ideational apraxia

43
Q

When assessing ideomotor apraxia, it is important to exlclude what?

A
  • Pyramidal and extrapyramidal disorders
  • Basal ganglia or cerebellar disorders
  • Tremor
  • Dysmetria
  • Stereotypic movement disorder

BCPR (19 decks)

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