Flashcards in phys dys 2/2nd exam Deck (24):
Superficial thermal therapy modalities
-Warm water soak
Superficial thermal modalities precautions/contraindications
Deep vein Thrombosis
water temp 170 degrees
hot pack temperature 104-113 degrees
padded with terrycloth to protect treat for 20 minutes
-decrease muscle spasms
-improve connective tissue extensibility
Deep thermal modalities
Deep thermal modalities precautions/contraindications
Deep vein Thrombosis
Thermal 5 functions
Non-thermal 1 function
-increase metabolic rates of tissue
-increase blood flow and tissue permeability
-increase vaso-elasticity of connective tissue
-elevates the pain threshold
-increase enzymatic activity stimulating the immune system
-Facilitate tissue repair
used for what?
provides sensory analgesic over skin
Cryotherapy/ Ice packs
cold pack 10-20 mins
Ice massage 5-10 minutes
anesthetize trigger points
requires to basin for alternating extremity dips
warm-100-110 degree (3-4minute soaks)
cool-50-70 degrees (30 second-1 minute soak)
protocols vary 20-30 mins
impaired blood flow
--for vasodialation and vasoconstriction
Subacute /Chronic inflammation
Time-15 to 20 mins
Technique-emersion dip, emersion brush pouring
Increase connective tissue extensibility
Rheumatoid arthritis PAM
Superficial thermal therapy
ice used for arthritic flare ups
paraffin bath used to decrease pain and stiffness
boxer splint would be used
Carpal tunnel Syndrome
Amputation PIP joint
whirlpool/hydrotherapy fluidotherapy/thermal therapy
neuromuscular electrical stimulation
CVA Low Tone
neuromuscular electrical stimulation
Intrinsic vs extrinsic strategies
intrinsic feedback that comes from you tactile, vestibular, or visual system after the task
Extrinsic feedback is feedback that comes from an outside source can include therapist knowledge of performance and knowledge of results
Factors conditions that promote generalization
. Capacity to generate intrinsic feedback.
2. High feedback regarding knowledge of performance.
3. Low extrinsic feedback regarding knowledge of results.
4. Practice conditions that are variable, random.
5. Whole task performance as opposed to breaking activities into contrived parts.
6. High contextual interference utilizes environmental conditions that increase the difficulty of learning such as noise distractions, crowded environments.
7. Practice in naturalistic settings, i.e. the setting in which the skill being taught will be utilized or an environment that closely resembles the one in which the skills will be performed.
sustained, divided and selective attention
Sustained attention is the ability to keep that focus or concentration for long periods of time even if the individual is exposed to the repetitive action or activity.
Selective attention is the ability to select from the many factors or stimuli and focus to only one that you prefer or your brain selects.
Divided attention is the ability of an individual to focus or concentrate on two or more environmental factors, stimuli, or activities simultaneously.
learning strategies and metacognitive strategies
- learning strategies (e.g., acquiring, selecting, organizing or rehearsing material to be learned), and self-regulation
-metacognitive strategies (e.g., checking, monitoring, planning,
predicting, and gauging performance)
A broad category of techniques that involve mental operations, inner speech or imagery, or thinking and
Repeating information mentally or verbally such as key words, rules, procedures, action steps, or facts
to enhance retention of information or procedures. Includes imagined, mental practice of procedures or
performance of a task as opposed to actual practice.
Forming associations between words, sets of words, pictures, or images to cue actions or recall.
Repeating information that has been coded or abbreviated to guide a sequence of actions or enhance
recall of information.
Linking similar information together based on previous experiences, knowledge of categories, or physical
Expands or adds to new information (adding new words, sentences, images, symbols or actions) and
relates it to previous information.
Mental images involve transforming physical objects, events, actions, or experiences into images,
symbols, or representations. Mental imagery is not just visual as it can involve imaging smells, textures,
sounds, or the feel of movements.
Thinking back involves replaying, imagining, or verbalizing a previous activity, experience, or context to
assist in guiding performance in a new a situation.
Imagining or verbalizing potential challenges or obstacles, possible scenarios, or outcomes to assist in
preparing for a task (e.g., before going shopping, thinking about self-dealing with crowds, noise, and
lights without difficulty).
Translation of information such as written instructions, procedures, or actions into images, phrases, or
more manageable chunks of information.
Provide oneself instructions, self-cues, or reminders to prepare or guide oneself through a task (selfinstruction,
self-talk, talk aloud).
Positive self-talk, thinking, and encouragement to increase persistence or to help regulate and control
emotions (e.g., you can do this, stay calm ).
Imagining or asking oneself key questions related to the task or performance.
Identifying, verbalizing, or thinking about what one knows about a task before beginning.
External cognitive strategy
Strategies that involves specifying, changing, or adjusting the task stimuli or arrangement
Decreasing the amount of information or number of items presented at any one time, covering or removing
part of task stimuli.
Reorganizing task materials or steps so that similar items or steps are together (association, categorization).
Breaking apart steps or reducing steps or activity into more manageable parts.
Creating or using a written, pictorial, or audiotaped list of steps to guide performance or cue actions.
Actions that assist with the timing of activities, e.g., taking breaks, spreading activities throughout the
day, completing partial tasks, etc.
Humming a tone, singing a song or rhythm, or counting to oneself or
out loud, tapping one’s foot to a rhythm to assist with the timing of actions.
Identify specific relevant features or components of a task prior to an activity that requires careful consideration,
planning, or attention.
Identifying key cues or features to pay attention to during performance.
Pointing to relevant task stimuli to enhance attention to details or to pace timing within a task
Mental or Self-verbalization
Attention to doing
30 breaths per min at rest
>101.5 F or 38.6 degrees C
Acute care precautions
Wear protective clothing ( i.e gown, mask, goggles) when splashing of body substances is anticipated.
Avoid eye contact, nail biting.
Report infected/draining lesions and weeping skin to supervisor
Handle patient-care equipment appropriately to prevent transfer of infectious microorganisms
Check patient’s lab values, physician orders, clear patient with nursing before seeing
Monitor vital signs and patient’s response to treatment
monitor position of lines folley catheter, chest tubes