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Test 2 Flashcards

(90 cards)

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1
Q

Which hemisphere damage would most likely lead to perceptual impair?

A

right

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2
Q

gnosis

A

knowledge or knowing

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3
Q

agnosia

A

loss of ability to recognize sensory input

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4
Q

visual agnosia

A

inability to recognize familiar people and objects
(visual system is intact)
parietal lobe

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5
Q

Prosopagnosia

A

cannot ID familiar faces or detect differences via facial Mm
L hemisphere
“all people with mole are the same”

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6
Q

visual spatial inattention

A

Client has decreased awareness of body and spatial environments on side contralateral to cerebral lesion

difficulty focusing visual attention on self-care tasks

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7
Q

right-left discrimination

A

inability to “know” R from L

L cerebral hemisphere

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8
Q

visual-spatial perceptual disorder

A

Topographical orientation – up/down, left/right
Position in space dysfunction - up/down/top/bottom
Depth perception

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9
Q

Compensatory intervention for visual agnosia

A

use other senses
increased awareness of limitation
teach location and spatial cues

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10
Q

tactile agnosia

astreognosis

A

inability to recognize familiar objects with hands

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11
Q

Ahyognosia

A

inability to discriminate between different types of materials by touch alone

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12
Q

Amorphagnosia

A

inability to discriminate between different forms by touch alone (triangle, square, circle, rectangle)

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13
Q

agraphesthesia

A

inability to recognize letters being drawn in hand

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14
Q

unilateral neglect syndrome

A

inattention to contralateral side

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15
Q

sensory or motor neglect

A

Does client fail to respond because they don’t perceive (sensory neglect) or can’t initiate the movement (motor problem)

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16
Q

Anosognosia-Extensive Neglect Syndrome

A

Extensive neglect syndrome involving failure to recognize one’s paralyzed limbs as one’s own

R hemisphere

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17
Q

praxis

A

ability to plan and execute movement

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18
Q

Apraxia

A

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

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19
Q

Dyspraxia

A

Difficulty conceptualizing, planning, organizing and sequencing sensorimotor actions to achieve a goal

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20
Q

Ideational Apraxia

A

inability to carry out a previously learned task

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21
Q

Ideomotor Apraxia

A

Involves the loss of kinesthetic memory of motor patterns – The motor plan for specific task may be lost (action)

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22
Q

What should cognitive rehabilitation be?

A

individualized, pt. goal directed, finally based, promote generalization

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23
Q

process training

A

Reinforce, strengthen or re-establish previously learned patterns of behavior

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24
Q

Strategy training

A

Establish new patterns of cognitive activity through compensatory cognitive mechanisms through use of environmental, internal, and external strategies

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25
Compensatory education
educate on cognitive strengths and weaknesses | implemented when re-establishement is not possible
26
hierarchy of skills
alert > attention (awareness) > memory (awareness) > executive functions (awareness)
27
Should therapist expect or program for generalization?
program
28
what are booster shots?
plan for a possible success after fail
29
full salient cues
overt demonstration
30
specific salient cues
process cue for self-monitoring
31
opportunity salient cues
pause
32
spatial salient cues
use environment
33
temporal salient cues
timed cues
34
How to grade activity?
structure, length, environment, complexity
35
Why make tasks predictable?
helps pt. give meaning to task
36
Behavioral prosthetic
rubber band to smack wrist
37
cognitive prosthetic
digital recorder, checklist
38
cognitive robot
timed coffeemaker
39
cognitive corrector
pill box, spell check
40
cognitive assessor
scores on games
41
cognitive trainer
hand held brain games
42
cognitive archive
photo albums, online encyclopedia
43
cognitive art
charts, floor plan
44
cognitive superstition
luck pen
45
What does visual imagery specifically help with?
episodic memory deficits
46
What is semantic elaboration?
use different was to recall | spell, write down. say out loud
47
What is usually the return for orientation?
Person-Place-time-situation
48
spaced retrieval
recalling over repetitively longer periods of time if retrieval is successful, lengthen space can be combined with errorless learning
49
Prospective Memory Process Training (PROMT)
Increase delay as pt. memory lengthens for individual's with severe memory deficits can encode but cannot hold onto information PQRST preview info to be recalled Question about text? Read the material State the answers or read until able to answer Test regularly for retention for information
50
SING
``` remember what you hear stop identify main point never mind details get the gist ```
51
What are the steps of problem solving
Be aware anticipate execute eval
52
What is gesture to command apraxia testing? What are the two subsets?
transitive - with object | intransitive - without object
53
Gesture to imitation
show - reciprocate | show - tell -reciprocate
54
gesture in response to tool
show tool and ask how it is used
55
gesture comprehension
OT shows gesture | pt. tells what action is
56
constructional disorder
inability to copy shapes deficit in spatial organization R spatially disorganized L less detail
57
broca's aphasia
non-fluent good comprehension poor repetition
58
TMA aphasia transcortical motor
non-fluent - difficulty initiating and organizing response good comprehension good repetition
59
global aphasia
non-fluent inability to read or write poor comprehension poor repetition
60
isolation aphasia
non-fluent poor comprehension good repetition
61
wernicke's aphasia
fluent - word jumble poor comprehension poor repetition
62
TSA transcortical sensory
fluent - output is meaningless or unintelligible poor comprehension good repetition
63
conduction apahasia
fluent good comprehension poor repetition
64
anomia aphasia
fluent - word retrieval and naming good comprehension good repetition
65
SLOW
short less observe wait
66
CMS
Centers for medicaid and medicare
67
MDS
medical data set | way we communicate with CMS
68
MDS Section GG codes
01 Dependent - helper does all 02 Max A - Helper does More than 1/2, holds limbs 03 Mod A - helper does LESS than half, supports 04 supervision - touch assist, vc's 05 Set-up or clean-up 06 Independent 07 resident refusal 09 not applicable, if not done in PLOF before exacerbation 88 not completed due to medical or safety concerns
69
Intellectual Awareness
state but not monitor problems someone else has to initiate therapy self-rating skills achieved when: can demonstrate knowledge of problem and recognize implications
70
Emergent awareness
know when problem is happening as it occurs Strategies need to be initiated by specific situations or events Identify and self-correct errors during actual task performance Document through observation of clients actions/behaviors (video)
71
anticipatory
able to predict and anticipate problems Select strategies that trigger client recognition that a problem is occurring, or will occur if cognitive strategies are not used Predict performance on a task before commencing and select appropriate compensatory strategies Observe clients performance during tasks, ask timely questions during the task Assessments – interview: self-report, strength, perceptions
72
Selective attention
only focusing on most important ignores distraction seem distracted
73
alternating attention
one task to another | seem confused
74
divided attention
attend to more than one thing at once | multi-tasking
75
Directed attention
manage attention stop saying written word and only color stroop
76
sustained
prolonged time seem impulsive buzz, buzz, 7,8,9,10,11,buzz
77
focused attention
discretely stay attended perseverate name as many things that start with F
78
process of memory
attend encode store recall
79
non-declarative memory
unconscious recall - how to do things priming habitual procedural
80
priming
stimulus produces response
81
habitual memory
well-rehearsed, unconscious
82
procedural memory
unconscious of HOW to do things
83
Declarative memory
consciously recalled semantic episodic
84
semantic
recall of factual knowledge
85
episodic
past events
86
compensatory/adaptive approach
do whatever it takes to get pt. to participate for high anxiety pt top-down
87
Cognitive disability model and levels
6 hierarchical levels major cog impairment Least restrictions while remaining I 1. bed - one word commands 2. some initiation with sit and stand - imitation 3 . familiar with cues - repetitive manual 4. cues with familiar tasks slower but able - visual 5. trial and error, selfish - verbal explanation and demonstration 6. plan and anticipatory - verbal and written
88
Neurofunctional approach
``` specific task with repetition in organic environment task analysis reinforcement errorless training vanishing cues chaining ```
89
cognitive rehabilitation approach
remediation for higher level bottom up work on memory-sequence - plan
90
Dynamic interactional
any level transfer from one task to another self-awarenss self-monitioring

Neuromanagement (9 decks)

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