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Neurogenics > W3 > Flashcards

W3 Flashcards

1
Q

Purpose of Assessment

A
  1. Quantify and qualify communication strengths and weaknesses
  2. Identify the presence/possible influence of associated disorders
  3. Establish treatment goals
  4. Provide informational basis from which to make predictions regarding recovery and treatment outcomes
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2
Q

Functional measures

A 
Used in all areas of rehabilitation
Typically target “real life” activities 
Self-care
Ambulation (movement)
Success in communicating with a family member
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3
Q

Measures of participation

A

Measures of participation:
Assess the degree to which individuals participate in activities characteristic of their daily lives
Pts participation in social activities
Performance of job duties

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4
Q

Quality of life measures

A

Address how the individuals “feel” about their participation

Pt’s attitudes and beliefs related to the ability to enjoy life

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5
Q

Steps in Assessment Process

A

Gather
Info about impairment from referral, case history, and examinations
Evaluate
pt’s subjective responses (symptoms) and objective test results
Determine
does a distinctive cluster of symptoms and signs, representing a syndrome, exist?
Use
Info from pt’s history, examination, and life situation to formulate a conclusion about the effects of pt’s condition on the his daily life competence & independence
Decide
Whether tx is indicated, what tx program (including frequency), & prognosis
Base Decisions
On big picture of pt & other relevant sources of information (clinical experience and clinical literature).

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6
Q

tests for brain-injured adults need large norm groups

A

True, often 50-100 individuals

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7
Q

Do SLPs diagnose TBI?

A

no, Have a key role in the screening, assessment, and treatment of individuals with TBI

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8
Q

What are some clinical services we provide?

A 
Assessment
Planning
Treatment
Prevention
Advocacy
Education
Research
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9
Q

Determining the type of assessment depends on the patient’s:

A

Stage of recovery
Age
Educational level
Severity of deficits

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10
Q

Limited number of test batteries have been developed to assess cognitive-communication deficits associated with TBI

A

True

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11
Q

Waht are used to assess deficits related to arousal

A

Coma Scales

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12
Q

Categorical scales that assign a person a number indicating pt level of arousal based on:

A

Presence of certain behaviors

Response to stimuli

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13
Q

Most common scales for arousal

A

Glasgow Coma Scale
Ranchos Los Amigos Levels of Cognitive Functioning Scale
Adelaide Coma Scale (pediatrics)

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14
Q

15-point scale

Rates patients on parameters of:
Eye opening
Motor response
Verbal response

Classifications:
Mild TBI (13-15 points)
Moderate TBI (11-12 points)
Severe TBI (8 or fewer points)
A

Glasgow Coma Scale

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15
Q 
Categorizes on an 8-level scale
Scored on:
Responsiveness
Orientation
Purposeful activity
Self-regulation
Memory
Spontaneity
Independence
Levels of severity range from no response to purposeful and appropriate
A

Ranchos Los Amigos Levels of Cognitive Functioning Scale

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16
Q

A version of the Glasgow Coma Scale for use in pediatric population
Takes into account:
Child’s age
Child’s developmental level
Designed to be applied to infants too young to speak

A

Adelaide Coma Scale

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17
Q

Evaluated as a component of most standard cognitive assessments
Mini-Mental State Examination (Folstein, Flostein, & McHugh, 1975)
Orientation to person, time, and place
Important to remove clocks, calendars, and other external indicators the patient could use

A

Assessment of Orientation

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18
Q

important to remove clocks for

A

assessment of orientation

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19
Q

Tasks vary in complexity (rate of stimulus presentation, stimulus type-verbal vs. nonverbal)

A

Vigil Continuous Performance Test

attention

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20
Q

Connect a series of stimuli (numbers or letters) in a set as quickly as possible

A

Trail-Making Test

assessment of attention

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21
Q

Eight subtests to assess various types of attention

A

Test of Everyday Attention (TEA)

assessment of attention

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22
Q

California Verbal Learning Test-II (CVLT-2)

A

assessment of memory

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23
Q

Planning Tests-maze completion and clock drawing tasks

A

assessment of executive function

24
Q

Porteus Maze Test; Porteus, 1965

Cognitive-Linguistic Quick Test (CQLT); Helm-Estabrooks, 2001

A

assessment of executive function

25
Q

Wisconsin Card Soring Test (WCST); Grant & Berg, 1993

A

Organization tests

26
Q

stroop tasks

A

inhibition tests

27
Q

word purple in red is an example of ?

A

Strop test- inhibition tets

28
Q

Test of Memory and Learning-II (TOMAL-2)

A

assessment of memory

29
Q

Rey’s Visual Design Learning Test (RVDLT)

A

assessment of memory

30
Q

Vigil Continuous Performance Test

A

assessment of attention

31
Q

Vigil Continuous Performance Test

A

assessment of attention

32
Q

trail making test

A

assessment tof attention

33
Q

test of everyday attention (TEA)

A

assessment of attention

34
Q

Vigil Continuous Performance Test

A

assessment of attention

35
Q

disorders are often given memory tests that involve use of drawings and objects versus linguistic stimuli

A

true

36
Q

Planning Tests-maze completion and clock drawing tasks

A

assessment of executive function

37
Q

Porteus Maze Test

A

assessment of executive function

38
Q

Cognitive-Linguistic Quick Test (CQLT);

A

assessment of executive function

39
Q

Wisconsin Card Soring Test (WCST);

A

Organization tests

40
Q

stroop test

A

inhibitation test

41
Q

cognitive flexibility (assessment of executive function)

A

trail making tests

42
Q

Test of Problem Solving-Adolescent; Bowers Barrett, Huisingh, Orman, & LoGiudice, 191)

A

problem solving (executive function)

43
Q

Rapid Assessment of Problem Solving

A

problem solving (assessment of executive function)

44
Q

Functional Assessment of Verbal Reasoning and Executive Strategies (FAVRES);

A

Assessment of Executive Functions

45
Q

Behavioral Assessment of Dysexecutive Syndrome (BADS);

A

Assessment of Executive Functions

46
Q

Scales of Cognitive Assessment for Traumatic Brain Injury (SCATBI)

A

Appropriate for pts representing a spectrum of TBI severities

47
Q

Brief Test of Head Injury (BTHI)

A

Designed for severe or acute TBI

48
Q

Test of Adolescent and Adult Language-3 (TOAL-3)

A

Appropriate for younger patients with TBI

49
Q

Burns Brief Inventory of Communication and Cognition

A

TBI

50
Q

Brief Test of Head Injury;

A

TBI

51
Q

Cognitive-Linguistic Quick Test (CLQT);

A

TBI

52
Q

Ross Information Processing Assessment-2 (RIPA-2);

A

TBI

53
Q

what is a neuropsychologist?

A

A neuropsychologist really looks at the interplay between how the brain functions and what the brain does, and how that impacts what you do in the rest of your life– socially, emotionally, physically, cognitively.

54
Q

neurologist is largly a ___ field

A

diagnostic

55
Q

subset of neuropsycholigist

A

A subset of that is a rehabilitation neuropsychologist

Neurogenics (4 decks)

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