Week 2

Question 1

Brain injury

Answer 1

• Acquired Brain Injury (ABI): Brain damage after birth due to trauma
• TBI: traumatically induced structural injury and/or physiological disruption of brain function as a result of an external force
• Non-TBI: ABI from internal causes (e.g. stroke, brain tumors, epilepsy, asphyxia, drug abuse, infection, severe asthma attack etc)

Question 2

Community integration questionnaire

Answer 2

assesses how well individuals with acquired brain injury (ABI) reintegrate into the community. It evaluates participation in three key areas:
Home integration (e.g., cooking, housework)
Social integration (e.g., visiting friends, social activities)
Productive activities (e.g., work, school, volunteer)
Strength: easy to administer
Weakness: limited details

Question 3

Montreal Cognitive Assessment (MoCa)

Answer 3

Brief screening tool used to detect mild cognitive impairment. It assesses several cognitive domains:
Attention and concentration
Executive function
Memory
Language
Visuospatial skills
Abstraction
Orientation
Strength: Sensitive to mild cognitive deficits, multiple domains, quick to administer
Weakness: non diagnostic, limited depth, not functional (not everyday performance)

Question 4

GAS (Goal Attainment Scaling)

Answer 4

tracks progress toward individualized goals. Goals are set collaboratively, and expected outcomes are scaled from much less than expected to much more than expected, typically on a 5-point scale (-2 to +2).
Strength: Highly individualised to client priorities, flexible
Weakness: skilled goal setting, time consuming, less standardised

Question 5

AMPS (Assessment of Motor and Process Skills)

Answer 5

observational assessment measuring quality of a person’s motor and process skills during the performance of real-life daily tasks. It evaluates how effectively and efficiently someone completes ADLs and IADLs.
Best used when: Detailed assessment of functional task performance and planning interventions
Strength: applicable across ages and diagnosis
Weakness: specialised training, time consuming

Question 6

COPM

Answer 6

identifies and rates a person’s self-perceived occupational performance problems and satisfaction in areas of self-care, productivity, and leisure.
Best used when: Identifying client priorities and measuring perceived changes in occupational performance during rehabilitation.
Strength: Highly individualised and focuses on client priorities, goal setting
Weakness: self report, no detail on specific skills or impairments

Question 7

Glasgow Coma Scale (GCS)

Answer 7

• assesses a person’s level of consciousness following a TBI. - It is used to help gauge the severity of an acute brain injury.. It evaluates three key parameters:
• Eye Opening (E): 4 points
• Verbal Response (V): 5 points
• Motor Response (M): 6 points
• The GCS score ranges from 3 (deep coma or death) to 15 (fully alert and oriented). The GCS is commonly used in the acute phase of TBI to assess the severity of the injury.

Question 8

Post-Traumatic Amnesia (PTA)

Answer 8

• period of time following a TBI when the individual is unable to remember events and has difficulty forming new memories. It is an important indicator of brain injury severity and gives insight into the extent of cognitive impairment.
  Symtoms: Disorientation and confusion about location, time and identity of others, difficulty with thinking, memory and concentration, anxiety, agitation and rapid changes in mood.

Question 9

Frontal lobe

Answer 9

• Contains Broca’s Area: Controls the muscles involved in speech production, left side
• Important for motor function, speech/language, personality as well as cognition
• Attention
• Memory
• Executive functions

Question 10

Temporal Lobe

Answer 10

• Role in sound recognition/hearing
• Stores semantic memory (general knowledge e.g. meaning of words
• Contains Wernicke’s Area: comprehends written and spoken language

Question 11

Wernicke’s aphasia

Answer 11

Fluent speech but lacks meaning, difficulty understanding others.

Question 12

Broca’s aphasia

Answer 12

Struggles with speech formation but may still understand language

Question 13

executive function problems

Answer 13

• Challenges with memory, language, attention, concentration
• cognitive processes that are essential for goal-directed behavior, decision-making, and self-regulation.

Question 14

Describe how Traumatic Brain Injury can affect motor control.

Answer 14

1. Motor Weakness (hemiparesis
   or paraplegia/quadriplegia)
2. Coordination Problems Ataxia
3. Involuntary Movements
4. Spasticity: muscles become stiff and difficult to control
5. Apraxia
6. Speech and Swallowing Problems: Damage to the brainstem, cerebellum, or cortex can affect speech and swallowing, making communication and eating challenging.

Question 15

Hemiparesis, paraplegia/quadriplegia

Answer 15

hemiparesis - weakness or paralysis on one side of the body
Paraplegia/quadriplegia - both sides

Question 16

Ataxia

Answer 16

Injury to the cerebellum - difficulty with balance, coordination, and smooth execution of movements.

Question 17

Apraxia

Answer 17

Injury to the parietal lobe or frontal lobe - person has difficulty planning or executing movements, even though they are physically capable of carrying out the action.

Question 18

Epilepsy

Answer 18

is a chronic neurological disorder characterized by recurrent seizures. Seizures occur due to abnormal electrical activity in the brain.

Question 19

Generalized Seizures (involving both sides of the brain):

Answer 19

• Tonic-clonic seizures: Characterized by muscle stiffness (tonic phase) followed by jerking movements (clonic phase), loss of consciousness, and sometimes incontinence or tongue biting.
• Absence seizures: Brief periods of staring, unresponsiveness, and sometimes subtle movements like blinking or lip-smacking.

Question 20

Focal Seizures (affecting one part of the brain):

Answer 20

• Focal aware seizures (simple partial): The person remains conscious but may experience unusual sensations such as twitching, tingling, or visual/auditory hallucinations.
• Focal impaired awareness seizures (complex partial): May involve a loss of consciousness or altered awareness. The person may perform repetitive behaviors like smacking lips or picking at clothes.

Question 21

Auras

Answer 21

Before a seizure, some people experience an aura, which may include sensations such as:
A strange taste or smell
Dizziness
Visual disturbances
Fear or anxiety
Postictal State (after a seizure):

Question 22

How to assess muscle tone

Answer 22

1. Observation:
2. Palpation: Gently feel the muscle while the person is at rest. Increased tone can be felt as stiffness or resistance to passive movement.
3. Range of Motion (ROM):
4. Functional Independence Measure (FIM)
5. Barthel Index
   scale

Question 23

Physiological measure assessment

Answer 23

Assessment of spasticity
Assessment of ROM
Assessment of Strength

Question 24

Client centred assesments

Answer 24

• GAS
• COPM

Question 25

Functional measure assesments

Answer 25

- FIM - Barthel - DASH

Question 26

DASH

Answer 26

- A self-reported questionnaire assessing symptoms and physical function of the upper limb. - Focus: Measures disability and impact on daily activities involving the arm, shoulder, and hand. - Scoring: Scores range from 0 (no disability) to 100 (most severe disability).

Question 27

Modified Ashworth Scale (MAS):

Answer 27

A clinical tool used to measure muscle spasticity by assessing resistance during passive soft-tissue stretching. Scoring: 0: No increase in muscle tone 1: Slight increase, catch and release or minimal resistance at end of range 1+: Slight increase, catch followed by minimal resistance through less than half of ROM 2: More marked increase through most of ROM, but limb easily moved 3: Considerable increase, passive movement difficult 4: Affected part rigid in flexion or extension

Question 28

Functional Independence Measure (FIM)

Answer 28

assessment tool measuring a person’s level of independence in performing activities of daily living (ADLs). Strength: Provides a quantifiable measure of function across settings. Weakness: Time-consuming and requires training to administer reliably.