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P2F Neuro > 7] Neuro Interventions E2 > Flashcards

7] Neuro Interventions E2 Flashcards

1
Q

Data from randomized trials with low false positive(alpha) and low false-negative (beta) errors

A

Level 1 evidence

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2
Q

Data from randomized trials with high false positive(alpha) or high false-negative (beta) errors

A

Level 2 evidence

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3
Q

Data from nonrandomized concurrentcohort studies

A

Level 3 evidence

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4
Q

Data from nonrandomized cohort studiesusing historical controls

A

Level 4 evidence

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5
Q

What is level 5 evidence?

A

Data from anecdotal case series

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6
Q

What is level 6 evidence?

A

Expert opinion

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7
Q

When tasks are repeated, the number of active regions in the

A

Brain are reduced

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8
Q

During the initial phases of motor learning, ? and ? regions of the brain are active.

A

Large and diffuse

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9
Q

When a motor task is learned, on ?, ? regions of the brain show an increased activity when performing the task

A

Small, distinct

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10
Q

Synapses are unused until injury occurs; Injuries to otherpathways causes their activation.

A

Unmasking

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11
Q

Brain capacity is dependent on the ? And NOT ?

A

of connections NOT # of neurons present

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12
Q

What interventions DO NOT promote neural reorganization?

A

Facilitation (PNF?)
Stretching
Strengthening

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13
Q

Functional reorganization of the cortex is ?

A

Skill and motor learning dependent; NOT USE

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14
Q

Brainstorm: flaccidity stage

A

1

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15
Q

The whole hemiparetic side is completely limp.The arm, the leg, the torso, the face including the mouth and tongue, the whole body on one side is flaccid or
limp.

A

Brun 1

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16
Q

Spasticity starts to creep in what stage of Brun?

A

2

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17
Q

Spasticity becomes severe in what Brun?

A

3

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18
Q

Spasticity is generally seen as a positive step because it signals the beginning of some sort of
messages getting through to the limbs. There may be some
small amount of voluntary synergistic movement available.

A

Brun 2

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19
Q

The good part is that voluntary controlof synergies develops

A

Brun 3

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20
Q

Spasticity begins to decline in this stage

A

Brun 4

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21
Q

Synergies continue to decline in this stage

A

Brun 5

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22
Q

Mvmts are near normal in this stage and no spasticity except when fatigued or doing fast mvmts

A

Brun 6

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23
Q

the stage where some movement outside of synergy ispossible.

A

Brun 4

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24
Q

able to have more voluntary control out of synergy and spasticity continues to decline.

A

Brun 5

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25
Q

Individual jointmovements become possible and coordination approaches
normal

A

Brun 6

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26
Q

What does Brun stages tell therapists?

A

Where the stroke survivor is in the recovery process

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27
Q

Environment drives motor development Utilization of the environment impacts

A

Behaviorist/cognitive theory

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28
Q

Spinal cord guru and Nobel Prize winnerRecriprocal lnnervation

A

Sherrington laws

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29
Q

Lead to Brun and NDT

A

Hierarchal model

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30
Q

Multiple systems interact to produce movement based on a specific taskThe “why” of movement
Individual + task within environment

A

Dynamic systems theory (mid 80s)

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31
Q

Three tenets to how the brain organizes and develops:
basic connections, Trial and Error, Expansion.

Brain is adaptable to change.

A

Neuronal group selection theory

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32
Q

Information to carry out the motor taskis contained in initial instructions; movements runs
w/o influence of peripheral feedback or error
detection processes

A

Open loop

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33
Q

Employs feedback and a reference for

correctness to compute error and initiate subsequent corrections relative to initial instructions issue

A

Closed loop

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34
Q

Based on principles and componentsof normal development and movement

A

Bobath (NDT)

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35
Q

In normal movement the brain registers the entire movementnot individual component parts

A

PNF

36
Q

Uses diagonal movement pattern and core techniques

A

PNF

37
Q

• Facilitate progress of movement from reflexive to volitional

A

Brun

38
Q

Appropriate sensory stimulation can elicit specific motorresponses

A

Food

39
Q

Degree of performance is dependent on theamount of practice

A

Motor learning

40
Q

Includes MCIT and functional task oriented training

A

Motor learning

41
Q

Normalize muscle tone
Inhibit primitive reflexes
Facilitate normal postural reactions
Treatment should be developmental

A

Principles of tx for NDT

42
Q

Handling
Weight bearing over affected limb
Utilize positions that allow use of the affected limbsAvoidance of sensory input that affect muscle tone

A

NDT techniques

43
Q

Mass muscle patterns that are spiral or diagonal in nature and mimic movement in functional activities

A

PNF

44
Q

Multi-sensory approach (tactile, auditory and visual inputs

A

PNF

45
Q

PNF patterns are named for the ? Joint when motion is completed

A

proximal

46
Q

What’s more effective than PNF on gait?

A

Treadmill

47
Q

What’s more effective than PNF on hand?

A

NMES

48
Q

In what program is PNF effective?

A

Home structured program inclusive

49
Q

When the CNS is injured, as in stroke, an individual goes through an “evolution in reverse”

A

Brun

50
Q

Appropriate sensory stimulation can elicit specific motor responses

A

Food

51
Q
  • Normalized Tone is a prerequisite to movement
  • Flexion and extension patterns affect one another
  • Movement is directed toward functional goals
  • Repetition Necessary for motor learning
A

Basic principles of rood

52
Q

Passive in nature, short, unpredictable, NO evidence

A

Limits of Rood

53
Q

Use random and variable practice within naturalcontexts in treatment

A

Motor learning

54
Q

Provide decreasing amounts of physical guidanceand verbal feedback

A

Motor learning

55
Q

Develop task analysis and problem-solving skills ofpatients so that they can find their own solutions
to problems in their environment

A

Motor learning

56
Q

4 variables that affect the motor learning process

A

1 - stages of learning
2- sensory conditions
3- feedback
4 - practice schedule

57
Q

Important factor in reinforcing motor-skill acquisition

A

Feedback

58
Q

2 types of feedback

A

Intrinsic

Extrinsic

59
Q

Info from sensory systems either during or after mvmt

A

Intrinsic feedback

60
Q

Info from external source; supplements intrinsic

A

Extrinsic feedback

61
Q

Establish normal motor development and function And or

Prevent contractures and deformities.

A

Initial goal of NDT

62
Q

What kind of framework was used for NDT?

A

Normal developmental sequence

63
Q

Given by therapist to provide information on how toimprove their subsequent performance

A

Transitional info

64
Q

Provided as task is being performed

A

Concurrent feedback

65
Q

6 timings of feedback

A 
Concurrent
Terminal
Bandwidth
Summary
Delayed
Faded
66
Q

Given only when performance is outside range of error

A

Bandwidth feedback

67
Q

Provided when task is completed

A

Terminal feedback

68
Q

Given after a set # of trials

A

Summary feedback

69
Q

Given very frequently at first then less

A

Faded feedback

70
Q

Given after a time delay

A

Delayed feedback

71
Q

2 types of practice sessions

A

Massed

Distributed

72
Q

More practice, less rest; may lead to fatigue

A

Massed practice

73
Q

session in which the
amount of rest between
trials equals or is greaterthan the amount of time for a trial

A

Distributed practice

74
Q 
beneficial:  if decreased
motivation
- less attention span 
- less concentration  or motor planning deficit 
(dyspraxia)
A

Distributed practice

75
Q

2 types of practice

A

Constant

Variable

76
Q

Practice organized around one task -performed repeatedly

A

Constant practice

77
Q

Practice of several variations of the same task/same category of movements

A

Variable practice

78
Q

3 types of task order

A

Blockers
Random
Serial

79
Q

Repeated practice of a task

A

Blocked order

80
Q

Non repeating and non predictable order

A

Random order

81
Q

Predictable order of tasks in sequence

A

Serial order

82
Q

2 types of tasks

A

Whole vs part

83
Q

Practicing the task in its entirety

A

Whole task

84
Q

Task broken down into its components and then practiced

A

Part task

85
Q

skill can be demonstrated after a period of no practice; variety of intervals

A

Retention

86
Q

acquired capability to adapt the skill to

permit performance of other similar related tasks

A

Generalizability

P2F Neuro (5 decks)

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