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Cognitive Communication > Assessment > Flashcards

Assessment Flashcards

1
Q

Name parts of Evaluation

A
  • Case History/Background
  • Physical Examination
  • Assessments
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2
Q

Case History/

Background

A

Includes:

  • Personal information
  • medical, social, surgical & treatment history
  • chief complaint
  • history of present illness
  • current medications
  • test results/imaging

Info used to:

  • determine their cognitive function pre-injury
  • confirm assessment choice
  • determine their current function

Family/friends helpful in providing info:

  • what is their native language?
  • what was premorbid cognitive functioning like?
  • besides new acquired injury, any other reasons you might see changes in cognition?
  • what were their premorbid responsibilities to work and family?
  • what will their post-injury responsibilities be?
  • their cheif complaint: what is their awareness of what is happening?
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3
Q

History of present illness

A

Consider:

  • etiology of cognitive impairment
  • if early in course of treatment, may be unknown
  • knowing pathophysiology will direct treatment, discharge planning, prognosis, etc.
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4
Q

HIstory of present illness:

Development,

Course,

Extent

A
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5
Q

Etiologic Categories

A
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6
Q

Medications

A
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7
Q

Imaging/Test Results

CAT SCAN

A
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8
Q

MRI/fMRI

A
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9
Q

PET/SPECT

A
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10
Q

DOPPLER/ENDOCARDIOGRAPHY

A
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11
Q

ANGIOGRAPHY

A
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12
Q

how to use case history/background

A

use case history to determine which assessments you will use

make a hypothesis about what you’ll see during assessment

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13
Q

Physical Exam

Components

A
  • General observations
  • Vitals
  • Oral Mech
  • Cranial Nerve Exam
  • Vision/Hearing

Synthesize results of physical exam into overall clinical picture of patient

  • how they may impact evaluation results/diagnosis
  • how they may impact treatment
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14
Q

General Observations/Vitals

A

Must be aware of global elemetns of patient condition & integrate info into clinical picture

  • Behavior
  • Gait/posture
  • alertness
  • vitals out of normal ranges can indicate a more acute problem/need
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15
Q

Oral Mech/

Cranial Nerve Exam

A

General idea of motor function mechanism:

ex. symmetry, coordination, involuntary movements

  • Cranial Nerve exam- provides information relating to site of lesion, neurologic conditions, etc.
    • if very early in disease process (acute care), may not be imaging results
    • cranial nerves can help you consider where the issue is in the brain
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16
Q

Vision/Hearing

Exam

A

Consider impacts on:

assessment completion & results

Treatment

17
Q

Assessment for

Attention, Memory, Executive Function

A
  • difficult to tease out one type of cognition from another (memory vs. language)
  • presence/absence of impairment should never be baed on results of single measure
  • assessments dedication to attention alone, and more global cognitive assessments with attention subtests available
18
Q

Attention Assessments

A

Attention Processing Training Test (APT-Test)

  • dedicated
  • not normed
  • sustained, selective, alternating & divided attention
  • can be followed by APT-I and APT-II attention treatment programs

Wechsler Adult Intelligence Scale (WAIS-IV)

  • normed
  • includes subtests:
  • Digit Span forward (sustained attention)
  • Digit Span backward (sustained attention, working memory)
  • Digit sequencing (sustained attention, working memory)

Remember to pay attentino to modality (auditory, visual)

Remember to consider time (attention normally decreases over time

MOCA: Montreal Cognitive Assessment- is a screen not eval

19
Q

Memory Assessments

A

Assessments can be organized by:

  • Memory Systems -working vs. long-term
  • Types of memory- verbal vs. nonverbal
    • declarative vs. nondeclarative
  • Types of testng tasks
    • immediate recall - recalling stimuli immediate following presentation
    • delayed recall (retrieval)- recall of stimuli following time interval
    • recoginition-recognize target stimuli from distractor materials
    • forced choice- chose word from a pair that was from a previous list
20
Q

Executive Function

Assessment

A

Organization framework for assessment

  • tests of planning, scheduling, strategy use & rule adherence:
    • includes tests that require creation of subgoals, temporal sequencing, strategy generation, and application, using environmental feedback to guid behavior & self monitoring
  • tests of generation, fluency, initiation:
    • includes tests that require generation of concepts & compliance with environmental constraints, measure lack of monitoring (through perseverative errors)
  • tests of shifting & suppression
    • includes tests that require shifting between tasks (i.e. set) & inhibition of external/internal/overlearned responses
  • tests of concept formation & abstract reasoning:
    • includes tests that require formation of concepts & conceptualization of abstract relationships
21
Q

Executive Function Assessment

Activity/Participation

A

Observation/Performance Based Measures

22
Q

Executive Function

Cognitive Communication Measures

A

Cognitive Communication (11 decks)

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