Attention

Question 1

routine attention

Answer 1

non intensive focusing
unconscious
same environment

Question 2

non-routine attention

Answer 2

intensive focusing
conscious
new environment

Question 3

focused attention

Answer 3

discrete response to specific sensory stimuli

Question 4

sustained attention

Answer 4

ability to focus on one specific task for a continuous amount of time

Question 5

selective attention

Answer 5

select and focus only on the one stimulus that you want while filtering out other distractions

Question 6

alternating attention

Answer 6

ability to switch focus back and forth between tasks with different cognitive demands

Question 7

divided attention

Answer 7

ability to react to two or more demands simultaneously

mulit tasking

Question 8

information processing

Answer 8

sensory input -> sensory memory (unattended info is lost) -> attention -> working memory (maintenance rehearsal; unrehearsed info is lost) -> encoding and retrieval -> long term memory (some info may be lost over time)

Question 9

working memory is a place for:

Answer 9

reasoning and problem solving

a scratch pad for sensory and LT mem

Question 10

inability to process sensory input impacts:

Answer 10

attention and memory

• can’t process sensory input during overload, which impacts attn and memory
• attentive processes are impacted by deficient sensory systems (screening is so important!)

Question 11

information processing is not always:

Answer 11

linear

can skip steps, go in different orders, etc

Question 12

standardized assessments

Answer 12

DLOTCA
PASAT (paced auditory serial attention)
TMT (trail making)
WCST (wisconsin card sorting)

Question 13

practice standard

Answer 13

• evidence supports effectiveness of training on attention tasks during the post-acute period
• rehab focus on training in strategies to improve attention, self-regulation, self-instruction, self-monitoring
• therapist should give feedback and education about impact of attention on function

Question 14

practice option

Answer 14

• computer based interventions as an adjunct to clinical guided treatment
• not sole treatment, but additive

Question 15

evidence for function based training

Answer 15

• more effective when directed at improving performance on complex functional tasks (attending to a voice w/ background noise)
• relate attention training to specific areas of functioning

Question 16

remedial intervention

Answer 16

• metacognitive strategies
• tabletop, computer, functional activities
• increasing challenge over time

Question 17

adaptive intervention

Answer 17

training of specific living skills using strategies focused on the task

• compensatory
• environmental modification
• task alteration

Question 18

Attention Process Training (APT)

Answer 18

computer based program
metacognition
incorporates 5 hierarchal types of attention

Question 19

Time Pressure Management (TPM) stages

Answer 19

1. identify the problem
2. teach a strategy
3. work on generalization

Question 20

general intervention strategies

Answer 20

• no co treat
• cues from therapist
• interesting activities
• self talk
• feedback during and after tasks
• check lists
• short blocks of info at a time

Question 21

specific strategies for impaired sustained attention

Answer 21

• frequent rest breaks

- short activities and more frequently

Question 22

specific strategies for impaired divided attention

Answer 22

• complete one activity at a time
• avoid multi tasking
• self regulation of occupations relative to time (grocery store when less crowded)