ch 10 vision and ch 11 cognition Flashcards
Acuity
How can you help a client compensate?
What can you adapt?
Visual fields
What are signs of a visual field deficit?
What compensatory strategies can you teach? How
can you incorporate scanning the visual fields into
ADLs? IADLs? Leisure? Work?
Perceptual completion
Sometimes the brain cannot process that there is
a partial vision loss and it will “fill in” the blind spots with what it thinks should be there.
Oculomotor control
How does an impairment
affect ADLs? IADLs? Leisure? Work?
Diplopia
Treatment involves occlusion of one eye. Partial occlusion (must have glasses)
Visual attention
How can you modify a treatment session for a client with impaired visual attention?
Visual scanning
How can you facilitate an efficient scanning pattern? How does an inefficient pattern
affect ADLs? IADLs? Work/education? Leisure
Pattern recognition—
Think about pattern
recognition and why it is easier to read something
printed than something written in cursive.
Visual memory
What are age appropriate (for
adults) activities you could use to help a client practice visual memory?
Spatial relations
What are functional tasks you can utilize in treatment of spatial relations deficits?
Form discrimination
Think about everyday items
that could be confusing for clients with deficits in
form discrimination. How can you address this?
Figure-ground discrimination
how can a deficit
affect ADLs? IADLs? Work? Leisure? What strategies
and adaptation can you teach a client?
Visual closure
Compare a paper-pencil activity
with a functional activity to address visual closure
Impaired depth perception
An impairment can
affect mobility and ADLs. What compensatory strategies can you teach a client?
Agnosia
Agnosia is the inability to recognize or perceive
sensory information which came into the brain
Internal Strategies
▪ Visualization: Making a mental picture of information
▪ Verbalization: Repeating information over and over verbally
▪ Chunking: Breaking down information into small chunks
Chaining technique:
A tool for breaking down functional tasks into steps, and
then chaining them together one by one as the client
learns each step. Instead of looking at a task as a whole
function, the task is viewed in parts, starting with the first
and progressing to the last as each are learned
successfully.
External Strategies
▪ Orientation notebook with autobiographical
orientation page
▪ Memory notebook with daily schedule, memory log,
and a “things to do” section
▪ Electronic devices such as cell phones, pagers,
alarms, and voice recorders
▪ Signs, labels, checklists, and pocket notebooks
Errorless learning technique:Spaced retrieval technique:
A tool for presenting important information to a client in a way that eliminates trial and error and guess work. When a client does not learn information correctly, they may think and worry about it. By taking out the “guess work,” the individual is not allowed to make a mistake when learning information.
Spaced retrieval technique:
The exact same technique as errorless learning, yet
the client is asked to remember the information for
increasingly longer periods of time.
What are some general strategies and techniques
when addressing executive function impairment?
▪ Enhance a client’s awareness of deficits.
▪ Assist the client
▪ Address the client’s ability to execute the task
▪ Assist the client in evaluating how well the task was completed.
Goal-plan-do-review (GPDR)
This technique involves
the client writing down the goal, identifying the plan
for accomplishing the goal, completing the task, and
then reviewing successes and failures after the task
Predict-perform:
Client predicts how he or she will do on a certain task and then analyze success once the
task is completed.
Executive Impairment Coping
Techniques
▪Use external structure; make notes and lists to plan
and keep organized.
▪Acknowledge limitations.
▪Gather information about this type of disability.
▪Have a coach to assist
