Ch. 7 The context for treatment of Cognitive-Communicative Disorders

Question 1

Mention the different type of people involved in a treatment team

Answer 1

SLP, PT, OT, Neurologist, Psychiatrist, social worker, dietician, psychologyst

Question 2

Mention the factors that might affect candidacy for tx:

Answer 2

1. degree of TBI
2. Medical and Physical condition
3. motivation
4. response to trial therapy
5. financial resources

Question 3

Using short sessions and only working on one objective initially and extend to more as pt can tolerate is a CHARACTERSTIC of TX in the early stages of recovery.. T or F

Answer 3

True

Question 4

The FORMATtting, in therapy should start with gral. chatting, easy tasks then progressing to more complex tasks, and closing with an activity that pt has success in and is familiar with. T or F

Answer 4

True

Question 5

This MODEL indicates that when a brain-injures person is doing a task for which the demands are below what resources are available, the responses should be OK.

Answer 5

The Resource-Allocation Model

Question 6

Reducing the complexity of a task, AFFECTS performance. T or F

Answer 6

False. it increases performance

Question 7

In STIMULUS MANIPULATION, what are some ways of increasing intensity of stimulus and salience

Answer 7

1. make colors or auditory signals stand out against background.
2. tone of voice
3. cues
4. redundancy

Question 8

What is the term for “prominence of stimulus”

Answer 8

SALIENCE

Question 9

In RESPONSE MANIPULATION, the more time you give patient to process, the more it will affect the response of the patient. T or F

Answer 9

False. Increasing processing time helps pt.

Question 10

This type of approach concentrates on determining strengths/weaknesses, then building strengths to compensate for weaknesses.

Answer 10

The Relative Level of Impairment Approach

Question 11

This type of approach concentrates on identifying underlying processes related to linguistic/communicative abilities. Ex. Improving auditory comprehension will usually improve comm.

Answer 11

Fundamental Processes approach

Question 12

This type of approach emphasize those skills necessary for functional daily life. Like establishing reliable yes/no responses.

Answer 12

Functional Abilities Approach

Question 13

This is used to tell pt what you are going to do and how/why to do it.

Answer 13

Instructions

Question 14

Used to increase the frequency of a desired behavior (making eye contact) or to reduce unwanted behaviors (perseveration).

Answer 14

Incentive feedback

Question 15

Used to give information about correctness of responses

Answer 15

Information Feedback

Question 16

Finding something postivie to tell pt. is

Answer 16

Encouragement

Question 17

When measuring the effects of Tx, the return, partial or complete return of unimpaired abilities is called:

Answer 17

spontaneous recovery

Question 18

When measuring the effects of Tx, measuring the pts performance several times before tx, then measure after tx is called:

Answer 18

Baseline-treatment design

Question 19

When measuring the effects of Tx, TWO or MORE behaviors are measure under baseline conditions. Then, one of the behaviors is treated. If improvement occurs only in treated behavior, effect is probably due to tx. This is called:

Answer 19

Multiple baseline design

Question 20

When measuring the effects of Tx, several behaviors are measured in baseline conditions, then this behaviors are treated in sequence. This is called:

Answer 20

Crossover design

Question 21

Enhancing Generalization to Daily Life-8 methods:

Answer 21

1. use natural contingencies
2. Training sufficient ex. for pts to use in daily life
3. Loose training where stimulus condition are allowed to vary
4. sequential modification
5. programming common stimuli
6. use mnemonic devices to aid memory
7. training generalization.
8. use response contingencies that are more like normal