Chapter 13: Cognitive-Perceptual Approaches

Question 1

Ideational Apraxia

Answer 1

A lack of knowledge regarding object use, a breakdown in the knowledge of what is to be done or how to perform. Cannot sequence the steps of a task. Treatment: step by step instructions, hand over hand.

Question 2

Ideomotor Apraxia

Answer 2

Purposeful movement cannot be achieved because of ineffective motor planning. Can be seen as clumsy and awkward movements, difficulty crossing midline, with manipulation of objects, and bilateral activities. Treatment: utilize general verbal cues as opposed to specific, decrease manipulation demands, provide hand over hand, use visual cues.

Question 3

Asomatognosia

Answer 3

Body scheme disorder, diminished awareness of body structure and failure to recognize body part’s as ones own. E.g. May try to dress arm of therapist.

Question 4

Anosognosia

Answer 4

Unawareness, lack of insight regarding disabilities

Question 5

Acalculia

Answer 5

Inability to perform calculations

Question 6

Agraphia

Answer 6

Inability to write

Question 7

Alexia

Answer 7

Inability to read

Question 8

Anomia

Answer 8

Inability to name objects or retrieve names of people

Question 9

Spacial Relations

Answer 9

Difficulty relating objects to each other or to self. (up, down, back, front). E.g. difficult with dressing, putting on a shirt backwards, or aligning body during a t/f.

Question 10

Visual agnosia

Answer 10

When other senses besides vision are required to identify an object.

Question 11

Arnadottir Occupational Therapy Neurobehavioral Evaluation (A-ONE)

Answer 11

Assessment for adults with cog/perceptual deficits, evaluators have to be certified. Structured observations of BADLs and mobility to determine underlying performance deficits (neglect, spatial dysfunction, apraxia). Functional independence scale: 0= unable to perform, 4=independent . Neurobehavioral specific impairment scale: 0=no impairment, 4=unable to perform secondary to neurobehavioral dysfunction.

Question 12

Assessment of Motor and Process Skills (AMPS)

Answer 12

Age 3 and up. Examines function in BADL or IADLs. Therapist observes and documents motor and process skill that interferes.

Question 13

Cognitive Disabilities Model

Answer 13

Continuum level 1 (profoundly impaired) to level 6 (normal). Focus is placed on adaptive approaches and strengthening residual abilities.

Question 14

Trouble differentiating items that look similar “Now, where is the brake?”-pulling on various parts of w/c, There are examples of deficits with what?

Answer 14

Figure ground

Question 15

Complains of losing objects frequently, when in plain site,
Difficulty picking clothes out of closet or drawer Unable to recognize a familiar person from behind, are examples of deficits with what?

Answer 15

Form Constancy: Identifying objects in a different view.