Cognitive perceptual approaches: eval and intervention

Question 1

perception

Answer 1

the integration and interpretation of sensory impressions received from the environment into psychologically meaningful information

Question 2

cognition

Answer 2

the ability of the brain to process, store, retrieve, and manipulate information
involves the skills of understanding and knowing, ability to judge and make decisions, and overall environmental awareness

Question 3

cognitive-perceptual deficits

Answer 3

occur as a result of multiple pathologies including CVA, TBI, neoplasm, acquired diseases, psychiatric disorders, developlemtnal disabilities

Question 4

acalculia

Answer 4

inability to perform calculations
ex: calculating change at a grocery store

Question 5

agraphia

Answer 5

inability to write
ex: cannot sign name

Question 6

impaired alertness or arousal

Answer 6

decreased response to environmental stimuli
ex: needs tactile or verbal cues to stay awake during an eval
tx: increase environmental stimuli, gross motor activities, sensory stimuli

Question 7

alexia

Answer 7

inability to read
ex: cannot read a menu despite being literate

Question 8

anomia

Answer 8

inability to name objects or retrieve names of people
ex: person knows what to do with an apple, but cannot name it

Question 9

anasognosia

Answer 9

unawareness of a deficits
may be related to lack o insight
ex: person is unaware they have hemiplegia

Question 10

aphasia

Answer 10

loss of language
tx: decrease external auditory stimuli, increased response time, visual cues and gestures, concise sentences, comm devices

Question 11

apraxia

Answer 11

ideational (does not know how to do something/use an object) and ideomotor (loss of kinesthetic memory to carry out a task)
tx: general verbal cues (not specific), decrease manipulation demands, hand over hand tactile cues, visual cues, step by step instructions

Question 12

astereognosis

Answer 12

inability to recognize objects, forms, shapes, and sizes by touch alone

Question 13

impaired attention

Answer 13

inability to attend/focus on specific stimuli

sustained, selective, dividing, alternating
ex: background noise distracts them from the task at hand

Question 14

body scheme disorders

Answer 14

loss of awareness of body parts, relationship of the body parts to each other
- right left discrimination
- somatoagnosia (inability to recognize body parts as their own)
- unilateral body neglect

Question 15

disorientation

Answer 15

lack of knowledge of person, place, and time

Question 16

figure-ground dysfunction

Answer 16

inability to distinguish foreground from background
ex: cannot locate a bar of soap on a white sink; key in a messy drawer

Question 17

impaired organization and sequencing

Answer 17

inability to organize thoughts with activity steps properly sequenced
ex: person dons shoes and socks before pants
tx: external cues (directions, planners), grade tasks with decreasing # of steps required

Question 18

perseveration

Answer 18

continuation or repetition of a motor act or task
ex: person continues to pull up a sock even though it is already on the foot
tx: bring it to a conscious level, train person to inhibit the behavior, redirect attention, engage in tasks that require repetitive action

Question 19

impaired problem solving

Answer 19

inability to manipulate knowledge and apply this info to new or unfamiliar situations
ex: cannot figure out why a w/c is not moving when the breaks are on

Question 20

spatial relations impairment

Answer 20

difficulty relating objects to each other or to the self secondary to a loss of spatial concepts (up/down, front/back, etc)
ex: person puts shirt on backwards
tx: activities that challenge underlying spatial skills and that require discrimination of L/R
ex: wrapping a gift, making a bed, “dress your left arm first”

Question 21

topographical disorientation

Answer 21

difficulty finding one’s way in space secondary to memory dysfunction or an inability to interpret sensory stimuli
ex: cannot find their hospital room

Question 22

unilateral spatial neglect

Answer 22

inattention to stimuli presented contralateral to lesion
not a visual deficit
tx: bilateral activities, guide affected side, sensory stim to affected side
scanning
anchoring (red tape on left side of sink)
bright colors, external cues

Question 23

visual foundation skills

Answer 23

must be evaluated to differentiate perceptual dysfunction and visual system deficits

• visual acuity: clarity of near and far
• visual fields: left and right, up and down
• oculomotor function: control of eye movements
• scanning: locate items in environment
• tracking, convergence, etc

Question 24

non-standardized screening for cognitive and perceptual impairments during ADLs

Answer 24

observation of performing routine tasks
look for all skills defined previously

Question 25

allen cognitive level test

Answer 25

• psychiatric disorders, brain injury, dementia
• performs 3 leather lacing stiches progressing in complexity
• 6 level scale of cog function (1=automatic actions to level 6=planned actions)

Question 26

arnadottir occupational therapy neurobehavioral evaluation (A-ONE)

Answer 26

• with adult pop with cog/perceptual deficits
• requires a training
• structured observations of BADL and mobility skills
• system of error analysis (can they perform or unable to perform)

Question 27

assessment of motor and process skills (AMPS)

Answer 27

requires training
ages 3 and up
examines functional competence in 2-3 familiar ADLs from a list
16 motor and 20 process skills are scored for each task performed
1 = deficit to 4 = competent

Question 28

behavioral inattention test

Answer 28

for adults presenting with unilateral neglect
9 activity based subtests(picture scanning, menu reading, map navigation, coin sorting, etc) and 6 pen/paper subsets (star cancellation, figure shape copying, line bisection)

Question 29

catherine bergego scale

Answer 29

checklist to detect presence and degree of unilateral neglect during observation of everyday life situations
scale also measures self-awareness of behavioral neglect

Question 30

cognistat neurobehavioral cognitive status exam

Answer 30

level of consciousness, orientation, language, constructional ability, memory, calculations, reasoning

Question 31

executive function performance test (EFPT)

Answer 31

tasks: cooking oatmeal, making a phone call, managing medications, paying a bill
structured cueing system/scoring

Question 32

lowsenstein occupational therapy cognitive assessment (LOTCA)

Answer 32

stroke, TBI, or tumor
measures basic cognitive functions
20 subtests in 5 areas: orientation, visual, spatial perception, VM organization, thinking operations
1 = low ability to 4 = high ability

Question 33

mini mental state examination (MMSE) or Holstein test

Answer 33

30 point questionnaire to screen for cog impairment
commonly used for dementia

Question 34

montreal cognitive assessment (MoCA)

Answer 34

screening for mild cog dysfunction
takes 10 min

Question 35

rivermead behavioral memory test

Answer 35

people with memory dysfunction
11 categories, 9 subtests
memorize/recall
used for initial eval, indicates tx areas, monitors memory skills throughout rehab

Question 36

rivermead perceptual assessment battery

Answer 36

16 years or older
visual perceptual deficits after head injury or stroke
form and color constancy, object completion, FG, body image, inattention, spatial awareness

Question 37

remedial/restorative/transfer of training approach

Answer 37

• focuses on restoration of components to increase skill
• deficit specific
• targets cause of symptoms
• emphasizes performance components
• assumes improvements in performance will result in increased skill
• cortex is malleable
• uses tabletop and computer activities

Question 38

compensatory/adaptive/functional approach

Answer 38

• repetitive practice of functional tasks
• emphasizes modification
• treat symptoms, not the cause
• environmental adaptation, compensatory cognitive strategies
• task specific
• activities that are meaningful to the client

Question 39

information processing approach

Answer 39

• provides info on how the individual approaches the task
• standardized cues: “try re-reading” “try saying the steps”
• investigative questions: “why do you think it took so long to get dressed?” - insight

Question 40

dynamic interactional approach

Answer 40

• emphasizes transfer of information from one situation to the next
• varying treatment environments
• targeted strategy with varied tasks
• metacognitive skills (self awareness)
  “how do you know this is right?”

Question 41

quadraphonic approach

Answer 41

• based on remediation
• information processing theory
• teaching and learning theory
• neurodevelopment evaluation
• biomechanics evaluation

Question 42

neurofunctional approach

Answer 42

• based on learning theory
• acquired neuro impairments (TBI, CVA)
• retraining real world skills rather than cog processes
• adaptive approach with some remediation
• training specific functional skills in true contexts

Question 43

cognitive disabilities model

Answer 43

• psychosocial dysfunction and some neuro pts
• cog fx on a continuum from level 1 (profoundly impaired) to level 6 (normal)
• after level has been established, routine tasks are presented so the person can perform or adapt them
• strengthen residual abilities

Question 44

memory strategies

Answer 44

• rehersal
• “chunk” information (phone number by 3 groups)
• memory aids (alarms)
• “temporal tags” - focus on when the event to be remembered occurred