Cognitive-Perceptual Approaches: Eval and Intervention

Question 1

acalculia

Answer 1

inability to perform calculations

ex. can’t calculate change at grocery store

Question 2

agraphia

Answer 2

inability to write

Ex. not able to sign name despite previously knowing how to write

Question 3

anomia

Answer 3

loss of ability to name objects or retrieve names of people

ex. can’t name an apple but knows what it is and what to do with it

Question 4

Broca’s (expressive) aphasia

Answer 4

loss of speech production

ex. person with non-fluent speech

Question 5

Wernicke’s (receptive) aphasia

Answer 5

difficulty understanding spoken language

ex. can’t comprehend verbal directions

Question 6

global aphasia

Answer 6

can’t comprehend or express language

Question 7

ideational apraxia

Answer 7

• Lack of knowledge regarding object/tool us
• Uses familiar objects incorrectly
• Perseverating on components of a task that was just completed or making the same mistakes repeatedly
• Organization and sequencing deficits such as misordering or missing steps of the task such as washing without water, attempting to drink milk without opening the container, or underwear placed over pants

Question 8

ideomotor apraxia

Answer 8

• Difficulties related to motor planning resulting in awkward or clumsy movements
• Difficulties when planning movements to cross the body’s midline such as difficulty in adjusting the grasp
  on a hairbrush when moving it from one side of head to other to turn the bristles toward the hair or not
  being able to manipulate coins out of the palm of the hand to insert them into a vending machine or
  difficulty holding objects appropriately

Question 9

astereognosis

Answer 9

• tactile agnosia
• can’t recognize objects by touch alone
• ex. person can’t recognize that the object in their hand is a quarter without looking at it

Question 10

somatoagnosia

Answer 10

• body scheme disorder
• lack of awareness of body parts

Question 11

spatial relations

Answer 11

ex. person has difficulty orientating clothing to the body correctly

Question 12

topographical orientation

Answer 12

ex. person can’t find their hospital room after completing an OT session

Question 13

unilateral spatial neglect

Answer 13

ex. person is not able to locate a clock on the left wall of a room

Question 14

Allen Cognitive Test

Answer 14

• for individuals with psychiatric disorders, acquired brain injury and dementia
• screening tool to determine cognitive level

Question 15

A-ONE

Answer 15

• for adults with cognitive/perceptual deficits
• structured observations of BADL and mobility skills to detect any neurobehavioral dysfunction

Question 16

AMPS

Answer 16

• ## examine function in 2 or 3 familiar BADL or IADLs

Question 17

behavioral inattention test

Answer 17

• for adults with unilateral neglect
• examine neglect and impact on functional task performance

Question 18

Catherine Bergego Scale

Answer 18

• ## detect presence of unilateral neglect while observation everyday life situations

Question 19

LOTCA (Lowenstein Occupational Therapy Cognitive Assessment)

Answer 19

• for person who have experienced a stroke, TBI or tumor
• measured basic cognitive functions that are required for managing everyday tasks

Question 20

Mini-Mental Test

Answer 20

• used to screen for dementia

Question 21

MOCA (Montreal Cognitve Assessment)

Answer 21

• screening for mild cognitive dysfunction
• takes 10 min to administer

Question 22

Information Processing Approach

Answer 22

• evaluate how performance changes with cueing
• uses cues or feedback to draw attention to relevant features of the task
• investigative questions (analyzing what happens during task, asking questions)
• trying to process it together, you ask questions

Question 23

dynamic interaction approach

Answer 23

• emphasizing metacognitive skills (self-awareness)
• utilizes awareness questioning

Question 24

quadraphonic approach

Answer 24

• based on remediation
• based on info procressing and teaching/learning theory

Question 25

neurofunctional approach

Answer 25

• based on learning theory
• for severe cognitive impairments
• used for people with neurological impairments (TBI, CVA)
• retraining real work skills
• used an adaptive approach

Question 26

cognitive disabilities

Answer 26

• for people who have psychosocial dysfucntion, neurologic and neurocognitve disorders
• uses adaptive approaches and strengthening residual abilities

Question 27

intervention for impaired alertness/arousal

Answer 27

• increase environmental stimuli
• use gross motor activities
• increase sensory stimuli

Question 28

intervention for aphasia

Answer 28

• decreased external auditory stimuli
• increased response time
• visual cues and gestures
• concise sentences
• possibly use of augmentative communication device

Question 29

intervention for ideomotor apraxia

Answer 29

• using verbal cues
• decrease manipulation demands
• hand on hand tactile input
• utilize visual cues

Question 30

intervention for ideational apraxia

Answer 30

• step by step instructions
• hand over hand guiding techniques
• opportunities for motor planning and motor execution

Question 31

intervention for body neglect

Answer 31

• provide bilateral activities
• guide affected side through activities
• increase sensory stimulation to affected side

Question 32

intervention for memory loss

Answer 32

• reharsal strategies
• chunking
• memory aids
• temporal tags ?

Question 33

intervention for perservation

Answer 33

• redirect attention
• train person to stop perseverate behavior
• repetitive activities

Question 34

intervention for sequencing and organization deficits

Answer 34

• external cues (written directions, daily planners)
• for difficult tasks, break down task into smaller steps

Question 35

intervention for spatial neglect

Answer 35

• graded scanning activities
• grade activity from simple to complex
• anchoring techniques (red tape on left side of sink to draw attention to left side)
• manipulative tasks with scanning activities
• use external cues ( colored markers and written directions)