Cognitive-Perceptual Approaches: Eval and Intervention Flashcards
acalculia
inability to perform calculations
ex. can’t calculate change at grocery store
agraphia
inability to write
Ex. not able to sign name despite previously knowing how to write
anomia
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
Broca’s (expressive) aphasia
loss of speech production
ex. person with non-fluent speech
Wernicke’s (receptive) aphasia
difficulty understanding spoken language
ex. can’t comprehend verbal directions
global aphasia
can’t comprehend or express language
ideational apraxia
- 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
ideomotor apraxia
- 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
astereognosis
- 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
somatoagnosia
- body scheme disorder
- lack of awareness of body parts
spatial relations
ex. person has difficulty orientating clothing to the body correctly
topographical orientation
ex. person can’t find their hospital room after completing an OT session
unilateral spatial neglect
ex. person is not able to locate a clock on the left wall of a room
Allen Cognitive Test
- for individuals with psychiatric disorders, acquired brain injury and dementia
- screening tool to determine cognitive level
A-ONE
- for adults with cognitive/perceptual deficits
- structured observations of BADL and mobility skills to detect any neurobehavioral dysfunction
AMPS
- ## examine function in 2 or 3 familiar BADL or IADLs
behavioral inattention test
- for adults with unilateral neglect
- examine neglect and impact on functional task performance
Catherine Bergego Scale
- ## detect presence of unilateral neglect while observation everyday life situations
LOTCA (Lowenstein Occupational Therapy Cognitive Assessment)
- for person who have experienced a stroke, TBI or tumor
- measured basic cognitive functions that are required for managing everyday tasks
Mini-Mental Test
- used to screen for dementia
MOCA (Montreal Cognitve Assessment)
- screening for mild cognitive dysfunction
- takes 10 min to administer
Information Processing Approach
- 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
dynamic interaction approach
- emphasizing metacognitive skills (self-awareness)
- utilizes awareness questioning
quadraphonic approach
- based on remediation
- based on info procressing and teaching/learning theory
neurofunctional approach
- based on learning theory
- for severe cognitive impairments
- used for people with neurological impairments (TBI, CVA)
- retraining real work skills
- used an adaptive approach
cognitive disabilities
- for people who have psychosocial dysfucntion, neurologic and neurocognitve disorders
- uses adaptive approaches and strengthening residual abilities
intervention for impaired alertness/arousal
- increase environmental stimuli
- use gross motor activities
- increase sensory stimuli
intervention for aphasia
- decreased external auditory stimuli
- increased response time
- visual cues and gestures
- concise sentences
- possibly use of augmentative communication device
intervention for ideomotor apraxia
- using verbal cues
- decrease manipulation demands
- hand on hand tactile input
- utilize visual cues
intervention for ideational apraxia
- step by step instructions
- hand over hand guiding techniques
- opportunities for motor planning and motor execution
intervention for body neglect
- provide bilateral activities
- guide affected side through activities
- increase sensory stimulation to affected side
intervention for memory loss
- reharsal strategies
- chunking
- memory aids
- temporal tags ?
intervention for perservation
- redirect attention
- train person to stop perseverate behavior
- repetitive activities
intervention for sequencing and organization deficits
- external cues (written directions, daily planners)
- for difficult tasks, break down task into smaller steps
intervention for spatial neglect
- 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)
