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Exam Prep > Cognitive-Perceptual Deficits > Flashcards

Cognitive-Perceptual Deficits Flashcards

1
Q

Anosognosia

A

Unawareness of motor deficit (not aware of hemiplegia)

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2
Q

Ideational apraxia

A

Lack of knowledge for object use during functional activity and breakdown in what/how to perform motor actions using objects

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3
Q

Ideomotor apraxia

A

Loss of kinesthetic memory impacting purposeful movement and motor planning with sensation, movement and coordination in tact (person unable to perform tasks on request but may be able to perform spontaneously)

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4
Q

Astereognosis (tactile agnosia)

A

Inability to recognize objects, forms, shapes and sizes by touch

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5
Q

Three body scheme disorders

A
  1. Right-left discrimination
  2. Somatoagnosia
  3. Unilateral body neglect
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6
Q

Right-left discrimination

A

Inability to distinguish between R and L sides of body and environment

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7
Q

Somatoagnosia

A

Lack of awareness of body structure and recognizing body parts as one’s own

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8
Q

Spatial relations impairement

A

Difficulty relating objects to each other such as difficulty orienting clothing or aligning sheets

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9
Q

Topographical disorientation impairment

A

Difficulty navigating through space due to memory dysfunction and difficulties with sensory stimuli interpretation leading to difficulties finding room or getting home

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10
Q

Unilateral spatial nelect

A

Inattention to contralateral space that may or may not involve visual deficits

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11
Q

What visual foundations skills should be assessed prior to cognitive-perceptual skills

A

Visual acuity
Visual fields
Oculomotor function
Scanning

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12
Q

Sustained attention deficit

A

Not able to attend to long classes, conversations or movies

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13
Q

Selective attention deficit

A

Difficulty processing and filtering relevant information while completing tasks such as reading or studying

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14
Q

Divided attention deficit

A

Unable to do two tasks at the same time

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15
Q

Attentional switching

A

Difficulty switching attention from one task to another task

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16
Q

Characteristics of patient with ideomotor apraxia

A

Clumsy
Difficulty crossing midline
Difficulty with manipulation
Awkward grasp
Difficulty with bilateral activities

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17
Q

Example of somatoagnosia impairement

A

Patient attempts to dress therapist arm or complete grooming tasks on mirrored images

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18
Q

Example of spatial relations impairment

A

Unable to orient shirt to body or moving body in space during transfer, overshooting/undershooting when reaching for cup

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19
Q

Visual agnosia

A

Patient cannot recognize objects such as a cup in a sink with dependency on other senses such as touch to recognize objects

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20
Q

Allen cognitive level screen

A

Screening tool commonly used for psychiatric dx, ABI, dementia to estimate cognitive level prior to intervention

21
Q

A-one assessment

A

Structured observation of ADL and mobility using two scoring scales
- FIM (0 unable to 4 independent)
- Neurobehavioral specific impairment scale from 0 no impairment to 4 unable to perform

22
Q

AMPS

A

Functional observation in three familiar and selected ADL or IADL to document motor (16) and process (20) skills that impact task performance from 1 deficit to 4 competent

23
Q

Behavioral inattention test

A

Nine activity based subtests (menu reading, card sorting) and six pen/paper subtests (line crossing, start cancellation)

24
Q

Catherine Bergego Scale

A

Standardized checklist of 10 items of everyday activities that also addresses self awareness of behaviors

25
Q

Executive function performance test

A

Assesses EF in every day tasks including cooking oatmeal and management medications using a structure cueing and scoring system with increase cueing resulting in higher score and indicative of more severe deficits (precursor to KTA)

26
Q

Lowenstein occupational therapy cognitive assessment

A

Measures basic cognitive functions using in every day tasks across 20 subtests across 5 areas including spatial perceptions and visual motor integration

27
Q

Mini-mental

A

Brief screen for cognitive impairment

28
Q

MoCA

A

Screening for mild cognitive dysfunction with max score of 30 and 26 or higher indicating normal

29
Q

Rivermead behavioral memory test

A

Assess memory dysfunction across nine subtests that includes series of items that patient must memorize and recall in later assessments

30
Q

Rivermead perceptual assessment battery

A

Assess deficit-specific tasks without ADL across 16 performance areas including inattention spatial awareness and figure-ground

31
Q

Remedial/restorative/transfer training approach

A

Focuses on remediating skill components

Targets cause of symptoms and uses deficit specific approach

Assumptions that improvement in components results in increased skill and that cerebral cortex is malleable

Utilizes table-top and computer activities in tx

32
Q

Compensatory/adaptive/fxl approach

A

Emphasizes modification and environmental adaptation

Focused on skill training and functional tasks based on personal needs/wants

Treats symptoms not the cause

Repetitive practice of functional tasks in treatment

Use of compensatory strategies and awarenss of deficits

33
Q

Compensatory/adaptive/fxl approach

A

Emphasizes modification and environmental adaptation

Focused on skill training and functional tasks based on personal needs/wants

Treats symptoms not the cause

Repetitive practice of functional tasks in treatment

Use of compensatory strategies and awareness of deficits

34
Q

Information processing approach

A

Focused on information regarding how patient approaches task

Use of standardized cueing and feedback to draw attention to important features of task

Use of investigative questions to provide insight

35
Q

Dynamic interactional approach

A

Emphasize transfer of info across situations and environments

Focus on metacognitive skills and self-monitoring

Transfer of learning using graded
task series, use of strategies across environments

Use of awareness questions to guide tasks

36
Q

Quadraphonic approach

A

Remediation focused using neurodevelopment and biomechanical evaluation

Based on learning and teaching theory

Use of micro perspective (sub-skills) and macro perspective (occupations and narratives)

37
Q

Neuro-functional approach

A

Based on learning theory

Used for neurological impairment

Focused on real world skills using adaptive approach with some remediation components

Treatment focused on training skills on context

38
Q

Cognitive disabilities model

A

Based of Allen cognitive levels to describe difficulty performing occupations

Adaptation and repetition of tasks based on level

Use of adaptive approach and strengthening residual abilities

39
Q

Intervention for impaired arousal/alterness

A

Increase enviro stimuli
Increase sensory stimuli
Use gross motor activities

40
Q

Intervention for aphasia

A

Limit external auditory input
Allow for time to respond\
Visual cues and gestures
Concise sentences
Augmentative communication

41
Q

Intervention for ideomotor apraxia

A

General verbal cues
Decrease manipulation demands
Provide HOH tactile input
Visual cues

42
Q

Intervention for ideational apraxia

A

Step by step instructions
HOH guiding
Increase opportunity for motor planning/execution

43
Q

Intervention for body neglect

A

Use of bilateral activities
Guide affect side through task
Increase sensory stimulation to affected side

44
Q

Intervention for memory loss

A

Use rehearsal strategies
Chunking
Memory aides

45
Q

Interventions for perseveration

A

Bring deficits to level of awareness and train patient to inhibit behavior

Redirect behavior

Practice tasks with repetitive action

46
Q

Interventions for sequencing

A

Use of external cues

Grading of complex tasks to decrease steps required

47
Q

Interventions for spatial neglect

A

Graded scanning tasks

Anchoring techniques

Combine manipulation with scanning

Use external cues

48
Q

Interventions for spatial relations

A

Activities that challenge spatial skills such as orienting clothing, wrapping gift or making bed

Activities that require L/R discrimination such as following dressing direction

Exam Prep (19 decks)

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