Cognitive-Perceptual Deficits

Question 1

Anosognosia

Answer 1

Unawareness of motor deficit (not aware of hemiplegia)

Question 2

Ideational apraxia

Answer 2

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

Question 3

Ideomotor apraxia

Answer 3

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)

Question 4

Astereognosis (tactile agnosia)

Answer 4

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

Question 5

Three body scheme disorders

Answer 5

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

Question 6

Right-left discrimination

Answer 6

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

Question 7

Somatoagnosia

Answer 7

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

Question 8

Spatial relations impairement

Answer 8

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

Question 9

Topographical disorientation impairment

Answer 9

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

Question 10

Unilateral spatial nelect

Answer 10

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

Question 11

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

Answer 11

Visual acuity
Visual fields
Oculomotor function
Scanning

Question 12

Sustained attention deficit

Answer 12

Not able to attend to long classes, conversations or movies

Question 13

Selective attention deficit

Answer 13

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

Question 14

Divided attention deficit

Answer 14

Unable to do two tasks at the same time

Question 15

Attentional switching

Answer 15

Difficulty switching attention from one task to another task

Question 16

Characteristics of patient with ideomotor apraxia

Answer 16

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

Question 17

Example of somatoagnosia impairement

Answer 17

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

Question 18

Example of spatial relations impairment

Answer 18

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

Question 19

Visual agnosia

Answer 19

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

Question 20

Allen cognitive level screen

Answer 20

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

Question 21

A-one assessment

Answer 21

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

Question 22

AMPS

Answer 22

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

Question 23

Behavioral inattention test

Answer 23

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

Question 24

Catherine Bergego Scale

Answer 24

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

Question 25

Executive function performance test

Answer 25

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)

Question 26

Lowenstein occupational therapy cognitive assessment

Answer 26

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

Question 27

Mini-mental

Answer 27

Brief screen for cognitive impairment

Question 28

MoCA

Answer 28

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

Question 29

Rivermead behavioral memory test

Answer 29

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

Question 30

Rivermead perceptual assessment battery

Answer 30

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

Question 31

Remedial/restorative/transfer training approach

Answer 31

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

Question 32

Compensatory/adaptive/fxl approach

Answer 32

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

Question 33

Compensatory/adaptive/fxl approach

Answer 33

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

Question 34

Information processing approach

Answer 34

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

Question 35

Dynamic interactional approach

Answer 35

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

Question 36

Quadraphonic approach

Answer 36

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)

Question 37

Neuro-functional approach

Answer 37

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

Question 38

Cognitive disabilities model

Answer 38

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

Question 39

Intervention for impaired arousal/alterness

Answer 39

Increase enviro stimuli Increase sensory stimuli Use gross motor activities

Question 40

Intervention for aphasia

Answer 40

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

Question 41

Intervention for ideomotor apraxia

Answer 41

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

Question 42

Intervention for ideational apraxia

Answer 42

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

Question 43

Intervention for body neglect

Answer 43

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

Question 44

Intervention for memory loss

Answer 44

Use rehearsal strategies Chunking Memory aides

Question 45

Interventions for perseveration

Answer 45

Bring deficits to level of awareness and train patient to inhibit behavior Redirect behavior Practice tasks with repetitive action

Question 46

Interventions for sequencing

Answer 46

Use of external cues Grading of complex tasks to decrease steps required

Question 47

Interventions for spatial neglect

Answer 47

Graded scanning tasks Anchoring techniques Combine manipulation with scanning Use external cues

Question 48

Interventions for spatial relations

Answer 48

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