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Neuro Development/Control I > Content for Exam 1 > Flashcards

Content for Exam 1 Flashcards

1
Q

Eye opening GCS grades

A

(4 = spontaneous opening of eyes; 3 = opening in response to speech; 2 = eye opening to pain; 1 = no eye opening response)

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2
Q

verbal response GCS grades

A

(5 = verbal response demonstrate personal orientation to location; 4 = confused conversation is the best verbal response; 3 = inappropriate words in response to question; 2 = incomprehensible sounds; 1 = no verbal response)

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3
Q

motor response GCS grades

A

(6 = follows motor commands; 5 = localizes a painful stimulus; 4 = withdraws specifically from pain; 3 = abnormal flexion response to pain; 2 = abnormal extensor response to pain; 1 = no motor response)

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4
Q

Rancho Los Amigos Levels of Cognitive Function (LOCF)

A

Widely used in BI
To track cognitive and behavioral responses of pt
Level I (no response, coma) to Level X (purposeful, appropriate)

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5
Q

Coma Recovery Scale (CRS-R)

A

Better sensitivity for lower levels – coma<->veg state<->min cons state

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6
Q

Terminal Swing

A

Critical Events: Knee extension to neutral (or within 5 degrees)
Begins with vertical tibia

Ends with initial contact

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7
Q

Anterograde

A

inability to learn new material after injury

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8
Q

Retrograde

A

inability to remember things prior to brain injury

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9
Q

PTA (post-traumatic amnesia)

A

loss of memory of event surrounding brain injury and inability to process info after BI – length of PTA is a prognostic factor for recovery

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10
Q

Amnesia

A

deficits in memory

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11
Q

Agnosia

A

inability to recognize familiar objects, persons, sounds, shapes, or smells – visual, tactile (astereognosis), auditory

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12
Q

Dysarthria

A

Problems in oral motor aspects of articulation

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13
Q

Aphasia

A

loss of ability to understand or express speech due to brain damage, mostly in dominant hemisphere

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14
Q

Wernicke’s/receptive/fluent aphasia

A

deficits in auditory/written comprehension with well articulated speech marked by nonsense words or substitutions

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15
Q

Broca’s/expressive/non-fluent aphasia

A

deficits in expressing thoughts using speech, limited vocabulary, but comprehension relatively preserved.

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16
Q

Stereognosis

A

Ability to recognize form of objects by touching and feeling, without visual input
Objects like keys, comb, coins

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17
Q

Graphesthesia

A

ability to recognize letters, numbers or designs ‘written’ on skin

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18
Q

Barognosis

A

ability to distinguish weights of different objects by holding them

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19
Q

Assessment of Spasticity

A

Force/Velocity dependent increased resistance to stretch
Clasp-knife response
Modified Ashworth Scale (0-4 grades)
Sign of UMN lesion - pyramidal tracts

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20
Q

Assessment of Rigidity

A

Resistance to stretch is independent of force/velocity
Lead-pipe response - constant resistance
Cogwheel response – rachet-like jerkiness
Sign of UMN lesion – extra-pyramidal tracts, basal ganglia lesions like Parkinson’s.

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21
Q

Modified Ashworth Scale

A

Assessed during PROM with pt in supine

If testing a muscle that primarily flexes a joint, place the joint in a maximally flexed position and move to a position of maximal extension over one second

If testing a muscle that primarily extends a joint, place the joint in a maximally extended position and move to a position of maximal flexion over one second

put muscle in its shortened position

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22
Q

MAS scoring for assessing spasticity

A

0 No increase in muscle tone

1 Slight increase in muscle tone, manifested by a catch and release or by minimal resistance at the end of the range of motion when the affected part(s) is moved in flexion or extension

1+ Slight increase in muscle tone, manifested by a catch, followed by minimal resistance throughout the remainder (less than half) of the ROM

2 More marked increase in muscle tone through most of the ROM, butaffected part(s) easily moved

3 Considerable increase in muscle tone, passive movement difficult

4 Affected part(s) rigid in flexion or extension

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23
Q

General Tone assessment

A

0 No response (flaccidity)

1+Decreased response (hypotonia)

2+ Normal response

3+ Exaggerated response (mild to moderate hypertonia)

4+Sustained response (severe hypertonia)

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24
Q

Hypotonia

A

Decreased or absent tone, flaccidity, limbs are floppy, hyper-extensible joints, stretch reflexes are dampened (hyporeflexia)

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25
Q

Primitive/tonic reflexes

A

should be integrated during infancy, can persist with delayed development or re-emerge following brain injury. Tonic reflexes change postural tone rather than producing overt movements

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26
Q

Reflex integrity scale

A

0: no reflex
1+: hypo-reflexive
2+ normal
3+: hyper-reflexive
4+ Clonus

UMN Lesion: increased/brisk reflexes
LMN/Peripheral sensory lesion: hypo-reflexive

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27
Q

Babinski Sign

A

Big toe extends and other toes fan out.

Sign of UMN lesion in adults.

Babinski sign is normal in infants up to 1 years age, should integrate by 2-3 years

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28
Q

Strategy level

A

decides the goal of movement, best movement strategy to achieve the goal, represented by - association motor areas, basal ganglia and cerebellum

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29
Q

Tactics level

A

decides sequence of muscle contraction in space and time, represented by primary motor cortex and cerebellum

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30
Q

Execution level

A

stimulate motor neurons to activate muscles appropriately for movements/postural control, and feedback(cerebellum)

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31
Q

Ataxia

A

most common problem associated with cerebellum, results on ‘ataxic gait’ – poor trunk control, wide BOS, arms high guard position, irregular stepping.

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32
Q

Dysdiadochokinesia

A

impaired ability to perform rapid alternating movements, eg, supination/pronation

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33
Q

Dysmetria

A

inability to judge the distance, over- or under-shooting.

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34
Q

Dyssynergia

A

inability to perform smooth movements using synergistic muscle, breaking into components

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35
Q

Rebound phenomenon

A

inability to stop motion when resistance is released, pt might hit himself/herself when resistance is removed, cerebellum problem

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36
Q

Bradykinesia

A

slow movements, expressed as decreased arm movements and shuffling and festination during gait, Parkinson’s gait. Basal ganglia issue

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37
Q

Akinesia

A

progression to inability to initiate movements – freezing episodes, basal ganglia issue

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38
Q

Athetosis

A

involuntary writhing
‘worm-like’ movements.

Also a clinical sign of athetoid CP

Basal ganglia issue

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39
Q

Chorea

A

involuntary irregular jerky movements mostly seen in UE, cannot be inhibited, clinical sign of Huntington’s disease, basal ganglia issue

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40
Q

Dystonia

A

sustained involuntary contractions of agonist/antagonist muscle, abnormal posturing, torsion spasms, basal ganglia issue

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41
Q

Hemiballismus

A

large-amplitude movements, sometimes violent, on one side of body, an arm or leg

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42
Q

Gross motor tests

A

Involve large muscle groups to test ability to crawl, kneel, stand, walk w/o abnormal postures w/o LOBs

Also test balance – called equilibrium tests

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43
Q

Fine motor tests

A

Involve small distal muscle groups, test fine motor activities like finger dexterity tasks

Fine motor tests are also called non-equilibrium tests

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44
Q

Steady-state balance

A

Quite sitting/standing
Ability to control the location of the body’s center of mass within the area defined by the base of support under predictable, quasi-static conditions. This includes the ability to adapt motor behavior to meet the demands of different task and environmental conditions

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45
Q

Proactive/Anticipatory balance

A

Ability to generate postural adjustments prior to the onset of and during voluntary movement for the purpose of either countering an upcoming postural disturbance due to voluntary movement or realigning the body’s center of mass prior to changing the base of support. This includes the ability to adapt motor behavior to meet the demands of different task and environmental conditions.

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46
Q

Reactive balance

A

Ability to respond to sensory input that signals a need for a response to ensure successful maintenance of postural control. The need for a response is unanticipated but may be generated externally (perturbation originating external to body) or secondarily to an internally generated movement. This includes the ability to adapt motor behavior to meet the demands of different task and environmental conditions

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47
Q

Ankle strategy

A

Used when sways are small and slow
Move COM of body as a block about ankle joints
Muscles are activated distal-to-proximal
During forward sway, gastrocnemius  hamstrings paraspinals
During backward sway, tib ant  quads  abdominals
Used on firm support surface

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48
Q

Hip strategy

A

Used with larger and/or faster sways
Moves COM by flexing/extending/abd/adducting hips
Muscles are activated proximal to distal
Forward sway, abdominals  Quads.
Backward sway, paraspinals  Hamstrings
Used when support surface is small/narrow/compliant

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49
Q

Suspension strategy

A

Moves COM down by flexing hips/knees and
flexing trunk
May progress to squating

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50
Q

Regulatory features

A

specific aspects of the environment shape movement, size, shape, and weight of a cup, type of surface a person walks on. Movement control strategies need to conform to or adapt to these features

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51
Q

NON Regulatory features

A

aspects that are not critical to accomplishing movement, Gait with lights on vs off, noise and distraction

May affect performance, but movement does not need to conform to these features

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52
Q

Initial conditions

A

Observe initial posture, environmental conditions to check if person is in a position to perform the task

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53
Q

Preparation phase

A

Did the person understand your instructions to get in the ‘ready-position/ready-posture” to be able to correctly initiate the task – observe for stability, alignment, verticality, symmetry of posture

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54
Q

Initiation phase

A

The initial movement of the task – observe for amplitude, timing and direction of movement

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55
Q

Execution phase

A

The majority of the dynamic movement phase of the task – observe amplitude, coordination (smoothness, sequencing, timing), direction, speed, symmetry of the movements

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56
Q

Termination phase

A

Posture at the end of the task – observe for stability, alignment, verticality, symmetry of posture

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57
Q

SCOOTING WHILE LYING DOWN essential components

A

In initiation, the essential component is the hook lying position, in execution phase, essential component is bridging

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58
Q

ROLLING essential components

A

in initiation phase, essential component is cervical flexion/rotation and hip flexion/adduction

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59
Q

SUPINE-TO-SIT AT EDGE OF BED/MAT essential components

A

In initiation phase, possible essential component: “Partial sitting posture” by flexing neck, trunk, hips to lift off of surface

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60
Q

Sit-to-Stand essential components

A

Preparation phase: Essential component: hip flexion with trunk extended (anterior pelvic tilting)(raising height of table will force pelvic into anterior pelvic tilt)

Initiation phase: Essential component: hip flexion with trunk extended (flexion momentum)

Execution phase: Essential components: lift-off/momentum transfer -> triple extension

61
Q

TRANSFERS essential components

A
  • Initiation phase:
    Essential component: hip flexion with trunk extended (flexion momentum)
  • Execution phase:
    Essential components: lift-off/momentum transfer, extension/partial extension, pivoting, weight-shifting between LEs, side-stepping
62
Q

STEP UP/DOWN essential components

A
  • Initiation phase:
    Essential component: weight shift to stance limb
  • Execution phase:
    Essential components: stance limb hip/knee extension -> unilateral stance -> swing limb hip/knee flexion with ankle DF to clear foot for placement -> further hip/knee flexion for weight-shifting to contralateral limb and for ascent -> Hip/knee extension for leading LE and hip/knee flexion and ankle DF of trailing foot
63
Q

Olfactory Nerve- CN 1 examination

A

The patient’s eyes should be closed.
Using the distinctive-smelling items, ask the patient to smell the items one at a time (each nostril separately).
The patient should be able to identify the odor, and the strength of the odor should be equal side to side

64
Q

Optic Nerve- CN II examination

A

Using a Snellen eye chart, ask the patient to read the lines with progressively smaller letters.
Using a penlight, shine the light obliquely into the patient’s eye.
A normal response is constriction of thecontralateral(opposite) pupil, although the ipsilateral pupil should also constrict (see test for CN III)

65
Q

Oculomotor Nerve- CN III examination

A

Assess ability to elevate both eyelids.
With CN 3 lesion, drooping eyelid does not retract with upward gaze

66
Q

Accomodation

A

Change in the shape of the lens of the eye through action of the ciliary muscle following activation of the parasympathetic nucleus of CN 3

67
Q

Convergence

A

Adduction of the eyes bilaterally through activation of main nucleus of CN 3

68
Q

Miosis

A

Constriction of the pupil due to activation of parasympathetic nucleus of CN 3

69
Q

Medial Rectus

A

CN-3-Adducts eye

70
Q

Lateral Rectus

A

CN 6- abducts eye

71
Q

Superior Rectus

A

CN 3- elevates the abducted eye

72
Q

Inferior Oblique

A

CN 3- Elevates the adducted eye

73
Q

Inferior Rectus

A

CN 3- depresses the abducted eye

74
Q

Superior Oblique

A

CN 4- depresses the adducted eye

75
Q

Medial Longitudinal Fasciculus

A

Coordination of the two eyes is maintained via synergistic action of the extraocular muscles

Requires connections among the cranial nerve nuclei that control eye movements.

76
Q

A CN 3 lesion causes…

A

the ipsilateral eye to look laterally and down (pulled by unopposed muscles innervated by CNs 4 and 6)

77
Q

A CN 4 lesion causes…

A

the ipsilateral eye to look slightly upward because the actions of muscles innervated by CNs 3 and 6 are unopposed.

78
Q

A CN 6 lesion causes…

A

the ipsilateral eye to look medially (pulled by unopposed muscle that pulls medially, innervated by CN 3).

79
Q

Trigeminal Nerve- CN V examination

A

With the patient’s eyes closed, use a cotton ball or the pad of your index finger to lightly touch the patient’s face.
Areas to touch include the forehead, the cheeks, and the lateral jaw (these areas correspond to the three sensory branches of CN V).
The patient should feel the touch equally on the right and left sides

Palpate the patient’s masseter and temporalis muscles bilaterally for strength of contraction as he or she clenches the jaw
Ask the patient to hold the jaw open slightly and then provide resistance to mandibular closing or lateral motion.
The patient should be able to hold the position against moderate force

80
Q

Facial Nerve- CN VII

A

Assess motor function by asking the patient to smile, frown, elevate or depress the eyebrows, and puff out the cheeks

Assess for symmetry of facial expression

Ask the patient to close his or her eyes and stick out the tongue.

Taste may be assessed by placing something sweet (piece of hard candy or drop of sweet liquid) on the anterior portion of the tongue and asking the patient to identify the taste

81
Q

CN VII lesion may result in…

A

Impaired lacrimation (tear production to clean/lubricate the eyes)
Impaired taste on the anterior 2/3 of the tongue
Impaired corneal “blink” reflex

82
Q

Vestibulocochlear Nerve- CN VIII

A

The patient’s eyes should be closed. Hearing can be assessed by rubbing the pads of your thumb and index finger together next to one of the patient’s ears and asking for indication of when the rubbing is heard
Bilaterally symmetrical hearing is expected unless a known hearing loss is present.
Test one ear at a time.

83
Q

Rinne Test (Special Test)

A

Place and hold the stem of a vibrating tuning fork on the mastoid bone; when the patient no longer hears it, move the vibrating tuning fork tines into the air approximately 1 in from the ear canal
Sound is conducted through air approximately twice as long as it is conducted through bone, and therefore the patient should be able to continue hearing the vibrating tuning fork after it is removed from the mastoid process.

84
Q

Weber Test (Special Test)

A

Place and hold the stem of a vibrating tuning fork on the top of the patient’s head; ask the patient if the sound is louder in one ear than the other. Normally the sound is equally loud in both ears.

85
Q

Glossopharyngeal Nerve, and Vagus Nerve- CN IX and CN X

A

Taste is assessed as with CN VII, but the flavor of the candy or liquid should be sour or bitter and should be placed on the posterior third of the patient’s tongue.
Ask the patient to open his or her mouth and say “ahh.” Observe the uvula (no lateral deviation should be present) and listen for loss of phonation (CN X)
Ask the patient to swallow several times; observe for and ask about any difficulty with this action.
Test the gag reflex by carefully moving the tongue depressor toward the back of the patient’s throat until the gag reflex is elicited. (CN IX)

86
Q

Spinal Accessory Nerve- CN XI

A

Ask the patient to shrug his or her shoulders.
Press downward, asking the patient to hold the position
The patient should be able to resist your force bilaterally.
Observe for atrophy of the trapezius or sternocleidomastoid muscles (compare side to side).

87
Q

Hypoglossal Nerve- CN XII

A

Ask the patient to stick out his or her tongue and observe for any side-to-side deviation or atrophy.
May also ask the patient to move the tongue from side to side, observing for smooth motions
Positive Test: “Lick your lesion”
Tongue deviates toward the affected side

88
Q

Initial Contact

A

Critical Event: Heel first contact
Heel contact is essential to take advantage of “heel rocker”

89
Q

Loading Response

A

Critical Events:
Hip stability, controlled knee flexion (eccentric control of quads), controlled ankle plantarflexion (eccentric control of pretibials)
Shock Absorption
Weight bearing stability
Progression

90
Q

Mid-Stance

A

Critical Event: controlled tibial advancement (concentric pretibials, once tibia is past vertical, posterior compartment takes control)
Progression

Limb and trunk stability

91
Q

Terminal Stance

A

Critical Events: Controlled ankle dorsiflexion with heel rise; trailing limb posture to prepare for limb advancement (20 degrees hip extension)

Begins with heel rise

Progression of the body beyond the supporting foot “catastrophe narrowly averted”

92
Q

Pre-Swing

A

Critical Events: Passive knee flexion to 40 degrees (forward pelvic rotation is what drives this), ankle plantarflexion

Begins at contralateral initial contact
Ends when the foot leaves the ground

93
Q

Initial Swing

A

Critical Events: Slight forward pelvic rotation (protraction) to initiate swing, Hip flexion to 15 degrees, knee flexion to 60 degrees (biceps femoris short head)

Begins when the foot leaves the ground

94
Q

Mid-Swing

A

Critical Events: Hip flexion to 25 degrees, ankle dorsiflexion to neutral for foot clearance

Swing limb is even with stance limb
Ends with vertical tibia

95
Q

Generic OMs

A

designed to use across all pt populations regardless of health condition, more likely to have normative data , eg SF-36, FIM, Caretool

96
Q

Disease specific OMs

A

for specific disease condition, more meaningful to the pt, but less likely to have normative data, eg, PDQ

97
Q

Performance-based OM

A

Performance-based measure actual performance in on a set of predetermined tasks in a structured environment

Insight into pt’s actual capabilities at a specific point in time

May not reflect performance in real environment, house/community

98
Q

Self-report OM

A

Provide information on pt’s opinions/perceptions about the impact of health condition

Cannot is observed, pt may over-, or under- estimate abilities or report what clinician wants to hear.

99
Q

GCS scale scoring

A

less than 8 = severe brain injury/coma

9-12 = moderate injury

13-15 = mild injury

100
Q

Symmetry

A

Agreement of external kinetics and kinematics of movement (left vs right)

101
Q

Speed

A

speed or movement time

102
Q

Amplitude

A

range of motion, step length, stride length, distance

103
Q

Postural control/verticality

A

Body segment anterior/posterior lateral to the plumb line

104
Q

Stability measurement example

A

Sway, center of pressure

105
Q

Coordination/Smoothness

A

Measures derived from kinematic analysis such as acceleration or jerk

106
Q

Sequencing

A

A movement in a continual fashion to make it smooth, look for joint coordination

107
Q

Timing

A

Reaction time/relative timing measures

108
Q

Accuracy

A

Spatial or variable errors

109
Q

Symptom provocation

A

Change in oxygen saturation, heart rate, patient reported measures pain, dizziness, fear

110
Q

spontaneous neuroplasticity

A

Some processes occur independent of external factors – guided by genetic/biochemical cues, mostly lead to initial improvements in function

111
Q

activity-induced neuroplasticity

A

Other processes are influenced by external input - sensory experience, motor experience, task training

112
Q

Cognitive stage

A

initial stage, trying out a variety of strategies (abandoning those that don’t work and carrying on with what works), needs a lot of attention and conscious effort, performance quite variable, makes many mistakes, improvements can be large

113
Q

Associative stage

A

by now best strategy is selected, makes less mistakes, practices more and more to refine the skill, needs less attention, improvements are slower/smaller

114
Q

Autonomous stage

A

performance mostly automatic, can divert attention to other tasks (paying too much attention to elements of task can reduce performance!)

115
Q

Bernstein’s 3 stage model

A

mastering the degrees of freedom. The 3 stages are novice, advanced, and expert. Talks about releasing degrees of freedom at different joints with higher stages, eg – learning to use a hammer using just elbows, then wrist, then wrist, elbow, shoulder
Releasing degrees of freedom allows for more efficient and flexible movements according to task and environment demands.

external support may be needed in early stages

116
Q

Acquisition of skill

A

successful performance of skill

117
Q

Retention of skill

A

successful demonstration of skill at a later time w/o practice during the intervening period

118
Q

Transfer of skill

A

successful application of the ‘rules of movement’ of the skill to a related skill in a different environment/context

119
Q

Massed practice

A

All practice trials at once, say 30 trials at one go
Amount of practice time is greater than the amount of rest time
May lead to fatigue

120
Q

Distributed practice

A

Divide 30 reps into smaller chunks, 5 trials now, 5 more after 10 mins, and so on.

The amount of rest between trials is equal to or greater than the amount of time for the trial

121
Q

Constant practice

A

Practice of a given task under constant/unchanging conditions
May improve acquisition of skill

122
Q

Variable practice

A

Practice of a given task under variable conditions
Better for retention and transfer of skill

123
Q

Blocked vs Serial vs Random Practice

A

Blocked - Practice of one way of task practice before going to the next way, so 10 A’s, then 10 B’s and then 10 C’s

Serial – ABC, ABC, ABC, and so on…10 such reps.

Random - Practicing different types in random order – A, C, B, A, A, C, B, B….30 reps

124
Q

Whole-task practice

A

Practice the entire task together

125
Q

Part-task practice

A

Practice of an individual impaired component or components of a task - from Movement Analysis of Tasks

Ultimately needs to practice the whole task to improve function

126
Q

Mental Practice

A

Performance of skill in one’s imagination without physical action can produce positive effects on performance

Trigger neural circuits responsible for motor planning during mental practice (SMA gets activated during mental practice – motor control physiology class)

Can help with motor learning when physical practice is not yet possible

127
Q

Constraint-induced movement therapy

A

Strongest research support. Involves high intensity tx daily for several hours for 2-3 weeks, after constraining the unaffected limb. UE must retain some voluntary function. Best results in subacute/chronic stroke. use after 4 weeks post stroke

128
Q

High-intensity gait training (HIGT)

A

Purpose is to improve locomotion function (walking speed and distance)

Gait training at moderate- to high-intensity (65-85% HRmax/60-80%HRR) or based on RPE scale of 14-17

129
Q

Nagi Disablement Model

A

Pathology: Disruption/injury to body tissues, examples…

Impairment: Loss/disruption of structure or function at organ/system level, examples…

Functional Limitations: Inability/decreased ability to perform action/activity in a normal manner, examples…

Disability: Restriction of abilities in occupational roles, family roles, recreational roles, examples…

130
Q

ICIDH Disablement Model

A

International Classification of Impairment, Disabilities and Handicaps, by WHO, to shift focus from disease to its physical and social consequences, specially in chronic disabling conditions

Disease – Disruptions that occur at cell or tissue level

Impairment - Disruption of anatomic, physiologic and psychologic structure/function

Disability – Decreased ability to perform activities at person level

Handicap – Continued limitations at societal level imposed by physical environmental barriers or attitudes

131
Q

Gentile Taxonomy of Tasks

A

classifies different tasks in their environment

4 conditions in Gentile Taxonomy
-Stable body in stationary environment
-Stable body in moving environment
-Body transport in stationary environment
-Body transport in a moving environment

132
Q

Comprehensive Neurological Examination components

A

mental status, sensation, motor function, balance/coordination, and functional tasks

133
Q

Orientation questions

A

AOx4

Person – What is your name, how old are you?

Place – Do you know where you are, What kind of a place is this?

Time – What is today’s date, How long have you been here?

Situation – What happened to you, why are you here?
134
Q

Selective attention

A

Awareness towards a stimuli in the environment w/o being distracted by other stimuli, towards an object (person, thing), task or thought

135
Q

Sustained attention

A

time on particular task, repeat letters, words or digits forward or backward, digit span test (normally 7 forward and 5 backward), test of vigilance (tap whenever you hear letter ‘A’, normal 100% accuracy)

136
Q

Alternating/switching attention

A

attention flexibility- back and forth between 2 tasks

137
Q

Divided attention

A

2 tasks simultaneously, cog+cog, cog+motor, etc – walkie-talkie test (walk 20ft and return while saying A-Z alphabets, or alternate alphabets), c-TUG.

138
Q

Body image/scheme disorders

A

Unilateral spatial neglect, tactile/visual extinction, R/L discrimination

139
Q

Mini Mental State Examination

A

Objective OM for assessing cognition,

no cognitive impairment=24-30; mild cognitive impairment=18-23; severe cognitive impairment=0-17.

140
Q

MoCA

A

Assesses a broad range of cognitive functions - mild cognitive domains: attention and concentration, executive functions, memory, language, visuoconstructional skills, conceptual thinking, calculations, and orientation

Better sensitivity for detecting mild cognitive impairment

141
Q

Jendrassik maneuver

A

If DTRs are difficult to elicit, to enhance responses, eg, hook hands together and pull apart, clench teeth, make fist with contralateral extremity

142
Q

Cut off scores for 10MWT for stroke

A

<0.4 m/s household ambulators
0.4-0.8 m/s limited community ambulators
>0.8 m/s community ambulators

143
Q

Cut off scores for 10MWT for healthy older adults

A

< 0.7 m/s is indicative of increased risk of adverse events (fall, hospitalization, need for caregiver, fracture, etc.)

144
Q

Cut off score for FGA for non-specific older adults

A

Cutoff Score: ≤22/30 = risk of falls

145
Q

Cut off score for FGA for Parkinson’s disease

A

Cutoff score <15/30= fall risk

146
Q

FGA (Functional gait assessment)

A

The FGA is used to assess postural stability during walking and assesses an individual’s ability to
perform multiple motor tasks while walking. The tool is a modification of the 8-item Dynamic Gait
Index, developed to improve reliability and reduce ceiling effect.

3 = normal
2 = mild impairment
1 = moderate impairment
0 = severe impairment

147
Q

BBS scores

A

41-56 = independent
21-40 = walking with assistance
0 –20 = wheelchair bound

Score of < 45 indicates individuals may be at greater risk of falling

148
Q

Push and release test scores

A

0(recovers with 1 step), 1(2-3 small steps, independently recovers), 2(>4 steps, independent), 3(multiple steps, needs assistance to prevent fall), 4(falls w/o attempting steps)

149
Q

ABC cut offs for fall risk

A

for general population <67%, for vestibular <67%, for PD <69%, for stroke <81%

Neuro Development/Control I (3 decks)

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