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NMR II > Exam 3: Motor Relearning Program > Flashcards

Exam 3: Motor Relearning Program Flashcards

1
Q

What is MRP?

A

The newest rehabilitation approached based on movement science theory and research

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2
Q

What pt population was MRP originally developed for?

A

Stroke

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3
Q

What style of approach is MRP?

A

Task Oriented

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4
Q

What four theories/principles is MRP based on?

A
  1. Dynamic Systems Theory of Motor Control
  2. Principles of Plasticity
  3. Motor Learning Theories
  4. Biomechanics
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5
Q

How is movement produced through the lens of the Dynamic Systems Theory?

A

Interaction within the person, task, and environment. Is a non-linear process

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6
Q

What is plasticity?

A

The ability of the CNS to adapt and reorganize

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7
Q

How does plasticity occur in an intact brain?

A

Through learning

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8
Q

How does plasticity occur in a lesioned brain?

A

Spontaneously and through reorganization. Recovery of function

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9
Q

What is a task-oriented approach to treatment, and what approaches does it emerge from?

A

Use of functional tasks to target neuromuscular and musculoskeletal systems to acquire and re-acquire behaviors. Emerged from dynamic systems and motor learning theories

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10
Q

When will re-learning occur according to MRP?

A

With opportunities for extensive, meaningful, and task oriented training in a stimulating environment

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11
Q

What are the four key components of MRP?

A
  1. Early initiation
  2. Rehab environment
  3. Motivation
  4. Education and consistency
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12
Q

What primary method is MRP based on?

A

Task analysis

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13
Q

What three components should be included when structuring interventions with MRP?

A
  1. Task oriented exercise
  2. Restoration of optimal functional performance
  3. Opportunities for practice
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14
Q

What were the original 7 “critical actions” with MRP?

A
  1. UE function
  2. Oral-facial function
  3. Motor tasks in sitting
  4. Motor tasks in standing
  5. Standing up
  6. Sitting down
  7. Walking
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15
Q

What are the current four “critical actions” of MRP?

A
  1. Standing up and sitting down
  2. Walking
  3. Reaching and manipulation
  4. Balance
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16
Q

True or False: MRP uses functional training within the four critical actions of everyday life to analyze each task, determine what is missing, train patient in missing aspects, and put the missing pieces together to train the entire daily activity

A

True

17
Q

What are the four steps of implementing MRP?

A
  1. Observation or analysis of task
  2. Practice of missing components
  3. Practice task
  4. Transference of training
18
Q

When you are practicing the missing components through MRP, what three techniques are included?

A
  1. Practice
  2. Verbal and visual feedback
  3. Manual guidance
19
Q

When practicing the whole task with MPR, what are important things to consider?

A

Identifying a goal, practicing under similar conditions, and re-evaluation.

20
Q

When working on transference with MRP, what 5 components are required?

A
  1. Opportunity to practice in and out of context
  2. Consistency
  3. Organization of self-monitored practice
  4. Structured learning environment
  5. Involvement of family and staff
21
Q

What 6 impairments are acknowledged by MRP?

A
  1. Strength
  2. Coordination
  3. Somatosensory
  4. Proprioception
  5. Perceptual-Cognitive
  6. Soft tissue flexibility
22
Q

Does MRP acknowledge spasticity?

A

Yes, but it is called intrinsic stiffness or adaptive shortening

23
Q

True or False: MPR based intervention works through the use of early and repetitive upright postures in task oriented practice in both sitting and standing

A

True

24
Q

What are the three principles for muscle strengthening according to MRP?

A
  1. Task oriented, concentric and eccentric
  2. Intensive to mild fatigue
  3. Resistance and repetition to patient ability and focus area (strength, endurance, power)
25
Q

How does MRP address soft tissue flexibility?

A

Passive and active strething

26
Q

How can MRP be applied to somatosensory training?

A

Direct attention to sensory aspects of tasks and manipulate the tasks to provide different sensory experiences

27
Q

How can MPR be applied to perceptual cognitive training?

A

Focus attention on cues, scan the environment, integrate moving objects, open environment

28
Q

What instruction and demonstration is appropriate for early learners?

A

Frequent, cue the most critical missing aspect in detail within the context of the goal, and use demos

29
Q

What instruction and demonstration is appropriate for late learners?

A

Cue the goal and decrease instruction and demo

30
Q

What are some important characteristics to consider when providing feedback with MRP?

A

Extrinsic vs intrinsic, visual/auditory/tactile, and specific to pt needs

Focused, deliberate, decreased over time

31
Q

What are factors to consider about practice and intensity with MRP?

A

Specificity of learning, transference, blocked vs random, repetitions, mental practice

32
Q

Why is standing up and sitting down a critical action with MRP?

A

Repetitive practice of LE flexion and extension using body weight resistance. Strengthens both concentric and eccentrically while actively stretching. Carryover to gait, stairs, squat

33
Q

Why is walking a critical action with MRP?

A

Emphasis on training support and push off, balance of COM over changing BOS, ankle and knee control during swing phase

34
Q

When working on the critical phase of walking, what four interventions should be prioritized with MRP?

A
  1. Functional strength training to load limbs equally
  2. Treadmill training both unweighted and fully weighted
  3. Over ground walking
  4. Environmental modifications
35
Q

What two types of training are important to incorporate to work on the critical phase of reaching and manipulation?

A

Functional strength training and training of bi-manual activities

NMR II (27 decks)

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