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Cognitive Perceptual Impairment (Celia) > Intro. to Cognitive Perceptual Impairment > Flashcards

Intro. to Cognitive Perceptual Impairment Flashcards

1
Q

Define ‘Cognition’

A

How we use our brains to do things

Conscious & unconscious processes

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2
Q

Define ‘Sensory’

A

Information received from the outside world or body sent to the brain

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3
Q

Define ‘Perception’

A

The process of recognizing, organizing & interpreting information

  • Impacted by sensory
  • Shapes our thoughts & behaviours
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4
Q

Brain info. In regards to cognitive, sensory, & perceptual function?

A

97% body’s neural tissue (approx. 3 lbs)

2 Cerebral Hemispheres (left & right), divided into Lobes

Cerebral Cortex (folded outer surface of brain):

  • Sunken parts = Suki
  • Raised parts = Gyri
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5
Q

‘Corpus Collosum’ job?

A

Allows communication to both sides of central hemispheres by switching cerebral hemisphere body control to opposite side of body

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6
Q

Thalamus?

A

Gatekeeper

Relays motor and sensory signals as they travel to the brain’s cerebral cortex

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7
Q

Hypothalamus?

A

Maintains homeostasis

Regulates autonomic nervous system:
controls body temperature, hunger, sleep, blood pressure

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8
Q

Grey matter vs White matter

A

Grey = Nuclei (cells)

White = Myelinated nerve fibers (axons)

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9
Q

Frontal lobe?

A 
Voluntary movement, 
Behaviour(personality), 
Self control, 
Decision making, 
Problem solving, 
Planning
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10
Q

Occipital lobe?

A

Vision

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11
Q

Parietal lobe?

A

Sensory,
Memory,
Recognition

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12
Q

Temporal lobe?

A

Emotion,
Hearing,
Music

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13
Q

Cerebellum?

A

Balance, Movement, Posture

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14
Q

Traumatic Brain Injury impact on brain function?

A 
Confusion
Poor memory & concentration
Sensory loss/reduction
Blurred vision 
Speech difficulties
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15
Q

Stroke?

A

Loss of balance & coordination
Trouble speaking & understanding
Paralysis/numbness face, arm, leg
Vision problems, one or both eyes

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16
Q

Dementia?

A

Suspiciousness
Irritability
Depression/anxiety
Difficulty finding/remembering where things are

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17
Q

Multiple Sclerosis (MS)?

A 
Decreased attention span
Poor judgement
Memory loss
Depression/sadness
Dizziness/balance problems
Hearing loss
18
Q

Parkinson’s disease?

A 
Tremors
Impaired posture/balance
Speech & writing changes
Slow movement (bradykinesia)
Loss of autonomic movements
19
Q

Huntington’s Disease?

A 
Difficulty organizing/focusing on tasks
Lack of impulse control
Difficulty learning new information
Slow to process thoughts & words
Lack of awareness of one's own behaviors & abilities
20
Q

Congenital (heart disease)?

A

Dizziness/fainting
Shortness of breath
Tiring quickly
Bluish tint to skin

21
Q

Alcohol/drug abuse?

A 
Blackouts
Loss of interest in activities
Irritable
Numbness & pain (hands & feet)
Dementia
Short-term memory loss
22
Q

Depression?

A 
More sensitive to pain
Sadness
Angry outbursts
Anxiety
Impaired/slowed thinking
Tiredness
Sleep & appetite disturbances
23
Q

‘Top Down Approach’?

A

Usually the starting point
OCCUPATIONAL

Identifying past roles & activities via direct observation

Why task cannot be completed determined and connected to performance components

24
Q

‘Bottom Up Approach’?

A

STANDARDIZED ASSESSMENTS:

Identifying SPECIFIC cognitive-perceptual impairments

Detailed information about the presence and impact of various impairments (deficits)

25
Q

Why assessments?

A

Gives you a baseline or the ‘norm’

Helps develop a treatment plan (tells you what to work on & fix)

Standardized, specific, & measurable

26
Q

Why Pen-Paper (Table Top) assessments?

A

They give us a clue on what we might see later, but doesn’t carry over to real life

We pick ADL’s that target that same skill (Activity Analysis)

27
Q

Advantages of ‘Table Top’ assessments?

A

Easy, cheap, & can do anywhere

Give us a clue on what’s happening

28
Q

Disadvantages of ‘Table Top’ assessments?

A

Doesn’t tell you if they can do in a real life setting

Isolates one function

29
Q

Advantages of ‘Performance Based’ assessments?

A

Real World experience that takes into account context

Environment is set up to optimize performance

30
Q

Disadvantages of ‘Performance Based’ assessments?

A

Takes a lot of experience & practice

31
Q

“Ecologic Validity’?

A

The degree in which the cognitive demands of the test match the cognitive demands in the client’s every day environment

32
Q

‘Remedial Approach”?

A

Restorative - need the ability to learn

Focused on decreasing the severity of the impairment

Typically uses deficit specific cognitive & perceptual training activities

eg.) Table Top

33
Q

‘Compensatory Approach’?

A

Focused on decreasing activity limitations & participation restrictions by compensating

Typically uses functional activities the client wants or needs to do in their own environment

34
Q

Bottom-up vs Top-down?

A

Bottom-up treats cognitive perceptual problems

Top-down engages in occupations

35
Q

How can we grade down?

A
  • More steps
  • Eliminate distractions
  • Verbal/visual cues
  • Backward chaining
  • Reduce the number of skills
  • Be in the environment to trigger memory
36
Q

Skill Transference?

A

Apply same skill to a similar task

37
Q

Skill Generalization?

A

Apply same skill in different environments

  • Little/no Generalization = same environment
  • Improved Generalization = changing environment
38
Q

‘Adaptive Approach’?

A

Adapting the task or environment to enhance how client performs (compensatory)

Context is very important!!
They need to know their deficits & why they failed

Need incite (frontal lobe) to know what are & are not capable (remembering why can’t leave pot on stove)

39
Q

How to make ‘Compensatory Treatment’ work?

A
  • Routine
  • External (we do) = visual/verbal cues
  • Internal cues (client does on own)
  • Equipment same place every time
40
Q

Role of OTA?

A

To deliver cognitive perceptual treatment in the right setting, at the right grade

Top-down approach using meaningful activities (enabling)

41
Q

Brain Stem?

A

Breathing, Heart rate, Eating, Swallowing

Cognitive Perceptual Impairment (Celia) (7 decks)

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