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Final -Summer'22 > Katies SLP 654 Final > Flashcards

Katies SLP 654 Final Flashcards

1
Q

What is Focused Attention?

A

The ability to respond discreetly to specific visual, auditory or tactile stimuli

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2
Q

What is sustained attention?

A

Ability to sustain attention continuously over time

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3
Q

What is selective attention?

A
  • The ability to focus on the task at hand
  • Individuals have difficulty with background noise confrontation naming probe task could be manipulated by adding or minimizing visual clutter or noise
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4
Q

What is alternating attention?

A
  • The ability to switch between two tasks that have different cognitive demand (reading recipe, cooking then coming back to read again)
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5
Q

What is divided attention?

A

Being able to multi task

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6
Q

What are the models of attention?

A
  1. Focused
  2. Sustained
  3. Selective
  4. Alternating
  5. Divides
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7
Q

What are the models of memory?

A
  1. short term
  2. working
  3. long term
  4. implicit
  5. explicit
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8
Q

What is short term memory?

A

Limited information (3-5 items) for short duration (minutes to hours)

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9
Q

What is long term memory?

A

Permanent. Unlimited capacity

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10
Q

What is implicit memory?

A
  • referred to as nondeclarative memory, does not require the conscious or explicit recollection of past events/information, and the individual is unaware that remembering has occurred
  • ex: riding a bike
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11
Q

What is Explicit Memory?

A

free recall; devoted to processing of names, dates, places, facts, events, and so forth.

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12
Q

What is working memory?

A

Intersection between attention and memory
“Set of processes that permits us to hold on to information until it is utilized or encoded, or to keep stored information readily available”

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13
Q

What is restorative and compensatory intervention for : MEMORY

A
  • Restorative/generalized memory intervention approaches
  • Memory practice drills
  • Mnemonic strategy training
  • Prospective memory training
  • Metamemory training
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14
Q

what is errorless learning? (compensatory)

A

a method of instruction that reduces errors in the acquisition phase (provide sufficient practice

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15
Q

What is spaced retrieval?

A

-Can be particularly effective for learning and adaptation. —The individual practices successfully recalling information over progressively longer intervals of time.

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16
Q

Challenging behaviors: What behaviors are present

A 
Disinhibition
Impulsivity
Socially inappropriate behavior
Lack of initiation
Confabulation
Pseudobulbar affect
17
Q

Challenging behaviors: What management strategies exists?

A 
Models 
Common behavioral problems 
Multiple origins 
Approaches 
Family and staff education
18
Q

TBI Severity Rating:

Glasgow Coma Scale

A 
Mild: 13-15
Moderate: 9-12
Severe: 3-8  
Verbal Response 
Eye Gaze 
Motor Response
19
Q

TBI Severity Rating:

Duration of loss of conciousness

A

Mild: < 30 minutes
Moderate: 30 min - 24 hours
Severe: > 24 hours

20
Q

TBI severity Rating:

PTA (post traumatic amnesia)

A

Mild: < 24 hours
Moderate: 1-7 days
Severe: >7 days

21
Q

Military

What is a blast injury?

A

An injury based on impact ex:bomb

22
Q

Military:

What are special considerations?

A

Primary injury
-Direct impact from over-pressure wave, compress air filled organs, catapults body backward
Secondary injury
-Energized debris/explosive fragments impact head/body
Tertiary injury
-Body impacts with wall/ground/object
Quarternary injury
-Inhalation of toxic gasses/substances

23
Q

Children: *****

Facts and figures related to prevalence/incidence and recovery

A

Of children who acquired brain injury

  • 80% → MILD
  • 10% → MODERATE
  • 10% → SEVERE
  • 98% are NOT referred to special ed → 2% are
24
Q

Children:

Special considerations when working with children

A

GenEd supports
-Student study team
-RTI
Special Ed
-504 accommodations plan
-Individual Family Service Plan (IFSP) : for ch up to 3
-Individual Education Plan (IEP): parents can request IN WRITING 3-21age

25
Q

Children with BI & the SLP

MEMORY

A
  • Cannot remember 2-3 step directions

- Has difficulty remembering the daily schedule, homework assignments, needed class materials.

26
Q

Children with BI & the SLP:

ATTENTION & CONCENTRATION

A
  • Distracted by normal classroom activity.

- Delayed in responding to questions.

27
Q

Children with BI & the SLP:

EXECUTIVE & PROBLEM SOLVING SKILLS

A
  • Lacks ability to sequence steps necessary to plan an activity.
  • Unable to come up with solutions to problem situations.
28
Q

Children with BI & the SLP:

LANGUAGE

A
  • Has difficulty turn taking

- Unable to summarize and articulate thoughts

29
Q

Children with BI & the SLP:

VISUO-SPATIAL SKILLS

A
  • Has difficulty completing simple math problems when presented with a worksheet.
  • Becomes disoriented in the hallway, has difficulty finding their path to classes.
30
Q

Children with BI & the SLP:

BEHAVIOR AND EMOTION

A
  • Inappropriate social behavior

- lacks self-confidence

31
Q

What are the fundamentals requirements in working with families?

A
  1. Practitioners need to exercise EXCELLENT listening and interview skills
  2. Clinical collaborations are most useful when practitioners have UP-To-DATE KNOWLEDGE about brain injury.
  3. Practitioners need to hone their OBSERVATIONAL SKILLS
  4. Practitioners need to be FLEXIBLE; txt focuses change→priorities shift, that is okay.
  5. Practitioners need to STRUCTURE TX that meets needs of fam. and help them implement strategies
32
Q

What are ethical standards?

A
  1. Respect
  2. Beneficence
  3. Autonomy
  4. non discrimination
  5. loyalty
  6. truthfulness
  7. competence
  8. compliance
  9. confidentiality
33
Q

What is HIPAA? Health insurance portability and accountability act

A
  • Limits the non-consensual use and release of PHI (protected health information)
  • Gives individuals new rights to access their medical records and to know who else has accessed them.
  • Restricts most disclosure of health information to the minimum needed for the intended purpose of providing health care.
  • Established new criminal and civil standards for improper use of disclosure.
  • Established new requirements for access to records by researchers and others.
34
Q

Cultural competency

A
  1. encourage 1st use of language
  2. provide bilingual and multilingual signs
  3. provide books and materials in many languages
  4. provide opportunities for ppl from similar groups and lang to gather
35
Q

Outcome measures:

what are some of the validated tools used early after injury

A

Glasgow Coma Scale (GCS)
Loss of consciousness (LOC), measured in duration
Measures of post traumatic amnesia (PTA)

36
Q

Outcome measures:

what are some of the validated tools used in acute rehabilitation

A
  • FIM - Functional independence measures and FAM (functional assessment measures) - require formal training 12 physical and 6 cognitive ratings, with 12 additional questions that add onto original FIM score to provide more detail into function.
  • Disability rating scale - research instrument, antiquated
  • Rancho los amigos level of cognitive functioning scale (LCFS) 1-8 point score based on level of cognitive function.
37
Q

Outcome measures:

what are some of the validated tools used in outpatient rehab and community

A
  • Craig Handicap Assessment and Reporting Technique and short form (CHART/CHART-SF) - 32 questions across physical, cognitive, mobility, occupation, social interaction, and economic self-sufficiency.
  • Mayo-portland adaptability index (MPAI-4).
  • Participation Assessment with Recombined Tools-Objective (PART-O) - designed for mod-severe BI. Scores on out and about, productivity, and social relations.
  • All of these are public domain, meaning accessible and free to use.

Final -Summer'22 (2 decks)

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