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OCTY2210 MS Exam > Lecture 2 > Flashcards

Lecture 2 Flashcards

1
Q

What is a stroke?

A

A rapidly developed disturbance of cerebral function laster more than 24 hours

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2
Q

Signs of a stroke: FAST

A

F: face - drooping?
A: arms
S: speech
T: time

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3
Q

Signs of a stroke

A
  • Weakness or numbness
  • Difficulty speaking
  • Dizziness
  • Loss of vision
  • Headache
  • Difficulty swallowing
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4
Q

What is the Ischaemia mechanism of a stroke?

A

A blockage

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5
Q

Types of ischaemia stroke

A
  1. Thrombosis: where blockage is formed is where it stays
  2. Embolus: blockage develops through system and blocks in a smaller passage
  3. Systemic hypoperfusion: less pressure and blood flow through veins
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6
Q

What is the Haemorrhage mechanism of a stroke?

A

A bleed

- Release of blood into surrounding brain tissue and extravascular spaces

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7
Q

Total Anterior Circulation stroke symptoms

A
  • Weakness or at least 2 of 3 body areas (face/arm/leg)
  • Homonymous hemianopia (vision impairment)
  • Higher cerebral disfunction (dysphasia, cognitive impairment)
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8
Q

Partial Anterior Circulation stroke symptoms

A
  • 2 of 3 of TAC criteria OR
  • Restricted motor/sensory deficit e.g. one limb, face, and hand or
  • Higher cerebral dysfunction alone
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9
Q

Lacunar stroke symptoms

A
  • Pure motor
  • Pure sensory
  • Sensorimotor
  • Ataxic hemiparesis
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10
Q

Posterior Circulation stroke symptoms

A
  • Cranial nerve plasies with contralateral motor and/or sensory deficits
  • Bilateral motor and/or sensory deficits
  • Conjugate eye movement disorders
  • Cortical blindness
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11
Q

Types of recovery following stroke

A
  1. Intrinsic recovery

2. Extrinsic recovery

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12
Q

What is intrinsic recovery following stroke?

A

Local processes such as resolution of oedema

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13
Q

What is extrinsic recovery following stroke?

A

Functional improvements that are not necessary linked with impairment resolution (e.g. motivation, ability to learn, family supports, quality and intensity of therapy)

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14
Q

What is the best time for recovery following a stroke?

A

The first 2 months

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15
Q

Factors that impact recovery

A
  • Previous stroke
  • Comorbidities
  • Site of lesion
  • Age
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16
Q

What makes goal setting client centred?

A
  • Based on the client’s goals and needs
  • Goal is measurable and directly related to ability to engage in meaningful occupation
  • Develop short and long term goals
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17
Q

What is a SMART goal?

A
  • Significant/specific
  • Measurable
  • Agreed upon/achievable
  • Realistic/relevant
  • Timely
18
Q

Enabling strategies: remediation

A

Strategies that aim to improve the person’s abilities required for occupational performance and engagement
>approaches remediate, restore and establish skills

19
Q

Enabling strategies: compensation

A

Strategies that aim to adapt the environment or the task to match a person’s ability
>aims to reduce the impact of impairment on occupational performance

20
Q

Enabling strategies: education

A

Strategies that empower a client with information/knowledge that will enable them to change their behaviour, attitude, confidence, skills and decision making ability

21
Q

OT process in acute care

A
  1. Occupational history/initial interview
  2. Observational assessment of ADL
  3. Assessment of performance based components
  4. Early focus on prevention of secondary physical complications by working with
22
Q

OT process in rehab

A

Assessment as per acute setting

  • move from screening to comprehensive assessment
  • Increase focus on occupation and environment
23
Q

Aims of OT process in rehab

A
  • Facilitate occupational performance using a rehab approach e.g.
    > remediation
    > compensation
    > edu
24
Q

Acute & rehab enabling strategies

A 
- ADL retraining 
(adapted techniques or use of assistive devices) 
- Environmental modification 
- Motor and sensory remediation 
- Prevention of secondary complications
25
Q

Principles for one handed activity training

A
  • Always include affected upper limb to maximise use of current abilities + assist in restoring function to the extremity
  • Trial multiple methods
  • If you teach, you must be competent and bale to demonstrate
26
Q

ADL retraining e.g.

A
  • One handed shoe lace tying
  • Donning a bra
  • How to put hair in ponytail
27
Q

Transition to community living (what to consider)

A
  • Discharge planning
  • Client, family and caregiver edu
  • Return to work, leisure and driving
  • Sexuality
28
Q

What is the difference between recovery and compensation?

A

Recovery: achieving function through original process

Compensation: achieving task using alternate behavioural processes

29
Q

Stages of neurological recovery

A
  • Spontaneous: neurological repair mechanisms

- Forced: therapy-driven recovery

30
Q

What is neural plasticity?

A
  • Basis for learning (in tact brain)
  • Basis for re-learning (damaged brain)
  • Plasticity is important to recover function after neural injury
31
Q

10 principles of neurorehab for neural plasticity

A
  • Use it or lose it
  • Use it and improve it
  • Specificity
  • Repetition matters
  • Intensity matters
  • Time matters
  • Salience matters
  • Age matters
  • Transference
  • Interference
32
Q

Use it or lose it & use it and improve it

A
  • Brain functions will start to degrade if not actively engaged
  • Training will protect and enhance brain function
33
Q

Specificity

A

The nature of the training dictates the nature of the plasticity - training is specific to each person and their needs

34
Q

Repetition matters

A
  • Neurological reorganisation requires repetition
  • Also induces lasting neural changes
  • MUST occur outside of therapy (not just in)
35
Q

Intensity matters

A
  • Training must be intense enough to stimulate experience-dependent neural plasticity
  • Also must be progressively modified to match the changing level of skill
36
Q

Time matters

A
  • Some plasticity requires learning and functions that occur early in the process
  • Specific interventions may be more or less effective depending on when they are introduced
37
Q

Salience matters

A

Neural plasticity is maximised by training that the individual wants to do
- Sparks motivation and thus increased likelihood for neural adaptation

38
Q

Age matters

A

Brain processes reduce with ageing

- changes occur with ageing but may be less prominent and slower

39
Q

Transference

A
  • Plasticity in response to a training experience may help to enhance the person’s ability to do similar behaviours
40
Q

Interference

A
  • Plasticity in response to a training experience can interfere with the person’s ability to do other behaviours

OCTY2210 MS Exam (7 decks)

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