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CBIS Exam > Neurocognitive Issues > Flashcards

Neurocognitive Issues Flashcards

1
Q

complex collection of conscious mental activities such as attention, perception, comprehension, remembering, language

A

cognition

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2
Q

process by which sensory input is transformed, reduced, elaborated, recovered, used

A

cognition

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3
Q

6 domains of cognitive functioning

A 
ME CAMP
metacognition
executive function
categorization
attention
memory
processing speed
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4
Q

5 subtypes of attention

A

focused - selecting one source of input
sustained - maintained to complete task efficiently
selective - maintained in presence of distractions
alternating - shifting for tasks that demand multiple skills
divided - requires ability to respond simultaneously

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5
Q

how is retraining used to improve attention after a brain injury?

A

systematically increase level of distractors in an environment to stimulate high-level demands

train person to recognize what distracts them

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6
Q

attention process training program (APT)

A

hierarchically organized by difficulty with person progressing to higher level
begin with sustained attention tasks, progress to selective, alternating, and divided attention tasks

improves memory in persons with brain injuries

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7
Q

how do individuals with brain injuries tend to base decisions about category membership?

A

tend to categorize according to a single attribute

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8
Q

what are the stages of memory

A

encoding –> storage –> retrieval

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9
Q

of the 4 types of memory, where does rehearsal occur?

A

sensory, short-term, working, long-term

rehearsal occurs in working memory
retrieval occurs by moving memory from long-term to working

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10
Q

categorize these as explicit or implicit memory:
procedural
semantic
episodic

A

procedural is implicit

episodic and semantic are explicit

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11
Q

complex cognitive processes that involve reasoning, planning, judgement, initiation, abstract thinking

A

executive functions

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12
Q

age appropriate insight of strengths and weaknesses

A

self-awareness (executive function)

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13
Q

independently assessing behavior, responding to and making changes as needed

A

self-monitoring and self-evaluating (executive function)

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14
Q

impulse control, managing distractions, delaying response

A

self-inhibition (executive function)

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15
Q

moving freely from one activity to another, considering more than one solution when problem solving

A

change set (executive function)

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16
Q

what are 3 ways cognitive rehabilitation approaches teach individuals to use formal problem solving strategies?

A 
approaching novel situations in systematic manner
analyzing problems
considering alternative solutions
prioritizing solutions
reviewing outcomes
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17
Q

higher-order, self-regulatory function that includes awareness of one’s own cognitive processing

A

metacognition

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18
Q

reduced awareness of deficits caused by brain injury (such as awareness of one’s own memory deficits), functional implications of these deficits, and awareness to set realistic goals are 3 levels of what kind of impairment following a brain injury?

A

impairment in metacognition (awareness of one’s own cognitive processing)

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19
Q

executive functions are to ____ directors as metacognitive functions are to _____ directors

A

executive functions = cognitive directors (assist in interaction between memory, attention, perception; help to solve complex problems)

metacognitive functions = awareness directors (allow for self-awareness of one’s own cognitive processes, irrespective of one’s ability to solve complex problems)

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20
Q

impairments in problem solving would indicate a deficit in ____, while impairments in self-awareness of one’s ability to problem solve indicate a deficit in ____

A

problem solving deficit = executive function deficit

self-awareness deficit = metacognition deficit

21
Q

anosognosia

A

diminished self-awareness and failure to recognize a personal disability (metacognition deficit)

can affect compliance and rehabilitation

22
Q

in what brain lobe does memory, face recognition, object categorization, and selective attention occur?

A

temporal

23
Q

apraxia vs dysarthria

A

apraxia - oral motor speech disorder, individual cannot translate what they want to say into motor plans to initiate speech

dysarthria - muscle weakness affecting speech production

24
Q

compensatory approach vs restorative approach to cognitive rehabilitation

A

compensatory approach - assumes certain cog functions cannot be recovered due to damage, focuses on strategies to accommodate limitations, functional application essential

restorative approach - uses therapeutic exercises designed to reestablish or strengthen specific cog skills or processes

25
Q

what are 3 approaches to cognitive rehabilitation that use hierarchy?

A 
environmental stimulus (quiet to distracting)
task complexity (simple to complex)
cognitive distance (concrete to abstract)
26
Q

what are 4 factors that influence neurobehavioral changes following a brain injury?

A

site/severity of damage
intelligence/ learning style
pre-injury personality
current environment

27
Q

brief (less than 10 days) duration of agitation following a coma, characterized by hyperactive movement without purpose and responding to internal rather than external stimuli

A

coma-emergent agitation

individuals may emerge from coma with bizarre, unpredictable, impulsive, disinhibited behavior

28
Q

what is the most effective way to respond to coma-emergent agitation?

A

safest technique is to manage environment. learning based programs are not effective during this time

29
Q

using the same staff repeatedly, providing frequent orientation of objects, and using redirection to avoid confrontation are effective strategies at managing ____ after a coma

A

coma-emergent agitation

30
Q

what are the 3 components of the Stability Triangle?

A

establish medical stability, promote stable behavior, develop stable activity plan

31
Q

functionally equivalent alternative

A

behavior that serves same function as target behavior but is more safe and appropriate
(rather than yelling at staff, asking for a break)

32
Q

science of prediction and change of socially significant behavior

A

applied behavior analysis

33
Q

in applied behavior analysis, the target behavior must be defined in ___ and ____ terms so it can be examined in _____ and _____ manner

A

target behavior must be defined in OBJECTIVE and MEASURABLE terms so it can be examined in CONSISTENT and SYSTEMATIC behavior

(behavior must be observable, measurable, specific)

34
Q

what are the 4 elements of a behavior program

A

assess behavior (functional analysis), define target behavior (operational definition), collect data, change behavior (proactive or consequence based approaches)

35
Q

in a behavior program, the goal of a ____ is to understand the function a behavior serves for an individual in a situation

A

functional assessment

36
Q

topography and intensity of a behavior

A

topography - what behavior physically looks like

intensity - description or measure of force

37
Q

what are 5 methods of collecting data for a behavior program?

A

frequency, rate, duration, latency (time between stimulus and response), percent correct responses

38
Q

proactive approach interventions in behavior programs are set up to reduce likelihood of a behavior occurring by addressing the ____

A

establishing operations and antecedents, which contribute to or influence occurrence of behavior

39
Q

(continuous/ intermittent) reinforcement produces less variability in topography of behavior, is utilized to promote acquisition of behavior, but the behavior is highly sensitive to extinction

A

continuous

40
Q

(continuous/ intermittent) reinforcement is utilized to promote generalization and maintenance of behavior, and the behavior is highly resistant to extinction

A

intermittent

41
Q

what type of reinforcement schedule creates behaviors very resistant to extinction

A

intermittent - good for promoting generalization and behavior maintenance

42
Q

list of very specific steps involved in completing a task

A

task analysis

43
Q

successively closer approximations to target response are reinforced until target response occurs

A

shaping

44
Q

process by which one learns to produce the same response under gradually changing conditions (gradually providing less support)

A

fading

45
Q

Alexander Luria proposed the Functional Systems Model - describe this

A

behaviors consist of a number of simple mental operations localized to a specific brain region

46
Q

describe differences in approach in experimental vs clinical neuropsychology

A

experimental - intact brains (healthy brains)

clinical- brains with lesions (relate behavior changes to injury)

47
Q

neuropsychological assessments are completed in standardized fashion involving 2 key principles:

A 
manualized procedures (standard protocols for the administration of each assessment)
normative data (represent range of typical performance in population of healthy people)
48
Q

compare the fixed battery and flexible battery approaches to standardized testing in neuropsychological assessments

A

fixed battery - involves exhaustive battery of standardized tests that cover every functional domain

flexible battery - patient-tailored, selection of specific assessments

49
Q

describe the purpose of each of these elements of cognitive rehabilitation:
cognitive education, cognitive training, strategy training, functional training

A

cognitive education - develop awareness of strengths and weaknesses
cognitive training - restore functional deficits
strategy training - develop compensatory strategies
functional training - to complete daily activities

CBIS Exam (9 decks)

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