Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Neuro > NMPT interventions > Flashcards

NMPT interventions Flashcards

1
Q

definition:
Generate several alternative hypotheses about potential causes

Determine crucial tests and expected outcomes to rule out one or more hypotheses

Carry out tests

Continue the process of generating and testing hypotheses, refining understanding of the causes of the problem

A

hypothesis-oriented clinical practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

definition: A thought process that may not include formal documentation

May include documentation of the assessment of the data collected in the examination

Identification of problems pertinent to patient/client management

A

evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

definition: Provides documentation of the predicted level of improvement that might be attained through intervention and the amount of time required to reach that level.

Typically, not separate documentation elements, but the components are included as part of the plan of care.

A

prognosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is the acronym for goal-writing?

A

ABCDE

Actor
behavior
condition
degree
expected time/duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

definition: consists of enhancing skills and resources or reversing impairments

A

remediation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

definition: refers to the alteration of the environment or the task

A

compensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What intervention approach is taken if it is determined that remediation is not possible?

A

compensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

definition: Training for use of an assistive device or orthotic to compensate for a permanent impairment or lost body system function.

A

compensation training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

definition: Teaching the client to use a different sensory system or muscle group to substitute for lost function of another system.

A

substitution training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

definition: Activity-based provocation of symptoms with the goal of symptom reduction with repetitive practice.

A

habituation training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

definition:
Remediation

Driving changes in structure and function of the nervous system (CNS/PNS) with repetitive, attended practice.

A

neural adaptation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

definition: the capacity of the nervous system to modify itself, functionally and structurally, in response to experience and injury

A

neural plasticity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

(true/false) Those that asses at the activity level will not capture “recovery” versus those that assess at the level of body function/structure

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

(true/false) Functional gains can occur in the absence of motor recovery

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

_______ at the neuronal level is characterized by reactivation in brain areas previously non-activated by the circulatory event.

–> repair of structures to their original state and functional patterns

A

recovery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

_______ at the neuronal level is characterized by activation in alternative brain areas not normally observed in nondisabled individuals.

A

compensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Stereotypic movements are (normal/not normal)

A

not normal

18
Q

(true/false) Most evaluations at the activity level do not specify how the task is accomplished nor which compensatory movements were used.

A

true

19
Q

(true/false) Rehabilitation process may influence both the neuronal connectivity as well as functional activity

A

true

20
Q

definition: Practice of a functional skill without the need of major program correction.

  • Patient will experience error and self-correct as the program becomes more automatic and integrated.
A

functional training

21
Q

example: gait training with a cane

A

functional training

22
Q

definition: training where the treatment focus would be on correcting a subsystem impairment during an activity.

Strength, balance, and endurance limitations are looked at

A

impairment training

23
Q

definition: Training with external feedback and perimeter control over the motor program within the functional activity to express a portion of an aspect of the total response necessary to perform the desired movement

A

augmented feedback training

24
Q

What are 3 types of external feedback used during augmented feedback training?

A

verbal, visual, kinesthetic

25
Q

definition: training where the treatment focus is placed on increasing sensory awareness as a result of somatosensory cortical involvement.

A

somatosensory training

26
Q

examples:
- postural control in various situations
- attending to a neglected limb

A

somatosensory training

27
Q

What are the strategies of intervention?

A
  • movement strategies
  • sensory strategies
  • cognitive strategies
28
Q

What are movement strategies used to improve postural control?

A
  • control COM relative to the BOS
  • maintain alignment
29
Q

What are the sensory strategies used to improve postural control?

A

Learning to organize and select the most appropriate sensory input(s) for postural control

30
Q

What are the cognitive strategies used to improve postural control?

A

Learning to allocate attentional resources for postural control during performance of multiple tasks

31
Q

What are general movement strategies?

A
  • retraining reactive balance control
  • retraining anticipatory balance control
32
Q

What are ways to retrain reactive balance control?

A

external perturbations
pushes/pulls to the hips or shoulders

33
Q

What are examples of functional training for anticipatory control?

A

reaching, lifting, and throwing

34
Q

What are general sensory strategies?

A
  • absence of visual cues
  • decrease in somatosensory cues (compliant surfaces, moving surfaces)
  • increase reliance on vestibular input (reducing both vision and somatosensory inputs)
35
Q

What are general cognitive strategies?

A
  • single task balance training
  • dual task balance training
36
Q

What type of practice is better for motor conditioning?

A

random

37
Q

What is a major factor in determining stability of a patient?

A

foot placement at initial contact

38
Q

What planes should patients have stability in?

A

sagittal and frontal

39
Q

Is a cane or walker easier for patients with attentional demands?

A

rolling walker

40
Q

Much of the energy generation during gait comes from the _______ during “push-off’ in terminal stance

A

gastrocnemius

41
Q

One should work on climbing interventions with patients that have an issue with (concentric/eccentric) control

A

concentric control

42
Q

One should work on descending (stairs/height) interventions with patients that have an issue with (concentric/eccentric) control

A

eccentric control

Neuro (45 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions