perception and cognition

Question 1

perception

Answer 1

The integration of sensory impressions into meaningful information
-hear sounds and recognizing, recognizing visual info, feeling object and knowing what it is.

Question 2

ataxia

Answer 2

absence of motor planning ability
lack of purposeful, skilled mvnt that cant be attributed to weakness, tremor, spasticity, loss of position sense.
(have the ROM but cant do things on command/imitate)

Question 3

ideational apraxia

Answer 3

inappropriate tool use, sequences activity incorrectly, overall loss of concept of task, uses familiar objects incorrectly, cant relate object together (cant put toothpaste on tooth brush)
cant imitate or stop task (hand over hand)

Question 4

ideomotor apraxia

Answer 4

disorder of the production praxis system. A loss of kinesthetic memory patterns so that purposeful mvnt cant be produced or achieved due to defective planning and sequencing of mvnts even though the idea/purpose of task is understood. (dif. executing task in smooth pattern).

Question 5

Assessments for Apraxia

Answer 5

Content- what the pt. needs to do (handle basic tools to get job done)
Temporal- time factor, efficiency, finish task while using task efficiently
Spatial- over shooting, under shooting, bad deph perception

Question 6

initiation (intervention)

Answer 6

developing necessary plan of action and selecting objects (hand over hand assist, help start task)

Question 7

execution (intervention)

Answer 7

performing the plan (guiding, talking through)

Question 8

control (intervention)

Answer 8

detect and correcting errors to ensure desired end result (spatial problems)

Question 9

Error less learning

Answer 9

(for more dif. tasks)
preventing mistakes through verbal and physical support versus trial and error.
Used for apraxia and memory impairments.
(modeling how you do routine through entire task)
hand over hand, repetition, tell pt. correct way.

Question 10

hemianopsia

Answer 10

Blindness in 1/2 of visual field , sensory loss within visual field (most improvement in 1st month).

Question 11

visual discrimination deficits

Answer 11

Depth perception (sereopsis) 3-D understanding of object
Figure ground- foreground from background (being able to find objects when their on top of each other).
Spatial relations- relationship of objects to each other and self (reaching, how close are objects )

Question 12

agnosia

Answer 12

Inability to recognize incoming sensory information
relatively rare
*loss of ability to recognize objects, people, sound, and shapes.

Question 13

visual agnosias

Answer 13

Object agnosia- cant recognize objects in the environment
Prosopagnosia- poor face recognition -not recognizing family/maybe by voice but NOT face
Simultanagnosia- inability to recognize whole visual scenes (home, beach, ect)
Alexia: inability to recognize letters or words

Question 14

tactile agnosia (asterognosis)

Answer 14

inability to recognize tactually presented objects despite adequate sensory, language and intellectual abilities

Question 15

Agnosia assessments

Answer 15

rule out sensory and memory loss, inattention, language deficit, or dementia
Present objects and allow patients to identify objects through second sense if they respond “idk” first
**if more than one sensory modality is involved it is most likely not agnosia.

Question 16

cognition

Answer 16

The brains ability to process, store, retrieve, and manipulate info.

Question 17

sustained attention

Answer 17

vigilance to maintain attention over a period of time and hold and manipulate info. (no time frame, depends on task)

Question 18

selective attention

Answer 18

filtering critical from irrelevant stimuli while ignoring distractions (driving)

Question 19

alternation attention

Answer 19

flexibility to switch attention from one stimulus to another and return to original stimulus if needed (cooking watching TV-higher level executive fx. skill)

Question 20

divided attention

Answer 20

multitasking between 2 or >completing tasks simultaneously (cooking something in the oven, and something in the stove/higher level skill).

Question 21

assessments for attention

Answer 21

in addition to performance based ADL's
test everyday attention
trail making test
moss attention rating scale
OBSERVATION***

Question 22

intervention for attention

Answer 22

specific skills training couple with implementation of strategies and environmental modifications.
time pressure management strategies (for slow information processing/requires self awareness.
strategies for managing time by organizing and planning
rehearsing task requirements
modifying task environment
“let me give myself time”

Question 23

intervention for apraxia

Answer 23

compensatory-depending on baseline
interest check list for tasks w client importance
error specific and determined by problems observed during the standardized ADL observations
Every 2 weeks new tasks were chosen -pick new ADL tasks of dif. activities that were meaningful to pt.

Question 24

Anterograde amnesia

Answer 24

diff. with recall of info AFTER acquired brain injury

Question 25

Retrograde amnesia

Answer 25

diff. with recall PRIOR to disease or injury

Question 26

STM

Answer 26

stores chunks of info for a limited time frame

working memory

Question 27

working memory

Answer 27

related to STM and deals with the active manipulation or rehersal of info

Question 28

LTM

Answer 28

relatively permanent storage expressed in skills, routine, and habits
explicit (declarative) - knowing something was learned, facts, everyday events, knowledge or general world(dates, holidays, ect).
Implicit (procedural)- knowing HOW to perform skill, retraining previously learned skills (driving, card game)

Question 29

episodic memory

Answer 29

form of explicit LTM
autobiographical memory of personally experience events within content
-remembering events on the job

Question 30

perspective memory

Answer 30

remembering to carry out future intentions
requires working memory to be fx.
critical for independent living
(pre-planning often compromised)
-remembering to pay rent

Question 31

meta-memory

Answer 31

awareness of ones own memory abilities (skills and limitations)
knowledge of when compensating is needed via lists, writing down, recognizing errors

Question 32

memory interventions

Answer 32

prospective memory must be included in a fx eval.
rivermead behavioral memory test

compensatory is best option
memory, notebooks, diaries

Question 33

backward chaining (error less learning)

Answer 33

all steps of task are shown/prompted by the OT; the next trial all but the last step is shown/prompted and pt. must demonstrate it, 3rd trial all but the last 2 steps are shown/prompted and pt must demo those and so on.
(all tasks shown to pt. assist with whole tasks- have pt finish it.)

Question 34

forward chaining (error less learning).

Answer 34

OT shows/prompts first step on the first trial, the first 2 steps on the next trial, and continues until the whole sequence is remembered

Question 35

executive fx

Answer 35

complex cognitive skills that require the coordination of several sub-skills to achieve a purposeful, goal-directed behavior

Question 36

assessment of executive fx

Answer 36

executive fx performance test

behavioral assessment of dysexecutive system (problem solving, planning, and organizing behavior)

Question 37

executive fx. skills

Answer 37

memory
orientation- A&Ox3, what tasks you need to do today/each day
judgement- need to recognize good and bad(hard to do)
problem solving- making decisions for them selves
sequencing- following multiple steps of task.