Brainscape's Knowledge GenomeTM

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


See full index

10 - Rehabilitation > Rehab Exam 1 Review > Flashcards

Rehab Exam 1 Review Flashcards

1
Q

Motor Control

A
  • Study dealing with the understanding of the neural, physical and behavioral aspects of movement
  • Everything related to movement
  • How brain talks to rest of the body
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Motor Skill

A
  • Purposeful and functionally based movement learned through interaction and exploration of the environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Motor Plan

A
  • Idea or plan for purposeful movemtn
  • Brain creates plan of action over time
  • Take in sensory input, create motor output
  • Concept –> brain, neuron, neurotransmitter –> movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Motor Program

A
  • Set of commands that results in production of coordinated movement
  • Possible contributions: synergistic component parts, force, direction, timing, duration, extent of movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Motor Memory

A
  • Recall (perform) the motor programs without thought, as if muscles remembers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

4 components of motor memory

A
  • Initial movement conditions
  • Sensory: how movement felt, looked, sounded
  • Specific movement parameters (ex: force needed to generate movement)
  • Outcome of movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Neuroplasticity

A
  • Ability of brain to create and repair itself

- Ability of CNS to respond to intrinsic/extrinsic stimuli by reorganizing structure, function, connections

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

When neuroplasticity occurs

A
  • During development
  • Response to environment
  • Support of learning (learningd new tasks)
  • Response to disease/damage/injury
  • Relationship to therapy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Adaptive Neuroplasticity

A
  • Good, positive change; re-routing occurs (creates new routes in brain)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Mal-adaptive Neuroplasticity

A
  • Does not generate new routes; allows compensation/changes vs. doing task properly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Motor Learning

A
  • CNS integrates sensory and motor info to produce a motor action and relatively permanent changes in capability for skilled behavior
  • “Perfect practice makes perfect”
  • “Not perfect” practice can lead to mal-adaptive neuroplasticity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

PTA “Must-Do” requirements for Motor Learning

A
  • Determine if SKILL is IMPORTANT to the patient, DESIRABLE, REALISTIC to learn
  • DEMONSTRATE task exactly as it should be done
  • RELATE skill to a skill that pt is FAMILIAR with; pt can use PAST EXPERIENCE as subroutines
  • Give CLEAR and CONCISE verbal instructions and VS; Allow TRIAL and ERROR
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Feedback

A
  • Response-produced info received during or after a movement used to monitor output for corrective actions
  • Intrinsic (inherent) - as natural part of movement (visual, proprioception)
  • Extrinsic (augmented) - info received from outer influences (verbal/tactile cues, visual, biofeedback)
  • Concurrent - occurs during movement
  • Terminal - occurs after movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Feedforward

A
  • Sending signals in advance of movement to ready sensorimotor system
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Dynamical Systems Control Theory

A
  • CNS organized around specific task demands
  • Larger areas of CNS may be needed for complex tasks
  • Higher CNS levels may not be used for simple or discrete tasks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Hierarchial Control Theory

A
  • CNS organized from top-down
  • Areas shape and determine motor plans
  • High: organize sensory motor, decision making (association cortex, basal ganglia)
  • Middle: define specific motor programs, initiate commands (sensorimotor cortex, cerebellum, basal ganglia, brainstem)
  • Lower: execute movement (spinal cord)
  • Higher levels needed for initial skill acquisition
  • As motor learning develops, only lower levels activated for motor programming
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Stages of Mobility

A
  • Mobility (Transitional mobility)
  • Stability (Static postural control)
  • Controlled Mobility (Dynamic postural control)
  • Skill
  • Develop levels in order, but work on simultaneously
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Mobility

A
  • Ability to move from one position to another

- Ability to initiate movement through a functional ROM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Stability

A
  • Ability to maintain a position/posture through co-contraction and tonic holding around a joint with COM over BOS with body NOT in motion
  • Ex: Unsupported sitting in midline or (alternating) isometric contractions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Controlled Mobility

A
  • Ability to move within a WB position or rotate around a long axis
  • Ability to maintain postural stability and orientation with COM over BOS while parts are in motion
  • Move COM away from BOS and back
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Static-dynamic controlled mobility

A
  • Maintain posture while moving one or more limbs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Skill

A
  • Ability to CONSISTENTLY perform functional tasks and manipulate environment with normal postural reflex mechanisms and balance reactions
  • Consistently doing activities in UNCONTROLLED environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Categories of Cognitive Deficits

A
  • Focal: Only one or a few deficits

- Profuse/multifocal or global: Deficits across many areas of cog function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

5 levels of Consciousness

A
  • Consciousness
  • Lethargy
  • Obtundation
  • Stupor
  • Coma
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Consciousness

A
  • State of alertness and awareness of surroundings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Lethargy

A
  • Slow motor processing
  • Drowsy - opens eyes and responds briefly
  • Easily falls asleep; impaired focus
  • Requires constant stimulation
  • Speak loudly, ask simple questions
27
Q

Obtundation

A
  • Dulled or blunted sensitivity
  • Difficult to arouse, slow responses
  • When aroused, appears confused; demonstrates little interest or awareness
  • Longer period of time than lethargy
  • Little awareness of environment
28
Q

Stupor

A
  • Semi-consciousness
  • Lacks responsiveness
  • Requires strong (often painful) stimulus to arouse
29
Q

Coma

A
  • Unconsciousness; unable to arouse
  • Eyes open
  • No sleep-wake cycle
  • No response to painful stimuli
  • Generally time-limited
30
Q

2 levels of Coma

A
  • Minimally conscious (vegetative) state: Return of irregular sleep/wake cycles; Normalization of vegetative functions (respiration, digestion, BP); aroused, unaware of environment; nopurposeful or cog responsiveness
  • Persistent vegetative state: Vegetative state for 1 year or more
31
Q

Orientation

A
  • The who, what, where and when
  • Time, place, person, circumstance
  • A+O x 3: orient to time, place, person
  • A+O x 4: includes circumstance
32
Q

Selective attention

A
  • Screen and process relevant info while screening out irrelevant info
  • Can function in busy environment; focus on select conversation
33
Q

Sustained attention

A
  • Length of time pt maintains attention
34
Q

Alternating attention

A
  • Switching attention between two different tasks

- Add 2 numbers, then subtract 2 numbers

35
Q

Divided attention (dual task)

A
  • Performing two tasks simultaneously (walk and talk)
36
Q

Receptive Aphasia

A
  • Wernicke’s Aphasia (fluent aphasia)
  • Can talk, but does not understand
  • Left-sided - CVA, TBI
37
Q

Expressive Apashia

A
  • Broca’s Aphasia (non-fluent aphasia)
  • Difficulty talking, but understands
  • Left-sided - usually not TBI
38
Q

Global Aphasia

A
  • Receptive + Expressive Aphasia
39
Q

3 elements of Memory

A
  • Acquisition or Learning (registration)
  • Storage or retention (retention)
  • Retrieval or recall (recall)
  • Concept similar to card catalog (store info to be able to recall)
40
Q

Short-term memory

A
  • Capability to remember day-to-day events, learn new material and retrieve after minutes, hours or days
41
Q

Long-term memory

A
  • Recall facts or events such as birth dates or anniversaries
42
Q

Memory impairments

A
  • Amnesia: Memory deficit (Those with no long-term memory)
  • Anterograde (post-traumatic) amnesia: Inability to learn new info
  • Retrograde Amnesia: Inability to remember previously learned info that they knew prior to the insult to the brain
43
Q

Developmental Postures

A
  • POE (Prone on elbows)
  • Quadruped
  • Bridging
  • Sitting
  • Kneeling and half-kneeling
  • Modified plantargrade
  • Standing
44
Q

Decorticate Posturing

A
  • Abnormal flexor pattern
  • UE in flexion (elbow, wrist and fingers flexed with shoulder adduction)
  • LE in extension (extension, IR, plantar flexion)
  • Pretty severe brain damage
45
Q

Decerebrate Posturing

A
  • Abnormal extensor pattern
  • UE in extension (elbow extended, forearm pronated, wrist and fingers flexed, shoulder abduction)
  • LE in extension (extension, IR, plantar flexion)
46
Q

Rood (Neuromuscular facilitation/inhibition)

A
  • Sensory stimuli to achieve motor output through facilitation (creation) or inhibition (decrease) of movement responses
  • All motor output is the result of past or present sensory input; takes into account autonomic nervous system, emotional factors, motor ability
  • Goals of treatment: Homeostasis in motor output; activate muscles - response to stimulus, perform task independently of stimulus
  • Once desired response is achieved, stimulus is withdrawn
47
Q

Facilitation techniques

A
  • Approximation
  • Joint compression
  • Icing
  • Light touch
  • Quick stretch
  • Resistance
  • Tapping
  • Vibration
  • Brushing
48
Q

Inhibition techniques

A
  • Deep pressure
  • Prolonged pressure
  • Prolonged stretch
  • Warmth (ex: inhibit muscle spasm)
  • Prolonged cold
  • Carotid reflex
  • Traction (Grade 1 or 2 distraction)
49
Q

NDT (Neurodevelopmental Treatment)

A
  • Function-induced recovery
  • Inhibit bad postures (abnormal movement), facilitate normal movement
  • Promote normal movement patterns that integrate function
  • Abnormal movement patterns (compensations) are not tolerated
  • Key points of control: Shoulder, Pelvis, Hand, Foot
50
Q

NDT (5 basic components of movement)

A
  • Trunk control and movement (Estabish trunk stability to superimpose head and limb control)
  • Head control on trunk (Head aligns on stable trunk)
  • Midline orientation (Pt learns where midline is and begins moving away from and toward midline)
  • Movement over BOS (Move trunk over BOS, prep for standing)
  • Limb function on trunk (Allows for contact with environment, trunk stability = better limb function)
51
Q

Brunnstrom (Movement Therapy in Hemiplegia)

A
  • Synergy is primitive patterns that occur at the SC as a result of CNS hierarchial organization
  • Uses synergy to restore function
  • Reinforcing synergies are difficult to change later
  • Focus on pattern of movement
  • Initial limb synergies encouraged as necessary milestone for recovery
  • Encourage overflow to recruit active movement
  • Use of repetition of task and positive reinforcement
52
Q

Brunnstrom (7 stages of recovery)

A
  • Stg 1: No volitional movement of limbs can be elicited
  • Stg 2: Appearance of basic limb synergies as associated reactions; beginning of spasticity
  • Stg 3: Voluntary control of movement synergies, although not full range; spasticity increases, may be severe
  • Stg 4: Spasticity decreases; movement combos that don’t follow paths of synergy are mastered
  • Stg 5: Further decrease in spasticity; independence from limb synergy
  • Stg 6: Disappearance of spasticity; isolated jt movement with coordination
  • Stg 7: Normal motor function restored
  • Pt may experience plateau at any stage of recovery, preventing full recovery
53
Q

Modified Ashworth Scale

A 
0 = No increase in muscle tone
1 = Slight increase in muscle tone; catch-and-release, or min resistance at end of ROM when affected part moved in flexion/extension
1+ = Slight increase in muscle tone; catch, or min resistance throughout remainder (less than half) of ROM
2 = More marked increase in muscle tone throughout most of ROM, but affected part easily moved
3 = Considerable increase in muscle tone, passive movement difficult
4 = Affected part(s) rigid in flexion/extension
54
Q

PNF (Proprioceptive Neuromuscular Facilitation)

A
  • Synergistic movement patterns are components of normal movement
  • Emphasizes diagonal patterns with rotation (incorporate flexion, extension, rotation that are directed toward or away from midline)
  • Originally developed for neurological conditions
  • True PNF has more specific hand placements
  • Stronger parts of body are utilized to stimulate and strengthen the weaker parts
55
Q

PNF (Intervention principles)

A
  • Technique must have accurate timing, specific commands and correct hand placement
  • Short and concise verbal commands
  • Repetition in motor learning
  • Isometric and isotonic muscle contractions
  • Implemented to progress a pt through stages of motor control
56
Q

PNF Techniques (Mobility)

A
  • Increase ROM: CR, HR, JD, RR, RS

- Initiate Movement: HR Active Movement, JD, RC, RI, RR

57
Q

PNF Techniques (Stability)

A
  • AI, RS, SR SR Hold
58
Q

PNF Techniques (Controlled Mobility)

A
  • AR, SR, SR Hold
59
Q

PNF Techniques (Skill)

A
  • Distal Functional Movement: NT, SR, SR Hold

- Proximal Dynamic Stability: AR, RP

60
Q

PNF Techniques (Strength)

A
  • AI, RC, RP, TE
61
Q

Motor Control Theory

A
  • Task-oriented approach
  • MC = ability to produce, regulate and alter mechanisms that produce movement and control posture
  • Observation of functional performance, analysis of strategies used to accomplish tasks; assessment of impairments
  • Design and implement effective recovery and compensatory strategies
  • Retrain using functional activities
    Evaluation determines degree of impairment, intervention designed at level of impairment
  • Tasks broken down into components of the task for practice
62
Q

CIMT (Constraint induced movement therapy)

A
  • Restrain uninvolved extremity; forces use of involved extermity
  • Most research focuses on UE because gait is natural CIMT
  • Concentrated time frame (intense - multiple hours); repetitive practice; task- specific (practice of multiple tasks
63
Q

Functional, Task-oriented training

A
  • Combined with motor control and motor learning, task-oriented training is leading approach to intervention
  • Enhances recovery and re-acquire skill
  • Functional task - focused on functional tasks; Motor control - Based on level of impairments
  • PTA acts as “coach” and implements feedback with skill: Initial movements assisted or guided, active movements are overall goal
64
Q

Kleim Article (10 principles of neuroplasticity)

A
  • Use it or lose it (failure to drive specific brain functions = degradation)
  • Use it and improve it (training that drives specific brain function = enhancement)
  • Specificity (Nature of training experience dictates nature of plasticity)
  • Repetition matters (Plasticity requires sufficient repetition)
  • Intensity matters (Plasticity requires sufficient training intensity)
  • Time matters (Different forms of plasticity occur at different times during training)
  • Salience matters (Plasticity requires sufficient salience)
  • Age matters (Training plasticity occurs more readily in younger brains)
  • Transference (Plasticity in response to one training experience can enhance acquisition of similar behaviors)
  • Interference (Plasticity in response to one training experience can interfere with acquisition of other behaviors)

10 - Rehabilitation (25 decks)

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