Right Hemisphere Syndrome (RHS) or Dysfunction (RHD) Flashcards

1
Q

Until the mid 1800s, neuroanatomists believed that the human brain was functionally and physically _____

A

symmetrical

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2
Q

Behavioral and cognitive symptoms of right-hemisphere BI: characterized as…

A
  • self absorbed
  • insensitive to others; preoccupied with self
  • oblivious to social conventions
  • unconcerned/unaware/ inattentive about physical and mental impairments
  • verbose
  • tangential
  • rambling in speech
  • insensitive to the meaning of abstract or implied material
  • unable to grasp the overall significance or meaning of complex events
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3
Q

Some adults with RH BI are characterized as behaviorally passive, meaning…

A

They are:

  • unresponsive to social/environmental stimuli
  • short utterances that lack emotional inflection (dysprosody)
  • can be passive, emotionally flat and having problems with attention (for more than a few seconds)
  • present with left hemi-spatial neglect
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4
Q

Why might patients with RH BI have trouble in therapy?

A
  • they don’t think they need it (poor/reduced awareness and/or defensitivity)
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5
Q

Why is there a poor understanding of diversity within this population? (group studies)

A

Group studies of adults with RH BI:

  • report results for heterogeneous groups lacking disclosure of the location/severity of BI
  • report the average performance of groups
  • do not include a control group
  • include disproportionately large numbers of participants with frontal lobe injuries
  • RH adults with posterior lesions (no paralysis) and are discharged EARLY from hospital
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6
Q

Describe neglect

A

affected individuals fail to respond to stimuli on the side of the body opposite the side of the BI

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7
Q

T/F Neglect may be caused by BI in L or R hemisphere, but is more frequent, severe, and persistent following R hemisphere BI

A

true

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8
Q

T/F Although neglect will present in injuries in several regions of R hemisphere, most common/severe after R temporal lobe injury

A

false; right PARIETAL lobe injury

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9
Q

Neglect occasionally results after _____ injury

A

subcortical (thalamus & basal ganglia)

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10
Q

Sometimes concomitant with partial or completely blind in the ____ visual field (L or R)

A

left

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11
Q

T/F Neglect usually improves or resolves days/weeks after the BI

A

true

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12
Q

RH adults with left neglect may not respond to…

A

touch on L side of body, or attend to visual or auditory stimuli in L-sided space

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13
Q

Freebie: these individuals may… (reading)

A
  • fail to include words on L side of page when reading
  • produce neglect-related errors when reading single words as well as text (reading ‘mistake’ as ‘take’)
  • leave out left half of compound words (‘blackboard’ as ‘board’)
  • substitute/add letters to make word (reading ‘chain’ as ‘train’ or ‘fearless’ as ‘careless’)
  • longer words are more likely to be read incorrectly than are shorter words
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14
Q

Freebie continued: these individuals may… (writing)

A
  • use only R side of the paper when writing words/sentences
  • often their writing slants upward from left to right
  • omit letters/words when writing (especially at the beginning of the word)
  • may add extra lines and strokes to printed letters (page 399)
  • bump into objects on the L whether walking or in a wheelchair
  • attend to only R-side of pockets, drawers, cupboards
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15
Q

Freebie: Myers (1999) common signs of left neglect

A
  • diminished/poor awareness of deficits

- diminished/lack of participation in rehab

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16
Q

Name the proposed theories to explain neglect (4)

A
  1. Representational
  2. Arousal
  3. Attentional engagement
  4. Attentional disengagement
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17
Q

Representational theories

A

Neglect is caused by disturbed mental representation of external space

18
Q

Arousal theories

A

R-hemisphere injured persons are less responsive to stimuli in neglected space

19
Q

Attentional engagement theories

A

Individuals w/ neglect have difficulty shifting attention to stimuli in neglected space

20
Q

Attentional disengagement theories

A

Stimuli in non-neglected space capture and hold the person’s attention, preventing him/her from shifting attention to stimuli on neglected side

21
Q

What is anosognosia?

A
  • denial of illness

- ranges from mild to profound

22
Q

What is a constructional impairment?

A

inability to draw or copy geometric designs

23
Q

Freebie

A

adults with RH BIs:

  • respond quickly and impulsively
  • make frequent errors
  • try to correct by adding more lines to drawings or by aimlessly rearranging stick or block designs
  • leave out details (or everything) on L side
  • drawings look fragmented, disorganized, and crowded
  • displaced to R side of page
24
Q

What is a topographic impairment?

A

denotes a condition in which the affected person has difficulty orienting to extra personal space (difficulty following familiar routines, reading maps, giving directions)

25
What is geographic disorientation?
- recognize general nature of surroundings but are mistaken about where they are
26
T/F Geographic disorientation is less common than topographic impairment, but they often occur together
true
27
Describe reduplicative paramnesia
- believe in existence of duplicate persons, places, body parts, or events - may be related to disturbed spatial perception and impaired visual memory
28
What do pts with visuoperceptual impairments have difficulty with?
- recognizing objects, pictures, or drawings presented in unusual formats - line drawings
29
What is prosopragnosia?
facial recognition deficits-- unable to recognize otherwise familiar persons by their facial features
30
What do pts with attentional deficits have difficulty with?
- focusing, maintaining, and shifting attention | - participating in tx activities
31
Many of the same individuals who fail to communicate emotion via speech prosody also fail to...
appreciate emotions conveyed by others' speech prosody and facial expression thereby suggesting an underlying affective impairment
32
T/F Patients with RHS use more words but produce less information
true
33
Narratives for patients with RHS are described as...
fragmented, lack cohesion, overall theme, or point
34
Impairments in ______ _______ reflect many of the same underlying disabilities that compromise their production of narratives AND undermine their ability to get along in daily life
discourse comprehension
35
RHS pragmatics impairments
language impairments may include: - turn-taking, topic maintenance, social conventions, and eye contact - may begin/end conversations abruptly - poor at obtaining and/or maintaining eye contact - talk excessively & without regard for their listener - difficulty staying on topic - interject irrelevant, tangential, and inappropriate comments - fail to make conversational repairs - insensitive to rules governing conversational turn-taking
36
T/F Focal RH BI produces less diffuse effects than focal LH BI
false; produces more diffuse effects
37
Tx for impulsivity
- "fall risk" | - use of stop and go signals
38
Tx for impaired reasoning and problem solving
prescriptive and structured approach: - ID a problem - think of several possible solutions - evaluative the feasibility and potential consequences of each solution - choose the best solution - apply it - evaluate the results
39
Tx for affective communication/prosody
- show individual pictures of faces expressing various emotions - replace card which carry names of emotions - educate pt, family members/ loved ones
40
Tx for reading
attend to the left side of printed texts - colored vertical lines - colored dots - rulers placed at the left margin - use of finger - verbal cues - feel the end of the page
41
Tx for pragmatics
- videotape - cues to improve eye contact - turn-taking rules - structured practice (games in small groups) - PACE
42
Freebie: Generalization from Treatment to Daily Life
- Provide enough training trials to consolidate and stabilize responses so that patients can produce them in novel or stressful contexts - Train a variety of related responses (e.g., eye contact, turn-taking and relevance in conversations) rather than single responses - Train responses and strategies in a variety of tasks and present the tasks in a variety of texts - Incorporate aspects of the target environment into treatment activities - Train self-instruction and verbal mediation - Enlist the help of family members, friends, and caregivers