Session 11 Flashcards
ability to utilize and direct one’s focus in order to receive and process info from one’s environment
attention
name 3 classifications of consciousness (attention).
- alertness
- selective or directed attention
- awareness
generalized readiness
alertness
specific stimuli over irrelevant stimuli
selective or directed attention
highest processing level with attention as the foundation skill underlying executive functions
awareness
ability to direct attention toward a specific stimulus for an extended period of time
sustained attention (concentration, vigilance, selective attention, non-distractibility)
name an example of reading sustained attention.
reading boring material
name an example of non-distractibility.
read boring material in starbucks
name an example of vigilance.
sit courtside at a game
ability to focus on one event then disengage and focus on new event and subsequently reengage in previous event
shifting attention
name 2 cortical structures involved in processing of attention.
- ACC
- Limbic structures
determine appropriate course of action
judgment
stop socially unacceptable behavior
inhibition
postpone immediate meeting of a need
delayed gratification
self-starting an action based on anticipation of some reward
motivation and drive
“shift cognitive set”
mental flexibility
ability to foresee a situation that is not apparent (higher order EF skill)
abstract reasoning
ability to hold an event in mind and possibly for future LTM storage.
working memory
place objects or events in order
sequencing
place objects or events with like characteristics together
categorization
manage future event and how to prepare for event
organization/planning
specific steps to remedy a situation
problem-solving
name the 4 executive functions of the orbitofrontal cortex (OFC).
- volition
- planning
- problem-solving
- metacognition
ability to initiate actions/behaviors
volition
describe dysfunction of volition.
requires external cues to start (ex: abulia; caution with calling non-compliant)
- ability to identify and organize steps to carry out intentions
- anticipate future outcomes
- requires objectivity and abstraction (if x, then y)
- requires impulse control, delayed gratification and memory of past
planning
describe dysfunction of planning.
- unrealistic goal setting or inefficient plans
- with TBI, may see trial and error, not organized, not able to anticipate due to poor abstraction so has little foresight
- ability to do complex tasks
- recognize problem
- initiate plan
- verify solution
- revise new plan if fail
problem-solving
describe dysfunction of problem-solving.
- problems with new tasks or adjustments to routines
- rigidity, perseveration, lack of flexibility
- unable to shift “cognitive set”
- ability to self-monitor behavior
- ability to self-regulate, self-correct
- requires objectivity, awareness, insight, judgment
metacognition
describe dysfunction of metacognition.
- unable to regulate intensity of behavior or anticipate consequences
- unable to correct errors in performance
- decreased awareness of disability
- unable to read social cues and poor social behavior
a cognitive process involving the ability to maintain focus for an appropriate period of time during the performance
sustained attention
a cognitive process involving the ability to disengage attention from a current stimulus to a different focus of attention with a new stimulus and resume focus on the previous stimulus
shifting attention
a perceptual process involving the ability to correctly orient objects relative to the self and environment.
spatial relations (figure-ground, R L discrimination)
a perceptual process involving the ability to search for and identify stimuli in the right, left, upper, and lower quadrants of the visual field.
vision (acuity, scanning)
a perceptual process involving the ability to correctly identify form, color, texture, and distance with objects relative to the self and environment.
visual perception (form constancy, depth perception)
a perceptual process involving the ability to perform motor actions with ease and fluid motion during a functional task
ideomotor praxis
a perceptual process involving the ability to understand the intended motor actions needed to complete a functional task
ideational praxis
a cognitive process involving the ability to appreciate the extent of one’s physical and cognitive abilities and deficits and to identify the effects of these deficits on the performance of functional tasks.
awareness
a cognitive process involving the ability to recognize and respond appropriately to potential hazards to one’s self, others, and the environment during engagement in a functional task.
judgment/safety
a cognitive process involving the ability to identify and follow an orderly sequence in the implementation of a task or to effectively solve a difficulty encountered while performing a task.
problem-solving
a cognitive process involving the ability to remember info necessary for the completion of a task or to retrieve relevant info when needed.
recall of new info
“borrowed” paper and pencil or contrived assessments such as cancellation tests, design copy, or figure-ground tests from a neuropsychological battery or screen
truncated neuropsychological assessments or screenings
name 2 considerations of truncated neuropsychological assessments or screenings.
- proper training in admin of assessment and interpretation of results
- “leap” with attempts to predict contrived to functional task performance
- unstructured but OT “bread and butter”
- highly subjective observation of cognitive behaviors during ADL or functional tasks
informal observational ADL assessments
name 3 considerations of informal ADL assessments.
- rigor (reliability and validity) of observations vs “variations on a theme”
- lack of knowledge of theoretical or conceptual definitions of cognitive areas
- operationally defined cognitive areas often inconsistently defined
