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Neuro Eval > Session 11 > Flashcards

Session 11 Flashcards

1
Q

ability to utilize and direct one’s focus in order to receive and process info from one’s environment

A

attention

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2
Q

name 3 classifications of consciousness (attention).

A
  • alertness
  • selective or directed attention
  • awareness
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3
Q

generalized readiness

A

alertness

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4
Q

specific stimuli over irrelevant stimuli

A

selective or directed attention

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5
Q

highest processing level with attention as the foundation skill underlying executive functions

A

awareness

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6
Q

ability to direct attention toward a specific stimulus for an extended period of time

A

sustained attention (concentration, vigilance, selective attention, non-distractibility)

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7
Q

name an example of reading sustained attention.

A

reading boring material

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8
Q

name an example of non-distractibility.

A

read boring material in starbucks

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9
Q

name an example of vigilance.

A

sit courtside at a game

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10
Q

ability to focus on one event then disengage and focus on new event and subsequently reengage in previous event

A

shifting attention

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11
Q

name 2 cortical structures involved in processing of attention.

A
  • ACC

- Limbic structures

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12
Q

determine appropriate course of action

A

judgment

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13
Q

stop socially unacceptable behavior

A

inhibition

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14
Q

postpone immediate meeting of a need

A

delayed gratification

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15
Q

self-starting an action based on anticipation of some reward

A

motivation and drive

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16
Q

“shift cognitive set”

A

mental flexibility

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17
Q

ability to foresee a situation that is not apparent (higher order EF skill)

A

abstract reasoning

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18
Q

ability to hold an event in mind and possibly for future LTM storage.

A

working memory

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19
Q

place objects or events in order

A

sequencing

20
Q

place objects or events with like characteristics together

A

categorization

21
Q

manage future event and how to prepare for event

A

organization/planning

22
Q

specific steps to remedy a situation

A

problem-solving

23
Q

name the 4 executive functions of the orbitofrontal cortex (OFC).

A
  • volition
  • planning
  • problem-solving
  • metacognition
23
Q

ability to initiate actions/behaviors

A

volition

24
Q

describe dysfunction of volition.

A

requires external cues to start (ex: abulia; caution with calling non-compliant)

25
Q
  • 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
A

planning

26
Q

describe dysfunction of planning.

A
  • 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
27
Q
  • ability to do complex tasks
  • recognize problem
  • initiate plan
  • verify solution
  • revise new plan if fail
A

problem-solving

28
Q

describe dysfunction of problem-solving.

A
  • problems with new tasks or adjustments to routines
  • rigidity, perseveration, lack of flexibility
  • unable to shift “cognitive set”
29
Q
  • ability to self-monitor behavior
  • ability to self-regulate, self-correct
  • requires objectivity, awareness, insight, judgment
A

metacognition

30
Q

describe dysfunction of metacognition.

A
  • 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
31
Q

a cognitive process involving the ability to maintain focus for an appropriate period of time during the performance

A

sustained attention

32
Q

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

A

shifting attention

33
Q

a perceptual process involving the ability to correctly orient objects relative to the self and environment.

A

spatial relations (figure-ground, R L discrimination)

34
Q

a perceptual process involving the ability to search for and identify stimuli in the right, left, upper, and lower quadrants of the visual field.

A

vision (acuity, scanning)

35
Q

a perceptual process involving the ability to correctly identify form, color, texture, and distance with objects relative to the self and environment.

A

visual perception (form constancy, depth perception)

36
Q

a perceptual process involving the ability to perform motor actions with ease and fluid motion during a functional task

A

ideomotor praxis

37
Q

a perceptual process involving the ability to understand the intended motor actions needed to complete a functional task

A

ideational praxis

38
Q

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.

A

awareness

39
Q

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.

A

judgment/safety

40
Q

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.

A

problem-solving

41
Q

a cognitive process involving the ability to remember info necessary for the completion of a task or to retrieve relevant info when needed.

A

recall of new info

42
Q

“borrowed” paper and pencil or contrived assessments such as cancellation tests, design copy, or figure-ground tests from a neuropsychological battery or screen

A

truncated neuropsychological assessments or screenings

43
Q

name 2 considerations of truncated neuropsychological assessments or screenings.

A
  • proper training in admin of assessment and interpretation of results
  • “leap” with attempts to predict contrived to functional task performance
44
Q
  • unstructured but OT “bread and butter”

- highly subjective observation of cognitive behaviors during ADL or functional tasks

A

informal observational ADL assessments

45
Q

name 3 considerations of informal ADL assessments.

A
  • 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

Neuro Eval (20 decks)

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