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Neuromanagement > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Which hemisphere damage would most likely lead to perceptual impair?

A

right

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2
Q

gnosis

A

knowledge or knowing

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3
Q

agnosia

A

loss of ability to recognize sensory input

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4
Q

visual agnosia

A

inability to recognize familiar people and objects
(visual system is intact)
parietal lobe

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5
Q

Prosopagnosia

A

cannot ID familiar faces or detect differences via facial Mm
L hemisphere
“all people with mole are the same”

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6
Q

visual spatial inattention

A

Client has decreased awareness of body and spatial environments on side contralateral to cerebral lesion

difficulty focusing visual attention on self-care tasks

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7
Q

right-left discrimination

A

inability to “know” R from L

L cerebral hemisphere

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8
Q

visual-spatial perceptual disorder

A

Topographical orientation – up/down, left/right
Position in space dysfunction - up/down/top/bottom
Depth perception

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9
Q

Compensatory intervention for visual agnosia

A

use other senses
increased awareness of limitation
teach location and spatial cues

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10
Q

tactile agnosia

astreognosis

A

inability to recognize familiar objects with hands

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11
Q

Ahyognosia

A

inability to discriminate between different types of materials by touch alone

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12
Q

Amorphagnosia

A

inability to discriminate between different forms by touch alone (triangle, square, circle, rectangle)

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13
Q

agraphesthesia

A

inability to recognize letters being drawn in hand

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14
Q

unilateral neglect syndrome

A

inattention to contralateral side

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15
Q

sensory or motor neglect

A

Does client fail to respond because they don’t perceive (sensory neglect) or can’t initiate the movement (motor problem)

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16
Q

Anosognosia-Extensive Neglect Syndrome

A

Extensive neglect syndrome involving failure to recognize one’s paralyzed limbs as one’s own

R hemisphere

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17
Q

praxis

A

ability to plan and execute movement

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18
Q

Apraxia

A

Inability to carry out skilled movement in the presence of intact sensation, movement and coordination

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19
Q

Dyspraxia

A

Difficulty conceptualizing, planning, organizing and sequencing sensorimotor actions to achieve a goal

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20
Q

Ideational Apraxia

A

inability to carry out a previously learned task

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21
Q

Ideomotor Apraxia

A

Involves the loss of kinesthetic memory of motor patterns – The motor plan for specific task may be lost (action)

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22
Q

What should cognitive rehabilitation be?

A

individualized, pt. goal directed, finally based, promote generalization

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23
Q

process training

A

Reinforce, strengthen or re-establish previously learned patterns of behavior

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24
Q

Strategy training

A

Establish new patterns of cognitive activity through compensatory cognitive mechanisms through use of environmental, internal, and external strategies

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25
Q

Compensatory education

A

educate on cognitive strengths and weaknesses

implemented when re-establishement is not possible

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26
Q

hierarchy of skills

A

alert > attention (awareness) > memory (awareness) > executive functions (awareness)

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27
Q

Should therapist expect or program for generalization?

A

program

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28
Q

what are booster shots?

A

plan for a possible success after fail

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29
Q

full salient cues

A

overt demonstration

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30
Q

specific salient cues

A

process cue for self-monitoring

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31
Q

opportunity salient cues

A

pause

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32
Q

spatial salient cues

A

use environment

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33
Q

temporal salient cues

A

timed cues

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34
Q

How to grade activity?

A

structure, length, environment, complexity

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35
Q

Why make tasks predictable?

A

helps pt. give meaning to task

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36
Q

Behavioral prosthetic

A

rubber band to smack wrist

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37
Q

cognitive prosthetic

A

digital recorder, checklist

38
Q

cognitive robot

A

timed coffeemaker

39
Q

cognitive corrector

A

pill box, spell check

40
Q

cognitive assessor

A

scores on games

41
Q

cognitive trainer

A

hand held brain games

42
Q

cognitive archive

A

photo albums, online encyclopedia

43
Q

cognitive art

A

charts, floor plan

44
Q

cognitive superstition

A

luck pen

45
Q

What does visual imagery specifically help with?

A

episodic memory deficits

46
Q

What is semantic elaboration?

A

use different was to recall

spell, write down. say out loud

47
Q

What is usually the return for orientation?

A

Person-Place-time-situation

48
Q

spaced retrieval

A

recalling over repetitively longer periods of time
if retrieval is successful, lengthen space
can be combined with errorless learning

49
Q

Prospective Memory Process Training (PROMT)

A

Increase delay as pt. memory lengthens
for individual’s with severe memory deficits
can encode but cannot hold onto information
PQRST
preview info to be recalled
Question about text?
Read the material
State the answers or read until able to answer
Test regularly for retention for information

50
Q

SING

A 
remember what you hear
stop
identify main point
never mind details
get the gist
51
Q

What are the steps of problem solving

A

Be aware
anticipate
execute
eval

52
Q

What is gesture to command apraxia testing? What are the two subsets?

A

transitive - with object

intransitive - without object

53
Q

Gesture to imitation

A

show - reciprocate

show - tell -reciprocate

54
Q

gesture in response to tool

A

show tool and ask how it is used

55
Q

gesture comprehension

A

OT shows gesture

pt. tells what action is

56
Q

constructional disorder

A

inability to copy shapes
deficit in spatial organization
R spatially disorganized
L less detail

57
Q

broca’s aphasia

A

non-fluent
good comprehension
poor repetition

58
Q

TMA aphasia transcortical motor

A

non-fluent - difficulty initiating and organizing response
good comprehension
good repetition

59
Q

global aphasia

A

non-fluent inability to read or write
poor comprehension
poor repetition

60
Q

isolation aphasia

A

non-fluent
poor comprehension
good repetition

61
Q

wernicke’s aphasia

A

fluent - word jumble
poor comprehension
poor repetition

62
Q

TSA transcortical sensory

A

fluent - output is meaningless or unintelligible
poor comprehension
good repetition

63
Q

conduction apahasia

A

fluent
good comprehension
poor repetition

64
Q

anomia aphasia

A

fluent - word retrieval and naming
good comprehension
good repetition

65
Q

SLOW

A

short
less
observe
wait

66
Q

CMS

A

Centers for medicaid and medicare

67
Q

MDS

A

medical data set

way we communicate with CMS

68
Q

MDS Section GG codes

A

01 Dependent - helper does all
02 Max A - Helper does More than 1/2, holds limbs
03 Mod A - helper does LESS than half, supports
04 supervision - touch assist, vc’s
05 Set-up or clean-up
06 Independent
07 resident refusal
09 not applicable, if not done in PLOF before exacerbation
88 not completed due to medical or safety concerns

69
Q

Intellectual Awareness

A

state but not monitor problems

someone else has to initiate therapy
self-rating skills
achieved when: can demonstrate knowledge of problem and recognize implications

70
Q

Emergent awareness

A

know when problem is happening as it occurs

Strategies need to be initiated by specific situations or events
Identify and self-correct errors during actual task performance
Document through observation of clients actions/behaviors (video)

71
Q

anticipatory

A

able to predict and anticipate problems

Select strategies that trigger client recognition that a problem is occurring, or will occur if cognitive strategies are not used
Predict performance on a task before commencing and select appropriate compensatory strategies
Observe clients performance during tasks, ask timely questions during the task
Assessments – interview: self-report, strength, perceptions

72
Q

Selective attention

A

only focusing on most important
ignores distraction
seem distracted

73
Q

alternating attention

A

one task to another

seem confused

74
Q

divided attention

A

attend to more than one thing at once

multi-tasking

75
Q

Directed attention

A

manage attention
stop saying written word and only color
stroop

76
Q

sustained

A

prolonged time
seem impulsive
buzz, buzz, 7,8,9,10,11,buzz

77
Q

focused attention

A

discretely stay attended
perseverate
name as many things that start with F

78
Q

process of memory

A

attend
encode
store
recall

79
Q

non-declarative memory

A

unconscious recall - how to do things
priming
habitual
procedural

80
Q

priming

A

stimulus produces response

81
Q

habitual memory

A

well-rehearsed, unconscious

82
Q

procedural memory

A

unconscious of HOW to do things

83
Q

Declarative memory

A

consciously recalled
semantic
episodic

84
Q

semantic

A

recall of factual knowledge

85
Q

episodic

A

past events

86
Q

compensatory/adaptive approach

A

do whatever it takes to get pt. to participate
for high anxiety pt
top-down

87
Q

Cognitive disability model and levels

A

6 hierarchical levels
major cog impairment
Least restrictions while remaining I

  1. bed - one word commands
  2. some initiation with sit and stand - imitation
    3 . familiar with cues - repetitive manual
  3. cues with familiar tasks slower but able - visual
  4. trial and error, selfish - verbal explanation and demonstration
  5. plan and anticipatory - verbal and written
88
Q

Neurofunctional approach

A 
specific task with repetition in organic environment
task analysis
reinforcement
errorless training
vanishing cues
chaining
89
Q

cognitive rehabilitation approach

A

remediation for higher level
bottom up
work on memory-sequence - plan

90
Q

Dynamic interactional

A

any level
transfer from one task to another
self-awarenss
self-monitioring

Neuromanagement (9 decks)

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