Brainscape's Knowledge GenomeTM

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


See full index

DPT 830 UNIT 2 > UNIT 2 > Flashcards

UNIT 2 Flashcards

1
Q

the integration of information that is psychologically meaningful

A

perception

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

the ability to select stimuli that requires attention and action

A

perception

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

why is discussing perception important?

A
  • perceptual and cognitive deficits can lead to poor rehabilitation progress for patients, even despite motor skill return
  • perception is important for learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

often co-occurs with other system screen

A

perceptual screen

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

a perceptual screen observes for:

A
  • inattention to therapist during subjective interview
  • inattention to half of the body
  • decreased response to verbal cues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is the purpose of examining perceptual deficits?

A
  • determine which perceptual abilities are intact vs. impaired
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

formal testing is indicated when there is ______ loss unexplained by ____ or ____ impairments or deficits in comprehension

A

functional, motor, sensory

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

factors that influence the exam

A
  • psychological and emotional status
  • patients ability to detect relevant cues from the environment
  • presence of anxiety
  • receptive + expressive communication skills
  • depression + fatigue
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

how do you sequence perception, sensation, and vision part of the exam?

A
  1. sensory exam FIRST!
    - visual screen (visual field testing)
  2. cognitive screen
  3. hearing screen
  4. consult with family about usual vs unusual behaviors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

cannot be viewed as independent of sensation
more complex

A

perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

deficits do not lie with sensory ability itself, but rather the interpretation of sensation and the follow up response

A

perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

awareness of stimuli through organs of special sense, peripheral cutaneous sensory system, or internal receptors

A

sensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

inattention or neglect of visual stimuli presented on the involved side

A

perceptual deficit / visual neglect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

ex. hemianopsia
patient is aware of the deficit & may compensate

A

visual field impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

consideration of visual impairment

A
  • one of the most common forms of sensory loss in those with hemiplegia
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

common impairments for visual deficit include:

A
  • poor eyesight
  • diplopia
  • homonymous hemianopsia
  • damage to the visual cortex or retina
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

a visual screening should include:

A

visual acuity, smooth pursuit test (h-test), visual field testing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the relationship of the body parts to each other and the relationship of the body to the environment

A

body scheme

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

visual and mental image of one’s body that includes feeling about one’s body

A

body image / body awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

impairments that have in common a difficulty in perceiving the relationship between self and two or more objects in the environment

A

spatial relations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

inability to recognize incoming information despite intact sensory capacities

A

agnosias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

body scheme / body image impairments

A

-unilateral neglect
-anosognosia
-somatagnosia
-right-left discrimination
-finger agnosia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

lack of awareness of part of the body or external enviorment which is not due to sensory loss

A

unilateral neglect / unilateral spatial neglect

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

patient with unilateral neglect should be observed for

A

limited use of the more involved extremity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

patient with unilateral neglect will have limited reaction to _____

A

sensory stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

pertains to the body is neglect of ________

A

personal space

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

example for neglect of personal space

A

failing to wash the left side of body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

area within arm distance from the body is neglect of ____

A

peripersonal space

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

example for neglect of peripersonal space

A

failing to use objects on the contralesional/contralateral side of their plate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

the area of scape beyond the arm length is neglect of ______

A

extrapersonal space

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

example for neglect of extrapersonal space

A

failing to negotiate obstacles, doorways, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what does neglect look like?

A

-ignoring dressing to the left half of body
-forgetting to shave the left half of face
-neglecting to put makeup on the left side of face
-neglecting to eat from the left half of the plate
-bumping into objects on the left side
-propelling in a wheelchair and veering off to the right (strong side)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

despite no sensory loss, individuals lack an ability to register and integrate stimuli from one side of the body and the environment

A

neglect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

where is the lesion area for neglect?

A

inferior-posterior regions on the right parietal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what test can be performed to determine if neglect is present?

A

behavioral inattention test (BIT) and observation of ADLs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

what are the treatment strategies for neglect?

A

remedial approach vs compensatory approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

interventions to address hemianopsia & unilateral neglect

A

-encourage awareness and use of the environment on the hemiparetic side and use of the hemiparetic extremities
-active visual screening through turning the head and axial trunk rotation
-visual, verbal or motor cues to direct patients attention
-active voluntary movements of neglected limbs while encouraging patient to look at his or her limbs
-functional activities that encourage bilateral interaction
-optimizing visual, tactile, and proprioceptive stimuli on the more dominant side

38
Q

the lack of awareness, denial, or paretic extremity as belonging to the person OR lack of insight concerning, or denial of, paralysis or disability

A

anosognosia

39
Q

anosognosia limits the patients ability to….

A

recognize the need for compensatory techinques

40
Q

maintains that “nothing is wrong” or disowns their more involved limb

A

clinical example of anosognosia

41
Q

may refuse to accept responsibility for their more involved limb

A

clinical example of anosognosia

42
Q

may utilize words such as “my arm has a mind of its own”

A

clinical example of anosognosia

43
Q

lack of awareness of denial in paretic extremity

A

anosognosia

44
Q

lesion area for anosognosia

A

unclear, proposal of supramarginal gyrus

45
Q

testing for anosognosia

A

subjective interviewing and asking questions such as “what happened to your arm or leg?”

46
Q

prioritize safety

A

treatment strategies for anosognosia

47
Q

impairment of body scheme

A

somatagnosia

48
Q

lack of awareness of the body structure and the relationship of body parts to oneself or others

A

somatagnosia

49
Q

somatagnosia can also be called ______

A

body agnosia

50
Q

patients with somatagnosia often have difficulty following _______

A

instructions

51
Q

patient with somatagnosia often report extremities as _____

A

heavy

52
Q

example of somatagnosia

A

difficulty with transfers, dressing, and with exercises requiring body parts moving in relation to others

53
Q

lesion area for somatagnosia

A

dominant parietal lobe, often seen with right hemiplegia

54
Q

lack of awareness of the body structure and the relationship of body parts to oneself or to others

A

somatagnosia

55
Q

how to test patient with somatagnosia

A

patient is asked to point to body parts named by the therapist on themselves, the therapist, and on a picture of a human figure

56
Q

remedial approach to facilitate body awareness

A

treatment strategies for somatagnosia

57
Q

inability to identify the right and left sides of one’s own body or that of the examiner

A

right-left discrimination

58
Q

patient with right-left discrimination will have a difficult time verbally responding to commands that include ________

A

the terms right and left

59
Q

a patient will have a difficult time imitating movement with ______

A

right-left discrimination

60
Q

-patient is unable to tell their left arm from their right
-incorrect shoe placement
-difficulty with gait cues such as “turn right around the corner”

A

examples of right left discrimination

61
Q

lesion area of right left discrimination

A

parietal lobe of either hemisphere

62
Q

the patient is asked to point to body parts on command is example of testing for

A

right left discrimination

63
Q

treatment strategies for right left discrimination

A

compensatory approach
-avoid left and right

63
Q

how to rule out with right left discrimination

A

test first without the terms “left” and “right”

63
Q

an inability to identify the fingers of the hand or that of the examiners

A

finger agnosia

64
Q

lesion area for finger agnosia

A

parietal lobe at the region of the angular gyrus of the left hemisphere

65
Q

portion of Sauguet’s test that includes items such as therapist touching the patients hand, recognition of a picture, and with imitation

A

example of testing for finger agnosia

66
Q

treatment strategies for finger agnosia

A

limited evidence BUT remedial approach can be attempted

67
Q

spatial relations syndrome impairments

A

figure-ground discrimination, form discrimination, spatial relation, position in space, topographical disorientation, depth and distance perception

68
Q

inability to distinguish a figure from the background in which it is embedded

A

figure ground discrimination

69
Q

difficulty ignoring irrelevant visual stimuli, increased distractibility, shortened attention span, frustration, and reduced safety

A

functional relevance for figure-ground discrimination

70
Q

lesion area for figure - ground discrimination

A

parieto-occiptal lesion of the right hemisphere

71
Q

what test can be done for figure-ground discrimination?

A

the ayres figure ground test

72
Q

remedial and compensatory

A

treatment strategies for figure ground discrimination

73
Q

impairment of discrimination in the ability to perceive or attend to subtle differences in form and shape

A

form discrimination

74
Q

lesion area in form discrimination

A

pareto-temporoccipital region in the non-dominant lobe

75
Q

the patient is asked to identify several items similar in shape and different in shape

A

testing for form discrimination

76
Q

treating strategies for form discrimination

A

remedial and compensatory approach

77
Q

inability to perceive the relation of one object in space to another object

A

spatial relations disorder/spatial disorientation

78
Q

spatial relation skills are required to manage ____________

A

most ADLs

79
Q

what are examples of spatial relation disorders?

A
  • difficulty with setting the table
  • difficulty reading a clock
  • difficulty with preparing for a transfer
80
Q

lesion area for spatial relations

A

inferior parietal lobe or parieto-occipital junction on the right

81
Q

testing for spatial relations

A

riverbed perceptual assessment battery (RPAB)
arnadottir OT -ADL neurobehavioral evaluation (A -ONE)

82
Q

remedial approach: providing instruction to the patient to position themselves in relation to the therapist or another object, setup a maze, incorporation of midline crossing activities

A

treatment strategies for spatial relations

83
Q

inability to perceive and interpret spatial concepts such as up, down, over, under

A

position in space

84
Q

lesion area for position in space

A

non-dominant parietal lobe

85
Q

utilize a shoe and shoebox and ask the patient to place in the shoe in different positions in relation to the shoe box

A

example of testing for position space

86
Q

figure-ground difficulty, apraxia, incoordination, and lack of comprehension should be ruled out

A

position in space

87
Q

what is the retaining approach?

A

3 or 4 identical objects are placed in the same orientation with an additional object placed in different orientation

88
Q
A
89
Q
A
90
Q
A

DPT 830 UNIT 2 (1 decks)

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