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Cognitive Eval > Week 4 > Flashcards

Week 4 Flashcards

1
Q

to assess cognition as an OT, we must look beyond a specific cognitive skill and look at how these skills impact what?

A

a person’s everyday functioning

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2
Q

name the 2 frameworks that can be used for assessing cognition.

A
  • ICF

- cognitive functioning evaluation

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3
Q

systematic framework for understanding and classifying the course and complications of human functioning

A

ICF

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4
Q

systematic method of evaluating the impact of cognitive deficits on daily living developed by OT

A

cognitive functional evaluation (C-FE)

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5
Q
  • the way clients understand their cognitive profile and the way they interpret its impact on their occupational experiences.
  • captures the individual’s experience as it is shaped by subjective personal factors, values, priorities, and choices.
  • evaluation of the it is a dynamic process that addresses how the client perceives the effects of cognitive factors in various occupations and contexts.
A

cognitive occupational narrative

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6
Q
  • used to help clients describe their social, instrumental, and leisure activities.
  • composed of 89 photos depicting the performance of various activities
A

activity card sort (ACS)

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7
Q

evidence-based outcome measure designed to capture a client’s self-perception of performance in everyday living over time

A

COPM

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8
Q

an individualized outcome measure involving goal selection and goal scaling that is standardized in order to calculate the extent to which a patient’s goals are met.

A

goal attainment scale (GAS)

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9
Q

generic patient-reported outcome measure that quantifies health status and measures health-related quality of life

A

SF-36

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10
Q

self-report questionnaire that evaluates disability and health-related quality of life after stroke

A

stroke impact scale (SIS)

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11
Q

a subjective quality of life measure designed to measure global life satisfaction, a subjective cognitive assessment, in contrast to an objective quality of life survey

A

satisfaction with life scale

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12
Q

what type of approach do the surveys and questionnaires provide?

A

top-down approach

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13
Q
  • baseline cognitive functioning, which include both cognitive deficits and strengths
  • gathered via cognitive screens and comprehensive assessments
  • assessments can be either static or dynamic in nature
A

cognitive factors

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14
Q

given to capture a baseline, question asked and answer given

A

static assessments

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15
Q

given with the use of cues and gestures to physical assist to see how the pt. may best complete the task given the examiner info on what is required for optimal performance

A

dynamic assessments

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16
Q

name an example of a dynamic assessment.

A

EFPT

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17
Q
  • observable behaviors related to cognitive function during tasks, activities, and occupations.
  • includes process skills, errors, response to errors and behaviors, level of assistance required for tasks, activities and occupations
A

occupational performance

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18
Q

describe the hierarchy of cues/physical assistance in order (6 components).

A
  • general verbal cue
  • specific verbal cue
  • gesture
  • physical assistance
  • hand over hand assist
  • total assistance
19
Q

name the 2 types of self-awareness and beliefs evaluated.

A
  • metacognitive knowledge or intellectual awareness

- online awareness

20
Q
  • physical setting, social network, cultural context
  • can impact positively or negatively to overall performance
  • necessary to understand what the pt. is already using, how you can add to these factors or utilize what is in place to improve participation
A

environmental factors

21
Q

name 4 methods of gathering information regarding environmental factors.

A
  • interview
  • design form for pt. and family to complete regarding home set up
  • ask for a video or photos of the living environment
  • questionnaires
22
Q

name 3 evaluation methods.

A
  1. self reports and informant reports regarding everyday functioning
  2. performance-based assessments
  3. interviews
23
Q
  • recognizing the scores - total score vs. subtest scores
  • what do the scores directly mean
  • do the scores have a value or category of deficits
A

scores/interpretation

24
Q
  • identifying scores (baseline, look back over time to see changes)
  • correlation to specific ADL or IADL that may be impacted
  • not a diagnosis
  • what are areas of strengths
A

documentation

25
Q
  • what type of interventions and modifications can be useful
  • how can the patient’s strengths be utilized
  • level of supervision or assistance suggested
A

recommendations

26
Q

who developed the ICF?

A

the WHO

27
Q

name 2 examples of dynamic assessments.

A

EFPT and AR

28
Q

name an example of a static assessment.

A

midterm exam

29
Q
  • assesses executive functioning, visuospatial skills
  • rapid screen of cognitive abilities designed to detect mild cognitive dysfunction
  • requires certification
A

MOCA

30
Q
  • 11 question screening questionnaire that tests orientation, memory, attention and executive function, with items such as animal naming, digit span, figure recognition, clock drawing and size differentiation
  • similar to MOCA
  • clinician-administered, takes approx. 7 mins
A

st. louis university mental status examination (SLUMS)

31
Q
  • developed to measure orientation to time, place and situation in a rehab environment and can be used for serial assessments over time
  • companion to cog-log
A

o-log

32
Q
  • measures general cognitive abilities, designed to be used as a companion to the o-log.
  • pt. answers orientation, memory, command, EF questions
A

cog-log

33
Q

which cognitive skill does the go-no-go task in the cog-log focus on?

A

inhibition

34
Q
  • good to use with patients in a hospital, involves medications
  • rapid medication safety assessment tool designed to identify patients at risk for pillbox mismanagement
A

medi-cog

35
Q

assessment of neurocognitive functioning in 3 general domains: consciousness, orientation, and simple attention and 5 major domains: language, constructional ability, memory, calculation skills, and executive skills

A

cognistat

36
Q
  • a hierarchical approach to screening a range of cognitive skills to identify general areas of cognitive impairment and to guide treatment activities
  • can be used as a baseline and to measure change, and to indicate areas for in-depth investigation
  • attention, memory, visual neglect, math, ability to follow directions, and judgment.
A

cognitive assessment of minnesota (CAM)

37
Q

is the CAM a static or dynamic assessment?

A

static

38
Q
  • assesses basic cognitive and visual perception skills
  • orientation, awareness, psychosocial abilities, psychomotor abilities, praxis
  • involves cues - if you provide assistance are they able to learn and complete the task
A

loewenstein occupational therapy cognitive assessment (LOTCA)

39
Q
  • an observational assessment that measures the performance quality of tasks related to ADLs in a natural environment
  • designed to examine interplay between the person, the ADL task, and the environment
  • safety, effort, independence
A

assessment of motor and process skills (AMPS)

40
Q
  • performance-based standardized assessment of cognitive function using IADLs
  • adopts a top-down approach and is performed in an environmental (real-world) context.
  • used to identify an individuals: impaired EFs, capacity for independent functioning, and required amount of assistance for task completion
  • skill specific assessment
A

executive function performance test (EFPT)

41
Q
  • based on the cognitive disability theory.
  • dressing, shopping, telephone, toast preparation, washing, and traveling, medbox
  • takes time - challenging to do in a hospital, can be used in an acute rehab setting
A

cognitive performance test (CPT)

42
Q
  • basis of how to do it focuses on hierarchy of cues

- requires certification

A

A-ONE (ADL focused occupation based neurobehavioral evaluation)

43
Q

knowing that there are some deficits, may not know the extent or impact but they know there are deficits

A

intellectual awareness

44
Q

being able to recognize an error and problem-solve for it

A

online awareness

Cognitive Eval (13 decks)

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