Week 4 Flashcards

1
Q

Dementia stats

how many living with dementia in AUS?

prevalence

A

342,800 Australians living with dementia – will increase to 400,000 in less than ten years and almost 900,000 by 2050

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2
Q

dementia stats
how many new cases per week

incidence

A

Each week, there are more than 1,800 new cases of dementia in Australia; approx. one person every 6 minutes (7,400 new cases each week by 2050)

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3
Q

Dementia stats: younger onset dementia

A

25,100 people in Australia with Younger Onset Dementia (a diagnosis of dementia under the age of 65; including people as young as 30)

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4
Q

Dementia stats: prevalence in elderly

A

Three in ten people over the age of 85 and almost one in ten people over 65 have dementia

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5
Q

Dementia:

Definition

A

A gradual ongoing decline in memory and related cognitive functions, such as language, reasoning and decision making skills

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6
Q

Dementia Symptoms

A
Progressive changes in:
Orientation
Memory and learning
Verbal communication
Perception
Abstract thinking 
Judgement and social behaviour
Motor behaviour
Personality
Decline in self-care, independence & interests
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7
Q

Types of Dementia:

Cortical

A

Cortical: Alzheimer’s disease
Multi-Infarct Vascular Dementia (2nd most common 10%)
Frontotemporal Dementia (Pick’s Disease)
Dementia with Lewy bodies (tiny spherical structures in neurons)

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8
Q

Types of Dementia: Subcortical

A

Parkinson’s Disease (tremor, stiffness in limbs and joints, difficulty in initiating movement)

Huntington’s Disease (irregular, involuntary movement)

Subcortical Vascular Dementia

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9
Q

Alzheimer’s Disease is what?

A

Degeneration of neurons due to:
Amyloid plaques: Beta amyloid (protein) => hard insoluble plaques between neurons

Neurofibrillary tangles: tau (protein)=> insoluble twisted fibres inside neurons

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10
Q

Risk factors of Alzheimer’s Disease

A

Age, being a first degree relative, Down syndrome, head injury, infection, exposure to toxic substances

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11
Q

Subcortical Dementia - Parkinson’s

A

Parkinson’s Disease:
Predominantly a motor disorder

Mean onset 60 years

80,000 people in Australia

Exact cause unknown

Deterioration of dopaminergic neurons in the substantia nigra

↓ Dopamine transferred to the caudate and putamen - inhibitory effect on movement

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12
Q

Parkinson’s Symptoms

A

Tremor (at rest, may reduce during purposeful activity), rigidity (spasticity to cogwheel symptoms), bradykinesia (freezing - poverty and slowness of movement)

Postural disturbance – head bowed, shoulders drooped, shuffling gait, small steps, poor balance

Cognitive dysfunction – slowed mentation,
—↓ attention/concentration, executive function, visuospatial deficits and ↓ memory (retrieval rather than learning)

Emotional Changes – apathy and depression

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13
Q

Parkinsons Diagnosis

A
Community Aged Care Assessment Team
Medical history
Medical laboratory tests
Mental Status Examination
Comprehensive neuropsychological assessment
Brain scans (MRI)
Diagnosis by exclusion (80-90%)
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14
Q

Mild Cognitive Impairment

A

MCI: a degree of cognitive impairment that is of insufficient severity to constitute dementia.

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15
Q

5 Stages of Dementia

Clinical Dementia Rating Scale

A

Stage 1 - CDR-0: No impairment

Stage 2 - CDR-0.5: Questionable Impairment

Stage 3 - CDR-1: Mild Impairment

Stage 4 - CDR-2: Moderate Impairment

Stage 5 - CDR-3 Severe Impairment

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16
Q

Stage 1 of Dementia (CDR-0)

A

Stage 1: CDR-0 or No Impairment:

no significant memory problems, fully oriented in time and place, normal judgment, can function out in the world, well-maintained home, and able to take care of personal needs.

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17
Q

Stage 2: CDR-0.5

A

Questionable Impairment:

A score of 0.5 on the CDR scale represents very slight impairments, such as minor memory inconsistencies or struggling to solve challenging problems. Performance may be slipping at work or when engaging in social activities. However, the person can still manage his/her own personal care without any help

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18
Q

Stage 3: CDR-1

A

Mild Impairment:

A score of 1, represents noticeable mild impairments in different areas. Memory loss for recent information and events disrupts everyday functioning in some way and the person is starting to become disoriented geographically and may have trouble with directions and getting from one place to another. He or she is like to have trouble functioning independently in activities outside the home. At home, chores may start to get neglected, and someone may need to remind them when it is time to take care of personal hygiene

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19
Q

Stage 4: CDR-2

A

Moderate Impairment:

A score of 2 represents moderately impaired. The person now needs help in taking care of hygiene, doing chores and attending social activities. Disorientation to time and space becomes more evident as people get lost easily and struggle to understand time relationships. Recent memory and new learning is seriously impaired (e.g., names of people they just met).

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20
Q

Stage 5: CDR-3

A

Severe Impairment:

The fifth stage of dementia (score of 3.0) is the most severe, as the person requires assistance with all aspects of functioning (bathing, dressing, feeding etc). They may no longer recognise familiar people and have extreme memory loss and disorientation to time and place. Activities outside of care are very limited due to both physical and cognitive decline

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21
Q

Prognosis and Treatment

alzheimer’s

A

Progressive and irreversible

Alzheimer’s dementia course: approximately 7- 10 years

Medications (ease symptoms and slow progression)
—-Aricept, Exelon, Reminyl (cholinergic drugs) increase level of neurotransmitter called acetylcholine and anti-inflammatory drugs

Caregiving

Education and support, memory aids, structure, monitor wandering, enhance communication, safe environment, exercise and stimulation

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22
Q

Parkinson’s Disease: Deep brain stimulation

A

Deep Brain Stimulation and Parkinson Disease

medications can stop working and side effects can be too impactful, at this stage DBS may be indicated.

DBS is a neurosurgical procedure involving the placement of a medical device called a neurostimulator (sometimes referred to as a ‘brain pacemaker’), which sends electrical impulses, through implanted electrodes, to specific targets in the brain (brain nuclei) for the treatment of movement disorders, including Parkinson’s disease, essential tremor, and dystonia. While its underlying principles and mechanisms are not fully understood, DBS directly changes brain activity in a controlled manner. (wiki)

DBS is used to manage some of the symptoms of Parkinson’s Disease that cannot be adequately controlled with medications.[9][10] It is recommended for people who have PD with motor fluctuations and tremor inadequately controlled by medication, or to those who are intolerant to medication, as long as they do not have severe neuropsychiatric problems.[11] Four areas of the brain have been treated with neural stimulators in PD. These are the globus pallidus internus, thalamus, subthalamic nucleus and the pedunculopontine nucleus. DBS of the globus pallidus internus improves motor function while DBS of the thalamic DBS improves tremor but has little effect on bradykinesia or rigidity. DBS of the subthalamic nucleus is usually avoided if a history of depression or neurocognitive impairment is present. DBS of the subthalamic nucleus is associated with reduction in medication. Pedunculopontine nucleus DBS remains experimental at present. Generally DBS is associated with 30–60% improvement in motor score evaluations. (WIKI)

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23
Q

Psychosocial approaches of parkinsons treatment

A

examples:
choir - People with parkinsons (PwP) demonstrated statistically significant improvement in the QoL domains of Stigma (p=.001), Social Support (p=.002), Emotional Well-being (p=.005), Activities of Daily Living (p=.006), and Mobility (p=.007), although they showed significantly worsened Bodily Discomfort domain (p=.000). No statistical significance was detected in PDQ39 Summary score, Cognitive impairments and Communication domains. Carers QoL did not demonstrate a statistically significant improvement.

dance:
eg. : Dance therapy improves motor and cognitive functions in patients with Parkinson’s disease - see danceforparkinsonsaustralia.org

24
Q

Neuropsychological: Assessment: Purposes

A

Clinical purposes are unique (compared?) to imaging

  • —Assist with diagnosis (onset & course)
  • —Comprehensive description of cognitive abilities
  • —Monitor recovery, course and effects of treatment
  • —Guide treatment/management –
  • ——-e.g., detect tumour recurrence and onset of dementia before imaging can, assist surgery for epilepsy

Understand everyday effects of brain damage or illness and support the person and their family

25
What is a neuropsychological assessment?
A set of tools used to assess the cognitive, behavioural and emotional effects of a known/suspected neurological disorder: - --Interview (pre-illness history, symptoms, coping and adjustment) - --Cognitive tests (IQ, language, attention, memory, perception, executive function) - --Self-report and relative reports on questionnaires - --Behavioural observation – mental status exam Feedback and report to guide rehabilitation
26
Preliminary Screening
Can testing commence? Alcohol and drug use Adequate sensory function (e.g., need for aids) Perceptual deficits (neglect, agnosia etc) Physical factors (low arousal, fatigue, pain, prescription medication, motor impairment) Receptive and expressive English language (aphasia, CALD populations) Emotional and motivational issues (anxiety, ↓ effort) Psychosis or perceptual disturbances Are some tests inappropriate – are there other options (e.g., non-verbal tests of IQ)
27
Interpreting Test Performance
An individual’s performance on cognitive tests is reported in percentiles and/or qualitative descriptions of ability relative to age norms or specific test norms. Percentiles are categorised as follows: ``` Very Superior 98th percentile Superior 91st -97th percentile High Average 75-90th percentile Average 26-74th percentile Low Average 10th-25th Mild deficit 3rd - 9th percentile Moderate deficit 2nd percentile Severe deficit Below 2nd percentile ```
28
Average test performance
26th-74th percentile
29
Estimated Premorbid IQ: Identifying a baseline
Demographic, educational and occupational details WAIS-IV/WISC-IV profile – best subtest? Academic achievement (WRAT/WIAT) Verbal: Word pronunciation (NART/WTAR) Nonverbal: Ravens Matrices, Peabody Picture Vocabulary Test
30
When are word pronunciation tests inappropriate for estimating premorbid IQ?
English as second Language
31
Intellectual Functioning (IQ)
WAIS-IV: Provides global summary of a person’s general cognitive ability which encompasses 4 domains: Verbal comprehension (vocabulary, general knowledge, abstract reasoning and social judgment); Perceptual organisation (visuo-spatial analysis, sequencing, construction and problem-solving) Processing Speed (visual tracking and motor speed) Working memory (attention, concentration and memory)
32
Culturally & Linguistically Diverse (CALD communities)
Wechsler Nonverbal Scale of Ability (full/brief) - --Matrices - --Object Assembly - --Coding - --Recognition - --Spatial Span - --Picture Arrangement Suitable for people from culturally and linguistically diverse background and people with hearing and language impairments
33
Attention & Concentration
Multi-level skill area ranging from basic to complex which mediate other cognitive processes from lowest level of complexity to highest: - Basic arousal - Sustained attention - Selective attention - Alternating attention - Divided attention
34
Arousal and Alertness
Level of alertness, receptiveness or ability to respond to the environment at a basic level. Problems may be indicated by: - -Yawning, falling asleep, inability to wake or alert oneself, disinterest in tasks and low motivation. - --Slow and inconsistent performance due to fluctuating alertness. - --Difficulty increasing alertness in response to internal or external cuing with little increase in performance to demands. Assessment: behavioural observation
35
Sustained Attention
Ability to maintain concentration or focus towards stimuli over a given time frame. Often referred to as ‘vigilance’ Problems evident by: decreased alertness and responsiveness over time, losing train of thought or the focus of attention wanders Assessment: ability to focus on a repetitive and monotonous task over an extended period (continuous performance tests of counting or detecting targets, Elevator Counting on the Test of Everyday Attention). Self-report or relative’s report during interview.
36
Selective Attention
Ability to focus attention on a stimulus and ignore irrelevant internal or external stimuli Problems indicated by: distractibility or difficulty disengaging from competing environmental stimuli (auditory or visual) Assessment: behavioural observation (is the person easily distracted?) and various cognitive tests (Map Search & Elevator Counting With Distraction, Test of Everyday Attention). Self versus relative report
37
Alternating Attention
The ability to shift the focus of attention from one aspect of a task to another (switching) – also related to mental flexibility Problems evident by: the person getting stuck on one task and neglecting others or starting tasks, leaving them and failing to return to complete them Assessment: Tasks which require the person to shift smoothly from one aspect of a task to another (Visual Elevator of the TEA, Trails B). Interview, observation and relative’s report
38
Visual Elevator task (test of everyday attention)
Visual Elevator: subjects must count up and down in response to a series of visually presented "floors"
39
Divided Attention
The ability to attend or respond simultaneously to more than one task or stimulus * potential risks Problems evident by: a person saying they cannot juggle tasks and need to do one thing at a time Assessment: measures of dual-task ability (e.g. counting tones and detecting visual targets) that require simultaneous responses. Interview, observation and relative’s report
40
Memory & Learning
Immediate memory span: recall of information held for brief periods of time (i.e. several seconds) Working memory: ability to retain and manipulate information in immediate memory (i.e. hold on-line) Recent or delayed memory: acquiring and retaining new knowledge over time limited periods Remote memory: recall of previously acquired details from a long time ago (durable and unlimited capacity) Prospective memory: remembering to carry out a task in the future while engaged in other activities
41
Memory & Learning Declarative vs Procedural
*Declarative memory: explicit memory for details accessed by a process of recall: -----*Episodic memory: memory for specific, personally experienced events and episodes from the past -----Semantic memory: memory for knowledge and facts acquired throughout life (* new learning) Procedural memory: implicit memory – knowing how to perform a task without conscious recall * most commonly affected by neurological disorder
42
Memory Assessment
Behavioural observation and interview Self-reports and relative reports (EMQ) Wechsler Memory Scale-IV: Norm-based tests to cover broad areas of memory ability (i.e., immediate versus delayed memory) Word lists: Benefits of repetition and cues Recall versus recognition Rivermead Behavioural Memory Test, CAM-Prompt (Prospective Memory) Remote memory (Autobiographical Memory Questionnaire)
43
Language
Aphasia: a loss or decline in receptive or expressive language skills Problems with comprehension, grammar, naming, repetition, fluency or word finding Literacy skills, reading, spelling and writing Language pragmatics (goal-directed use of language) or conversational skills (i.e awareness of rules, flow and context) Right hemisphere is involved in intonation/prosody, humour, metaphor, sarcasm (interpreting the emotional meaning)
44
Language & Social Skills
Behavioural observation in a natural setting (higher level language problems can be more subtle); Interviews and self-report/relatives’ reports; Roleplays (note difference between structured and spontaneous speech); Boston Diagnostic Aphasia Exam, verbal fluency, reading, spelling, vocabulary, Silly Sentences Social perception: The Awareness of Social Inference Test (TASIT); reading social cues Naturalistic tasks (i.e. write a letter, develop a shopping list, make a telephone call) Speed and Capacity of Language Processing Test
45
Visuo-Spatial Skills
A complex neural network involving the eyes, optic nerves, pathways, cerebral cortex and cranial nerves work together to process visuo-spatial information. Disorders affect the ability to: Recognise objects, drive, recognise faces, locate objects in space, negotiate stairs, pour a drink, write and draw Sensory versus perceptual (check visual acuity) Occipital lobe and right hemisphere – especially parietal (where) and temporal (what) lobes Phenomenon of unilateral neglect and agnosia
46
Visuo-Spatial Skills Assessment, medical reports, interviews, observations, tests
Assessment: examination of basic sensory functions is often done from the outset (asking is not enough); Medical reports (parietal, temporal or RH damage?); Interview with person and family member; Behavioural observation during everyday tasks (look for avoidance and use of compensation); Tests: line bisection and orientation, left-right orientation, clock/bicycle drawing tests, construction tests (blocks), embedded figures, Grooved Pegboard, complex figure and map reading
47
Executive Function
Executive disorders are mainly associated with damage to the frontal lobe region. However, the term ‘dysexecutive problems’ is preferred to ‘frontal lobe syndrome’ Executive functions have a supervisory control role which interact with and mediate other brain functions (e.g. language and memory) – analogy of a factory Executive impairments are one of the main reasons why people with neurological disorders are unable to return to work or live independently
48
Executive Disorders
Starting: reduced initiation and spontaneity (may verbalise intention but fail to act) Stopping: disinhibition, impulsivity and emotional reactivity (e.g. laughing and anger) Shifting: Difficulties making mental or behavioural shifts: rigid and inflexible or perseverative behaviour Problems with planning, organisation and following through on intentions Difficulty monitoring and self-regulating behaviour.
49
Executive Functioning behav obs, performance, relative, standarsied tests,
Behavioural observation using real life tasks (i.e. in social interaction, solving a problem and time management) Measure performance on unstructured tasks or novel problem-solving tasks (with and without cues) Relative and self-reports on questionnaires (DEX, FrSBe) Standardised tests of reasoning, planning, mental flexibility, problem-solving, rule following, self-monitoring and strategy use Observation of behaviour during testing
50
Tests of Cool EF | (dorso-lateral) cognitive & executive functions / working memory and attention
``` Test of Everyday Attention D-KEFS HAYLINGS COWAT TRAILS WCST NEPSY ```
51
Tests of Orbito-frontal & ventromedial region (Hot EF) ``` Behavioural regulation Learning from experience Emotional decision-making Social cognition (emotion recognition & ToM) ```
``` Gambling tests ToM tests NEPSY TASIT BRIEF/DEX/FrSBE ```
52
EF Tests expanded (from low to high in ecological validity) (from high to low in research,norms, validity)
Delis Kaplan Executive Function System (D-KEFS) Controlled Oral Word Association Test Wisconsin Card Sort Test Trail Making Test Hayling-Brixton Test Tower of London Test IOWA Gambling Task Behavioural Assessment of the Dysexecutive Syndrome Six Elements Test Multiple Errands Task The Cooking Task – ecological assessment
53
Tower of Hanoi task
The participant’s task is to recreate the arrangement of the discs in the model from the starting position in as few moves as possible and moving one disc at a time. A larger disc cannot be placed on a smaller one, and discs cannot be placed outside the posts (e.g. on the table)
54
Cooking Task (Chevignard et al., 2008)
“Bake a chocolate cake and cook an omelette for two people. The cake recipe is available in this book. All the utensils you need are available here and all the ingredients are on the table. You must leave the kitchen the way you found it when you came in. Please act as if you were alone. Tell us when you have finished.” Error types: Omission Addition Sequencing Estimation error Commentary-question Total errors
55
The Awareness of Social Inference Test
Ecological assessment of social cognition: ----Emotional evaluation (face emotion recognition) – videotaped vignettes displaying 6 basic emotions ---Test of social inference (minimal) – ability to derive -meaning and intentions from dialogue (sincere and sarcastic) ---Test of social inference (enriched contextual cues) – lies and use of sarcasm 30-45 minutes