Week 5 Flashcards

Question

Alternating and Divided Attention

Answer 1

Structure activities so they can be completed one step at a time Avoid activities for which there is a high demand to process information concurrently or make multiple responses List tasks sequentially and break these down into small parts and check items off when completed Educate other people about the need to avoid interrupting the person while they are completing a set of tasks (put answering machine on) Teach self-talk (verbal mediation) or visualisation to shift between tasks

Answer 2

Four general approaches: Organise the environment Internal strategies – e.g., PQRST External memory aids Develop routines/habits

Answer 3

EG - Memory support apps ``` ColorNote Notepad Any.do MediSafe Meds & Pill Reminder Google keep & Google calendar Remember the milk Evernote ```

Answer 4

Repetitive trials of practice to learn information (e.g. numbers, words lists); i.e. memory muscle approach Chunking (e.g. 40 and 72) and categorising (e.g. groceries divided into logical groups) Acronyms (NESW, DRABC) Verbal associations or elaboration (e.g. the name Jessica) Evidence? Research indicates that rehearsal or repetition generally helps to encode information. Internal strategies help for the specific type of information learnt but the strategies do not generalise well to other daily situations.

Answer 5

Enrichen encoding: PQRST – preview, question, read, summarise, test Errorless learning and vanishing cues: Amnesia Aim is to prevent and eliminate errors to prevent the development of maladaptive habit E.g., provide step-by-step demonstration and a high level of cuing to teach someone how to set up a SPSS file or how to tap dance Use of backward chaining to teach a basic procedure *Strategies must be applied to everyday situations to assist generalisation to the real world

Answer 6

``` Diary or notebooks Lists and checklists Alarm clock or timer to cue actions Calendar or whiteboards Dictaphone or electronic organiser (iPhone etc) Pill reminder box A memory book Assistive technology ---Cue intentions ---Store information ---Learn & consolidate new experiences ``` eg. SenseCam (Berry et al., 2008)

Answer 7

Liaise with speech therapy Augmentative communication devices Allow extra time for the person to understand others and express themselves (ask them what helps, don’t assume) Teach nonverbal means of communicating (gestures, drawing or pointing to pictured stimuli). Multiple choice questions Use of circumlocution for word finding

Answer 8

Use real life situations (e.g. making a telephone call and writing letters) and provide feedback on skills and strengths and suggestions to improve skills Videotape conversational skills and review performance with suggested strategies for improvement Training communication partners to provide positive and collaborative communication strategies (e.g., “Yesterday when we went shopping you saw a CD by Bruno Mars that you wanted – tell me why you like it”). See Togher et al. (2013)

Answer 9

Environmental modification and family education (e.g. label objects, bright colours on corners and edges) Keep environment as consistent as possible Systematic and paced searching to find a desired object Avoidance of high risk situations (e.g. climbing ladders) Substitution – use touch to find an object in the fridge Assistive technology (visual scanning devices) Magnifying stimuli and increasing contrast Head/body turning for visual scanning deficits Prism glasses for neglect

Answer 10

Environmental cues or triggers for action (e.g. alarms) Educating family and staff for the reason behind the behaviour (i.e. the person is not lazy or noncompliant) Verbal prompting using positive phrases (not nagging) Pair challenging tasks with a natural reinforcer (e.g. rehabilitation exercises before a meal) and develop a routine Break tasks down into achievable steps Start on tasks that are within the person’s capabilities Personal metaphors and coping statements

Answer 11

Use external aids such as whiteboards and calendars to plan activities (timeframe, equipment needed etc) Encourage the person to keep their environment uncluttered, free of distractions and use visual prompts (e.g. a ‘bills due’ tray) Use checklists and goal statements with step-by-step plans to organise events. Goal Management Training involves: 1. Stop – what am I doing? 2. Define the main task 3. List the steps 4. Learn the steps and put them into action 5. Check and evaluate outcome

Answer 12

Consistent feedback after the behaviour (e.g. “When you make comments about… I feel uncomfortable”) and self-awareness training Family education and behavioural management strategies Social skills training and use of roleplays to teach new responses Environmental restructuring and supervision in high risk situations Self-talk and delayed response techniques – Stop-Think-Do (e.g. Stop – what am I doing? Think – is this the best way to react? Do – what should I do instead?) Medication may need to be an option for severe behaviours

Answer 13

Amy is a 24 year old woman who was involved in a MVA 3 years ago which left her paralysed (SCI), with a TBI and in a wheelchair When travelling on public transport she often swears and yells at other passengers. Occasionally she has hit people or driven her wheelchair into them.