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Cognitive Eval > Week 6 > Flashcards

Week 6 Flashcards

1
Q

the ability to understand the self and the relationships of the self to the past and present environment

A

orientation

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2
Q

disorientation is indicative of significant impairments in ___ and ___.

A

attention, memory

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3
Q

what is one of the most common symptoms of diffuse brain damage characterized by mild to severe confusion?

A

disorientation

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4
Q

orientation to self involves the ability to do which 2 things?

A
  • report personal facts and events

- describe previous life style

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5
Q

orientation to others involves the ability to do which 3 things?

A
  • recognize people
  • associate them with their role
  • associate them with their names
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6
Q
  • ability to follow a familiar route.
  • ability to describe the relationship between one place to another.
  • involves memory
A

topographical orientation

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7
Q

name 2 standardized assessments of orientation.

A
  • GOAT - galveston orientation amnesia test

- benton temporal orientation test

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8
Q

described as a wide assortment of skills, processes, and cognitive states (includes: decreased reaction time and speed of information processing)

A

attention

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9
Q

name the 5 components of attention in order.

A
  1. focused attention
  2. sustained attention
  3. selective attention
  4. alternating/shifting attention
  5. divided attention
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10
Q

basic responding to stimuli: detect/react

A

focused attention

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11
Q

vigilance/maintenance of attention over time during continuous activity; repetitive activity over time

A

sustained attention

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12
Q

freedom from distractibility; out of two stimuli appearing simultaneously attend only to one and ignore the other

A

selective attention

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13
Q

capacity for mental flexibility

A

alternating/shifting attention

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14
Q

ability to respond to two tasks simultaneously.

A

divided attention

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15
Q
  • involves the use of cognitive exercises that are designed to improve and remediate attentional systems
  • not functional and resemble laboratory tasks
A

attention process training

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16
Q

name 4 treatment methods for attention.

A
  1. attention process training
  2. use of strategies and environmental support
  3. use of external aids
  4. psychosocial support: address the emotional and social factors that can result from attentional deficits
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17
Q

which form of attention does listening to target words or sequence on attention tapes and pressing the buzzer when the target is identified address?

A

sustained attention

18
Q

which form of attention does a paper and pencil task that requires alternating between generating numbers or letters address?

A

alternating attention

19
Q

which form of attention does counting the number of “ands” while reading address?

A

divided attention

20
Q

if an individual has difficulty concentrating and processing information, it is important to understand which 2 things?

A

understand when and where the attention problem is troublesome

21
Q

help clients monitor their activities and focus their attention; ex: device beeps every hour and a client asks himself 1. “what am i currently doing?” 2. “what was i doing before this?” 3. what am i supposed to do next?

A

orienting procedure

22
Q

helps clients who are tired with maintaining concentration over time: take a break every X period of time; self monitor - take a break when needed

A

pacing

23
Q

name 2 self-management strategies for attention.

A
  • orienting procedure

- pacing

24
Q
  • can assist individuals in tracking information and initiating planned activities
  • ex: written calendar system with day planners, written checklists, electronic organizers, voice activated message recorders
A

external devices

25
Q

a failure to orient to, respond to or report stimuli presented on the side contralateral to the cerebral lesion in patients who do not have primary sensory or motor deficit

A

unilateral neglect

26
Q

name 3 traditional assessments for unilateral neglect.

A
  • letter cancellation
  • line bisection
  • drew a person, clock, house
27
Q

semi functional assessment for unilateral neglect; assesses eating a meal, dialing telephone, reading menu, telling and setting time, sorting corns, copying an address, following a map, arranging cookies in a tray

A

rivermead behavioral inattention test (RBIT)

28
Q
  • combines mental imagery and attention training and was developed to address effect of neglect on long-term post-injury recovery and outcomes
  • with demonstration of how to move head and eyes together, and the level of cueing needed, therapists ask patients to find first 3D objects and then flat pictures of objects placed in front of them
A

the lighthouse strategy (LHS)

29
Q

describe training session one for the LHS.

A
  • simple line-drawing of a lighthouse is used to make an analogy between consequences for ships and persons who are not able to see where they are going.
  • this introduction paves the way for demonstration of how patients can become like lighthouses to improve their own safety.
  • all other therapists are informed that patients have begun LHS training and the level of cueing they require.
30
Q

describe training session two for LHS.

A
  • therapists review the LHS and go back over the picture again at the beginning of the session.
  • patients are then taken around the environment and are asked to point out objects on the left or right side. cues to use the LHS are given when needed.
31
Q

strategy of using a target to visually seek on the left side. ex: bright post-it notes

A

anchoring

32
Q

which cognitive skills are required for orientation?

A
  • memory
  • visuospatial
  • executive functions
33
Q

which populations have the most issues with orientation?

A

pts. with dementia

34
Q

name some treatment methods in which you can help orient individuals with dementia or people in the ICU.

A
  • working on sensory stimulation - opening blinds, essential oils, perfumes, music, proprioceptive stimulation - family should touch them
  • cognitively - provide them with pictures from home and important people in their lives, calendar and clock in their room, newspapers
35
Q

name an example of an assessment for selective attention.

A

timed IADL test

36
Q

name an example of an assessment for attention.

A

timed everyday attention task (TEA)

37
Q

which approach is attention process training associated with?

A
  • remedial deficit specific approach

- moves from focused attention to the other forms in order

38
Q

what is a key component in self-management?

A

self-awareness

39
Q

name 3 types of spatial aspects of neglect during functional activities.

A
  • personal or body neglect
  • near extra-personal
  • far extra-personal
40
Q

within arm’s reach

A

near extra-personal

41
Q

far away, within the environment

A

far extra-personal

42
Q

unilateral neglect is a ___.

A

spectrum

Cognitive Eval (13 decks)

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