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OTA Theory > Week 6 > Flashcards

Week 6 Flashcards

1
Q

What is cognition?

A

All forms of knowing and awareness, such as perceiving, conceiving, remembering, reasoning, judging, imagining, and problem solving

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2
Q

What is a cognitive impairment?

A

When a person has trouble remembering, learning new things, or concentrating that can affect their everyday life.

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3
Q

What is dementia?

A

a decline in mental ability severe enough to interfere with daily life (ADLS/IADLS)

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4
Q

What’s the difference between a mild cognitive impairment and dementia?

A

Mild cognitive impairments are not severe enough to interfere with everyday life whereas dementia is severe enough to interfere with everyday life

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5
Q

What is consciousness?

A

the state of being awake and aware of surroundings

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6
Q

What is orientation?

A

fundamental mental function thatprocesses the relations between the behaving self to space (places), time (events), and person (people).

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7
Q

What are the awareness of three dimensions associated with orientation?

A

1) Time
2) Place
3) Self

Problems lead to disorientation in one or more dimensions

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8
Q

What is sustained attention?

A

keep focus on task over a period of time.

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9
Q

What is selective attention?

A

keep focus on the task while ignoring irrelevant information that is also occurring

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10
Q

What is alternating attention?

A

do, switch to other, go back

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11
Q

What is divided attention?

A

two different activities done at once

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12
Q

What is the process of executive function?

A

1) Initiate – choosing clothes to get dresses

2) Organize – doing the steps in correct order (underwear first, then pants)

3) Complete/finish – knowing that the task is done (not keep putting more layers and layers of clothes over top)

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13
Q

Provide examples of each of the following cognitive skills in the task of showering.

  • Initiate
  • Organize/sequence
  • Complete/Finish
  • Judgment/insight
  • Awareness, sustained attention
  • Problem solving
A

Initiate
- go to the shower or bathroom
- turn on the shower
- gathering materials (shampoo, towel, clothes, etc. , take off clothes)
- getting undressed

Organize
- rinse shampoo before conditioner
- wetting hair before starting to put shampoo in

Complete finish
- turn off the shower
- dry off body
- put on clothes/get dressed

Judgement: water temp, realizing how long to rinse hair for and making sure all out of hair, using appropriate products and amounts

Awareness: how long in the shower for? (not realizing it)

Poor insight: not recognizing own limits

Problem solving: runs out of product, gigure out how to get back up if fall, adjusting water temperature if changes

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14
Q

How does cataracts affect vision?

A

Makes vision blurry

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15
Q

How does Macular degeneration affect vision

A

A blank spot in the centre of field of view

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16
Q

How does diabetic retinopathy affect vision?

A

A bunch of black spots covering field of vision

–> caused by diabetes

17
Q

How does glaucoma affect vision?

A

Makes field of view smaller

Edges of field of view go black

18
Q

What is a sensorineural hearing impairment?

A

INNER EAR is damaged.

NOT treatable

HEARING AIDS are beneficial

19
Q

What is a conductive hearing impairment?

A

Occurs in the OUTER or MIDDLE EAR

May be REVERSED

20
Q

What is remediation?

A

no compensation

(ex: Velcro shoes are a compensation for lace shoes, remediation would be teaching someone how to tie a show with one hand as opposed to using a modification)

21
Q

What are the two main Cognitive Intervention approaches?

A

Remedial/Cognitive Retraining
–> restoring cognitive skills

Adaptive/Compensatory Intervention
–> adapting a task on the environment to enhance performance

22
Q

What is “basic assumption?”

A

The brain can reorganize itself by using brain “exercises”

goal is to work around the deficits by using intact cognitive skills to compensate

23
Q

What is ‘External Strategies initiated by others’

A

decrease complexity (ex: two options)

24
Q

What is ‘Internal Strategies initiated by patient’

A

initiated by the patient (ex: reminders on phone, timers)

25
Q

What are some considerations: orientation

A
  • Not helpful to quiz the person all the time (e.g. What day is it?)
  • Helpful to use external aids
    –> Calendars, orientation boards (facilities)
26
Q

What are some considerations: attention

A
  • Low stimulus environment (auditory, visual)
  • Keeping chatter to a minimum during sessions
  • Avoid multitasking
27
Q

What are some considerations: Executive Function

A

1) Initiation and motivation: set up the environment for the patient

2) Insight (Simple instructions
focus on safety)

3) Sequencing
(build routine
Practice with repetition)

4) Memory:
(Repetition and practice to increase retention)

28
Q

What are some visual impairment considerations?

A
  • Larger font/picture size
  • Contrasting Colours
  • Increase light and minimize glare
  • Declutter as much as possible
  • Assistive devices/aids
29
Q

What are some hearing impairment considerations?

A

1) Set Your Stage
- Face the person
- Eliminate background noise
- Ask them how best to communicate with them

2) Get the Point Across
- Speak clearly and naturally,
- DON’T SHOUT
- Use facial expressions and gestures, don’t chew food or gum
- Rephrase rather than repeat

3) Establish Empathy with Your Audience
- Be patient
- Talk to them not about them with another person

30
Q

What would you do?

“You are seeing a client with a hearing impairment in their left ear. You want to teach them a simple exercise, in their hospital room.”

A

Face them

Speak or approach from the right

Close the door to eliminate/minimize external noise

31
Q

What would you do?

“You want to give a sheet of exercises to your client. They are seeing you at the clinic and you want them to use the sheet to do exercises at home. They have a moderate visual impairment.”

A
  • Increase the font size

-Get a digital copy (increase brightness

-Have it read to them), use audio

32
Q

What would you do?

“You are educating a family member on how they can facilitate the morning dressing routine of their loved one with moderate dementia.”

A

Limit options, set in order (decreasing the complexity of the task)

33
Q

What would you do?

“You want to teach your client with moderate dementia who has difficulty with following instructions on how to do a safe bed to chair transfer with a 2WW.”

A
  • Use one step instructions (put your hands on the chair

-Wait until they do it, that’s good now stand up…)

OTA Theory (11 decks)

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