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44 Cards in this Set
- Front
- Back
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what are the domains of learning? |
1. cognitive 2. psychomotor |
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what is the cognitive domain of learning? |
knowledge-based teaching -objectives concern mental processes and intellectual processes of recall of knowledge, comprehension, application, analysis, synthesis and evaluation -therapists often teach pts information (e.g. reasons for using jt protection techniques with RA) |
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what is the psychomotor domain of learning?
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1. deals with motor skills 2. technique-based 3. ex: writing, speaking, performing motor skills safely, correctly and independently_ |
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what is the affective domain of learning? |
1. concerns attitudes and feelings 2. includes awareness of environment, responding (compliance, acceptance of responsiblity), valuing |
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what are the 5 steps of teaching |
1. Needs assessment 2. setting educational goals 3. selecting educational methods and designing the program 4. Implementation 5. evaluating and revising |
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what are components of the needs assessment step? |
1. What does the learner need to know? a. current knowledge/skill b. plan/needs for future (key info/skills that are important) 2. determine readiness to learn (learning style, capabilities, attentiveness, energy) 3. identify impairments that may impact learning 4. identify available resources |
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what is involved in the setting goals stage? |
1. listing short- and long-term goals using ABCD method and ensuring measureable and timed 2. setting priorities |
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what are components of the selecting educational methods and designing the program stage? |
1. addresses who will be taught, who will teach, when, and where, and how 2. decisions include: format of instruction (e.g. individual, group discussion, lecture) and materials/media 3. Considerations: sequencing of teaching material, primary language, literacy and educational level, ethnicity and religious beliefs |
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what are components of the implementation step? |
strategies to affect mastery of learning including feedback, and instructor attitude, rewarding successful behavior -visual or tactile cues for demonstration -humiliation, boredom, frustration should be minimized |
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What is involved in the evaluating and revising step? |
1. learning of the patient -does pt now know or able to do what was planned (goal attainment) -info obtained from some form of testing or direct observation 2. evaluating if teaching process was adequate, effective, and efficient -was media use effective -were preexisting knowledge levels adequately identified 3. use of written and verbal feedback, formal checklists, questionnaires, pre- and post-tests, and course evaluations |
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how to test learners? |
-use an evaluation tool appropriate for the overall domain, such as cognitive or psychomotor -skills (psychomotor) are tested by evaluating the task with a practical examination -knowledge (cognitive) is evaluated by written or oral examination |
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what should media selection be based on? |
1. needs assessment 2. instructional format and objectives (e.g. use videotape to teach motor skill bc allows motion) 3. costs 4. individual preference 5. availability |
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what are advantages and disadvantages of print media? |
ADVANTAGES: low cost DISADVANTAGES: 1. boring 2. can be inappropriate for low educational levels
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what are advantages and disadvantages of computer assisted media? |
ADVANTAGES: individually paced DISADVANTAGES: 1. higher cost 2. limited availability in clinical setting |
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what are advantages and disadvantages of powerpoint media? |
ADVANTAGES: easy to add color, realistic DISADVANTAGES: 1. no motion 2. cost 3. availability 4. lights must be low during presentation |
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Advantages and disadvantages of video/dvd media? |
ADVANTAGES: movement, replay, 3-D DISADVANTAGES: 1. cost 2. time-consuming |
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advantages and disadvantages of models as media? |
ADVANTAGES: provide direct experience DISADVANTAGES: 1. limited selection 2. cost |
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what should practic sessions incorporate to facilitate learning? |
1. success 2. feedback about performance 3. reinforcement of positive/correct responses 4. ignoring negative/incorrect responses |
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what are the stages of motor control? |
1. identify the stimulus (involves memory, emotion, motivation, and attention) 2. select response-Motor plan 3. Motor programming or response -neural control centers consider parameters of movement such as timing, direction, force, duration, which results in coordinated movement sequence -feedback -feedforward 4. Movement output = CNS response to stimulus |
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what part of motor control are feedback and feedforward? |
motor programming |
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what type of feedback should be provided in the cognitive stage of learning? |
1. patient/learner intrinsic sensory feedback + therapist extrinsic FB (augmented feedback) 2. knowledge of performance - focus on consistent errors 3. knowledge of results - focus on successful movement outcomes |
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how should feedback be organized in the cognitive phase of motor learning? |
1. provide initially after every trial to improve performance (may hinder learning due to taking away reliance on intrinsic feedback) 2. later feedback such as bandwidth, summed or variable, may improve retention (supplements intrinsic FB instead of replacing it) |
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what are training strategies for cognitive phase of motor learning? |
1. stress controlled movement 2. break complex task into components 3. rest periods if a complex task (distributed practice) 4. use repeated (blocked) practice of same task 5. progress to variable (random) practice of related skills to increase cognitive processing 6. use mental practice to improve performance and reduce anxiety 7. avoid stressors or mental fatigue 8. progress from closed environment to open to control distractions
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what patient diagnosis does not benefit from parts-to-whole transfer? |
damage to left hemisphere -do not benefit from breaking task down into component parts -best approach is to tackle the task as a whole
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What diagnoses benefit and do not benefit from explicit verbal feedback/cueing? |
1. Basal ganglia lesion: verbal info interferes with learning -bc BG controls automatic movements 2. Cerebellar lesion: benefits from verbal info -Cerebellum involved with intentional movement/control |
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what strategies are used for training in the associative phase of motor learning? |
"how to do?" 1. practices movement and tries to limit errors 2. more use of proprioceptive feedback and less visual 3. less augmented/extrinsic FB (focus on intrinsic) 4. continue with KP and KR but identify errors only as become consistent and allow opportunity to identify and correct movement errors 5. use variable FB 6. serial or random practice to improve retention 7. progress to more open environment to prepare for home, work, or community |
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what strategies are used in the autonomous stage? |
"how to succeed" 1. continue practice and refine movements 2. movements are mostly error-free and require little cognitive effort 3. FB with little KP and KR. mostly self-evaluation 4. stress high level of performance in variable environments 5. massed practice (more practice than rest) |
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what is reference of correctness? |
-done in the cognitive stage -demonstration by the therapist of the exact task to be done -learner forms a cognitive map |
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what is active decision making? |
-pt is actively involved in monitoring and self-correction with the therapist's guidance |
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what is summed feedback? |
given at the end of a preset number of task trials -type of varied FB which hinders performance but improves learning/retention |
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what is bandwidth feedback? |
given only when performance is consistently outside a given range of acceptable movement -bandwidth can change -improves motor learning than constant FB |
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what is delayed feedback? |
given after a time delay to allow the learner/pt time for introspection about their performance (as long as no other info or activity undertaken between end of task and FB) |
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what is massed practice
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rest time is less than practice time |
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what is distributed practice? |
rest time is equal to or greater than practice time -used when endurance or motivation is low -task that are long, complex, and energy intensive -cognitive impairments (poor attention, concentration, memory) |
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what is blocked practice? |
one task performed repeatedly -good in early learning -improves performance |
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what is random practice? |
variety of random tasks in a sequence -best for retention and generalizability -random order |
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what is serial practice? |
different tasks performed in a predictable order -good for retention |
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part vs whole practice? |
complex task initially broken into components -ultimately, whole task must be performed and components integrated for learning to take place |
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what is transfer of learning? |
learning taking place through practice with contralateral extremity (uninvolved) first ex: may be helpful with hemiplegia |
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when is guided movement indicated? |
1. early learning (not during associative or autonomous stages) 2. useful for slow positioning tasks (e.g. PT actively assisting in omving from suine to sit) 3. useful to reduce anxiety 4. inspire trust 5. ensure safety
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what type of practice is best for patients with dementia? |
better motor learning with blocked practice than with random practice -bc repetition of the same motor program does not require intact episodic memory (which is impaired with dementia) -random practice requires ability to switch tasks and divide attention (which dementia pts have difficulty with) |
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what grade level should all instructions for patient/caregivers be written at? |
5th grade reading level -family or caregiver should be instructed to provide necessary home assistance for the pt by coming to the facility 1-2 weeks prior to dc once pt has reached maximal functional level |
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what are behavior modification techniques? |
1. identify correct behavior 2. schedule frequent reinforcement of correct behaviors -immediate not delayed -rewards that are meaningful to pt 3. ignore negative behaviors 4. punishment is less powerful for learning that positive reinforcement 5. alter the environment to promote correct responses (e.g. reduce distractions) 6. repeat the behavior |
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when are behavior modification techniques indicated? |
1. impaired or limited cognitive abilities (e.g., stroke, TBI) 2. young children |
