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73 Cards in this Set

  • Front
  • Back
What is Perception?
The integration/interpretation of sensory impressions received from the environment into psychologically meaningful information.
What is Cognition?
The ability of the brain to process, store, retrieve, and manipulate information. It involves the skills of understanding and knowing, the ability to judge and make decisions, and an overall environmental awareness.
How do Cognitive-Perceptual deficits occur?
They occur as a result of multiple pathologies including CVA, TBI, neoplasms, acquired diseases, psychiatric disorders, and/or developmental delays.
What is an impairment in alertness or arousal?
The person has a decreased response to environmental stimuli.
What is Astereognosis?
Also known as Tactile Agnosia

The inability to recognize objects, forms, shapes, and sizes by touch alone.

A failure of tactile recognition although sensory testing (tactile and proprioceptive) is intact.
What is Impaired Attention?
An inability to attend to or focus on specific stimuli.

Includes difficulty with sustained attention, selective attention, and divided attention.
What is Ideational Apraxia?
A breakdown in the knowledge of what is to be done or how to perform.

A lack of knowlege regarding object use.

The neuronal model about the concept of how to perform is lost although the sensorimotor system may be intact.
What is Motor Apraxia / Ideomotor Apraxia
Loss of access to kinesthetic memory so that puposeful movement cannot be achieved because of ineffective motor planning although sensation, movement, and coordination are intact.
What is Long Term Memory Loss?
Lack of storage, consolidation, and retention of information that has passed through working memory.

Includes the inability to retrieve this information.
What is Short Term Memory Loss?
Lack of registration and temporary storing of information received by various sensory modalities.

Includes the loss of working memory.
What is Impaired Organization/Sequencing?
The inability to organize thoughts with activity steps properly sequenced.
What is Right-Left Indiscrimination?
The inability to discriminate between the right and left sides of the body or to apply the concepts of right and left to the environment.
What is Body Scheme Disorders?
Loss of awareness of body parts, as well as the relationship of the body parts to each other and objects.

Includes body neglect and somatoagnosia.
What is Spatial Relations impairment?
Difficulty relating objects to each other or to the self secondary to loss of spatial concepts (up/down, front/back, under/over, etc.)
What is Asomatoagnosia?
A body scheme disorder that results in diminished awareness of body structure, and a failure to recognize body parts as one's own.
What is Topographical Disorientation?
Difficulty finding one's way in space secondary to memory dysfunction or an inability to interpret sensory stimuli.
What is Unilateral Body Neglect?
Failure to respond to or report unilateral stimulus presented to the body side contralateral to the lesion.
What is Unilateral Spatial Neglect?
Inattention to, or neglect of, stimuli presented in the extrapersonal space contralateral to the lesion.

May occur independently of visual deficits.
What is Figure/Ground Dysfunction?
An inability to distinguish foreground from background.
What is Anosognosia?
lack of awareness of motor deficit.

May be related to a lack of insight regarding disabilities.
What is Perseveration?
The continuation or repetition of a motor act or task.
What is Acalculia?
The inability to perform calculations.
What is Alexia?
The inability to read.
What is Agraphia?
The inability to write.
What is Impaired Problem Solving?
The inability to manipulate a fund of knowledge and apply this information to new or unfamiliar situations.
What is Disorientation?
Lack of knowledge of person, place, and time.
What is Anomia?
Loss of the ability to name objects or retrieve names of people.
What is Broca's Aphasia?
Loss of expressive language indicated by a loss of speech production.

"Broken" language.
What is Wernicke's Aphasia?
A deficit in auditory comprehension that affects semantic speech performance, manifested in paraphasia or nonsensical syllables.
What is Global Aphasia?
The symptoms of global aphasia are those of severe Broca's aphasia and Wernicke's aphasia combined. There is an almost total reduction of all aspects of spoken and written language, in expression as well as comprehension.
What is Agnosia?
A loss of ability to recognize objects, persons, sounds, shapes, or smells while the specific sense is not defective nor is there any significant memory loss.
What is Executive Dysfunction or Dysexecutive Syndrome?
Impairments related to multiple specific functions; such as, decision making, problem solving, planning, task switching, modifying behavior in the light of new information, self-correction, generating strategies, formulating goals, and sequencing complex actions.
What skills must be evaluated to differentiate perceptual dysfunction and visual system deficits.
visual acuity, visual fields, oculomotor function, scanning
What is Visual Acuity?
The clarity of vision both near and far
What is Visual Fields?
The available vision to the right, left, superior, and inferior

An example of field loss is homonymous hemianopsia (the left temporal field and right nasal field are affected)
What is Oculomotor function?
Control of eye movements
What is Scanning?
Ability to systematically observe and locate items in the environment
Non-standardized observations of: Impaired Alertness or Arousal
requires sensory cues to maintain arousal such as loud voice, tactile stimulation, vestibular input, appears lethargic, falls asleep during ADL performance
Non-standardized observations of: Motor/Ideomotor Apraxia
Appears "clumsy," difficulties crossing midline, difficulties with manipulation activities such as manipulating coins, uses awkward grasp pattern to answer phone, difficulty with bilateral activities such as folding a sheet.
Non-standardized observations of: Ideational Apraxia
uses objects incorrectly such as a hairbrush as a toothbrush, cannot sequence the steps of the task of meal preparation, and does not engage in task
Non-standardized observations of: Perseveration
repeats the same motor act such as continuing to wash one arm or continuing to pull up a sock that already covers the foot, difficulty terminating a hand to mouth pattern when the plate or bowl is empty, repeats the same task (ex. dress, undress, dress, undress)
Non-standardized observations of: Spatial Neglect
cannot find food on the left side of the plate, phone on the left side of the desk, or cannot balance a check book (e.g., the number $1,550.00 may be perceived as $50.00), gets lost easily during ambulation or wheelchair mobility due to only responding to one side of the environment

Usually occurs on the left side of the body, but can in some cases occur on the right side
Non-standardized observations of: Body Neglect
does not dress the left side of the body; shave the left side of the face, etc. Does not incorporate the involved limbs into activities such as bed mobility or sandwich making

Usually occurs on left side, can occur on right
Non-standardized observations of: Sequencing and Organization Deficits
steps of the task are not in a logical order (e.g., putting on shoes and socks before pants) or steps of the activity are left out such as washing dishes without soap
Non-standardized observations of: Spatial Relations Dysfunction
difficulty wth dressing such as orienting a shirt to the body (e.g., the shirt is put on backwards or upside down), undershooting or overshooting when reaching for glasses, spilling milk when pouring into a glass, difficulty aligning/moving your body in space during a transfer.
Non-standardized observations of: Impaired Attention
not being able to attend to long conversations, instructions, class lessons, television shows, or movies (impaired sustained attention), not being able to study outside with the noise of traffic and children playing (impaired selective attention), not being able to make toast and tea at the same time (impaired divided attention), having difficulty switching your attention from typing a paper to answering the phone and then back to typing (impaired attentional switching).
Describe the Assessment of Motor and Process Skills (AMPS)
- 3+ years and older regardless of diagnoses
- examines functional competence in 2 or 3 familiar and choses BADL or IADL tasks
- observe and document motor and process skills that interfere with task performance
- This is a test of occupational performance that is appropriate for those living with a variety of impairments including cognitive and perceptual impairments
Describe the Arnadottir Occupational Therapy Neurobehavioral Evaluation (A-ONE)
- used with adults with cognitive/perceptual (neurobehavioral) deficits
- structured observations of BADL and mobility skills
- asseses neglect, spatial dysfunction, body scheme disorder, apraxia, etc.
Describe the Allen Cognitive Level Test
- used with persons with psychiatric disorders, acquired brain injury, and/or dementia
- screening tool to estimate a person's cognitive level
- the person performs 3 leather lacing stitches progressing in complexity
- Level 1=automatic actions to Level 6=planned actions
Describe the Rivermead Perceptual Assessment Battery
- 16 years+ with visual-perceptual deficits after head injury or stroke
- asseses form and color constancy, object completion, figure-ground, body image, inattention, and spatial awareness
Describe the Behavioral Inattention Test
- adults with unilateral neglect
- examines the presence of neglect and its impact on functional task performance
- includes 9 activity-based subtests (phone dialing, menu reading, coin sorting, etc.) and 6 pen/paper subtests (line crossing, star cancellation, etc.)
Describe the Lowenstein Occupational Therapy Cognitive Assessment (LOTCA)
- used with s/p stroke, TBI, tumor
- measures basic cognitive functions that are prerequisite for managing everyday tasks with subtests in 5 areas: visual, spatial perception, visualmotor organization, and thinking operations
Describe the Rivermead Behavioral Memory Test
- used with memory dysfunction
- initial evaluation of a person's memory function
- indicates appropriate treatment areas
- monitors memory skills throughout the rehabilitation program
Describe the Exeutive Function Performance Test
- assesses executive function deficits during the performance of real-world tasks (cooking oatmeal, making a phone call, managing medications, and paying a bill)
- uses a structured cueing and scoring system to assess initiation, organization, safety, and task completion and develop cueing strategies
Describe the Mini-mental state examination (MMSE) or Folstein test
A brief 30-point questionnaire test that is used to screen for cognitive impairment. It is commonly used in medicine to screen for dementia.
Describe the Cognistat Neurobehavioral Cognitive Status Examination
- usually takes less than 45 minutes to take
- explores, quantifies, and describes performance in central areas of brain-behavior relations: level of consciousness, orientation, attention, language, contructional ability, memory, calculations, and reasoning
What does the Remedial/Restorative/Transfer of Training Approach for Cognitive/Perceptual Intervention consist of?
- focuses on restoration of components to increase skill, deficit specific, targets cause of symptoms, and emphasizes performance components
- assumes improvements in performance components will result in increased skill and that the cerebral cortex is malleable and can reorganize
- utilizes tabletop and computer activities such as memory drills, block designs, parquetry, etc. as treatment modalities
What does the Compensatory/Adaptive/Functional Approach for Cognitive/Perceptual Intervention consist of?
- repetitive practice of functional tasks
- emphasizes modification and intact skill training
- activity choice is driven by tasks the person needs, or wants, to perform.
- treats the symptoms, not the cause
- utilizes environmental adaption and compensatory strategies
- treatment is task specific and uses functional tasks (BADL, IADL, work, and leisure tasks)
What does the Information Processing Approach for Cognitive/Perceptual Intervention consist of?
- provides information on how the individual approaches the task
- looks at how performance changes with cueing
- cueing is given to determine their effect on performance and to draw attention to relevant features of the task
- investigative questions are used to provide insight to the underlying deficits
What does the Dynamic Interactional Approach for Cognitive/Perceptual Intervention consist of?
- emphasizes transfer of information from one situation to the next
- practice of a targeted strategy in multiple contexts
- empasizes metacognitive skills (self-awareness of strengths and deficits) as basis of learning and generalization of learning
- transfer of learning does not occur automatically but occurs through a graded series of tasks that decrease in similarity
What does the Quadraphonic Approach for Cognitive/Perceptual Intervention consist of?
- based on remediation, information processing theory and teaching-learning theory
- micro-perspective includes evaluation of management of performance component subskills such as attention, memory, motor planning, postural control, and problem solving
- macro-perspective evaluation includes the use of narratives, interview, real-life occupations (shopping, cooking, etc.)
- makes use of several theories: information processing, teaching/learning evaluation, neurodevelopmental evaluation, and biomechanical evaluation
What does the Neurofunctional Approach for Cognitive/Perceptual Intervention consist of?
- based on learning theory
- used with individuals with acquired neurological impairments
- focuses on retraining real world skills rather than cognitive-perceptual processes
- uses an overall adaptive approach but incorporates some remediation components
- treatment is focused on training specific functional skills in true context
What does the Cognitive Disabilities Model for Cognitive/Perceptual Intervention consist of?
- used for psychosocial dysfunction and, more recently, for neurologic dysfunction and dementia
- describes cognitive function on a continuum from level 1 to level 6 with each level describing the extent of a person's disability and difficulty performing occupations
- focus is placed on adaptive approaches and strengthening residual abilities
What are intervention strategies for Impaired Alertness or Arousal?
- increase environmental stimuli
- use gross motor activities
- increase sensory stimuli
What are intervention strategies for Motor / Ideomotor Apraxia?
- utilize general verbal cues as opposed to specific
- decrease manipulation demands
- provide hand over hand tactile-kinesthetic input
- utilize visual cues
What are intervention strategies for Ideational Apraxia?
- provide step by step instructions
- use hand over hand guiding techniques
- provide opportunities for motor planning and motor execution
What are intervention strategies for Perseveration?
- bring perseveration to a conscious level and train the person to inhibit the behavior
- redirect attention
- engage the individual in tasks that require repetitive action
What are intervention strategies for Spatial Neglect?
- provide graded scanning activities
- grade activities from simple to complex
- use anchoring techniques to compensate
- utilize manipulative tasks in conjunction with scanning activities
- use external cues (e.g., colored markers and written directions
What are intervention strategies for Body Neglect?
- provide bilateral activities
- guide the affected side through the activity
- increase sensory stimulation to the affected side
What are intervention strategies for Aphasia?
- decrease external auditory stimuli
- give the individual increased response time
- use visual cues and gestures
- use concise sentences
- investigate the use of augmentative communication devices
What are intervention strategies for Sequencing and Organization deficits?
- use external cues (e.g., written directions, daily planners)
- grade tasks that are increasingly complex in terms of number of steps required
What are intervention strategies for Spatial Relations Dysfunction?
- utilize activities that challenge underlying spatial skills
- utilize tasks that require discrimination of right/left
What are intervention strategies for Memory Loss?
- use rehearsal strategies
- "chunk" information
- utilize memory aids (alarm watches, timers, etc.)
- utilize "temporal tags," focusing on when the event to be remembered occurred