Test 4
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Right Hemisphere Deficits | show 🗑
|
||||
| show | can't read a room and talks too much
🗑
|
||||
| Pragmatic Deficits RHD | show 🗑
|
||||
| Semantic Processing Deficits RHD | show 🗑
|
||||
| show | reduction or absence of normal pitch, loudness, intonation and rhythm
🗑
|
||||
| Flat Affect | show 🗑
|
||||
| show | - problem solving
- reasoning
- judgement
- sequencing
🗑
|
||||
| Neglect | show 🗑
|
||||
| Constructional Impairment | show 🗑
|
||||
| Anosognosia | show 🗑
|
||||
| Prosopagnosia | show 🗑
|
||||
| Coprolalia | show 🗑
|
||||
| Emotional Liability | show 🗑
|
||||
| show | - perceptual aspects of scanning and attention
- reading difficulties
🗑
|
||||
| R Frontal Lobe Lesion (Neglect) | show 🗑
|
||||
| show | - difficulty engaging attention toward stimuli
- selective attention deficits
🗑
|
||||
| R Basal Ganglia Lesion (Neglect) | show 🗑
|
||||
| show | - visual field cut
- most common on contralateral side to lesion
🗑
|
||||
| show | - arousal
- orientation
- vigilance
- maintaining selective/divided attention
🗑
|
||||
| Convergent Semantic Processing | show 🗑
|
||||
| show | - collective naming
- lexical judgements
- verbal fluency
- inferences
- alternative meanings
- excessive/reduced output
🗑
|
||||
| show | - age
- time of entering therapy
- damage
- family and support
- attitude/motivation
- physical condition and overall health
🗑
|
||||
| show | - teaches a specific task for immediate functional gain
- immediate needs of pt addressed
- targets symptoms
🗑
|
||||
| show | - uses intact processes to compensate for deficits
- stimulates recovery of impaired processes
- no immediate affects
- causes are addressed over symptoms
🗑
|
||||
| show | - tries to generalize skills
- targets underlying processes
🗑
|
||||
| show | - recovery of the process
- manipulates the stimulus to enable patients to make a maximal response
- minimal error rate
- provide immediate feedback
- elicit responses but do not force them
🗑
|
||||
| show | - ask CP or pt to explicitly state emotions or feelings
🗑
|
||||
| show | - writing down distractions
- minimize environmental factors
🗑
|
||||
| show | - lists
- note-taking
- calendars
- photos
- internal strategies
- journals
🗑
|
||||
| show | - brainstorming webs
- devices to stay on task
- environmental modifications
🗑
|
||||
| show | - MVC
- gunshot wounds
- sports injuries
- injuries at workplace
- abuse
- seizures
- lack of oxygen
- poisoning
- strokes/blood clots
🗑
|
||||
| Primary Damage of TBI | show 🗑
|
||||
| show | - infection
- hypoxia
- infarction
- intracranial pressure increase
🗑
|
||||
| Open-Head Injury | show 🗑
|
||||
| show | - meninges are intact
🗑
|
||||
| show | - shearing forces
- very severe
🗑
|
||||
| show | - dysphagia
- language
- motor speech
- sensory
- perceptual
- voice
- cognition
🗑
|
||||
| Tracking RHD Progress | show 🗑
|
||||
| show | - orientation
- attention
- aud comp
- linguistic organization
- reading comp
- naming
- memory
- visuospatial skills
🗑
|
||||
| show | - perception
- discrimination
- orientation
- organization
- recall
- reasoning
🗑
|
||||
| Focused Attention | show 🗑
|
||||
| show | - consistent attention during continuous/repetitive tasks
🗑
|
||||
| Selective Attention | show 🗑
|
||||
| Alternating Attention | show 🗑
|
||||
| Divided Attention | show 🗑
|
||||
| Pre-Traumatic Amnesia | show 🗑
|
||||
| Post-Traumatic Amnesia | show 🗑
|
||||
| show | - achieve the highest level of independent functioning
- capitalize on strengths to address weaknesses
- facilitate activities to acquire new skills and strategies
- modify environment and contextual factors
🗑
|
||||
| Cog Rehab Models | show 🗑
|
||||
| Instructional Model | show 🗑
|
||||
| Tx of Severe Impairments | show 🗑
|
||||
| show | - large print
- pointing or requesting
- selecting appropriately
- requesting
- copying
- following simple commands
- object naming
🗑
|
||||
| Tx of Moderate Impairments: Organization | show 🗑
|
||||
| show | - increased complexity
- stimulus size and language
🗑
|
||||
| show | - strategies
- internal and external aids
🗑
|
||||
| Tx of Moderate Impairments: Reasoning/Problem Solving | show 🗑
|
||||
| show | - break down complex tasks
- written instructions and schedules
- establish consistent routines
- train CP
- keep possessions in consistent places
- organize work space
- set time limits
- check off lists
- alarms
- daily log, sticky notes
🗑
|
||||
| Tx of Mild-Late Stage: Lang. & Discourse Problems | show 🗑
|
||||
| show | - reduce distractions
- avoid interruptions
- get enough sleep/exercise
- avoid crowds
- watch for fatigue
- ask for help
🗑
|
||||
| show | the production or creation of false or erroneous memories without the intent to deceive
🗑
|
||||
| Concussion Management | show 🗑
|
||||
| show | - attention
- impulsivity
- working memory
- limbic emotions (fight or flight)
- emotions
🗑
|
||||
| Parietal Lobe RHD | show 🗑
|
||||
| Occipital Lobe RHD | show 🗑
|
||||
| show | - processing others emotions
- rhythm and music
- long term memory
- prosody and intonation
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
KarleeAJones
Popular Speech Therapy sets