Term
| Remedial, Restorative, Transfer of Training Approach |
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Definition
restoration of components, to increase skill
deficit specific
targets CAUSE of symptoms (NOT symptoms)
assume cerebral cortex is malleable and can reorganize
axs: tabletop and computer axs
ie: memory drills, block designs, parquetry |
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Term
| Compensatory, Adaptive, Functional Approach |
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Definition
repetitive practice of functional task
emphasizes modification and intact skill training
tx of SYMPTOMS (NOT cause)
axs: determined by individual's desired and/or needed tasks at discharge
ie: BADL, IADL, work, leisure tasks |
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Term
| Information Processing Approach |
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Definition
provides info on how individual approaches task
investigates has performance changes with standardized cues?
cues and feedback used to draw attention to relevant aspects of task
investigative questions used to provide insight to underlying deficits |
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Term
| Dynamic Interactional Approach |
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Definition
** requires intact auditory processing skills **
emphasis: transfer of info from 1 situation to the next
practice of a target strategy with varied tasks and situations (multicontextual)
transfer of learning ≠ automatic, must be taught
metacognitive skills (self-awareness of strengths and deficits) as basis of learning
transfer of learning through graded series of tasks that decrease in similarity
utilizes awareness questions ("how do you know that is right?") to help detect errors, estimate task difficulty, and predict outcomes |
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Term
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Definition
4 theories:
1. biomechanical evaluation
2. neurodevelopmental evaluation
3. teaching/learning evaluation
4. information processing
based on remediation
micro-perspective: eval of management of performance of component subskills
macro-perspective: eval includes use of narratives, interviews, real life occupations |
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Term
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Definition
**dx: acquired neurological impairments**
based on learning theory
focus: retrain real world skills
overall adaptive approach with remediation components
tx: training specific functional skills in true contexts |
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Term
| Cognitive Disabilities Model |
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Definition
** dx: psychosocial dysfx, neurological impairments, dementia **
cognition perceived to be on a continuum:
1 = profoundly impaired
6 = normal
after functional level is established: practice routine tasks that CAN be performed or ADAPTED tasks so they can be performed
focus: adaptive approaches
strengthening residual abilities |
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Term
| C-P tx of decreased alertness/arousal |
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Definition
increased environmental stimuli
gross motor activities
increased sensory stimuli |
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Term
| C-P tx of motor/ideamotor apraxia |
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Definition
general verbal cues (NOT specific)
decreased manipulation demands
hand-over-hand tactile-kinesthetic input
visual cues |
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Term
| C-P tx of ideational apraxia |
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Definition
step-by-step instruction
hand-over-hand guiding
opportunities for motor planning and motor execution |
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Term
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Definition
bring bx to conscious level and train to inhibit
redirect attention
tasks that require repetition |
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Term
| C-P tx of spatial neglect |
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Definition
graded scanning axs
anchoring techniques to compensate
manipulation tasks with scanning axs
use external cues |
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Term
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Definition
bilateral axs
guide affected side through ax
increased sensory stimuli to affected side |
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Term
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Definition
decrease external auditory stimuli
allow increased response time
visual cues and gestures
concise sentences
investigate use of Augmentative Communication Devices |
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Term
| C-P tx of sequencing and organization deficits |
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Definition
external cues
grade tasks by number of steps required |
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Term
| C-P tx of Spatial relations dysfunction |
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Definition
axs that challenge underlying spatial skills
axs requiring R/L discrimination |
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Term
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Definition
rehearsal strategies
"chunk" information
memory aids
"temporal tags" focused on when memory occurred |
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