Therapeutic Skills & Exercise II
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each of the black spaces below before clicking
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| Complete Evaluation | Identifies problems that can be managed by physical therapy, promotes health & well being, identifies potential life threatening or emergency conditions
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| Evaluation | 'comprehensive screening & specific testing process leading to a diagnostic classification or as appropriate to a referral to another practitioner'
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| Initial evaluation (PTA Role) | PT does but you can greet
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| Interim evaluation (PTA Role) | your are responsible for collecting data & give to PT
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| Discharge evaluation (PTA Role) | collects data & special tests, PT makes assessment
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| Neuromuscular Evaluation | patient history, systems review, test & measures
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| Patient History (PTA Role) | past events, chron. order, history, physical any of these given from patient must be reported to PT
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| Systems Review (PTA Role) | clearing potentially involved systems, can not make that call just collect data & report to staff (PT)
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| Test & Measures | Largest part of getting information (PT does initial test & updates goals) PTA continues to take tests
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| Common Tests & Measures | Vital signs, Observation, Arousal, Attention, Cognition, Sensation, Motor Exam (MMT), Coordination, Balance, Functional Ability
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| Vital Signs | BP, HR, RR, Sp02, Temperature
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| Observation | Visual, general & ease of movement, general affect & communication
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| Arousal | Level of Consciousness (alert, lethargic, obtunded, stuporous, comatose, vegetative state
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| Attention | awareness of the environment & ability to focus
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| Cognition | Orientation (most frequent test), Memory, Following commands, Higher cognitive functions, Standardized assessments
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| Sensation | Exteroceptive & proprioceptive, combined sensations
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| ROM | normal vs abnormal, functional implications, cause of limitations (tone or strength issue)
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| Strength | Measurable force exerted by a mm or a group of mm to overcome a resistance in one maximal effort. (strength & tone are NOT the same thing)
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| Tone | resting activity of muscle, can very weak & high tone
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| Nervous system can effect.... | strength issue, may not be able to fix
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| Endurance - (use 'Function') | Ability to sustain forces repeatedly or generate forces over a period of time. Will affect functional ability.
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| Tone | readiness of muscle to contract
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| Alpha Motor Neuron | must be excitory to have tone
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| Deep Tendon Reflexes | Checking integrity of arch. Hyperreflexia (not getting inhibitory thru), Hyporeflexia (not getting excitory thru)
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| Synergy | stereotypical movements that may be present & elicited in a patient w/neurological insults
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| Developmental reflexes | premitive reflexes, most not present in adults (normal=protection, keeping upright)
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| Coordination | separate from strength & ROM, it can affect it though. related to balance
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| Balance | state of postural stability or equilibrium in which the COG is maintained within the boundaries of the BOS
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| Balance feedback | info about state of system (slipped on ice - now do something)
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| Balance feedforward | anticipatory impulses sent prior to movement & help prepare for movement (what body does before stepping on ice)
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| Sensory Influences (Somatosensory) | weight bearing & positions of body party
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| Sensory Influences (Vision) | providing info - staying upright
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| Sensory Influences (Vestibular) | inner ear info, head position relative to gravity & movement of head
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| Limit of Stability (LOS) | maximum angle of vertical that can be tolerated without LOB
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| Sitting Strategies | Knee, Trunk, Abdomen, neck
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| Standing Strategies | ankle 1st, hip flex 2nd, step 3rd
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| Balance Assessment | Static & dynamic sitting & standing tested, can be coordination component (equilibrium tests)
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| Balance Assessments used | Romberg, Sharpened Romberg, Berg, Tinnetti, CTISB
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| Functional Ability | Bed mobility, sitting, transfers, standing, ADL, IADL, locomotion
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| Locomotion | assist, device, context, deviations from normal, distance, speed, time elapsed, stride length, step length, stance time, BOX
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| Historical Perspective for Interventions | Functional movement under rigid hierarchial control (CNS controls movement based on sensory input it receives)
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| Motor Learning, Control & Neuroplasticity | Current (neurophysiology)
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| Motor Learning (PTA Facilitates) | process of an individual acquiring, modifying & retaining motor memory patterns so that programs can be reused & modified during functional activities
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| Principles of Motor Learning | acquiring the capability for a skilled action, experience or repetition, cannot be measured directly, produces relatively permanent changes
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| Component affecting motor learning | difficulty of task, practice context, schedule of practice, stage of motor learning, feedback, motivation
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| Most common motor learning | whole to part to whole
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| motor control | process of how an individual controls movement already acquired (which muscles in what order)
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| Stages of Motor Control (Stage 1) | Mobility (erratic movements)
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| Stages of Motor Control (Stage 2) | Stability (ability to hold position in antigravity, WB position
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| Stages of Motor Control (Stage 3) | Controlled mobility (proximal mobility combined with distal stability
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| Stages of Motor Control (Stage 4) | Skill (most mature movement, proximal segments stable, distal segments free)
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| Neuroplasticity | brains ability to adapt & use cellular adaptations to learn or relearn functions previously lost due to cellular death by trauma or disease at any age
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