Ch. 6/8 Mental Functions and Process Skills-Occupational Analysis

Flashcards covering specific mental functions, global mental functions, sequencing complex movements, and process skills relevant to occupational analysis, as discussed in OTA 130 Chapter 6 and Chapter 8. Includes terms and their definitions.

Higher level cognitive functions

Allows humans to adapt to situations, think abstractly, and plan for the future.

Concept formation (Higher level cognitive functions)

The ability to organize information and develop ideas based on the common qualities of objects or situations.

Judgment (Higher level cognitive functions)

Requires mentally examining the aspects of different options and discriminating the variation in order to form an opinion or belief.

Executive functions (Higher level cognitive functions)

Reliant on the frontal lobes of the brain and include complex goal-directed behavior such as decision making, abstract thinking, planning and carrying out plans, mental flexibility, and deciding which actions are appropriate in certain circumstances.

Praxis (Higher level cognitive functions)

The brain's ability to plan, organize, and carry out sequential, novel movements, with correct timing and transitions between one movement and another.

Cognitive flexibility (Higher level cognitive functions)

Requires changing strategies when confronted with a problem or having to change a set of thoughts.

Metacognition (Higher level cognitive functions)

Having an awareness of one’s own mental processes and the ability to reflect on one's own mental state.

Attention

Ability to focus in on sensory information, choosing to process certain aspects of our environment or sensations.

Sustained attention

Required for an activity, referring to how long a person must sustain their focus on what is occurring.

Concentration

Requires actively discriminating between what information and stimulus to absorb and what to disregard.

Distractibility

Focusing in on one or more stimuli, while all other stimuli or information in the environment are ignored.

Divided attention

Utilized when a person must focus on two or more stimuli at one time.

Selective attention

Increases as the number of external stimuli increases; the greater the distracter, the greater the demand for selective attention.

Shifting attention

Attending to one task at a time for a limited duration, then refocusing concentration on another stimulus, allowing engagement in multiple tasks sequentially.

Memory

Closely linked to other cognitive and sensory factors, requiring the brain to first register sensory information before being able to store it.

Short term memory

Very limited memory, which differs from working memory.

Working memory

The ability to utilize information from both short- and long-term memory.

Long term memory

Information about past events, language, and sensory experiences that are stored for long periods of time.

Sequencing of Complex Movement

Requires the mental processes of regulating the speed, response, quality, and timing of motor movements.

Consciousness

Used in medical facilities to describe a person’s level of wakefulness.

Wakeful state

A continuous or sustained alertness state, which entails continuous or sustained alertness and awareness.

Sustained alertness

the ability to remain attentive and aware over an extended period without drifting off or losing focus.

Orientation

Knowing and understanding others or those in your immediate environment, place, time, and self.

Self-oriented

Having an awareness of one’s own identity; knowing one's name and who they are in relation to others.

Persons in environment (orientation)

Being able to name a significant person in one's life and who they are in relation to oneself.

Place (orientation)

Being aware of one’s own location, including the type of place (city, town, or country).

Time (orientation)

Being aware of the current date, month, day of the week, year, and time of day, utilized to understand what clothing to wear based on the season.

Paces (Process Skill)

The mental process of pacing a task.

Initiates (Process Skill)

The participant starts each step or action required of the activity without hesitation.

Sequences (Process Skill)

To perform the steps of a task in a logical and effective order.

Locates (Process Skill)

Requires the participant to scan the environment, either visually or tactilely, to locate objects and materials.

Terminates (Process Skill)

To conclude an activity or specific steps within an activity at the appropriate time and without persistence beyond what is safe or suitable for the activity.

Organizes (Process Skill)

Ability to logically arrange or position the objects used during an activity in a way that facilitates engagement and is not too crowded and not too spread out.

Navigates (Process Skill)

Determining how to move within a space without colliding or interacting with others or objects.

Examples of Grading: Attention 

Donning pants 

• To increase attention demands: Add steps (e.g., belt, shoes, or layers). 

• To decrease attention demands: Less clothing options (only pants to put on), limit environmental stimuli. 

• Environment modifications: 

• Easier → Quiet space, no distractions, clear area. 

• Harder → Busy or noisy environment, add background conversation or music. 

Placing books in your PMI book bag 

• To increase attention demands: Recall books you need from memory. 

• To decrease attention demands: Provide a visual list or lay out books in order. 

• Environment modifications: 

• Easier → Quiet room, only required books present. 

• Harder → Add extra books/items, noisy or distracting setting. 

Examples of Grading: Memory 

Making breakfast 

• To increase memory demands: Add more steps by using a complicated recipe. 

• To decrease memory demands: Heat premade food (fewer steps). 

• Environment modifications: 

• Easier → Recipe card or visual prompts available, organized kitchen. 

• Harder → No written directions, cluttered kitchen, distractions present. 

Examples of Grading: Sequencing 

Making breakfast 

• To increase sequencing demands: Prepare multiple foods at once (e.g., eggs, toast, juice), no written instructions. 

• To decrease sequencing demands: Follow simple, one-step directions with visual or verbal prompts. 

• Environment modifications: 

• Easier → Organized space with items laid out in order. 

• Harder → Items scattered around the kitchen or steps presented out of order. 

Examples of Grading: Orientation 

Patient filling out menu at the end of the day 

• To increase orientation demands: Fill out menu for a future date without prompts, include time of day choices (breakfast, lunch, dinner). 

• To decrease orientation demands: Fill out menu for current meal with assistance or cues. 

• Environment modifications: 

• Easier → Clear, simple menu in a calm setting. 

• Harder → Complex menu with multiple options in a busy or noisy space. 

Examples of Grading: Sustained Attention 

Playing a game 

• To increase sustained attention demands: Play a long, multi-step game with several players and rules. 

• To decrease sustained attention demands: Play a short, simple game with minimal rules. 

• Environment modifications: 

• Easier → Quiet space, no interruptions. 

• Harder → Play in a noisy or distracting environment. 

Examples of Grading: Initiation 

Brushing teeth at the sink 

• To increase initiation demands: Patient must gather all supplies and begin independently with no cues. 

• To decrease initiation demands: Supplies are laid out and verbal/visual cue is provided to start. 

• Environment modifications: 

• Easier → Organized bathroom, supplies in plain sight. 

• Harder → Supplies in drawers or different locations, mild distractions. 

Examples of Grading: Navigation 

Finding the cafeteria 

• To increase navigation demands: No map, minimal cues, multiple route options. 

• To decrease navigation demands: Provide a clear map, signs, or guide. 

• Environment modifications: 

• Easier → Clear signage, uncluttered hallways, staff available to assist. 

• Harder → Poor signage, crowded or noisy hallways, detours along the route.