Allen Cognitive Levels - Exam Prep for the OT Exam | The ...



Allen Cognitive LevelsBy Stephanie Shane OTR/LPass the OTHelpful Video to watch: (Helpful way to remember the levels) MnemonicAdorable Plush Museums Give Easy PicturesAutomatic, Postural, Manual, Goal-Directed, Exploratory, PlannedType of assessment: Standardized screeningThe assessment purpose: The screen is used to obtain a quick measure of global cognitive processing capacities, learning potential, and performance abilities and to detect unrecognized or suspected problems related to functional cognition.Determining a developmentally disabled adult’s level of cognitive function. MOST helpful for: Identifying the client’s difficult behaviors that might interfere with intervention.Planning a training program to improve prevocational skills.Identifying the type of environmental support that can maximize the client’s level of function.Developing an educational plan to improve social skills.Population: adults with psychiatric or cognitive dysfunction and for adults with dementia, the ACLS-5/LACLS-5 is recommended for use with populations whose patterns of functional behavior appear to reflect disruptions in global cognitive processing capacities as described by the cognitive disabilities model. The professional literature describes applications with adolescents with psychiatric problems and with adults who have experienced a traumatic brain injury or a cerebral vascular accident.Domains or subtests: “Functional cognition” encompasses functional performance abilities and global cognitive processing capacities. It incorporates the complex, dynamic interplay between 1) a person’s information processing abilities, occupational performance skills, values and interests, 2) the increasingly complex motor, perceptual and cognitive activity demands of three graded visual-motor tasks and 3) feedback from performance of these tasks in context.Qualifications needed to administer: Occupational therapists or other health care professionals who have experience working with persons with temporary or permanent cognitive impairments, training in the use of standardized assessments, and training or mentoring in use of the cognitive disabilities model and related assessments.Allen cognitive level leather lacing task- structured task that allows the therapist to observe the individual performing 3 increasingly complex stitches and make determinations about that person’s cognitive levelLevel 1: Automatic ActionsCharacterized by automatic motor responses and changes in the autonomic nervous system. Counsciousness to the external environment is minimal.Automatic Actions/Reflexive--> TOTAL ASSISTMotor Actions: walking, eating, drinking, standingAttention Span: SecondsActivities: Sensory StimulationLevel 2: Postural ActionsCharacterized by movement that is associated with comfort. There is some awareness of large objects in the environment, and the individual may assist caregiver with simple tasksUnable to imitate the running stitchPostural Actions/Gross Body Movement-MAX ASSISTMotor actions: approximate imitations, pacing, bending, stretches Activities: gross motor games, danceAttention Span: minutesLevel 3: Manual ActionsBegins with the use of the hands to manipulate objects. The individual may perform a limited number of tasks with long-term repetitive training.Able to imitate the running stitch, three stitchesImitates 3 'running stitches'Repetitive Actions-->MOD ASSISTMotor Actions: manipulation of familiar objects, react spontaneously to tactile stimulationAttention Span: 30 minutes; no written directions; increased distractibilityActivities: performs familiar ADL's (face washing, etc)Level 4 Goal Directed ActionsCharacterized by carrying out simple tasks through to completion. The individual relies heavily on visual cues. He/she may be able to carry out established routines but cannot cope with unexpected events.Able to imitate the whip stitch, three stitchesImitates 3 'whip stitches'Goal Directed/Familiar Activities-->MIN ASSISTSensory Responds to Visual StimuliActivities: Visual cues to complete tasks, matching, several step-tasks, simple crafts (2-3 steps);NO NEW LEARNING/GENERALIZATIONex. Cereal into a bowl, grocery list, getting items, getting dressed. Attention Span: HoursAt 4.6 a person can live alone. Level 5: Exploratory ActionsOvert trial and error problem solving. New learning occurs. This may be the usual level of functioning for 20% of the population.Able to imitate the single cordovan stitch using overt trial and error methods, three stitchesImitates 'simple cordovan stitch' using Overt trial and error X 3 stitches. Independent learning/Exploratory --> self control/inclusive reasoningAlters actions with overt trial and error; poor organization, planning, and socializationActivities: Concrete tasks; NEW LEARNING AND GENERALIZATIONAttention Span: WeeksLevel 6: Planned ActionsAbsence of disability. The person can think of hypothetical situations and do mental trial and error problem solving. think of hypothetical situations, plan ahead to prevent mistakesAble to imitate the single cordovan stitch using covert trial and error methods, three stitchesImitates 'single cordovan stitch' X 3 with overt trial and errorPlanned Action--> INDEPENDENT/ConceptualConsiders consequences of actionsFollows multistep verbal/written cuesABSENCE OF COG DISABILITYQUESTIONSA patient recently got admitted to an acute inpatient psychotic hospital after a relapse. In a screening, the OT observes that the patient is able to follow simple steps such as getting her hairbrush and construct a simple craft such as gluing construction paper together only when there are written directions. The OT notes that the patient is at what ACL level? 4235If a patient cannot perform the running stitch, what is the next step the OT should do?Re-administer the evaluation and modify the verbal directions for the running stitchAdminister the lower cognitive level testDelay evaluating the client until he she becomes more lucidHave a more experienced therapist administer the aclThe ACL is most helpful for determining what about a patient? Identifying the client’s difficult behaviors that might interfere with interventionPlanning a training program to improve prevocational skillsIdentifying the type of environmental support that can maximize the client’s level of functionDeveloping an educational plan to improve social skillsWhat can a patient accomplish at Allen's Cognitive Level 1?Automatic actionsExploratory actionsPlanned actionsGoal directed actionsWhat can a patient accomplish at Allen's Cognitive Level 2?Aware of large objects an can accomplish very simple tasksPatients use hands for simple, repetitive tasksPatients are able to copy demonstrated directionsIndividuals can copy a sample plan to followWhat can a patient accomplish at Allen's Cognitive Level 3?Patients use hands for simple, repetitive tasksPatients are able to copy demonstrated directionsIndividuals can copy a sample plan to followPatients use hands for simple, repetitive tasksWhat can a patient accomplish at Allen's Cognitive Level 4?Individuals can copy a sample plan to followPatients use hands for simple, repetitive tasksPatients are able to copy demonstrated directionsAware of large objects an can accomplish very simple tasksWhat can a patient accomplish at Allen's Cognitive Level 5?Patients perform tasks involving three familiar steps and one new oneIndividuals can copy a sample plan to followPatients use hands for simple, repetitive tasksPatients are able to copy demonstrated directionsWhat can a patient accomplish at Allen's Cognitive Level 6?Patients perform tasks involving three familiar steps and one new oneIndividuals can copy a sample plan to followPatients use hands for simple, repetitive tasksPatients can anticipate errors and plan ways to avoid them Answers1.A2. B3. C4. A5. A6. D7. C8. A9. D ................
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