Assignment 1 Cognitive Impairment Research

All forms of dementia can affect the way a person communicates, so in time they may have to find different ways of expressing themselves and their feelings. As a carer your non-verbal communication will become important, your body language, facial expressions, gestures, eye contact and tone of voice will have to be taken into account when you are communicating with a sufferer. In the early stages of some forms of dementia people may have difficulty finding the right word they are looking for, and in the later stages of some forms of dementia the words could be lost completely. As the dementia progresses, it gets a lot

Dealing with a learning disability: Dementia generally affects people with learning disabilities in similar ways to people without a learning disability, but there are some important differences. People with a learning disability are at greater risk of developing dementia at a younger age - particularly those with Down's syndrome. They will require specific support to understand the changes they are experiencing, and to access appropriate services after diagnosis and as dementia progresses. Those with a learning disability are also less

Though all three criteria must be met, during diagnosis emphasis is placed on the individual’s level of intellectual impairment. In order to determine this, IQ tests such as the Wechsler intelligence scale are completed and the results used to determine if an individual has a learning disability. A person is deemed to have a learning disability if on these IQ tests they score below 70.

According to the Diagnostic and Statistical Manual of Mental Disorders 5TH Edition (2013), Neurocognitive Disorders (NCDs) are a group of disorders with primary clinical deficit in cognitive function that has not been present since birth or very early life. These deficits represent a decline from a previous level of functioning. Disorders can range in severity level of cognitive impairment being major or mild neurocognitive disorders. Impairment can occur in the following domains: Complex attention, Executive functioning, Learning and memory, Language, Perceptual-motor, and Social cognition. Prior to the

Intellectual disability (intellectual developmental disorder) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. The following three criteria must be met:

In order for a student to be diagnosed with an intellectual disability the child must have an IQ significantly lower than the average to the general intellectual functioning and demonstrate significant deficits in adaptive, conceptual, social and practical adaptive skills as well. These deficits should be present during a child’s developmental years, before the age of 18.

By the standards of the Americans with Disabilities Act, a person who is considered disabled is someone who has physical or mental impairment, which significantly limits one or more major life activities. The [GC1] two types of disabilities are cognitive and physical. People with intellectual disorders are referred to as having trouble with educational endeavors, expressing themselves through spoken and written language, and may have trouble interpreting information through body language and/or social cues (Muhlenburg College, 2003). Types of cognitive disabilities include Asperger’s syndrome, Attention Deficit Hyperactive Disorder (ADHD), Tourette syndrome, and others (Muhlenbug College, 2003). A physical/medical disability is one that limits a person’s physical function, mobility, dexterity, and stamina (College Board, 2015). Types of physical disabilities include cerebral palsy, multiple sclerosis, spina bifida, and others. Both of these types of disabilities significantly

Memory takes the information that we receive, through vision, hearing, and touch, and places that information into a usable form and stores that information for later use. Drug addicts, however, have cognitive dysfunction as the areas of the brain that deal with addiction also destroy those same parts of the brain that deal with cognitive functions which include memory.Although many studies have been done in regards to the use of drugs and the damage they do both physically and mentally, there has not been much research systematically about the direct effects that opiates can have on the brain and the cognitive functions. This paper will look at the various research that has been done and take a look at the destructive effects that drugs,

A longitudinal, one year follow-up (38) study investigated the effectiveness of cognitive rehabilitation on executive functioning in early dementia. Authors evaluated the efficacy of neuropsychological training (TNP) in early dementia patients treated with ChEIs, compared with patients treated only with ChEIs and patients receiving none of them. The study included 59 subjects between 63 and 78 years of age who were randomized into three groups, namely, ChEIs only (n=22), ChEIs plus TNP (n=15) or none of them (22). Cognitive rehabilitation or TNP comprised of memory training (focused on immediate verbal, visual and spatial memory), Attention training (focused on divided, sustained attention and alertness). Language training (focused on lexical and phonological abilities), Abstract reasoning training (focused on manipulation of concepts,

A review of her medical records indicates that she has a history of dementia that has progressed to her needing assistance with her ADLS. She also suffers from chronic depression, anxiety that is manage with medication and anemia which is stable.

It is vital to deliberate what constitutes as a learning disability. But also essential to understand that it is not just one disability. The medical literature defines it as a learning disability is a neurological disorder (LD online (2010).Mencap however state that it can be recognised as a reduced intellectual ability to cope in everyday situations (mencap 2014) Types of learning disabilities include: downs syndrome and a range of other impairments. This definition is further extended by Holland who states that internationally criteria is. These are: intellectual impairment (IQ) social or adaptive dysfunction combined with IQ

An intellectual disability is a condition that is characterized by significant limitations in both intellectual functioning which includes reasoning, learning, and problem solving and also adaptive behavior which includes everyday social and practical skills. There are four types of intellectual disability. The four types are mild, moderate, severe, and profound. Mild intellectual disability can learn reading, writing, and math skills at a third to sixth grade level. Moderate intellectual disability may be able to learn basic reading and writing skills. Severe intellectual disability probably will not be able to read or write and require supervision in their daily living environment. Profound intellectual disability requires intensive support and may be able to communicate verbally. The disability is diagnosed by a set of standardized tests such as IQ tests in order to determine what level of disability is present.

Another obstacle that may be faced by the health care providers is assessing the pain of the arthritis patients with cognitive problems. The health care providers often will dismiss complaints of pain in patients with cognitive impairment due to the inconsistent pain reports. There are some findings from studies suggest that the verbal complaints by the patients with cognitive impairment are reliable and valid. However, some investigations also show that verbal reports of pain tend to decrease as the cognitive impairment increases. This will, in turn, affect the patients’ ability to respond to direct questions. Lack of pain assessment among this category of patients will increase the risk of under-recognition and undertreatment of pain (Herr

These diagnoses are all classified as neurodevelopmental disorders. Other similarities across diagnosis include deficits in cognitive functioning and academic difficulties. The onset of these three disorders/disabilities typically occur during the developmental period. In turn, children experience delays in reaching developmental milestones. For example, language milestones may be impeded – this is a common factor across these three diagnoses. Additionally, Cognitive and language assessments are often part of the diagnostic process for all three disorders/disabilities. The age of the individual would make it difficult to do a good differential diagnosis. For example, in young children, ASD and an ID may look identical. An individual with an

been controlled to improve memory, attention span, problem solving, and tactile discrimination by the use of cognitive rehabilitation in order to return patients’ functional outcome in occupation performance (Wagle et al., 2011). Hence, the main question is will early intervention of cognitive rehabilitation improves participation of activities of daily living (ADL) in the stroke population.