Neuroplasticity Factors in Rehabilitation

Factors that influence the brain's ability to reorganize itself by forming new neural connections throughout life.

Training technique that focuses on the specific movements needed for rehabilitation. Decreases & degrades the size of cortical representations.

Repetition and high intensity are crucial for producing lasting neural changes; lots of sets and reps crucial for neuroplasticity.

Neuroplasticity is more effective immediately after an injury.

Training that is relevant to real-life tasks, paired with motivation, feedback, and focus for optimal learning.

An environment that enhances sensory, cognitive, motor, and social stimulation improves therapy, avoid distractions by making sure environment supports the session

Techniques like motor imagery, mental practice, and therapies, which can improve neuroplasticity gains.

Factors like age and stress influence how effectively the brain adapts following rehabilitation .

Some medications, such as GABA receptor agonists, may affect neuroplasticity and can potentially reduce it in some instances.

Making the training as similar as practical in real-life conditions, both functionally and structurally; including all sensory and cognitive requirements .

The level of effort and the amount of repetitions are essential components for effective learning.

Varying tasks to make practice more effective. Improves adaptability to diverse contexts. .

Techniques that increase the frequency and similarity of training to promote neural change.

Therapy where multiple patients participate simultaneously.

Involving caregivers or family members to practice specific tasks with patients, making therapy part of daily living.

Information about the movement characteristics leading to a performance outcome, for example force steadiness, amount of sway in gait.

Direct feedback received from an action; allows you to assess your own movement quality.

Feedback from an outside source, like a video, balance board, or therapist.

Descriptive feedback about the quality of performance, like "good," "nice," or "poor."

Feedback that provides numerical values about the magnitude of a performance characteristic, e.g., numbers, walking speed, or dynamometer readings.

A device used to measure force or strength.

The total count of repetitions in an exercise.

The rate at which someone walks.

The total length covered during walking.

Directing attention to the movement itself, like feeling muscle contractions.

Directing attention to the effect of movement on the environment, e.g., weight shift.

Information about the task provided during execution.

Using visual information for movement feedback, like demonstrations, videos, and mirrors.

Using sound for movement feedback, including instructions and tools like metronomes or timers.

Using body awareness and touch for feedback, like manual guidance, taping, or orthoses.

A technique measuring muscle activity, providing feedback, and aiding muscle contraction.

Stimulates muscles to produce movement, often used when muscles are very weak.

A scale used to assess muscle strength from 0 to 5.

Methods to improve weak muscles, like reducing friction, gravity, shortening lever length and manual guidance.

Finding the right balance between developing skills and using compensatory strategies.

Using alternative strategies to accomplish a task when the usual method is impaired.

Guidelines for improving a skill by increasing practice intensity, variability, and specificity.

The amount and duration of practice, ideally exceeding 100+ repetitions and 70+ minutes.

Incorporating challenges/problem-solving into practice, changing tasks or environments.

Tailoring practice to the exact task being learned (part or whole task).

Features of the task itself that affect learning or difficulty (e.g., repetitions, resistance, distance, movements).

External conditions that influence task difficulty (e.g., stability, attention demands, complexity of setting).

Moving from simpler to more complex tasks in skill building, eventually progressing towards the final goal.

Exercises used when a patient has limited skill in a task. Focuses on mastering the basic aspects of the movement.

Exercises used when a patient has good foundational skills and can apply them to various situations.

Instruction style, including sentence length, body language (clapping, counting).

How often instructions are given, considering the patient's attention span and skill level.

Delivery of instructions, like long sentences before the exercise verses shorter sentences during the movement.

The demonstration style varies based on patient skill level. Beginners benefit from unskilled visual demonstrations.

Demonstrations are shown frequently, often before and during the practice session.

Demonstrations are particularly helpful before and during practice, but particularly useful in learning new movement patterns.

Feedback about the outcome or achievement of a goal during performance.

Feedback about the quality of the movement or skill execution.

Descriptive feedback focusing on the features or characteristics of the movement, but non-numeric.

Numerical feedback that shows performance or movement specifics.

Feedback directed towards the individual performing the movement, emphasizing internal sensations.

Feedback directed to the external environment, emphasizing the effects and outcomes of the movement.

Feedback originating from the individual's internal senses (e.g., visual, tactile, kinesthetic).

Feedback provided by external sources, such as a therapist or device.