Assessment of Attention and Memory PDF

Assessment of Attention and Memory OT 174: Assessment of Person Factors for Occupational Performance in Adults (Process & Social Interaction Skills) First Semester, AY 2024-2025 BS Occupational Therapy...

Assessment of Attention and Memory OT 174: Assessment of Person Factors for Occupational Performance in Adults (Process & Social Interaction Skills) First Semester, AY 2024-2025 BS Occupational Therapy College of Allied Medical Professions Lecturer: Dominic U. Cheoc, OTRP September 4, 2024 ○ Some may say they prefer to study in their own OUTLINE room I. Mental Functions A. Categories ○ Some may say they prefer to study in a busy II. Attention coffee shop A. Aspects Depends if they can filter the unnecessary B. Summary inputs from the environment III. Memory A. Information Processing Model ○ Some people don’t like too much silence, aka B. Types “deafening silence,” thus can better pay C. Temporal Stages attention in an environment with some degree of D. Summary IV. Assessment Tools noise A. Test of Everyday Attention B. Mental State Examination A. ASPECTS OF ATTENTION C. Mini-Mental State Examination D. Montreal Cognitive Assessment 1. Automatic and Controlled Processes E. Lowenstein Occupational Therapy Cognitive Assessment a. Automatic Processes Highly familiar and practiced Unintentional, done without conscious I. MENTAL FUNCTIONS awareness, and does not interfere with other Cognition involves processes that are associated mental activity with perceiving, making sense of, and using Adaptive and allows more tasks to be information performed efficiently Many disabilities have problems in cognition ○ If the tasks become automatic, our role affecting their occupational performance: becomes adaptive, letting us give more ○ Dementia attention to other tasks ○ ADHD May lead to mistakes or safety issues ○ Schizophrenia E.g. An experienced driver who doesn’t pay ○ Bipolar disorder much attention to the road is unable to hit the ○ Traumatic Brain Injury react in time to something unexpected which ○ Stroke can lead to accidents A. CATEGORIES b. Controlled Processes Needs intense attentional requirements Global Mental Function Unfamiliar or novel tasks Consciousness, Orientation, Temperament and Highly unstable and irregular activities personality, Energy and drive, and Sleep E.g. Engaging in conversation with a stranger Specific Mental Function ○ Not every person you talk to engages with Higher Level Cognitive, Attention, Memory, you the same way Perception, Thought, Mental Functions of ○ You have to be attentive to what you and Sequencing Complex Movement, Emotion, they are saying during the convo Experience of Self and Time Your automatic processes can sometimes revert But we will be focusing on Attention and memory to a controlled process d/t an impairment or disability ○ E.g. A person may need to relearn how to walk II. ATTENTION after being confined to a bed for a long time Involves efficiently using cognitive resources to after a physical injury/surgery take in the information needed to accomplish a 2. Selective Attention task Sorting out and focusing on the relevant sensory Allocate resources to identify the most useful stimuli in the environment; work on inputs ○ Basically filtering ○ You can’t give attention to every single inputs ○ You cannot do everything, so you have to select Technically not an easy thing to do ○ More input = more difficult to pay attention E.g. Studying in your own room vs. studying in a busy coffee shop CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 1  ATTENTION AND MEMORY a. Filter Theory E.g. Watching a recorded lecture for 2hrs There is limit to the amount of information a might be too long for a student with no person can attend to at any point in time breaks ○ We have limitation in terms of the ○ Rate of presenting information information one can take in E.g. When the prof. is talking too fast, student “Attentional filter” might miss some information ○ You allow information in but there will be ○ Nature of Stimulus some that will be block E.g. Attending to an almost same type of stimulus might be difficult (listening to music b. Attenuation Theory Unattended information are not really lost, and watching a movie) but is turned down and is still available to the 5. Joint Attention/Shared Attention person Shared focus of two individuals on an object E.g. When you lose your friend at a crowded Achieved when one individual alerts another to mall, you try to remember significant features an object by means of that she has, like the green shirt that she is ○ Maintaining eye contact wearing. Among all the distractions and noise, ○ Pointing your brain filters out everything else, allowing ○ Other verbal or non-verbal gesture you to zero in on the specific color to locate Usually seen in children and how they relate with your friend. adults but also important when they are already adults Identify the distraction Important in relatedness and relationships ○ External - Noise and movement in the E.g. Reading a book together, Two parents playing environment with the child ○ Internal - Hallucinations for individuals with psychosis SUMMARY 3. Divided Attention “Multitasking” Engaging in one or more tasks simultaneously How it works: ○ Move back and forth between the two tasks E.g. Task A↔Task B “Shifting attention” Refocusing concentration from one stimulus to another ○ One task is automatic Less attention is needed on a task that comes automatic for you E.g. Reading and eating (“ay ubos ko na ang III. MEMORY chips ko?” Processes which are used to acquire, store, retain, ○ Two tasks are practiced together and retrieve information E.g. Taking care of the baby while working in front of the computer A. INFORMATION PROCESSING MODEL Mastery takes practice and time ○ One task is usually mediocre when you multitask Usually avoided for individuals with attention problems 4. Vigilance or Sustained Attention / Concentration Ability to sustain attention over time Similar to attention span > readiness to respond to a target stimulus E.g. Drawing, Playing Jenga Factors affecting vigilance: ○ Passage of time CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 2  ATTENTION AND MEMORY The Information Processing Model explains how we Subtypes of LTM create, store, and retrieve memory. It starts with Explicit (conscious) sensory input (visual, tactile, auditory) entering the ○ Semantic (general knowledge) brain as sensory memory, which lasts only briefly Memory for facts (about seven seconds). If attention is given to the Ex: months of the year - It’s September input, it moves to short-term memory; otherwise, it this month is lost or blocked but still accessible in the ○ Episodic (personal events) environment. Memory for personal events that In short-term memory, the information remains for happened to the individual a short period, around 20 seconds. Rehearsal is Time, place, and details necessary to retain it, often using techniques like Ex: memory of your debut - 18 roses, etc. mnemonics. Without rehearsal, the information Implicit (unconscious) may be lost. Encoding strategies help transfer the ○ Procedural (skills and actions) information from short-term to long-term memory, Memory about how to do something where it can be stored indefinitely. When needed, Ex. biking. You don’t really think about information can be retrieved from long-term how to bike, you just ride a bike, pedal memory and brought back to short-term memory forward, and then you’re there na for use in tasks. Ex. driving. Starts with controlled It’s good to note that long-term memory may be processes and more attention and then lost over time, especially in conditions like eventually when you are driving along dementia or amnesia. EDSA, there will come a point where you In summary, the model emphasizes the importance don’t have to think about it and you just of attention and rehearsal in retaining and using drive information effectively. Takes longer to be created and is less susceptible to errors Takes longer because it is a sequence of B. TYPES OF MEMORY actions Short-term 3. Working Memory (WM) Long-term Short-term memory + active manipulation of new Working information 1. Short-term Memory (STM) Sometimes classified under executive functions Information held for seconds or minutes Capacity: 7 items, plus or minus 2 ○ means that you can actually memorize something that is five items or nine items. Beyond nine, it might be a bit difficult. How do you actually help yourself improve your short-term memory or how do you actually recall these seven items? ○ Chunking of items If not rehearsed, information in STM is lost in about 20 seconds 2. Long-term Memory (LTM) COMPONENTS: Accumulation of information over a lifetime ○ CENTRAL EXECUTIVE Capacity: unknown or infinite Oversees the flow of information Duration: permanent The one that checks if information is being moved in and out the short term memory Integrates the new information that is coming in with the long term memory storage ○ PHONOLOGICAL LOOP “Inner speech” Self talk; when you talk yourself through a task CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 3  ATTENTION AND MEMORY Ex. “Ano kaya kakainin ko?”; “Ano ang ○ We listened to this just a few minutes ago in the kailangan ko gawin?”; “Anong netflix series lecture video kaya ang papanoorin ko?” You most likely used short term memory Sometimes, you don’t actually say these 2. Recent things out loud. It is just inside your head but Within minutes to days it is NOT a hallucination. May be a combination of short term or long term ○ VISUO-SPATIAL SKETCHPAD memory. Locate objects and self Ex. “What did you eat last week?” All about spatial orientation and problem ○ May have already been encoded in long term solving memory and then binalik lang to short term Involves visual input memory. There is retrieval but before you are Ex. “nasaan na ako?”, “how will i go to the cr able to retrieve, it should first be encoded inside robinsons manila” ○ EPISODIC BUFFER 3. Remote Within months or years Binds the verbal info, visual info, and LTM Sobrang tagal ago. the “gitna” Ex. “What was the last thing you did before the Ex. “If this happened in the past, should I do lockdown?” the same thing or change what I will do this time around?” Example: You are falling in line thinking of your C. SUMMARY OF MEMORY order in a coffee shop ○ Phonological Loop – You are looking at the menu and you think to yourself, “I really like white chocolate mocha but I don’t have enough money for a venti size” ○ Visuo-spatial Sketchpad – You think about if you have any more money and try to locate where else you would have probably stored it ○ Episodic Buffer – Revisits long-term memory and allows you to remember that you typically hide money in the back of your cell phone ○ Thus, **Long-term memory example of impairment ○ Visuo-spatial Sketchpad – helped you find your Stating that EDSA People Power happening ○ cell phone during the Japanese occupation — problem with ○ Phonological Loop – gave language and semantic memory communicates, “oo tama ka diyan” ○ Missing ingredients of a favorite meal to cook — ○ Central executive — when you found your can be a problem with procedural memory. remaining money to complete the 195, it will say Instead of being automatic, you miss something “Good job. You found your remaining money and na you are now able to buy a venti size of white **Working memory example of impairment chocolate mocha”. ○ Typically when you have so many tasks that you NOTES ON THE WORKING MEMORY DIAGRAM: need to do that you end up forgetting to attend ○ The Visuospatial Sketchpad (which includes the to one or more tasks visual semantics), the Episodic Buffer (which ○ You forgot to buy soy sauce when you went includes the episodic ltm), and the Phonological through an ukay-ukay store but that is what you Loop (which includes language) all report to the actually needed to buy Central Executive ○ Episodic LTM also interacts with the Language and Visual Semantics IV. ASSESSMENT TOOLS FOR ATTENTION AND MEMORY B. TEMPORAL STAGES OF MEMORY Common assessment tools for attention and memory: 1. Immediate ○ Test of Everyday Attention (TEA) Within seconds ○ Mini-Mental State Examination (MMSE) Ex. “What are the types of memory?” ○ Montreal Cognitive Assessment (MoCA) CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 4  ATTENTION AND MEMORY ○ Lowenstein Occupational Therapy Cognitive ○ Lottery Assessment (LOTCA) Participants listen to a broadcast of lottery numbers and identify if their number is called A. TEST OF EVERYDAY ATTENTION (TEA) Proponents: Robertson, Ward, Ridgeway, and Nimmo-Smith (1994) Purpose: ○ Used to measure selective, sustained, alternating, and divided attention Population: ○ 18-80 years old ○ For closed head-injured patients, stroke patients, ★ Tapes: May be VHS tapes and patients with Alzheimer’s disease, including ★ Parallel Forms: Checks reliability; measures those of a low educational level correlation between two/three equivalent versions of Does not need a high educational level the test (assessment tools or sets of questions) because it uses everyday things ★ Map Search: Participants may search for symbols Includes 8 tasks targeting the types of attention: like an 'X' or a circle on a map, or identify objects like a ○ Map search spoon and fork to indicate a restaurant (symbols can Participants search for symbols on a colored be tweaked) map (originally a Philadelphia map) ★ Visual Elevator: Participants start on the ground Measures selective attention, with a score floor and follow cues to move up or down floors, then based on the number of symbols found out of will be asked what floor they are in, requiring good 80 within two minutes alternating attention ○ Elevator counting Participants pretend to be in an elevator Documentation: without a working floor indicator ○ Map Search They count a series of tones to determine The score was the number out of 80 found in their floor, which measures sustained 2 mins (some versions is 70) attention ○ Telephone Search Very old-fashioned as it uses tape (not CDs Max number of symbols is 20 or USBs) for the participant to identify what 𝑇𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛 floor they are in Score = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑦𝑚𝑏𝑜𝑙𝑠 𝑑𝑒𝑡𝑒𝑐𝑡𝑒𝑑 ○ Elevator counting with distractions Lower values represent a superior Participants count low tones while ignoring performance (↑ time, ↑ difficulty with task) high tones in the pretend elevator, testing auditory selective attention B. MENTAL STATE EXAMINATION (MSE) ○ Visual elevator Participants count up and down as they A core skill of mental health practitioners and a key follow a series of visually presented elevator part of the initial psychiatric assessment doors, measuring attention switching Entails systematic collection of data based on ○ Auditory elevator with reversal observation of the patient's behavior while the Similar to the Visual Elevator task, but patient is in the clinician’s view during the presented at a fixed speed on tape, this task interview also measures attention switching Purpose: ○ Telephone search ○ Obtain evidence of symptoms and signs of Participants search for key symbols in a mental disorders simulated classified telephone directory, a Includes psychosocial and physical task that measures selective attention dysfunction, even though physical ○ Telephone search dual task dysfunction focuses on motor or sensory Participants perform the Telephone Search problems, it may also have cognitive issues while simultaneously counting strings of ○ Identify danger to self and others tones presented by a tape recorder, ○ Gather information on the patient’s insight, measuring divided attention judgment, and capacity for abstract reasoning 2 tasks: Searching key symbols + counting ○ Used, together with the psychiatric history, to string of tones generate a diagnosis, and a treatment plan CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 5  ATTENTION AND MEMORY Population: ○ Filipino adaptation of MMSE uses dry and wet ○ People with mental illness (schizophrenia, bipolar, seasons (not spring, summer, autumn, and mood disorder, anxiety, dementia, and other winter) neurological disorders) What day of the week is it? (1 pt.) Procedure: 2. Orientation to Place - 5 pts. ○ Conducted in the manner of an informal enquiry What town, country or state are we in? (3 pts.) ○ Using open and closed questions ○ State → Barangay, Town → City/Municipality ○ Structured tests to assess cognition What is the name of this place? (1 pt.) ○ Signs and symptoms must be those present at What floor of the building are we on? (1 pt.) the time of the interview 3. Registration of Three Words - 3pts. Do not take note of what happened before or I am going to name 3 objects. After I have said in the future them, I want you to repeat them back to me. Content: Remember what they are because I will ask you to ○ General description name thm again in a few minutes Appearance The three objects may vary Motor behavior ○ Apple, Table, Penny Speech ○ Mangga, Mesa, Pera Attitudes The objects should be common and not ○ Emotion exceed two syllables so that the patient can Mood or affect of the patient (Is it remember it appropriate or inappropriate?) ○ Thought 4. Attention and Calculation - 5 pts. Now, I am going to spell a word forward and I Thought process and the content want you to spell it backwards Includes delusions and automatic thoughts ○ WORLD or KARNE ○ Cognition One alternative: Serial 7’s Consciousness ○ Subtracting 7 from 100 Orientation Concentration and attention 5. Delayed Recall of Three Words - 3 pts. Calculations What are the three objects I asked you to Memory remember a few moments ago? Intelligence 1 pt. for each correct answer ○ Judgment and Insight 6. Language - 8 pts. ○ Reliability a. Naming (2 pts.) Show the wristwatch and pencil C. MINI-MENTAL STATE EXAMINATION ○ What is this called? (MMSE) 1 pt. for each correct answer Proponents: Folstein, Folstein, and McHugh (1975) b. Repetition (1 pt.) Most employed bedside test of mental function; Please repeat the following: ○ No ifs, ands, or buts originally created to detect dementia in patients ○ Minikaniko ni Monika ang makina Population: 1 pt. for correct answer ○ Brain injury ○ Elderly c. 3-Step Command (3 pts.) ○ Stroke Take this piece of paper in your right/left ○ Parkinson’s Disease (dominant hand) hand, fold it in half with both ○ Dementia hands, and put it in your lap Purpose: ○ With stroke, consider that one hand may be ○ Quantitative assessment of cognitive impairment paralyzed ○ Record cognitive changes over time If the participant attempts the task but Consists of 11 questions or tasks grouped into 7 is limited by physical impairment, it is cognitive domains: okay 1 pt. for each correctly performed action 1. Orientation to Time - 5 pts. What is the date today? (3 pts.) d. Reading Comprehension (1 pt.) ○ 1 pt. for each month, day, and year Write the instruction on paper/cardboard and What is the season? (1 pt.) give it to the client Please read the following and do what it says CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 6  ATTENTION AND MEMORY ○ Please Close Your Eyes Those are some things to consider, BUT this is ○ Ipikit ang iyong mga mata one of those used in psychiatric wards. It is a 1 pt. when participant closes his/her eyes really, really brief screening of mental state. e. Writing (1 pt.) Please write a sentence. D. MONTREAL COGNITIVE ASSESSMENT ○ You will give him/her a paper and a pencil, (MoCA) and you will ask the client to write a sentence. Proponents: Nasreddine, Phillips, Bedirian, ○ Make sure the sentence is complete. Charbonneau, Whitehead, Collin, et al. (2005) Example: When he or she writes, “Sit Purpose: Rapid screen of cognitive abilities down,” “Run!” designed to detect mild cognitive dysfunction It is still a sentence, an imperative ○ Kung kanina, ang MMSE, hirap siya to detect sentence. mild cognitive impairments. MoCA is designed to Sentences could be declarative, detect such. question/interrogative. Those are still Population: 18-64+ years old; For stroke, sentences. Parkinson’s Disease, Older adults, neuromuscular You have to consider the type of conditions, dementia, mental health sentence. If it is a sentence, he/she gets Has 16 items and 11 categories: a point. ○ Visuo-spatial/Executive 1 point when the participant writes a complete ○ Naming sentence as directed. ○ Memory ○ Attention 7. Visual Construction - 1 pt. ○ Language Here is a drawing. Please copy the drawing. ○ Abstraction ○ Orientation Visuo-spatial/Executive Alternating trail making ○ As you can see, there are two pentagons. Make Visuo-constructional skills (Cube and Clock) sure that the client will draw 2 pentagons (5 sides) and they are overlapping. He gets a 1 point for that. 1 point when the participant draws two pentagons (5 slides) which are overlapping. Mini-Mental Status Examination NOTE: MMSE can last for around 5-10 minutes, ○ Montreal Cognitive Assessment - Philippines depending on the client’s response. (MOCA-P) Scoring This is the Filipino adaptation of the MoCA. ○ Highest possible score = 30 This is a part of the tool itself. ○ Score of less than 24 → presence of cognitive ○ As you can see, you can start with 1, A, 2, B, 3, impairment (Dick et al., 1984) then C. Alternating numbers and letters. Levels of Impairment (Tombaugh & McIntyre, (Alternating trail making) 1992): ○ Copy a cube, then draw a clock (it’s like a clock ○ None: Score is 24-30 drawing test. Make sure that the clock is circular. ○ Mild: Score is 18-24 (Visuo-constructional skills) ○ Severe: Score is 0-17 No training required Naming Considerations Naming animals ○ Critiqued as “low reliability, too many easy items, too many cutoff points, and a lack of standardized scored” (Lopez et al., 2005) ○ Low sensitivity among patients with mild cognitive impairment, right-sided lesions, and stroke ○ Lion (Leon), Owl (Kuwago), or Camel/Dromedary CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 7  ATTENTION AND MEMORY Memory Delayed Recall Introduce word list Ano nga po ulit yung limang salita na pinaalala ko Delayed recall sainyo? ○ Delayed recall will be later; similar to your MMSE ○ Dapat maalala niya. ○ In MoCA, you can give some cues (kategoryang tako): ito ay parte ng katawan, ito ay kulay, ito ○ Tell the client the 5 words: mukha, asul, ay lugar, ito ay bulaklak, ito ay klase ng tela. simbahan, rosas, seda ○ Kapag hindi pa rin kinaya, give choices. ○ You will have two trials. Make sure that this one is done. You have to do a trial first. ○ Remember that short term memory needs to be rehearsed. Let’s see if your encoding and retrieval will Orientation Recall place and time be very good. ○ In a sequential way, siya yung last na itatanong. Attention Forward digit span Backward digit span Montreal Cognitive Assessment Vigilance Total possible score = 30 Serial 7’s ○ Same with MMSE Cut-off score = 26 ○ A bit higher than MMSE Duration: 10 minutes ○ Almost the same with MMSE (5-10 minutes) ○ You’re going to say 5 numbers: 21854, and the Training: YES, as of Sept. 19, 2019, completion of a client has to repeat it. (Forward digit span) training and certification program is required. ○ Backward naman. When I say 742, you have to ○ They are requiring those who will do MoCA as a say 247. (Backward digit span) part of assessment talaga to have training and ○ Vigilance is one type of assessment for sustained certification. attention. ○ If you have funding or budget, why not? Whenever you hear an A, you have to tap the Considerations: table. Tumapik ang sinusuri sa mesa. ○ Has greater emphasis on attention and executive Example: FBA *tap* CMN A *tap* A *tap* JKL function compared to MMSE You will not let the client see this. You have to As you see, meron silang vigilance. say it (the letters). Mas specific siya for attention and executive ○ Bawasan ng 7 ang 100. (Serial 7’s) function. ○ More sensitive for clients with mild deficits, high Language premorbid IQ, non-Alzheimer’s disease dementia, Sentence repetition and early stages of dementia. Make the client repeat a sentence. ○ High premorbid IQ means high IQ level. Verbal fluency For you to think of things that start with the ○ Includes naming/thinking of words that are letter B, dapat meron kang concept kung ano starting with a specific letter. yung B and you know words. ○ Example: Letrang B in one minute. E. LOWENSTEIN OCCUPATIONAL THERAPY COGNITIVE ASSESSMENT (LOTCA) Abstraction Proponents: Itzkovich, Averbuch, Elazar, and Katz Recognize similarity (1980s). ○ Abstraction is a bit part of your specific mental ○ This is created in Israel. The norms for the MoCA functions. data came from Israel. Purpose: Used to assess basic cognitive abilities of adult persons with neurological deficits and mental health; Provides an initial profile of the cognitive abilities of an individual. CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 8  ATTENTION AND MEMORY ○ Basic cognitive abilities include intellectual ○ From the word itself, visuomotor, the visual part functions thought to be prerequisite for of the visual perception is coordinating with your managing everyday encounters with the motor or your output. environment. ○ Copy geometric figures - as in there is a picture ○ Original LOTCA (but there are newer versions) and then you are going to copy. ○ Colored block design ○ Puzzle Population: up to 70 years old; brain-injured adult patients, stroke, schizophrenia, intellectual disabilities, and well-population ○ May child version and geriatric version. In LOTCA-II, it includes 25 subtests in 6 cognitive ○ Pegboard - copy what you can see in the pattern areas: ○ Orientation ○ Visual and spatial perception ○ Praxis ○ Visuomotor organization ○ There are similarities in the tests being done to ○ Thinking operations check attention and memory and, generally, Sir will only discuss visual and spatial cognitive functions. perception and visuomotor organization for this part. Lowenstein Occupational Therapy Cognitive Assessment Visual Perception (4 subtests) Scoring Assesses the individual’s ability to identify pictures ○ 1 = Patient fails to perform the task of everyday objects, objects photographed from ○ 2 = Patient can perform part of the task unusual angles, distinguish between overlapping (maybe less than 50%) figures, and recognize spatial relations between ○ 3 = Patient can perform most of the task objects. (greater than 50%) ○ 4 = Patient demonstrates good performance of the task However, some tests are scored on a scale of 1-5 in thinking operations. Duration: 45 minutes, ranges from 30 to 90 ○ You’re going to show the client sets of pictures, minutes and they have to identify what these everyday ○ This is the longest test. It will take you 45 minutes objects are. to administer. So, if you plan to do this on a ○ Distinguish between overlapping figures - There client. Make sure that you have ample time, or is a sample when you watch the video about maybe you can schedule it on the next visit. visual perception in the supplemental videos link ○ It ranges from 30 to 90 minutes, depending on in your study guide. the person’s response You will see there are three overlapping Training: No required training, reading of manual figures in the card, the subject should or article might be needed. identify the three objects. Considerations: ○ Has different versions: Dynamic LOTCA (DLOTCA) Visuomotor organization (7 subtest) for children and older adults, LOTCA-II (newer Assesses the individual’s ability to copy geometric version), LOTCA-G (For the geriatrics, specifically figures, reproduce a 2D model, copy a colored those na may limitation na grasp and vision) block design and a plain block design, reproduce a ○ In DLOTCA, mediation (systematic cues and puzzle and complete a pegboard task, and draw a graded task conditions) is used. clock. Parang you are giving the client cues to perform the task, and from there, you will grade their performance. CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 9  ATTENTION AND MEMORY ○ LOTCA-G has a memory subtest. measures selective attention Because there is no memory subtest for the client is instructed to search for symbols on a LOTCA in the general version, like the colored map DLOTCA and the LOTCA-II. client is given a score out of 80 based on how many were found in 2 mins Images of the kits: demonstration starts from 0:41 onwards ○ elevator counting ○ elevator counting with distraction ○ visual elevator ○ auditory elevator with reversal ○ telephone search visual selective attention test where participants must look for symbols on a telephone LOTCA-G and DLOTCA-G the maximum number of symbols that can be ○ The puzzle of the butterfly remains the same. detected is 20 the score is calculated by dividing the total NOTES: time taken by the number of symbols For the non-standardized tools, you can think of detected any activity that requires attention and memory. lower values represent a superior ○ Example: Attention performance You can just give him an activity in which he demonstration starts from 1:23-2:24 will have to focus on. patient identified all 20 symbols within ○ Again, for non-standardized, the sky's the limit. 70 secs (70/20 = 3.5) However, if you want a good report/good ○ telephone search dual task evaluation report, you can try these assessment ○ lottery tools: ○ Test of Everyday Attention MMSE, MoCA & LOTCA ○ Mini-Mental State Examination for these tests, please refer to the links provided: ○ Montreal Cognitive Assessment Mini-Mental State Material ○ Lowenstein Occupational Therapy Cognitive Examination (MMSE) English Demo Assessment Tagalog Demo In CAMP, we can share with you MoCA and MMSE. ○ However, you need certification for MoCA. If you Montreal Cognitive Material need to further your training, you can do that. Assessment (MoCA) English Demo ○ LOTCA, we have the first version, as far as Sir Tagalog Demo knows. He does not know if we have the DLOTCA. Lowenstein Visual Perception Occupational Therapy Visuomotor Organization SUPPLEMENTAL VIDEOS Cognitive Assessment (LOTCA) Test of Everyday Attention (TEA) identifies different patterns of attentional breakdown by measuring selective attention, sustained attention and attentional switching designed for people with attention deficits and neurological disorders such as:: ○ Alzheimer's disease ○ traumatic brain injury ○ stroke ○ dementia or a psychiatric illness it may also be used on young clients not experiencing any impairments or illness the appropriate age range is from 18-80 y/o it consists of 8 subtests and takes around 45-60 mins to complete ○ map search CHUA, COO, ENRIQUEZ, GATUZ, NG, REYES, SALVADOR | GROUP 3 | BS OT 2026 10