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Cognitive Assessment of Minnesota

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Savannah Fuller

on 16 March 2015

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Transcript of Cognitive Assessment of Minnesota

62
ECG
bpm
Thank You!
Theoretical Assumptions of CAM
CNS is organized in a hierarchical structure.

"Attention, language, and memory are the basic processes which serves as building blocks for the development of hierarhical intellectual abilities.....These higher level skills can be attained only when the basic processes are intact"

Test Information
Developed by:
Ruth A. Rustad, OTR, Terry L. DeGroot, OTR, Margaret L. Jingkunz, OTR, Karen S. Freeberg, OTR, Laureen G. Borowick, OTR, & Ann M. Wanttie, OTR

Year:
1993
Publisher:
Pearson


Description of CAM
A quick cognitive screen to that utilizes both functional and nonfunctional tasks to identify deficits following injury to the brain.
Population
Age: 18+ years
Diagnoses:
cerebrovascular accidents
traumatic brain injury
acquired brain injury
Not appropriate for individuals with:
severe visual-perceptual-motor deficits
visual acuity deficits
aphasia
Reliability, Validity & Sensitivty
Reliability
Test-Retest: Good-High
Interrater: Good-High

Validity:
Shown to be comparable with Mini-Mental Status and Porteus Maze Test Quotient

Sensitivity:
Insensitive to mild impairment
Shraddha B. & Savannah F.
Cognitive Assessment of Minnesota

attention span
memory/orientation
visual neglect
following directions
immediate memory
temporal awareness
matching
object identification
visual memory and sequencing
recall/recognition
auditory memory and sequencing
simple money skills
simple math
foresight and planning
safety and judgment
concrete problem solving
abstract reasoning
17 Subtests
Time
40 minutes
or
two 20 minute sessions
Administrator Qualifications
Qualification Level B:
“A master's degree in psychology, education, occupational therapy, social work, or in a field closely related to the intended use of the assessment, and formal training in the ethical administration, scoring, and interpretation of clinical assessments”

Attention Span
Therapist observation throughout test of sustained and selective attention
2. Memory & Orientation
Purpose: To test remote and recent memory
Preparation: Gather biographical data on client
Task: Pt. answers questions
Areas to Rule Out:
Decreased Attention,
Apashia
Hearing Deficits
3. Visual Neglect
Purpose: To obtain information on client's visual field
Preparation: photocopy of neglect worksheet, pen/pencil, tape
Task: Visual Neglect Worksheet
Areas to Rule Out:
Decreased Attention
Visual-perceptual-motor deficits
Apraxia
Decreased Visual Acuity
Perseveration



4. Following Directions
Purpose: assess ability to register and process information and appropriately respond
Preparation: Written Directions Index Cards
Task: Appropriate Yes/No, One Step Verbal Directions, Imitation
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Aphasia
Apraxia
Hearing Deficits
Perseveration

5. Immediate Memory
Purpose: Assess ability to recall information after 1 minute
Task:
Remember and repeat 3 words
Remember and repeat 3 movements
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Aphasia
Apraxia
Hearing Deficits
Perseveration
Decreased proprioception
6. Temporal Awareness
Purpose: assess perception of hours, minutes, and seconds
Preparation: clock or watch in client's visual field
Task: Ask pt. "How have long have you been working with me this afternoon?"
Areas to Rule:
Decreased Attention
Aphasia
7. Matching
Purpose: assess ability to identify similar objects from a group of objects
Preparation: Duplicates of paperclips, toothbrush, pen, key, nickel, comb, and rubber band
Task: One set is placed in front of client, client must identify the match from this set with the object presented by the therapist
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Decreased Visual Acuity
Impulsivity
Perseveration
8. Object Identification
Purpose: assess ability to recognize common objects from the environment
Preparation: paperclips, toothbrush, pen, key, nickel, comb, and rubber band
Task: client points out object asked for by therapist
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Decreased Visual Acuity
Impulsivity
Perseveration
Aphasia
9. Visual Memory and Sequencing
Purpose: assess ability to assimilate, process, and duplicate visual information in a graded manner
Preparation: paperclip, toothbrush, pen, key, nickel, comb, and rubber band
Task: Repeat visual sequence "Simon Says"
Areas to Rule Out:
Decreased Attention
Visual-perceptual-motor deficits
Decreased Visual Acuity
Impulsivity
Perseveration
Aphasia
10. Recall/recognition
Purpose: assess ability to recall/recognize information after 5-10 minutes
Task: Asked to recall the 3 words and movements showed to them previously. Prompts given if pt. cannot recall.
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Apraxia
Decreased Proprioception
Fatigue
11. Auditory Memory and Sequencing
Purpose: assess ability to assimilate, process, and duplicate verbal information in graded manner
Task: Pt asked to repeat letter sequences, graded by length. Pt asked to repeat letter sequences in reverse order of presentation, graded by length.
Areas to Rule Out:
Decreased Attention
Aphasia
Hearing Deficits
Fatigue

12. Simple Money Skills
Purpose: assess ability to identify coins and their values, count coins, and make simple change
Preparation: 10 pennies, 1 nickel, 1 dime, 1 quarter, 1 half dollar
Task: Pt asked to name coins; Pt asked to count and make change
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Aphasia
Hearing Deficits
Decreased Visual Acuity
Fatigue
13. Simple MAth Skills
Purpose: assess ability to solve simple math problems
Preparation: paper, pencil, eight 5x7" cards, photocopy of math problems
Task: Pt asked to solve single digit math problems then asked to solve multiple digit math problems
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Aphasia
Decreased Visual Acuity
Fatigue
14. Foresight and Planning
Purpose: assess ability to plan ahead. Observe rate and strategy of performance of client during task.
Preparation: clock/watch, photocopy of maze, pencil/pen
Task: Pt. asked complete maze from start to finish without going over the black line
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Apraxia
Incoordination
Decreased Visual Acuity
Impulsivity
Fatigue
15. SAfety and Judgment
Purpose: assess ability to recall, problem solve, process, sequence, organize, plan and reason
Task: Pt. presented with scenarios and asked to provide appropriate response
Areas to Rule Out:
Decreased Attention
Aphasia
Hearing Deficits
Fatigue
16. Concrete Problem Solving
Purpose: ability to analyze a problem and the formulate and execute a plan
Preparation: A screen to occlude pt.'s view, eight 1" cubes, clock/watch
Task: Pt. asked to build cube designs in a graded manner; problem solve a scenario
Areas to Rule Out:
Decreased Attention
Visual-Perceptual-Motor Deficits
Aphasia
Apraxia
Hearing Deficits
Incoordination
Fatigue
17. Abstract REasoning
Purpose: assess ability to transcend the immediate environment to appreciate different aspects of a situation/problem; think symbolically
Task: Pt asked to explain proverbs;
Areas to Rule Out:
Decreased Attention
Aphasia
Fatigue
Clinical Utility
Scoring
Strengths
Easy to Score
Evaluates a diverse amount of cognitive skills in relatively brief period of time
Subtests are founded on functional skills
Materials are easily obtained and low-cost
Clear instructions and familiar tasks
Weaknesses:
May take too long to administer
Normed on a small population
Not appropriate for individuals with severe visual-motor-perceptual deficits, visual acuity deficits, or aphasia

3= mild to no impairment
2=moderate impairment
1= severe impairment
OR
2= intact
1= impaired
Some subtests scores need to transferred from raw scores. All scores are then placed on a scoring profile to help identify deficits
REferences
Occupational and Physical Therapy: Cognitive Assessment of Minnesota (n.d.). In
Pearson.
Retrieved February 20, 2015, from http://www.pearsonclinical.com/therapy/products/100000577/cognitive-assessment-of-minnesota-the.html


Rustad, R. A., DeGroot, T. L., Jungkunz, M. L., Freeberg, K. S., Borowick, L. G., Wanttie, A. M., & Toglia, J. P. (1993).
The Cognitive Assessment of Minnesota
. San Antonio, TX: Pearson.
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