NEURO ASSESSMENT

• General Demographics
• Age
• Sex
• Race/ethnicity
• Primary language
• Education
Social History
• Cultural beliefs and behaviors
• Family and caregiver resources
• Social interactions, social activities, and support system

Employment/Work(Job/School/Play)
• Current and prior work (job/school/play), community, and leisure
actions, tasks, or activities
Growth and Development
• Developmental history
• Hand dominance

Living Environment
• Devices and equipment (eg., assistive,adaptive, orthotic,
protective,supportive, prosthetic)
• Living environment and community characteristics
• Projected discharge destinations
General Health Status(Self-Report, Family Report,Caregiver Report)
• General health perception
• Physical function (eg., mobility, sleep patterns, restricted bed days)
• Psychological function (eg., memory, reasoning ability, depression, anxiety)
• Role function (eg., community, leisure, social, work)
• Social function (eg., social activity, social interaction, social support)

Social/Health Habits(Past and Current)

• General health perception
• Physical function (eg., mobility, sleep patterns, restricted bed days)
• Psychological function (eg., memory, reasoning ability, depression, anxiety)
• Role function (eg., community, leisure, social, work)
• Social function (eg., social activity, social interaction, social support)

Family History
• Familial health risks
Medical/Surgical History
• Cardiovascular
• Endocrine/metabolic
• Gastrointestinal
• Genitourinary
• Gynaecological
• Integumentary
• Musculoskeletal
• Neuromuscular
• Obstetrical
• Prior hospitalizations, surgeries, and preexisting medical and other health related
conditions
• Psychological
• Pulmonary
Current Condition(s)/ Chief Complaint(s)
• Concerns that led the patient/client to seek the services of a physical therapist
• Concerns or needs of patient/client who requires the services of a physical therapist
• Current therapeutic interventions
• Mechanisms of injury or disease, including date of onset and course of events
• Onset and patterns of symptoms
• Patient/client, family, significant other, and caregiver expectations and goals for the
therapeutic intervention
• Previous occurrence of chief complaint(s)
• Prior therapeutic interventions
Functional Status and Activity Level
• Current and prior functional status in self-care and home management, including activities of daily
living (ADL) and instrumental activities of daily living (IADL)
• Current and prior functional status in work (job/school/play), community, and leisure actions, tasks,
or activities

Medications
• Medications for current condition
• Medications previously taken for current condition
• Medications for other conditions

Other Clinical Tests

• Laboratory and diagnostic tests
• Review of available records (eg., medical, education, surgical)
• Review of other clinical findings (eg., nutrition and hydration
ATTENTION
• Selective attention is able to screen and process relevant sensory
information about both the task and the environment while screening
out irrelevant information he complexity and familiarity of the task
determine the degree of attention required. If new or complex
information is presented, concentration and effort areincreased.
• Selective attention can be examined by asking the patient to attend to
a particular task.
• For example, the therapist forward or backward (digit span test) The
therapist documents the number of digits the patients is able to recall.
• Normally individuals can recall seven forward and five backward
numbers.
• For patients with communication impairments, the therapist can read
a list of items while the patient is asked to identify or signal each time
a particular item is mentionedasks the patient to repeat a short list of
numbers
• Sustained attention (or vigilance) is examined by determining how long the
patient is able to maintain attention on a particular task (time on task).
• Alternating attention (attention flexibility) is examined by requesting the
patient to alternate back and forth between two different tasks (e.g., add the
first two pairs of numbers, then subtract the next two pairs of numbers).
• Requesting the patient to perform two tasks simultaneously is used to
determine divided attention.
• For example, the patient talks while walking (Walkie–Talkie Test), or walks
while locating an object placed to the side (simulated grocery shopping).
Documentation should include the specific component of attention
examined, any slowness or hesitation in the response (latency), the duration
and frequency of episodes of inattention, the environmental conditions that
contribute to or hinder attention abilities, and the amount ofrequired
redirection (verbal cueing) to the task.
MEMORY
• Immediate memory (immediate recall) refers to the immediate
registration and recall of information after an interval of a few seconds
(e.g., repeat after me).
• Short-term memory (STM) (recent memory) refers to the capability to
remember current, day-to-day events (e.g., what was eaten for breakfast,
date), learn new material, and retrieve material after an interval of
minutes, hours, or days.
• Long-term memory (LTM) (remote memory) refers to the recall of facts or
events that occurred years before (e.g., birthdays, anniversary, historic
facts). It includes items an individual would be expected to know.
BODY SCHEME AND BODY IMAGE
• Unilateral Neglect
• Anosognosia- is a severe condition including denial and lack of
awareness of the presence or severity of one’s paralysis
• Somatoagnosia- or impairment in body scheme, is a lack of
awareness of the body structure and the relationship of body parts to
oneself or to others.
• Right–Left Discrimination- is the inability to identify the right and left
sides of one’s own body or of that of the examiner
• Finger Agnosia- can be defined as the inability to identify the fingers
of one’s own hands or of the hands of the examiner
Spatial Relations Disorders
• Spatial relations disorders encompass a constellation of impairments
that have in common a difficulty in perceiving the relationship
between the self and two or more objects.
• Figure–Ground Discrimination An impairment in visual figure–ground
discrimination is the inability to visually distinguish a figure from the
background in which it is embedded.

• Form Discrimination- Impairment in form discrimination is

the inability to perceive or attend to subtle differences in form and
shape. he patient is likely to confuse objects of similar shape or not to
recognize an object placed in an unusual position.
• Spatial Relations -A spatial relations disorder, or spatial disorientation, is
the inability to perceive the relationship of one object in space to another
object,or to oneself.

• Position in Space-Position in space impairment is the inability to perceive

and to interpret spatial concepts such as up, down, under, over, in, out, in
front of, and behind.

• Topographical Disorientation- Topographical disorientation refers to

difficulty in understanding and remembering the relationship of one
location to another.
• Depth and Distance Perception -The patient with a disorder of depth
and distance perception experiences inaccurate judgment of
direction, distance, and depth.

• Vertical Disorientation- Vertical disorientation refers to a distorted

perception of what is vertical.
Agnosias (Simple Perception)
Agnosia is the inability to recognize or make sense of incoming
information despite intact sensory capacities.

• Visual Agnosias- It is defined as the inabilityto recognize familiar

objects despite normal function of the eyes and optic tracts
• Auditory Agnos- Auditory agnosia refers to the inability to recognize
nonspeech sounds or to discriminate between them

• Tactile Agnosia -Tactile agnosia is the inability to recognize forms by

handling them, although tactile, proprioceptive, and thermal
sensations may be intact
Apraxia
Apraxia is an impairment of voluntary skilled learned movement.

• Ideomotor Apraxia-refers to a breakdown between concept and

performance. here is a disconnection between the idea of a
movement and its motor execution
• Ideational Apraxia- Ideational apraxia is a failure in the conceptualization
of the task. It is an inability to perform a purposeful motor act, either
automatically or on command, because the patient no longer
understands the overall concept of the act, cannot retain the idea of the
task, or cannot formulate the motor patterns required.

• Buccofacial Apraxia- Buccofacial or oral apraxia involves difficulties with

performing purposeful movements with the lips, tongue, cheeks, larynx,
and pharynx on command.
APHASIA
Aphasia is a condition that robs you of the ability to communicate. It
can affect your ability to speak, write and understand language, both
verbal and written.
• Brocas Aphasia- speech affected, good comprehension

• Wernickes Aphasia- speech is not affected, comprehension is affected

• Global Aphasia- both speech and comprehension is affected.