LSVT BIG CERTIFICATION REVIEW SET ANSWERS
AND QUESTIONS SET A+
✔✔effective technique for shapping good quality movements in the maximal daily
exercises include: - ✔✔modeling, tactile, or visual cues to elicit the behavior you want
the patient to achieve
✔✔module 20 - ✔✔module 20-40
✔✔the use of drive as a teaching techniques in LSVT BIG is: - ✔✔used to increase the
patients motor output needed to override bradykinesia/hypokinesia
✔✔in LSVT Big, the word "stabilize" refers to: - ✔✔reinforcing motor performance
through repitition of practice and providing feedback about their motor output
✔✔Example of calibration statement you might use during the Step backwards and
reach exercises: - ✔✔-that big bend at your wait will give you more control as you sit
down in a chair
-that was the right amoutn of effort and bigness you need to use when you reach back
to pull a chair unde you when sitting down
-that was the bigness you need to use when you step back to a chair before sitting
down
✔✔a key rationale for functional component tasks is to: - ✔✔train the patient to
generalize bigger movements into everyday life
✔✔during treatmnet, the list of five functional component tasks are best identified
through: - ✔✔use of the functional task recording form, observation, and interview
✔✔select which list could be functional component tasks: - ✔✔reaching up to a shelf,
stirring, moving from sitting to standing, placing an arm into a sleeve, moving from side-
lying to sitting
,✔✔your patient has the goal of steeping into the shower independently. you notice as
she attempts to do so, she has difficulty lifting her feet over the ledge high enough, and
she also appears unsteady. you agree to choose stepping big over the shower ledge as
a functional component task. as she practices it, you: - ✔✔allow her to use support for
balance to improve her safety and confidence while still driving her motor output to lift
her legs up with BIG EFFOR T
✔✔a good way of teaching patients how to perform functional component tasks is to: -
✔✔observe how they perform the task and then have them repeat the task with bigger
effort and larger amplitude
✔✔you cannot train fine motor tasks a functional component task in LSVT Big. -
✔✔false
✔✔while working on BIG Walking during an LSVT big sesison, your patient comments
on how his home is too small to walk. you reply: - ✔✔you can use your bigger, more
normal sized steps even for short distance or in small/tight places. lets practice right
now!
✔✔you cannot work on BIG walking with an assistive device. - ✔✔false
✔✔the end goal of BIG walking practice in LSVT is that: - ✔✔-pt will use bigger, more
amplitude walking in terms of posture, stride length, and arm swing throughout the day
both for short and long distance
-pt will recognize the correct amount of effort needed to normalize amplitude of gait
-pt will be able to sustain normalized amplitude of gait for longer durations or distances,
even when dual tasking an in a variety of real work environments and situations
✔✔the BEST way to teach BIG walking is to: - ✔✔say "do what i do" and model BIG
walking in order to drive patients motor output and amplitude, until they achieve
amplitdue that is within normal limits
✔✔your pt presents with H & Y stage 1 PD. you notice when you model BIG walking
using VERY big arm swing and stride length, your patients gait actually does GET TOO
BIG. the best thing to do in this situations is : - ✔✔implicity relax your modeling (model
walking that is not quite so big) as a way of shaping the pt's movement until you that is
is within normal limits. then stabilize that behavior once it occurs
✔✔examples of progression of BIG walking include: - ✔✔-increase distance and time
sustaining bigger, more normal amplitude walking
-varying environmnet in terms of surface, small space, stairs
-adding in motor and cognitive dual task challenges and distractors
-varying direction of walking (forward, backward, sideways)
, ✔✔a hierarchy task can be defined as one that: - ✔✔-complex, multi step, functional
activity
-functional task that is salient to the pt
-helps to bring amplitude re-scaling into everyday life
✔✔select the activity that could be a hierarchy task: - ✔✔upper body dressing
✔✔the best way to select hierarchy task is to: - ✔✔probe the pt to find goals that are
emotionally saleint to the pt
✔✔during week 3 of LSVT BIG, blocked practice is the best way to train a hierarchy
task. - ✔✔false
✔✔it is important to consider the patients environment or preferred method of
performing the task when training a hierarchy task - ✔✔true
✔✔choose the correct progression of hierarchy task over the 4 week of treatment? -
✔✔blocked practice, sequential pracitce, whole task practice in predictable context,
random practice of the whole task with real world challenges
✔✔which statement is NOT true regarding hierarchy task?
-hierarchy task should be practiced with the same effort level and amplitude as the MDE
-throught hierarchy task training, the goals are carried over every day function by 16
visits, and the pt will internally cue for normalized amplitude during real world
performance of that task - ✔✔there is no need to create a link between the MDE and
heiratchy task
✔✔in addition to making improvement in amplitude of movement used in everyday
function, patients can also expect to make improvements in all of the following except:
-balance, endurance, trunk rotations, dyskinesia, speech of movement - ✔✔dyskinesia
✔✔which statement is true? - ✔✔less fatigue can be expected as the patient progress
through the 4 weeks of treatment
✔✔your pt is in week 1 of LSVTB, and you are careful to consistently model movement
that is large in amplitude. your patient however continues to display very small
movements during the stepping and rocking exercises while standing. he appears
unsteady as well. your most likely action will be to: - ✔✔give him UE support for
balance, and then reassess his ability to perform the exercises with larger amplitude
and better balance
AND QUESTIONS SET A+
✔✔effective technique for shapping good quality movements in the maximal daily
exercises include: - ✔✔modeling, tactile, or visual cues to elicit the behavior you want
the patient to achieve
✔✔module 20 - ✔✔module 20-40
✔✔the use of drive as a teaching techniques in LSVT BIG is: - ✔✔used to increase the
patients motor output needed to override bradykinesia/hypokinesia
✔✔in LSVT Big, the word "stabilize" refers to: - ✔✔reinforcing motor performance
through repitition of practice and providing feedback about their motor output
✔✔Example of calibration statement you might use during the Step backwards and
reach exercises: - ✔✔-that big bend at your wait will give you more control as you sit
down in a chair
-that was the right amoutn of effort and bigness you need to use when you reach back
to pull a chair unde you when sitting down
-that was the bigness you need to use when you step back to a chair before sitting
down
✔✔a key rationale for functional component tasks is to: - ✔✔train the patient to
generalize bigger movements into everyday life
✔✔during treatmnet, the list of five functional component tasks are best identified
through: - ✔✔use of the functional task recording form, observation, and interview
✔✔select which list could be functional component tasks: - ✔✔reaching up to a shelf,
stirring, moving from sitting to standing, placing an arm into a sleeve, moving from side-
lying to sitting
,✔✔your patient has the goal of steeping into the shower independently. you notice as
she attempts to do so, she has difficulty lifting her feet over the ledge high enough, and
she also appears unsteady. you agree to choose stepping big over the shower ledge as
a functional component task. as she practices it, you: - ✔✔allow her to use support for
balance to improve her safety and confidence while still driving her motor output to lift
her legs up with BIG EFFOR T
✔✔a good way of teaching patients how to perform functional component tasks is to: -
✔✔observe how they perform the task and then have them repeat the task with bigger
effort and larger amplitude
✔✔you cannot train fine motor tasks a functional component task in LSVT Big. -
✔✔false
✔✔while working on BIG Walking during an LSVT big sesison, your patient comments
on how his home is too small to walk. you reply: - ✔✔you can use your bigger, more
normal sized steps even for short distance or in small/tight places. lets practice right
now!
✔✔you cannot work on BIG walking with an assistive device. - ✔✔false
✔✔the end goal of BIG walking practice in LSVT is that: - ✔✔-pt will use bigger, more
amplitude walking in terms of posture, stride length, and arm swing throughout the day
both for short and long distance
-pt will recognize the correct amount of effort needed to normalize amplitude of gait
-pt will be able to sustain normalized amplitude of gait for longer durations or distances,
even when dual tasking an in a variety of real work environments and situations
✔✔the BEST way to teach BIG walking is to: - ✔✔say "do what i do" and model BIG
walking in order to drive patients motor output and amplitude, until they achieve
amplitdue that is within normal limits
✔✔your pt presents with H & Y stage 1 PD. you notice when you model BIG walking
using VERY big arm swing and stride length, your patients gait actually does GET TOO
BIG. the best thing to do in this situations is : - ✔✔implicity relax your modeling (model
walking that is not quite so big) as a way of shaping the pt's movement until you that is
is within normal limits. then stabilize that behavior once it occurs
✔✔examples of progression of BIG walking include: - ✔✔-increase distance and time
sustaining bigger, more normal amplitude walking
-varying environmnet in terms of surface, small space, stairs
-adding in motor and cognitive dual task challenges and distractors
-varying direction of walking (forward, backward, sideways)
, ✔✔a hierarchy task can be defined as one that: - ✔✔-complex, multi step, functional
activity
-functional task that is salient to the pt
-helps to bring amplitude re-scaling into everyday life
✔✔select the activity that could be a hierarchy task: - ✔✔upper body dressing
✔✔the best way to select hierarchy task is to: - ✔✔probe the pt to find goals that are
emotionally saleint to the pt
✔✔during week 3 of LSVT BIG, blocked practice is the best way to train a hierarchy
task. - ✔✔false
✔✔it is important to consider the patients environment or preferred method of
performing the task when training a hierarchy task - ✔✔true
✔✔choose the correct progression of hierarchy task over the 4 week of treatment? -
✔✔blocked practice, sequential pracitce, whole task practice in predictable context,
random practice of the whole task with real world challenges
✔✔which statement is NOT true regarding hierarchy task?
-hierarchy task should be practiced with the same effort level and amplitude as the MDE
-throught hierarchy task training, the goals are carried over every day function by 16
visits, and the pt will internally cue for normalized amplitude during real world
performance of that task - ✔✔there is no need to create a link between the MDE and
heiratchy task
✔✔in addition to making improvement in amplitude of movement used in everyday
function, patients can also expect to make improvements in all of the following except:
-balance, endurance, trunk rotations, dyskinesia, speech of movement - ✔✔dyskinesia
✔✔which statement is true? - ✔✔less fatigue can be expected as the patient progress
through the 4 weeks of treatment
✔✔your pt is in week 1 of LSVTB, and you are careful to consistently model movement
that is large in amplitude. your patient however continues to display very small
movements during the stepping and rocking exercises while standing. he appears
unsteady as well. your most likely action will be to: - ✔✔give him UE support for
balance, and then reassess his ability to perform the exercises with larger amplitude
and better balance
