Neuroscience literacy: "brain Tells" as signals of brain dysfunction affecting daily life

Charlotte Brasic Royeen, James Robert Brašić, Leah Dvorak, Casey Provoziak-O'Brien, Chetna Sethi, S. Omar Ahmad

Research output: Contribution to journalArticlepeer-review

Abstract

The structures and circuits of the central and the peripheral nervous systems provide the basis for thinking, speaking, experiencing sensations, and performing perceptual and motor activities in daily life. Healthy people experience normal functioning without giving brain functions a second thought, while dysfunction of the neural circuits may lead to marked impairments in cognition, communication, sensory awareness, and performing perceptual and motor tasks. Neuroscience literacy provides the knowledge to associate the deficits observed in patients with the underlying deficits in the structures and circuits of the nervous system. The purpose of this paper is to begin the conversation in this area via a neuroscience literacy model of "Brain Tells," defined as stereotypical or observable behaviors often associated with brain dysfunction. Occupational therapists and other allied health professionals should be alert for the signs of "Brain Tells" that may be early warning signs of brain pathology. We also suggest that neuroscience literacy be emphasized in training provided to public safety workers, teachers, caregivers, and health care professionals at all levels.

Original languageEnglish (US)
Pages (from-to)278-282
Number of pages5
JournalJournal of Allied Health
Volume45
Issue number4
StatePublished - Dec 1 2016

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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