Final Flashcards
Physical Therapy
Responsible for therapy of gross motor movements. If patient has significant motoric problems PT will be involved.
As SLP you may be responsible for collaborating on what language to use to help individuals communicate, discuss what motor movements may be possible for AAC devices and nonverbal communication, help patient remember steps needed for movements as stated by PT.
Make aware of patient cognition.
Occupational Therpay
Responsible for therapy of fine motor movements.
What is targeted depends highly upon the population as they target ‘the skills of living.’ Students focus more on handwriting, and school related fine motor skills. Where as in nursing homes/rehab there is more focus on functional activities such as cooking, cleaning, bathing, dressing, etc.
Collaboration in schools on writing; SLPs focus more on content, OTs more on handwriting. AAC devices and concerns of what is appropriate in terms of fine motor movements.
In nursing homes, does individual have the language to follow recipes, do they have the memory to do it without recipe, timer, etc., do they have insight to complete recipe,
Both settings help set realistic goals based on patients language and executive functioning ability.
Recreational Therapy
Interact with to determine patient likes and dislikes.
Ask them how patient interacts with other individuals.
Give them strategies to help patients with different etiologies interact with one another.
Explain that certain facets of patients behavior may be due to their disorder/disease/etiology and how to best address them when they happen.
Discuss activities that are salient to the patient population, and help implement them if possible.
Nursing
Made up of nurse, nurse manages, medical technicians, and nurse aides. Responsible for helping individual throughout the day, passing basic medication, and administering medication that is PRN.
Discuss patients communication ability, what they have difficulty with, how they interact with other patients and the staff, swallowing difficulties, and how the patient receives their pills, eating habits/difficulties, perceived cognition.
Explain that certain facets of patients behavior may be due to their disorder/disease/etiology and how to best address them when they happen.
Explain what communication patient can understand for bath time, dinner, getting dressed, etc.
May need to discuss feeding strategies for meals.
Listen to what they say about the patient in terms of cognition and medicine schedule to determine when is best to see the patient.
Psychiatry
Responsible for mental health of the individual and medications to promote mental health.
Communicate with on patients mental status if they already see one.
If you are concerned about the patients mental status refer to one.
Additionally, communicate on medication side effects, if the patient is not taking the medication, how to take the medication.
If patient is independent work on how to take the medication appropriately.
Social Work
Responsible for helping family and patient get needed resources, and are often case managers.
Discuss what the patient and family may need when they leave the facility.
If case manager discuss with them patients progress, cognition level, recommended release environment, and concerns for family and patient.
Lead Poisoning (12)
Headaches, irritability, weight loss due to vomiting, anemia, poor attention, heart/kidney disease, hyperactivity, reading/learning/speech/language difficulties, lowered IQ neurological deficits, behavior problems, developmental delay. Caused by ingestion of lead.
Fetal Alcohol Syndrome (15)
Caused by prenatal ingestion of alcohol by the mother during pregnancy.
Abnormal facial features (lack of/small philtrum), small head size, less than average height, low body weight, poor coordination, difficulty with attention, hyperactivity, poor memory, difficulty in school, speech and language delay, intellectual disability/low IQ, poor reasoning/judgement, sleep and sucking problem as a baby, poor vision and hearing.
Prenatal Exposure to Prescription/ Illegal Drugs
Caused by prenatal exposure to prescription/illegal drugs by the mother during pregnancy.
More prescription drugs are abused than illegal drugs.
There is lack of research because it is unethical and street drugs are not pure drugs.
Malnutrition
Lack of proper nutrition that may occur prenatally and after birth.
Is a growing problem within the United Stated.
Lack of nutrition may not mean lack of food.
At risk for decreased cognitive development, learning disabilities, long term behavioral difficulties, and poor verbal reasoning. Research is limited due to different definitions of malnutrition.
Personal Factors in TBI
Individuals may have a difficult time adjusting as this was not an ‘expected decline.’ Additionally, they can no longer participate in the activities that enjoyed. It is best to examine premorbid interests and build them up to include those interests. There are significant effects in behavior, and thus effecting relationships. In order to have effective intervention work with both the client and their family.
Environmental Factors in TBI
Environmental factors are out of the individuals control. These include family, work, government agencies, laws, and cultural beliefs. These include levels of support from the family, accommodation of their living environment, and level of support from the work environment.
Activity and Participation
Capacity is what the individual can do in standardized environment, and performance is in their usual environment. Cater evaluation and intervention to meet the individuals needs for functional communication and their environment. Remember that activity and participation has differences per situation.
Enviornmental Evaluation
What are the cognitive communication demands of this situation? What is the individuals capacity to attend, remember, self-monitor, and be pragmatic? What problems could arise because to the demands of the environment and interactive communication characteristics of the individuals in the environment? What solutions to the problem can be proposed to aid in maintaining this individual in the environment.
4 Year Old and Head Trauma
Parents have difficulty dealing with the loss of the child they had. Parents may see behavior as defiant and make them mad, which may lead to further brain damage due to abuse. Parents need to be educated on what is typical development and what is caused by the TBI. As the child ages the individual may have ‘unexpected’ difficulties. Possible quilt over injury. More plasticity to create new neural connections.
16 Year Old and Head Trauma
At this age individuals are developing the central and frontal lobes, and hormonally. As typically developing individuals have difficulty with impulsivity and judgement individuals with TBI will have more difficulty. Deal with the loss of the child then had and guilt of the situation.
SCATBI
Assesses cognitive ability of individuals with head injury. Subtests included perception/discrimination, orientation, organization, recall, and reasoning. Helps establish severity and progress. Subtests can be administered independently, is normed on the TBI population. Is a long test, and some information is outdated. 15-Adult
FAVRES
Functional and links all tasks together. Is based off of real life tasks presented with large amounts of information to integrate into making a decision. Is normed for ages 18-79. Is a complex test, and is for high level patients.
ASHA FACS
Is a highly structured interview that allows the clinician to examine what is effecting the individual the most. However, the scale lacks validity.
RIPA-2
Ages 15-90. Identifies areas of weaknesses in regards to information processing. Different forms can be used for different populations. Redundant questions.
Informal Evaluations of 3, 6
Direct/naturalistic observation in home/school. Interview/survey parents, teachers.
Informal Evaluation of 9
Role playing. Direct/naturalistic observation in home/school. Interview patient, family, teachers.
Informal Evaluation of 14, 18
Direct observation in home/school, interview survey patient, family, parents, teachers, and peers.
Head Trauma and Therapy
TBI can interfere with skills that are needed for success in different environments. Therapy can focus on limiting the amount of disability in the individual’s life. Since TBI is a diverse population there is limited research. It is not necessary to change body function to address activities and participation and quality of life.
Memory Therapy Techniques
Memory books, spaced retrieval activities, environmental modifications, internal memory strategies.
Enviornmental Modifciations
Making the clients daily life into predictable routines, in a predictable environment. Use of external memory aids.
Internal Memory Strategies
Encoding strategies like repetition, mnemonic use, association tasks, and visualization tasks.
Problem Solving Therapy Techniques
Use of hypothetical situation to address elicit problem solving, sequencing steps in complex salient activities and discussing where to fix if there is a problem, role playing activities, and generating acceptable solutions to actual problems the individual has faced.
Executive Functioning Therapy Techniques
Work on making a goal and plan, written out what and who is needed, assign responsibilities, and make a timeline.
Attention Therapy Techniques
Environmental modifications, paragraph retention to work on focused attention, switching tasks for alternating attention, attending to an activity with competing stimuli.
