For Professionals

To receive free CEs and webinar, visit https://osumedicine.catalog.instructure.com/courses/accommodating-the-effects-of-traumatic-brain-injury.

Accommodating a person with a brain injury means that services are provided in a manner that takes into consideration the special needs of the individual. Survivors of brain injury often experience problems with the following:

• Attention
• Processing
• Memory
• Initiation
• Impulsivity
• Planning & Organization
• Mental Flexibility
• Self-Awareness

Service providers need to be aware of these symptoms as they can interfere with treatment. Providing accommodations creates an opportunity to address potential barriers to treatment success. Our web-based training module will help service providers to recognize symptoms of TBI and develop strategies for accommodating symptoms. Bulk quantities of our training booklet are available for purchase and may be used to supplement in-service presentations.

Accommodating TBI Training Booklet (PDF)

Order Form for training booklets (PDF)

The committee's conclusions that TBI is associated with later seizures, cognitive deficits, depression, aggression, unemployment or social isolation were not surprising. However, they also found that premature death, declines in cognitive function, progressive dementia, Parkinsonism and endocrine dysfunction, particularly hypopituitarism, also are associated with penetrating and non-penetrating moderate to severe TBI. These conditions depart from the commonly cited long-term cognitive, behavioral and social problems and suggest that TBI is a chronic health condition that has a long-term, deleterious effect on overall health for some individuals.

Learn more about the long term consequences for TBI (PDF)

During the early phase of recovery from brain injury, many people undergo a period of agitation. Level IV of the Rancho Los Amigos Levels of Cognitive Functioning corresponds to the confused-agitated stage. This stage has been described as a time when a patient is in a heightened state of activity and has diminished capability for processing new information and responding to events in the environment (Malkmus et al., 1980).

Scenario 1: Jack (PDF)
Scenario 2: Sally (PDF)

Accommodating a person with a brain injury means that services are provided in a manner that takes into consideration the special needs of the individual. Survivors of brain injury often experience problems with the following:

• Attention
• Processing
• Memory
• Initiation
• Impulsivity
• Planning & Organization
• Mental Flexibility
• Self-Awareness

Service providers need to be aware of these symptoms as they can interfere with treatment. Providing accommodations creates an opportunity to address potential barriers to treatment success. Our web-based training module will help service providers to recognize symptoms of TBI and develop strategies for accommodating symptoms. Bulk quantities of our training booklet are available for purchase and may be used to supplement in-service presentations.

Accommodating TBI Training Booklet (PDF)

Order Form for training booklets (PDF)

To view the live webinar, click here. 

This webinar is intended for aging and disability health care professionals who want to learn about traumatic brain injury (TBI), why it is important to know a client’s lifetime history of TBI, how neurological impairments could interfere with treatment and suggestions for adapting their approach to accommodate those impairments. John D. Corrigan, PhD, Professor in the Department of Physical Medicine & Rehabilitation at Ohio State University and Editor-in-Chief of the Journal of Head Trauma Rehabilitation presented this 2-hour training.

• To view the recorded webinar, click here. 

The live webinar was presented on April 14, 2015.

Sponsors
Give an Hour
Brain Injury Association of America
The Ohio Brain Injury Program

• http://www.about-tbi.org/tbi-aging-disability.html
  
• http://www.about-tbi.org/accommodating-tbi.html

During the webinar, John D. Corrigan, PhD, ABPP, a member of the writing group for the American Society of Addiction Medicine (ASAM) chapter addressing treatment for individuals with cognitive impairment, introduced the new ASAM expectations for the treatment of persons with cognitive impairment, including "Neurologic Informed Care” as described in the new criteria. Implications for the identification of people in treatment who have a history of brain injury, as well as the use of accommodations to make treatment more accessible, were discussed.

View webinar

Reading is an essential component in today’s society. It is fundamental to school, work, community participation, and social interaction. Many people who sustain a brain injury experience deficits in reading that make it difficult and frustrating to adapt to their new normal.

Review this previous webinar to hear an individual's story, learn about the Science of Reading research on how the brain learns to read, and understand the impact acquired brain injury may have on reading. This free Zoom webinar is hosted by OCALI and the Ohio Department of Education & Workforce, in partnership with the Ohio Brain Injury Program and Allina Health Courage Kenny Rehabilitation Institute.

After attending, participants will be able to:

• Explain the Science of Reading research and how the typical reading brain develops
• Provide examples of reading needs following brain injury learned from a person with lived experience
• Describe the impact of brain injury on cognitive and visual processes that support the reading brain
• Identify possible strategies to support reading and use of written information after brain injury

View the recorded webinar

1 Hour Self-Study Webinar

Course Summary

https://www.youtube.com/watch?v=EVJenSYtHDs
Optimizing Rehabilitation Outcomes Through Contextualized Treatment (PDF)

The Optimizing Rehabilitation Outcomes through Contextualized Treatment project provided evidence that increasing contextualized treatment during inpatient rehabilitation for traumatic brain injury improves outcomes, including community participation and functional independence. Contextualized treatment works directly on performance of real-life activities important to the patient, such as grooming, cooking, and engaging in preferred recreational activities.

Decontextualized treatment, in contrast, aims to strengthen component skills and abilities that underlie real life activities, but does not incorporate activities typically done at home. Decontextualized rehabilitation activities use paper and pencil or computerized tasks for cognitive functions and strengthening or coordination exercises for physical functions. This continuing educational program provides tools to facilitate implementation of study’s findings, including a menu of contextualized treatment activities, a family interview, treatment kits, documentation templates, a cheat sheet, and frequently asked questions.

Target Audience

Occupational Therapists, Physical Therapists, Physicians, Psychologists, Recreational Therapists, Speech-Language Pathologists.

Education Level

Intermediate

Prerequisite

None

Learning outcomes:

1. Identify the difference between contextualized, decontextualized and quasi-contextualized treatment approaches
2. Summarize research regarding the effectiveness of contextualized treatment
3. Apply strategies to assist learning during contextualized treatment
4. Demonstrate contextualized treatment activities that can be used as alternatives to decontextualized activities
5. Choose tools from the package that can facilitate implementation of contextualized treatment in TBI rehabilitation

Course Agenda

1. Overview of how contextualized and decontextualized treatment fits into the inpatient rehabilitation process. (10 min)
2. Review of the evidence regarding contextualized versus decontextualized treatment.
3. Definitions and illustrations of contextualized, decontextualized, and quasi-contextualized treatment. (5 min)
4. Review of learning strategies to facilitate contextualized treatment (5 min)
5. Obtaining information about real-life activities performed at home by interviewing patient/family (5 min)
6. Review of the Translation Menu, which provides contextualized treatment alternatives to decontextualized treatment. (5 min)
7. Discussion of case example (10 min)
8. Review of documentation template examples (10 min)
9. Summary of key points (5 min)
10. Review of tools in the Dissemination Package (5 min)
11. Evaluation and Post-test

Accessibility and Complaints

This course is overseen by the CE Administrator. For a special needs accommodation request please email, brei.miller@osumc.edu with details regarding the accommodations being requested. Complaints regarding course can be emailed to brei.miller@osumc.edu.

Disclosures

Speakers

Jennifer Bogner, PhD, ABPP, FACRM
Financial Disclosures

• Salary through The Ohio State University Wexner Medical Center

Nonfinancial disclosures

• Associate Editor of Journal of Head Trauma Rehabilitation in which she receives no compensation

Barbara Joan Darkagelo, DPT, NCS
Financial disclosures

• Salary through James A. Haley Veterans Administration Hospital

Nonfinancial disclosures

• None (Include memberships?)

Steven Wheeler, Ph.D., OTR/L, CBIS
Financial Disclosures

• Salary through West Virginia University

Nonfinancial Disclosures

• Cincinnati State University OTA Program Advisory Committee Member
• CAOT Conference Abstract Review Committee
• American Journal of Occupational Therapy Manuscript Reviewer
• AOTA Knowledge Transfer Content Development Board
• Canadian Journal of Occupational Therapy- Manuscript Reviewer
• Occupational Therapy Journal of Research – Manuscript Reviewer

Erin Montgomery, MS CCC-SLP, CBIS
Financial disclosures

• Salary through The Ohio State University Wexner Medical Center

Nonfinancial disclosures

• None

Imelda Llanos, OTR/L, MS
Financial Disclosures

• Salary through James A. Haley VA Medical Center

Nonfinancial Disclosures

• None

Alyssa Kociba
Financial Disclosures

• Salary through James A. Haley VA Hospital

Nonfinancial Disclosures

• None

Planning Committee

Jennifer Bogner, PhD, ABPP, FACRM, Alyssa Kociba, Barbara Joan Darkagelo, DPT, NCS, Steven Wheeler, Ph.D., OTR/L, CBIS, Erin Montgomery, MS CCC-SLP, CBIS, Imelda Llanos, OTR/L, MS, Kristin Hull, OTD, MOTR/L, CBIS, Cynthia L. Beaulieu, PhD, ABPP-CN

All members on the planning committee are consultants on the PCORI (Patient-Centered Outcome Research Institute. Research in this work was funded by a Patient-Centered Outcomes Research Institute Eugene Washington Engagement Award: EADI-16211. The statements presented in this work are solely the responsibility of the author(s) and planning committee and do not represent the views of the Patient-Centered Outcomes Research Institute (PCORI), its Board of Governors or Methodology Committee.