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Traumatic brain injury update current trends in assessment and intervention

Traumatic Brain Injury Update: Current Trends in Assessment and Intervention=

Susan M. Wolf, Ph.D.

Executive Director

Wattle and Daub Consulting

10225 East Iris Road

Suite One

Mesa, Arizona 85207-3627

Agenda and Intervention

  • Mr. Brain

  • Neurodevelopment

  • Epidemiology of injury

  • Understanding brain injury

  • Areas of impairment

  • Neuropsych assessment for disorders

  • Interventions in cognitive retraining

Objectives and Intervention

By the end of the training, the participant will:

  • Be able to describe the neurodevelopmental implications of childhood traumatic brain injury and school functioning

  • Be able to identify cognitive-communication disorders that can result from brain injury, dependent upon the localization of injury.

  • Be able to explain their role(s) in relationship to neuropsychological assessment and cognitive retraining for children who have sustained a brain injury.

Mr brain
Mr. Brain and Intervention

  • Hemispheres

  • Lobes

  • Brain functions

  • Executive Functions

Mr brain brain function
Mr. Brain and InterventionBrain Function

The brain is –

  • Our personal, private universe.

  • What makes us distinctly human.

  • Our sensory processor.

  • Responsible for reasoning, language, complex social relationships, and morality.

  • Functioning as an interrelated whole; however injury may disrupt a portion of its activity that occurs in a specific part of the brain.

Mr brain brain function1
Mr. Brain and InterventionBrain Function

The brain is –

  • Most active organ in the body – uses the most oxygen; uses 20% of body’s blood supply; brain constantly active requiring an uninterrupted flow of blood and oxygen; blood and oxygen supply to the brain takes precedence over all other organs of the body; when blood supply is interrupted – neurons and neural networks die

  • Brain is approximately 3 lbs in weight; 2% of total body weight (adult); one trillion neurons

  • Baby/child’s brain – 10% of body mass in a baby – 1/3 size of adult brain – during first twelve months, brain cells differentiate and begin developing neural connections.

Traumatic brain injury update current trends in assessment and intervention

Cognitive Skills/Functions Associated with Hemispheres of the Brain

Left Hemisphere – Logical

Words (spelling)

Verbal meaning

Vocabulary in language

Details – rules


One-by-one selectivity

Step-by-step instructions

Sequential ordering

Cause and effect relationships

Learned facts

Letter-symbol associations

Abstract reasoning

Academically-learned information


Serial/ordered structures


Selective attention

Consciousness – reasoning

Scientific logic

Right Hemisphere – Aesthetic

Images, pictures, and colors – spatial

Music and feelings

Gestalt – whole/relational

Synthesis, comparisons

Simultaneous patterning

Whole process

Whole units


Creativity – new combinations

Visual symbolism


Practical – common sense knowledge

Patterns of things/theory

Random-without structure body language

Facial expression, tone of voice

Sustained attention

Meditation, spontaneous ideas, subconscious

Spiritual – mythical

Patterns of logical associations

Used with Permission: Maureen Priestley 2004

Mr brain cerebral cortex
Mr. Brain the BrainCerebral Cortex

  • Both hemispheres are able to analyze sensory data, perform memory functions, learn new information, form thoughts, and make decisions.

  • But each hemisphere acts upon sensory information in a unique manner.

Mr brain1
Mr. Brain the Brain

Left hemisphere –

  • Concern is with discrete and concrete pieces of information.

  • Memory is stored in a language format.

  • Helps an individual see details and keep information organized.

  • Helps the individual use language skills (read, write, and speak) although each of these skills is done in a different lobe of that hemisphere.

Mr brain2
Mr. Brain the Brain

Right hemisphere -

  • Memory is stored in auditory, visual, and spatial modalities.

  • Helps a person see “the whole” – the “big picture” and to put things together (e.g. recognize shapes).

  • Supports artistic and musical skills and abilities.

Mr brain executive function
Mr. Brain the BrainExecutive Function

  • Executive Functions are housed in the frontal lobes, one of the last areas of the brain to fully develop. Refinement (differentiation and integration) of the frontal lobes can continue into the early 20’s.

  • Executive Functions are highly dependent upon normal neuro-development and the ability to acquire higher level cognitive skills.

Mr brain executive function1
Mr. Brain the BrainExecutive Function

Executive Functions represent an individual’s:

  • Capacity for self-control and direction, planning and organization, mental flexibility, problem solving skills, initiation and motivation.

  • Ability to regulate one’s thoughts, emotions, and behavior.

  • Ability to “know where one is heading” as opposed to having no idea of what the consequences will be for volitional behavior.

Mr brain executive functions
Mr. Brain the BrainExecutive Functions

Impaired Executive Functions

may interfere with a person’s ability to:

  • Control emotions.

  • Benefit from experience.

  • Learn new information.

  • Understand “social cues”.

  • Be sensitive to the emotional needs of others.

  • To accomplish activities of daily living and to live independently.

Clinical model of executive functions

Initiation and drive the Brain

Response inhibition

Task persistence


Generative thinking


Starting behavior

Stopping behavior

Maintaining behavior

Sequencing and timing behavior

Creativity, fluency, problem-solving skills

Self-evaluation and insight

Clinical Model of Executive Functions

Brain behavior relationships

Brain-behavior Relationships the Brain

  • Neurodevelopment

  • Brain-Behavior Relations

  • Model

  • New Learning

  • Personality

Neurodevelopment the Brain

  • Vast difference between the adult brain and the child’s developing one (size, structure, networks).

  • From birth to adolescence, the brain undergoes dynamic change resulting in increasing differentiation and integration.

  • Brain development causes maturation in thinking ability, behavior, emotional regulation, and social capabilities.

The developmental pyramid
The Developmental Pyramid the Brain

16 - 19:


12 - 16:


Problem Solving

6 - 12:

New Learning/Attention

3 - 6:


0 - 3

Cause/Effect Relationships

Key points in neurodevelopment
Key Points in Neurodevelopment the Brain

  • Injury in childhood can result in an underdevelopment of the brain functions of the impacted areas.

  • Abilities that are just developing or have not yet emerged are the most sensitive and more likely to be disrupted as a result of brain injury.

  • These abilities and their associated areas of function are likely to be the “Achilles Heel” for a child with a brain injury, even after growing up.

Brain behavior relationships1
Brain Behavior Relationships the Brain

  • It is through our brains that we experience ourselves, the environment and understand our relationships to and with others.

  • Our experience of ourselves and our environment is dependent on our brain’s ability to receive, process, store, retrieve, and transmit sensory information.

Traumatic brain injury update current trends in assessment and intervention

Brain-Behavior Model the Brain


(motor, oral, written)

Concept formation, reasoning,

logical analysis

Language skills

Visual-spatial skills

Manipulations in Active

Working Memory

Attention, concentration, memory







Brain behavior relationships new learning
Brain-Behavior Relationships the BrainNew Learning

  • Attend and concentrate on visual, auditory, and/or kinesthetic input(s).

  • Process information in active, working memory by linking new information to visual, auditory, and/or kinesthetic memory.

  • Encode the new information:

    • Hold it in memory for a short period of time.

    • Integrate it into long-term memory.

  • Retrieve the information when necessary:

    • Timely.

    • Accurately.

  • New learning is one’s ability to:

Brain behavior relationships what is personality
Brain Behavior Relationships the BrainWhat is Personality?

What does it mean when you say

someone is “reliable”?

Brain behavior relationships2
Brain-Behavior Relationships the Brain

Brain injury can impact a person’s ability to store, process, accumulate, and retrieve information.

The extent to which the brain is impaired is what assessment and intervention are all about.

Understanding brain injury
Understanding Brain Injury the Brain

  • Epidemiology of Injury

  • Types of Injury

  • Concussion

Tbi data and research
TBI: Data and Research the Brain

Centers for Disease Control and Prevention. “Traumatic Brain Injury in the United States: A Report to Congress.” (January 16, 2001).

Traumatic brain injury is now classified as a public health epidemic in America.

Incidence prevalence of tbi
Incidence & Prevalence of TBI the Brain

  • Someone in America will sustain a brain injury every fifteen seconds.

    720 people

    during this

    3 hour training

Traumatic brain injury update current trends in assessment and intervention

2 million/year injured the Brain

1 million/year seek emergency care

270,000/year are hospitalized

50,000/year die from a TBI

75,000/year result in long-term disability

5.3 million Americans with significant disability

6.5 million Americans living with some effect

TBI Incidence & Prevalence

CDC figures as of 4/02

The real statistics
The Real Statistics the Brain



Since 1992, on average more than 5,000 Arizonans each year sustain a TBI severe enough to cause death (20%*) or hospitalization.








* estimate

Incidence prevalence of tbi1
Incidence & Prevalence of TBI the Brain

Who is at risk?

  • Close to 1/3 of those surviving brain injury are children and teens.

  • Males are 2 times more likely to sustain a TBI compared to females.

  • Risk of traumatic brain injury is highest in adolescents and young adults.

  • Second highest risk group is adults older than 75 yrs.

Incidence prevalence of tbi2
Incidence & Prevalence of TBI the Brain

How are they injured?

  • Motor vehicle crashes account for 50% of all traumatic brain injuries.

  • Falls are the second leading cause and the most prevalent cause among the elderly.

  • Violence, particularly from firearms, ranks third.

Incidence prevalence of tbi tbi research
Incidence & Prevalence of TBI the BrainTBI Research

While the behavioral effects of child abuse have been understood for many years, it is only recently that we have begun to recognize the impact of trauma on the physiological development of a child’s brain.

Incidence prevalence of tbi tbi research1
Incidence & Prevalence of TBI the BrainTBI Research

  • As a result of growing up with violence in their homes, many children have neurological deficits caused by repeated blows to the head and face (most common area hit), and by the chemical reaction to prolonged stress.

  • Brain alterations caused by shock and trauma of witnessing violence, for both women and children, is a negative outcome of violence in the home.

Incidence prevalence of tbi tbi research2
Incidence & Prevalence of TBI the BrainTBI Research

These hidden injuries may result in:

Depression Delinquency

Anxiety PTSD

Aggression Impulsiveness

Hyperactivity Mood regulation

Impulse control Suicidal ideation

Communication difficulties Substance abuse

Planning and problem solving difficulties

Brain Injury Source, Winter 1998, Volume 2, Issue 1, pages 12 – 13

Understanding brain injury brain anatomy
Understanding Brain Injury the BrainBrain Anatomy

  • Outside - Bony skull

  • Inside

    • Brain tissue – gelatinous substance – firm jello consistency.

    • Brain wrapped in thick covering (dura) that protects and segments the brain.

    • Within the covering, the brain “floats” in cerebrospinal fluid. It surrounds the brain, and under normal circumstances, cushions the brain from contact with its hard, spiny shell.

Quick overview (from the outside in):

Understanding brain injury brain injury types
Understanding Brain Injury the BrainBrain Injury Types

Congenital Brain Injury

AcquiredBrain Injury

Traumatic Brain Injury

Non-traumatic Brain Injury

Closed Head Injury

Open Head Injury

Savage, 1991

Understanding brain injury non traumatic
Understanding Brain Injury the BrainNon-Traumatic

  • Examples of non-traumatic brain injury from medical conditions include:

    • infectious disease (e.g., meningitis, encephalitis)

    • brain tumor

    • cerebral-vascular dysfunction (e.g., stroke, cardiac disorders)

    • intercranial surgery

    • toxic chemical or drug reactions (e.g., lead poisoning, carbon monoxide poisoning).

    • anoxic/hypoxic episodes.

Traumatic brain injury update current trends in assessment and intervention

Understanding Brain Injury the BrainHypoxia/Anoxia

  • Near drowning.

  • Suffocation.

  • Other injuries (cardio or pulmonary) can reduce blood flow and oxygen to the brain.

  • Lack of oxygen/blood flow for more than 3 - 4 minutes causes generalized damage.

  • Suicide attempts.

Understanding brain injury traumatic
Understanding Brain Injury the BrainTraumatic

  • Blunt or penetrating trauma to the head such as a fall or gunshot wound.

  • Coup – Contrecoup injury from acceleration - deceleration forces such as motor vehicle crashes or shaken baby syndrome.

A traumatic brain injury (TBI) is a result of:

Understanding brain injury2
Understanding Brain Injury the Brain

  • Primary injury (immediate impact)

    • Skull fracture (O)

    • Hematomas (C)

    • Anoxia/hypoxia (C)

    • Contusions (C)

    • Axonal shearing (C)

  • Secondary injury (reaction to impact)

    • Secondary tissue damage/necrosis

    • Increased intracranial pressure

    • Increased internal temperatures

    • Swelling/inflammatory response

    • Intracranial infection

Understanding brain injury coup contrecoup injury
Understanding Brain Injury the BrainCOUP - CONTRECOUPInjury

LifeArt: Williams & Wilkins

Traumatic brain injury update current trends in assessment and intervention
Shaken Baby Syndrome the BrainViolent shaking or sudden impact may cause excessive brain movement and damage bridging cerebral veins.

Shaking Exerts

10x g Force

Impact Exerts

300x g Force

Understanding brain injury concussion
Understanding Brain Injury the BrainConcussion

  • May or may not result in a loss of consciousness.

  • Clear structural damage may or may not be present on radiographic/imaging studies.

  • Can result in dysfunction in the absence of structural damage.

  • Dysfunction may not be evident until the tasks or demands of the environment present the individual with challenges for which s/he may not be able to compensate.

Understanding brain injury concussion common symptoms





Nausea with or without vomiting

Disorientation to time and place

Slow to respond or follow instructions

Being uncoordinated


Persistent headache

Poor attention and concentration

Memory dysfunction

Vision disturbance

Ringing in the ears

Anxiety and depressed mood


Intolerance to loud noise

Understanding Brain InjuryConcussion: Common Symptoms

Understanding brain injury concussion related issues
Understanding Brain Injury the BrainConcussion Related Issues

  • For children and adolescents, whose brain development is ongoing, the effects of a concussive brain injury may be distinct from those seen in adults.

  • Repeated concussions, such as sports injuries or repeated incidents of abuse can have cumulative effects.

  • Symptoms related to post-concussive syndrome can have significant life-long impairments and debilitating effects on those who survive them.

Understanding brain injury concussion common symptoms1

Second Impact Syndrome (SIS) the Brain

2nd concussion while still symptomatic

Can occur within hours, days or weeks

May lead to lifelong impairments

Post-Concussion Syndrome

Effect of repeated concussions

Cumulative neurologic and cognitive deficits

More concussions, more risk

Understanding Brain InjuryConcussion: Common Symptoms

Understanding brain injury3
Understanding Brain Injury the Brain

  • Mild (70-80%), moderate (10-15%), and severe (5-7%) brain injury are the clinical terms used to describe the “type” of brain injury the person sustained. (e.g. Glasgow Coma Scale, Rachos Los Amigos Scales)

  • However, these same descriptors often fail to tell us about the “functional outcome” (long-term prognosis) of the injury.

Areas of impairment s after injury

Areas of Impairment(s) the Brainafter Injury

What does tbi look like
What Does TBI Look Like? the Brain

  • Functional Impacts

  • Personality and Emotional Impacts

  • Psychological and Behavioral Impacts

Functional impacts of tbi
Functional Impacts of TBI the Brain

  • Impaired Mobility

  • Impaired Body Functions

  • Impaired Sensory Experiences

  • Impaired Cognitive Functioning

  • Impaired Communication

Functional impacts of tbi1
Functional Impacts of TBI the Brain

  • Impaired mobility

    • Paralysis (partial or full)

    • Hemiparesis

    • Spasticity, contractures

    • Balance and equilibrium

    • Gait challenges

Functional impacts of tbi2
Functional Impacts of TBI the Brain

  • Impaired body functions

    • Swallowing difficulties

    • Temperature control

    • Changes in other voluntary controls (motor)

    • Changes in involuntary controls

    • Seizures

Functional impacts of tbi3
Functional Impacts of TBI the Brain

  • Impaired sensory experiences

    • Vision

    • Hearing

    • Smell

    • Taste

    • Touch

Functional impacts of tbi4
Functional Impacts of TBI the Brain

  • Impaired cognitive functions

    • Decision making and executive functioning

    • Attention/Concentration/Distractibility

    • Memory (active, short-, long-term)

    • Organization

    • Judgment and reasoning

    • Mental fatigue, lowered pain threshold

    • Self-awareness and metacognition

Functional impacts of tbi5
Functional Impacts of TBI the Brain

  • Impaired communication

    • Understanding language (e.g., aphasia, auditory speed of processing concerns, limited verbal memory or attention)

    • Speaking and producing language (e.g., anomia, confabulation, tangential, fragmentation, devoid of content)

    • Speech patterns (e.g., perseveration, hyperverbal speech, cocktail language)

    • Poor pragmatics (e.g., poor turn taking, poor topic maintenance, reduced sensitivity to partner)

Functional impacts of tbi6
Functional Impacts of TBI the Brain

  • Impaired pragmatics is CRITICAL !

    • Pragmatics transcend isolated word and grammatical structures (discourse in social context)

    • Pragmatics is an interplay of cognitive and affective factors and decreased self-awareness also plays a role

    • People with TBI often exhibit normal linguistic skills but have difficulty adapting communication to specific contexts

    • Poor pragmatics do not spontaneously improve over time (Snow, Douglas, Ponsford (1998))

    • Poor pragmatics leads to social isolation and because it is critical to community reintegration, clinicians have begun to prioritize assessment and treatment of deficits.

Uniqueness of injury predictability challenging
Uniqueness of Injury: Predictability Challenging the Brain

  • Very specific areas of impairment may exist side-by-side with high-functioning areas

    • Example: high intelligence but slow visual or auditory processing of information

    • Example: language skills age-appropriate but significant working memory impairment

  • Location of injury can help determine (to some extent) the type(s) and severity of impairment

Impact organic based personality emotional changes

Disinhibition the Brain



Lack of awareness of deficit and unrealistic appraisal

Reductions in or lack of the capacity for empathy; inability to experience emotions

Childlike emotional reactions or behavior

Uncontrolled laughing or crying; mood swings (emotional lability)

Preoccupation with one’s own concerns (egocentrism)

Poor social judgment

Rage reactions


“Flat” affect


Reduced or altered sense of humor

Low frustration tolerance

Misperception of other people’s facial expressions /intentions; inability to perceive emotions

Hyper-sexuality or hypo-sexuality

Catastrophic emotional reactions

Impact: Organic-based Personality / Emotional Changes

Impact psychological behavior

Depression the Brain








Irritability and aggressiveness

Deep sense of anger over what has happened



Hopelessness and despair


Reduced self-esteem

Withdrawal from social contact

Increased sense of dependency on others

Psychologically-based denial or minimization of problems


Pre-occupation with the past

Unrealistic expectations of family, friends, co-workers

Impact: Psychological / Behavior

Functional impacts of tbi7
Functional Impacts of TBI the Brain

"Left to fend for themselves, the survivors of traumatic brain injury, already confused by their inability to be the people they were prior to the injury, now face the daunting task of demonstrating that an injury they do not understand and cannot comprehend is producing the confusion they cannot communicate."

Questions the Brain

Assessment the Brain

  • Psychoeducational Evaluation

  • Neuropsychological Evaluation

  • Formal and Informal Assessment Discussion

Psychoeducational assessment
Psychoeducational Assessment the Brain

  • Referral Question

  • Family History

  • Medical/Developmental History

  • Educational History

  • Primary Language

  • Educational/Cultural Limitations

  • Classroom or Other Observation

  • Assessment Battery (Tests Used)

  • Testing Observation and Student Interview

Psychoeducational assessment cont
Psychoeducational Assessment (cont.) the Brain

  • Discussion of Results

  • Summary

  • Recommendations: Educational/Learning Implications

  • Referral (i.e., neuropsychologist, clinical psychologist, etc.)

  • Psychometric Summary (Explanation of Scores)

Neuropsychological evaluation
Neuropsychological Evaluation the Brain

  • Background Information

    • Reason for referral

    • Diagnosis

    • Onset of injury, neurophysical insult(s)

    • Medical history, pre-injury status

    • Developmental, school history

    • Psychosocial status

    • Previous psychological, neuropsychological, or educational evaluation findings

Neuropsychological evaluation1
Neuropsychological Evaluation the Brain

  • Behavioral Observations

    • Alertness and orientation and awareness of circumstances

    • Memory

    • Attention, concentration

    • Task persistence, fatigue

    • Speed of processing and performance

    • Speech-language

    • Judgment, reasoning

    • Affect, mood

    • Test behavior

    • Self-monitoring of performance, approach, effort

Neuropsychological evaluation2
Neuropsychological Evaluation the Brain

  • Findings

    • Overall cognitive and intellectual functioning

    • Sensory/motor functioning

    • Attention and concentration

      • Basic, complex, independent

    • Memory

      • Immediate, over trials, delay, recognition, verbal/non-verbal

    • Language and Auditory Processing

      • Cognitive/verbal subtests (complexity input/output)

      • Word/speech fluency measures

      • Aphasia screening

      • Speech sounds / rhythm patterns

Neuropsychological evaluation3
Neuropsychological Evaluation the Brain

  • Findings

    • Constructional abilities / Visual-perceptual Motor

      • Design copying tasks

      • Wechsler performance subtests

      • Figure drawing

    • Analysis and Synthesis of Complex Information / Shifting Set

    • Academic Assessment

      • Reading

      • Spelling

      • Math

      • Writing

    • Personality / Behavioral / Social Assessment

    • Adaptive Behavior Assessment (Functional)

Neuropsychological evaluation4
Neuropsychological Evaluation the Brain

  • Impressions

    • Summary of deficits and impairments

    • Summary of intact areas of functioning and strengths

    • Comparison to reported level of pre-injury functioning

    • Contributing factors to performance

      • Impulse control

      • Attention / distractibility

      • Flexibility

      • Fatigue

      • Speed

      • Awareness of deficits

    • Impact on development, learning, social, emotional, vocational

    • Specific needs

Neuropsychological evaluation5
Neuropsychological Evaluation the Brain

  • Recommendations

    • School programming / Vocational programming

    • Therapy needs

    • Compensation strategies, adaptations, accommodations

    • Psychosocial intervention(s)

    • Re-evaluation (need for and timing of)

Comprehensive assessment
Comprehensive Assessment evaluation?

  • Formal (standardized) evaluation tests

  • Informal measures such as modified test procedures and non-standardized tasks

  • Clinical observations

  • Simulated situations

    • Provides information on strengths and limitations as well addressing the unique treatment needs of the client

Frank & Barrineau (1996) Jrnl of Med Spch-Lng Path, 4(2) 81-101.

Group discussion

Identify evaluation?formal (standardized) and informal assessments that you have used or can use to ascertain impairments in the following areas:

Sustained attention

Divided attention

Short-term memory

Long-term (sematic) memory

Episodic memory

Prospective memory


Awareness of behavior


Intervention approaches after bi time based shifts in responsibility

Environmental modifications evaluation?

Behavioral strategies

Cues, prompts, and checklists

Teaching task-specific routines

Pharmacological interventions

Cognitive-behavioral interventions

Metacognitive/self-regulatory strategies

Training in use of compensation strategies

Practice at task management

Awareness training and psychotherapy

Intervention Approaches after BITime-based shifts in responsibility

Primarily EXTERNAL

Primarily INTERNAL

Some old principles of intervention revisited
Some Old Principles of Intervention ( evaluation?Revisited)

  • Observe, Observe, Observe

  • Gain insight into individual’s level of “readiness” (capacity) to participate

  • Honor the chasm between pre- and post-morbid self (many are very aware of the differences)

  • Identify strengths, assets, interests before focusing on deficits and impairments

  • Have heightened awareness that this population presents with more psychological and behavioral issues

  • Make tasks contextually relevant and meaningful

  • Look to modify the environment and task demands (your expectations) rather than focusing on “change” in the individual with brain injury

Sidebar external compensatory aids
Sidebar: External Compensatory Aids evaluation?

  • Careful needs assessment (with multiple sources of input) regarding the client’s needs and constraints

    • Organic factors (relevant physical/cognitive)

    • Personal factors (psychosocial/environmental)

    • Situational factors (contexts for aid use)

  • Options for external aids

    • Written planning systems

    • Electronic planners

    • Computerized systems

    • Auditory/visual symbol systems

    • Task-specific aids (post-it notes, bulletin boards, phone dialers, calculators, refrigerator magnets)

Sidebar external compensatory aids1
Sidebar: External Compensatory Aids evaluation?

  • Adequate preparation for training a client to use

    • Patience with clients and caregivers (everyone needs reinforcement!)

    • Evaluating awareness issues (can procedures work?)

    • Breaking down the use of an aid into component parts

    • Anticipating the contexts in which the aid will be used

  • Training methods

    • Effective instructional techniques (academic, functional)

    • Errorless Instruction (Baddeley & Wilson, 1994; Evans, 2000)

    • Prompting (with rapid and gradual fading cues)

  • Monitoring client’s progress

Review of intervention handouts
Review of Intervention Handouts evaluation?

  • Memory Theory Applied to Intervention

  • Functional and Prospective Memory

  • Working with Complex Attention

  • Managing Dysexecutive Symptoms

  • Working to Improve Unawareness

  • Research and Contemporary Publications and Resources