Cognitive Rehabilitation: Tools for Living Better with...

84
Cognitive Rehabilitation: Tools for Living Better with Brain Injury Jessica Petersen, OTR/L ©2011 MFMER | slide-1 Meeting Name Here And Date Here

Transcript of Cognitive Rehabilitation: Tools for Living Better with...

Page 1: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Cognitive Rehabilitation Tools for Living Better with Brain Injury

Jessica Petersen OTRL

copy2011 MFMER | slide-1

Meeting Name Here

And Date Here

Objectives

Upon completion of this presentation participants should be able to

-Describe evidence based treatment strategies for cognitive rehabilitation

-Describe treatment approaches for mild cognitive impairment

-Understand how personal and environmental factors impact rehabilitation after brain injury

copy2011 MFMER | slide-2

Type the footnotesource in this space

Disclosure

Relevant Financial Relationships

None

Off-LabelInvestigational Uses

None

copy2011 MFMER | slide-3

Type the footnotesource in this space

Goals of Occupational Therapy cognitive rehabilitation

bull To increase participation in meaningful and productive daily activities

bull To improve performance of activities of daily living and instrumental activities of daily living

bull To increase performance satisfaction of activities of daily living and instrumental activities of daily living

copy2011 MFMER | slide-4

What the clinician needs to know

bull We cannot isolate and treat cognition alone Effective cognitive rehabilitation will also consider social behavioral and emotional functioning

bull Development of appropriate strategies requires consideration of the environment in which a person performs their daily activities

bull Cognitive rehabilitation is a partnership between the clinician and the individual with a brain injury as well as their family

bull Sohlberg and Mateer 2001copy2011 MFMER | slide-5

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 2: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Objectives

Upon completion of this presentation participants should be able to

-Describe evidence based treatment strategies for cognitive rehabilitation

-Describe treatment approaches for mild cognitive impairment

-Understand how personal and environmental factors impact rehabilitation after brain injury

copy2011 MFMER | slide-2

Type the footnotesource in this space

Disclosure

Relevant Financial Relationships

None

Off-LabelInvestigational Uses

None

copy2011 MFMER | slide-3

Type the footnotesource in this space

Goals of Occupational Therapy cognitive rehabilitation

bull To increase participation in meaningful and productive daily activities

bull To improve performance of activities of daily living and instrumental activities of daily living

bull To increase performance satisfaction of activities of daily living and instrumental activities of daily living

copy2011 MFMER | slide-4

What the clinician needs to know

bull We cannot isolate and treat cognition alone Effective cognitive rehabilitation will also consider social behavioral and emotional functioning

bull Development of appropriate strategies requires consideration of the environment in which a person performs their daily activities

bull Cognitive rehabilitation is a partnership between the clinician and the individual with a brain injury as well as their family

bull Sohlberg and Mateer 2001copy2011 MFMER | slide-5

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 3: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Disclosure

Relevant Financial Relationships

None

Off-LabelInvestigational Uses

None

copy2011 MFMER | slide-3

Type the footnotesource in this space

Goals of Occupational Therapy cognitive rehabilitation

bull To increase participation in meaningful and productive daily activities

bull To improve performance of activities of daily living and instrumental activities of daily living

bull To increase performance satisfaction of activities of daily living and instrumental activities of daily living

copy2011 MFMER | slide-4

What the clinician needs to know

bull We cannot isolate and treat cognition alone Effective cognitive rehabilitation will also consider social behavioral and emotional functioning

bull Development of appropriate strategies requires consideration of the environment in which a person performs their daily activities

bull Cognitive rehabilitation is a partnership between the clinician and the individual with a brain injury as well as their family

bull Sohlberg and Mateer 2001copy2011 MFMER | slide-5

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 4: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Goals of Occupational Therapy cognitive rehabilitation

bull To increase participation in meaningful and productive daily activities

bull To improve performance of activities of daily living and instrumental activities of daily living

bull To increase performance satisfaction of activities of daily living and instrumental activities of daily living

copy2011 MFMER | slide-4

What the clinician needs to know

bull We cannot isolate and treat cognition alone Effective cognitive rehabilitation will also consider social behavioral and emotional functioning

bull Development of appropriate strategies requires consideration of the environment in which a person performs their daily activities

bull Cognitive rehabilitation is a partnership between the clinician and the individual with a brain injury as well as their family

bull Sohlberg and Mateer 2001copy2011 MFMER | slide-5

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 5: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

What the clinician needs to know

bull We cannot isolate and treat cognition alone Effective cognitive rehabilitation will also consider social behavioral and emotional functioning

bull Development of appropriate strategies requires consideration of the environment in which a person performs their daily activities

bull Cognitive rehabilitation is a partnership between the clinician and the individual with a brain injury as well as their family

bull Sohlberg and Mateer 2001copy2011 MFMER | slide-5

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 6: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

= Area of focus in most medical evaluations

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 7: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 8: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Definitions of the Components of the Model

bull Environmental Factors Physical social and attitudinal environment in which people live and conduct their lives and can act as either facilitators or barriers

bull Personal Factors These make up the particular background of an individuals life and living and comprise features of the individual which is not part of the health condition or health state Can act as either facilitators or barriers

bull Barriers Produce an increase in the severity of the disability

bull Facilitators Improving or even eliminating disability

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 9: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Examples of Environmental Factors

Facilitators

Family system with levels of adaptability and cohesion which

leads to the ability to change roles when needed to support

family member

Work in a setting in which employees are expected to share responsibilities are very aware of each others life circumstances routinely get together socially

outside of work and have often supported each other through

losses and difficult

circumstances

Barriers

bull Family system which is either overly rigid or chaotic leading to either no defined roles or great difficulty in changing roles to support family member

bull Work in a setting where each employee has defined responsibilities with little opportunity for interaction with other employees and where employees have limited knowledge each others life outside of work

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 10: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Examples of Personal Factors

Facilitators

bull Person who is open to changes in routine and new ways of doing things

bull Person who is open to receiving assistance from others to facilitate highest level of independence

Barriers

bull Person focussed on maintenance of long-standing routines with minimal changes as the main indication of ldquonormalcyrdquo in day to day life

bull Person who views receiving help from others as a sign of weakness sickness and lack of independence

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 11: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

International Classification of Functioning Disability and Health (ICF) Integrated Biopsychosocial Model

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 12: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Effective cognitive rehabilitation is

bull Remediation

bull Compensation

bull Adaptation

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 13: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Cognitive Strategies

bull Our way of approaching tasks

bull Familiar or simple tasks are approached differently than new or complex tasks

bull With cognitive impairment use of strategies must become more deliberate more frequent and may require cues

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 14: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

How to ldquocuerdquo (hint hint)

Self Cues

Indirect Cues

Direct cues

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 15: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Common Cognitive complaints after Brain Injury

bull Difficulty remembering things

bull Trouble multi-tasking

bull Becoming distracted easily

bull Problems getting started on tasks

bull Unable to finish things Irsquove started

bull Trouble making decisions

bull Slowed thinking taking longer to do things

bull Increased irritability

bull Behavior changes

copy2011 MFMER | slide-15

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 16: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Awareness

bull Key for cognitive rehabilitation

bull With awareness

bull Able to identify and use strategies

bull Able to self monitor

bull Unfortunately that awareness can contribute to negative thinking

bull Frustration

bull Catastrophizing

copy2011 MFMER | slide-16

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 17: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Awareness cont

bull Without awareness

bull Unlikely to change behavior or use strategies

bull Low buy-in for rehabilitation

bull Increase awareness through caregiver questionnaires performance prediction and review timely feedback

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 18: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Evidence Based Practice

bull ACRM BI-ISIG Cognitive Rehabilitation Task Force

bull Practice Standards

bull Practice Guidelines

bull Practice Options

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 19: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Memory

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 20: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Best Practices for Memory Rehabilitation

bull BI-ISIG Cognitive Rehabilitation Task Force

bull Practice standard For mild memory impairment use of internal and external memory compensations

bull Practice Guideline For more severe memory impairment use of external compensation

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 21: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

The Memory Process

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 22: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Input

bull Attention

bull Identify barriers (internal and external)

bull Generate strategies

bull Engaging the senses

bull Hear it Write it See it

bull Eliminate distractions

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 23: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Storage

bull Repetition

bull Visualization

bull First letter mnemonics

bull Association

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 24: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Retrieval

bull Organization

bull Increased time

bull Decrease pressure

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 25: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Memory Rehabilitation Approaches

bull External compensations

bull Internal strategy training

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 26: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

External Strategies

bull Mild to severe impairment

bull ldquoThe hallmark of these strategies is the use of a reference or device that is external to the patient The general goal is to bypass impaired functions by providing an alternative strategy to record and retain information or to cue adaptive behaviorsrdquo

-Cognitive Rehabilitation Manual American Congress of Rehabilitation Medicine 2011

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 27: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

External Strategies

bull CalendarPlanner

bull Smartphones

bull Alarming watches

bull Voice recorders

bull Tablets

bull Computers

bull Cue cards

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 28: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Calendar

bull Pre-dated

bull Prefer 1 or 2 page per day

bull Timed and untimed sections

bull Help to establish routine and structure

bull Enough room to break tasks into smaller steps

bull Check off tasks as they are completed

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 29: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

External StrategyCue Cards

bull Visual cue strategically placed to remind a person to use strategies andor do something

bull Can direct an action ie Brush Teeth

bull Can direct to a strategy ie Slow Down

bull Individualized

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 30: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Sample Action Cue Card

bull Before I leave the house do I have myhellip

bull Keys

bull Wallet

bull Phone

bull Hat

bull Sunglasses

bull Calendar

copy2011 MFMER | slide-30

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 31: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Sample Strategy Cue Card

bull Slow down

bull Write information down

bull Ask questions when Irsquom stuck

bull Take a break and come back to it later

bull Double check

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 32: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Internal Strategies (Metacognitive Strategy Training)

bull Requires awareness of the need for such strategies

bull Mild to moderate impairments

bull Self instructional

bull Can be facilitated by external strategies

bull With repeated exposure people begin to internalize the strategies

bull Examples Slow Down Stop and Think

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 33: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Internal Strategies

bull Association

bull Associating something new with something you already know

bull Using visual imagery to understand the relationship between information

bull Organizational

bull Acronyms

bull ClusteringMaking categories

bull Visualization

bull Keep a consistent routine

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 34: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

bull RACE

bull R Relocate

bull A Activate the fire alarm system

bull C Contain the fire (close doors)

bull E Extinguish (if possible)

bull SBAR

bull S Subject

bull B Background

bull A Assessment

bull R Recommendations

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 35: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Examples of Self Instructional Strategies

bull Stop and think

bull Slow down

bull Visualize what you will need before starting

bull Repeating or rehearsing information

bull Positive affirmations

bull Take a break when needed

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 36: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Treating Impairments in Attention

copy2011 MFMER | slide-39

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 37: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Best Practices for Rehabilitation for Deficits of Attention

bull BI-ISIG

bull Practice Standard Remediation in post-acute rehabilitation (including direct attention training and strategy training)

bull Practice Option Computer based interventions used as adjunct to clinician guided treatment

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 38: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

AttentionConcentration

Focused recognize sensory information

bull Sustained Maintained over a period of time

bull Selective Ability to process target information specifically and inhibit non target information simultaneously

bull Alternating Shifting focus between tasks that have different demands

bull Divided Responding to two or more stimuli simultaneously

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 39: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Two Approaches to Treating Attention

bull Direct Attention Training

bull Strategy Training

copy2011 MFMER | slide-42

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 40: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Direct Attention Training

bull Attention Process Training (Sohlberg and Mateer)

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 41: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

AttentionStrategy Training

bull Self Management

bull Environment

bull Time Pressure Management (for mental slowness)

bull n-back procedure (addresses working memory)

copy2011 MFMER | slide-44

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 42: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Self Management

bull Pacing

bull Taking Breaks

bull Choosing ldquobest time of dayrdquo

bull Talking through tasks

bull Anticipating task demands

bull Self monitoringquestioning

bull Breaking tasks into smaller steps

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 43: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Environmental Modifications

bull Choose most helpful environment

bull Remove distractions

bull ldquoDo not disturbrdquo

copy2011 MFMER | slide-46

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 44: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Time Pressure Management

bull Training strategy for people with slowed processing particularly when under pressure or time constraints

bull Application of a structured strategy to help them

bull Identify a problem

bull Anticipate and plan

bull Doing and self-monitoring

bull Self evaluation

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 45: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Time Pressure Management Case example

bull 42 year old female 2 months out from mild head injury

bull Four kids under the age of 15

bull Primary complaint ldquoI forgot how to get to my kidsrsquo schoolrdquo Patient reported getting lost while driving kids to school would often end up pulling over to cry

copy2011 MFMER | slide-48

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 46: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Case example continuedhellip

bull Strategies taught

bull Allow more time and be prepared

bull Visualize the drive before you go

bull Minimize distractions in the car

bull Have a plan in case things go wrong- pull over before you get upset

copy2011 MFMER | slide-49

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 47: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

n-back Procedure

bull Focus on use of strategies to

allocate attention resources

and manage the rate of

Information

bull Increase awareness

bull Strategies such as pacing talking out loud rehearsal can be identified and practiced

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 48: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Executive Functions

bull Planning

bull Managing time

bull Working memory

bull Problem solvingdecision making

bull Organizing and integrating past and present information

bull Mental flexibility

copy2011 MFMER | slide-51

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 49: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Best Practices for Rehabilitation of Impairments in Executive Function

bull BI-ISIG

bull Practice Standard Metacognitive Strategy Training (self-monitoring and self-regulation)

bull Practice Guideline Formal problem solving strategies

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 50: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Self Questioning and Monitoring

bull What do I need to do What will I need How long will it take

bull How am I doing Stop to check Am I following my checklist Am I staying on task

bull Did I complete everything I set out to do Did I have any problems How long did it take

copy2011 MFMER | slide-53

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 51: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Executive Function

bull Goal What is my goal

bull Plan What will I need What problems might I encounter What are some alternatives

bull Do Execute the task How am I doing

bull Review Did I meet my goal How did I do

copy2011 MFMER | slide-54

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 52: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Executive Function External Structure

bull Plannercalendar

bull Checklists

bull Timers alarms on cell phone

copy2011 MFMER | slide-55

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 53: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Problem Solving

bull Ability to identify a problem

bull Ability to generate ideas or solutions

bull Ability to mentally manipulate compare and contrast ideas

bull Logical and rational thought process

bull Anticipate possible outcomes

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 54: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Generalized Problem Solving Format

Step 1 Recognize the problem and define it Identify a goal

Step 2 Create a plan Generate solutions list the steps of those

solutions Identify the advantages and disadvantages of each

solution

Step 3 Choose a solution Execute the task Use self-monitoring

Step 4 Evaluate the outcome Was the goal met

copy2011 MFMER | slide-57

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 55: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Cognitive Fatigue

bull Commonly experienced less commonly understood

bull May occur separately or in conjunction with physical fatigue

bull Often feels disproportionate to level of effort or activity

bull Can be cumulative

bull Results in declining cognitive functions

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 56: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Too much too fasthellip

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 57: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Environmental Stimulation

Overload

bull Input faster than outputbull Feeling overwhelmedbull Goal to avoid overflow

Touch Hear See SmellTaste

Processed Information

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 58: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Management of Cognitive Fatigue

bull Brain Breaks

bull Planning ahead

bull Moderation

bull Using a planner

bull Create ldquobrain spacerdquo

bull Anticipate activity demands

bull Reflect on activity levels and performance

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 59: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

More Than Just a Brain Injury

bull Symptoms of brain injury often mirror other problems

bull Exacerbation of existing characteristics

bull ldquoAwakeningrdquo of hidden issues

bull New onset of mental health disorders related to changes after brain injury

bull Emotional response to changes after brain injury

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 60: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Same symptoms- Whatrsquos to blame

bull Depression

bull Loss of interest

bull Feeling sad helpless

bull Irritability

bull Fatigue

bull Changes in sleep or appetite

bull Memory problems

bull Time managementprioritization trouble

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 61: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Same symptoms- Whatrsquos to blame

bull Anxiety

bull Avoidance of people and activities

bull Overwhelmed in noisybusy environments

bull Changes in sleepappetite

bull Difficulty concentration

bull Intrusive thoughts

bull Irritability

bull Poor memory

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 62: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

ldquoAwakeningrdquo of hidden issues

bull Previous set of coping strategies was effective

bull After brain injury problems emerge that were previously manageable

bull Previous set of coping strategies no longer effective or person is unable to implement those strategies

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 63: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

New Onset of Mental Health Disorders after ABI

bull Major life changes after brain injury

bull Loss of roles

bull Loss of leisure activities

bull Loss of vocational activities

bull Divorce

bull Physical disabilities

bull Change in living environment

bull Difficulty communicating

bull LOSS OF INDEPENDENCE

Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Emotional response

Cognitive lapse

(Error)

Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Stress Management and Relaxation

bull Double WHAMMY- Simultaneous increase in stress and decrease in ability to cope

bull Requires increase in coping techniques stress management tools relaxation

bull Identification of new ways to cope

Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Stress Management and Relaxation

bull Relaxed (diaphragmatic) breathing

bull Guided imagery

bull Passive or Progressive Muscle relaxation

bull New leisure activities

bull Journaling

bull Recording daily positives

bull Exercise

4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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4 Basic Needs

Physical

Emotional

Intellectual

Spiritual

Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Physical Needs

bull Helping the person identify what they do to feel their best physically

bull What do we need

bull Sleep 8-12 hours

bull Rest throughout the day

bull Nutrition

bull Physical Activity

What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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What can happen after brain injury

bull People are not meeting their physical needs

bull Difficulty sleeping vs unable to stay awake

bull Forgetting meals poor nutritional content unable to prepare meals limited access to groceries

bull Restrictions on physical activity due to injury limited access to gym balance problems andor dizziness pain lack of initiation

Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Emotional

bull What is the most basic emotional human desire

bull To love and be loved

bull Interdependence

bull Requires investing time in relationships

bull Changes focus from self to well-being of others

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 71: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

What can happen after brain injury

bull People are not meeting their emotional needs

bull Unable to participate in previous leisure activities

bull Decreased socialization

bull Loved ones taking on caregiver role

bull Loved ones working more to meet financial burden

bull Decreased initiation

bull Focus on self decreased ability to acknowledge othersrsquo feelings

bull Difficulty with communication

Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Intellectual

bull To be engaged to learn

bull Needs are met when we are rested and relaxed

bull Wisdom vs Facts

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 73: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

What can happen after brain injury

bull People are not able to meet their intellectual needs

bull Difficulty with learning due to impaired concentration memory vision headaches

bull Problems following intellectual conversations

bull Loss of vocational activity

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 74: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Spiritual

bull Connection to a higher power

bull A feeling of purpose in their life

bull Nature

bull Prayer

bull Meditation

bull Reflection

bull Silence

bull Simplicity

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 75: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

What can happen after brain injury

bull People are not meeting their spiritual needs

bull Unable to ldquoquietrdquo their mind

bull Loss of belief system due to their circumstances

bull Unable to plan time for silence reflection

bull Forgetting to set time aside for these needs

bull Feeling overwhelmed by other demands

Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

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Restoring Basic Needs

bull Plannercalendar

bull Moderation

bull Communication

bull Address barriers

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 77: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

Why take this approach

bull Brain injury often leads to both cognitive and emotional problems

bull Therapeutic interventions are more effective when they focus on both the cognitive impairments and the personrsquos emotional response to them Cognitive therapy should not only focus on specific cognitive skills but also should help the person understand and cope with their symptoms (Mateer CA Sira CS amp OConnell ME)

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576

Page 78: Cognitive Rehabilitation: Tools for Living Better with ...biaw.org/wp-content/uploads/2017/04/Petersen-Cognitive-Rehab-Tools... · Cognitive Rehabilitation: Tools for Living Better

References

bull Haskins E (2012) Cognitive Rehabilitation Manual 1st ed American Congress of Rehabilitation Medicine

bull Sohlberg M and Mateer C (2001) Cognitive Rehabilitation An integrative Neuropsychological Approach 1st ed New York The Guildford Press

bull Kreutzer J Seel R Gourley E (2001) The prevalence and symptoms rates of depression after traumatic brain injury A comprehensive examination Brain Injury 15 563-576