Download Free Medical Diagnosis and Treatment of Traumatic Brain Injury PowerPoint Presentation

Diagnosis and Treatment of Traumatic Brain Injury PowerPoint Presentation

DOWNLOAD MEDICAL POWERPOINT PRESENTATION

About This Presentation

Description : Check out this medical titled "Diagnosis and Treatment of Traumatic Brain Injury" by Angela Colantonio, PhD and Carolyn Lemsky, PhD.

This medical talks about Traumatic Brain Injury (TBI) which occurs when there is a sudden injury to the head that results in damage to the brain. TBI can range from mild to severe and can have long-lasting effects on a persons cognitive, physical, and emotional abilities. Diagnosis and treatment of TBI typically involve a multidisciplinary team of healthcare professionals, including neurologists, neurosurgeons, neuropsychologists, and rehabilitation specialists.

Tags : Traumatic Brain Injury, TBI, Neurology, medical emergency, Emergency Medicine, Emergency Medicine

Published on : Apr 14, 2023 | Views : 862 | Downloads : 0

Shareable Url :

Embed Code :

Comment

Transcript

Slide 1-

Diagnosis and Treatment of Traumatic Brain Injury Angela Colantonio, PhD, OT Reg. (Ont.) Carolyn Lemsky, PhD, C. Psych. Catherine Wiseman Hakes, PhD Candidate, Reg. CASLPO
Slide 2-

Diagnosis & Treatment of Traumatic Brain Injury March is National Brain Injury Awareness Month Traumatic Brain Injury (TBI) is a serious public health problem TBI: It’s not just an injury
Slide 3-

Presenters Saunderson Family Chair in Acquired Brain Injury (ABI) Research, Professor at University of Toronto Leads an internationally recognized program of research on ABI Angela Colantonio, PhD, OT Carolyn Lemsky, PhD, Catherine Wiseman-Hakes, Reg. C. Psych. M.Sc. Reg. CASLPO Clinical Director at Community Head Injury Resource Services of Toronto Director of the Substance Use and Brain Injury (SUBI) Bridging Project Registered Speech Pathologist and a doctoral candidate, University of Toronto Specializes in the assessment and treatment of children & adults with cognitive communication impairments secondary to TBI
Slide 4-

ppt slide no 4 content not found
Slide 5-

Goals of the Session Prevalence and history of TBI among the homeless population Clinical manifestations of TBI Screening tools for TBI Treating TBI and co-morbidities (e.g., substance abuse) Communicating with someone with TBI
Slide 6-

Improvement in Quality of Life in Adults with ABI
Slide 7-

Acquired Brain Injury NON-TRAUMATIC Anoxia Aneurysms Brain Tumors Encephalitis Meningitis Metabolic Encephalopathy Stroke with Cognitive Disabilities TRAUMATIC Open Closed
Slide 8-

Brain Injury is the leading cause of death and disability worldwide.Injuries to the brain are among the most likely to result in death and permanent disability International Brain Injury Association Brain Injury is a leading cause of death and disability worldwide.Injuries to the brain are among the most likely to result in death and permanent disability International Brain Injury Association
Slide 9-

Extent of TBI TBI is more common than breast cancer, spinal cord injury, HIV/AIDS and multiple sclerosis combined Estimated prevalence, 2% of population
Slide 10-

Definition of TBI An alteration in brain function, or other evidence of brain pathology, caused by an external force…” Brain Injury Association of America
Slide 11-

The effect of TBI on the health of the homeless(Hwang, Colantonio et al, 2008) Have you ever had an injury to the head which knocked you out or at least left you dazed, confused, or disoriented? Yes: 53% (of 904 participants)
Slide 12-

TBI in the Homeless Population Age at Time of First TBI (Any Severity): Mean (SD): 18 years (13 Years) 70% prior to first episode of homelessness
Slide 13-

Persons with a history of TBI compared to persons without a history had significantly higher levels of: Seizures Mental health problems Alcohol problems Drug abuse problems The risk of these conditions increased significantly with severity of injury
Slide 14-

Diagnosis History of TBI Length of unconsciousness, post traumatic amnesia Physical examination Imaging: CT, MRI Neuropsychology
Slide 15-

Measuring Severity/Level of Consciousness Glasgow Coma Scale: Eye Opening (1-4) Best Motor Response (1-6) Verbal Response (1-5) Scoring: Mild 13-15 Moderate 9-12 Severe <12
Slide 16-

American Congress of Rehabilitation Medicine definition of mTBI A traumatically induced physiological disruption of brain function, as manifested by at least one of the following: Any loss of consciousness; Any loss of memory for events immediately before or after the accident; Any alteration in mental state at the time of the accident (e.g. feeling dazed, disoriented, or confused); and Focal neurological deficit(s) that may or may not be transient; but where the severity of the injury does not exceed the following: Loss of consciousness of approximately 30 min or less; After 30 minutes, an initial Glasgow Coma Scale (GCS) of 13-15; and Posttraumatic amnesia (PTA) not greater than 24 hrs. Katy, et al. (1993)
Slide 17-

Consequences of TBI Cognition: concentration, memory, judgment, communication, sleep. Movement abilities: strength, coordination, balance, fatigue. Sensation: tactile sensation, vision, hearing, headaches. Emotion: instability, impulsivity, mood. Community integration: impacts family, work, economic/ social wellbeing
Slide 18-

Clinical Sequelae Highly variable presentation depending on area of the brain affected TBI survivors described like “snowflakes” e.g., frontal lobe damage can affect social behaviour Occipital lobe damage may affect vision
Slide 19-

Impact on reproductive health, women with TBI vs. women without TBI: Women and TBI 68% of women 5-10 years post TBI reported their cycles were irregular after injury 46% experienced amenorrhea No significant differences in conception but more post partum difficulties Significantly more mental health issues Colantonio et al., 2010
Slide 20-

SCREENING TOOLS Survey Questions to Identify Traumatic Brain Injuries
Slide 21-

Background of Surveys to Identify TBI Many surveys exist. Some examples are: Ohio State University TBI Identification Method Brain Injury Screening Questionnaire HELPS Brain Injury Screening Tool
Slide 22-

Bogner J, Corrigan JD. (2009). Reliability and predictive validity of the Ohio State University TBI identification method with prisoners. J Head Trauma Rehabil, 24:279-291. Corrigan JD, Bogner J. (2007). Initial reliability and validity of the Ohio State University TBI identification method. J Head Trauma Rehabil, 22:318-329. Inter-rater reliability and predictive validity have both proved acceptable when tested in a substance abuse population: IR (r=0.849-0.951) Intra-class correlation coefficient all above 0.80, with 6/7 above 0.90 Ohio State University TBI Identification Method (OSU TBI-ID)
Slide 23-

Definition of Brain Injury in Context of the Survey Self-identification of an injury to the head (Questions 1-5) PLUS An Affirmative Answer to one of 6-8 Confirmation of head injury and loss of consciousness or episode of blacking out
Slide 24-

Neuropsychological Evaluation Typically involves many hours of testing Repeatable Battery for Assessment of Cognition (RBANS) is a short test
Slide 25-

Treatment Referral for further evaluation and treatment Multidisciplinary rehabilitation Wide range of treatments with emerging evidence Follow up for disability support services/payments
Slide 26-

CMHA Kelowna and Brain Trust Canada partnership: ABI Outreach Services Aims to secure residential settlement ABI Outreach Worker provides the knowledge required to maintain a productive lifestyle, including budgeting, dealing with mental health problems, drug addiction and other physical issues. ABI Tenant Support Worker assists in providing access to non-emergency medical support, basic needs such as nutritious food, and support with coping skills, personal health practices, etc.
Slide 27-

Research Based Theatre Based on focus groups with consumers, family members and health care providers Translated key elements on experience of TBI and experiences with providers AFTER THE CRASH www.ruckusensemble.com
Slide 28-

Models of ABI Intervention Carolyn Lemsky, PhD, C. Psych.
Slide 29-

Overview Models of community-based care for ABI Cognitive compensation (adapting substance use/mental health interventions) Principles for working with people living with acquired brain injury
Slide 30-

Integration of substance use and mental health intervention in the continuum of Rehabilitation care Time of Injury mild moderate Severe
Slide 31-

Supporting people with ABI in the community
Slide 32-

Whatever it Takes No two people with brain injury are alike Skills are more likely to generalize when taught in the environment where they will be used. Environments are easier to change than people. Community integration should be holistic. Life is a place-and-train venture. Willer and Corrigan (1994)
Slide 33-

6. Natural supports last longer than professionals. 7. Interventions must not do more harm than good. 8. Service delivery systems present many of the barriers to community integration 9. Respect for the individual is paramount. 10. Needs of the individuals last a lifetime, so should their resources. …Cont’d
Slide 34-

Case Example Tom’s goal: Get a job Problems Observed: Poor hygiene Limited compensation for memory impairment Socially inappropriate behaviour
Slide 35-

Learn and then Place… Get a Job
Slide 36-

Place and Learn Keep Job Maintain Change
Slide 37-

Good morning, Tom. Your shower is getting warm…
Slide 38-

Hey Tom, Good morning, your shower is getting warm…
Slide 39-

“In the absence of meaningful, chosen life activities, all interventions are doomed to failure” Ylvisaker, 1998
Slide 40-

Restorative Compensatory Environmental Behavioural
Slide 41-

Restorative Therapy activities designed to promote return of function: Attention training Aphasia therapies
Slide 42-

Compensatory Learning a way to get around the existing impairment: Memory books, notes, alarms Meta-cognitive strategies (planning) Routines
Slide 43-

Environmental Reminder signs Locks Staff member provides a cue Routine that is driven by others in the environment
Slide 44-

Behavioural Using behavioural strategies to train a skill: Modeling Rehearsal Chaining Errorless learning
Slide 45-

Program Modifications Smaller sessions Simplified materials Flexible programming (breaks/shortened sessions) Integrating rehabilitation workers into treatment
Slide 46-

Why some clients don’t compensate Lack of awareness Feeling that compensating means ‘giving up’ on progress Stigma and shame Impaired cognition
Slide 47-

What does the literature say about treatment of substance abuse after ABI?
Slide 48-

Simplified Program Model Mild Severe Mild Severe Brain injury Substance Abuse Community Based Psycho-educational Approach CAMH – Based CHIRS Support CHIRS - Based Psycho-educational Case Management CHIRS –Based CAMH support Harm reduction Intensive Case Management Adapted from Corrigan (2004)
Slide 49-

From the literature…ABI-Specific Treatment Models Common Characteristics: Engagement in meaningful activity (incompatible with substance use and addresses mood/behaviour) Skills training Treatment may begin before insight/readiness to change
Slide 50-

Case Management Models Access to substance abuse services/mental Health Services ABI consultation Explain Neuro-cognitive Impairment Adapt treatment plans Trouble-shoot Assist with access to other support services
Slide 51-

Case Management Outcomes(Heinemann, Corrigan, & Moore, 2004) Compares 2 intensive Case management programs with typical care offered at a major rehab centre: No changes in substance use at 9 months follow-up Earlier referral was associated with better outcomes No differences in community integration Small changes in health-related QOL Life satisfaction /family satisfaction improved
Slide 52-

Motivational Interviewing Main Goal: To produce an internal drive to change, using non-confrontational techniques Main Method: Evidence of the negative consequences of the behaviour are elicited from the client, so that the client sees and accepts the advantages of change
Slide 53-

Structured Motivational Interviewing Cox, Heinemann et al. (2003): Outcome after 12 sessions of Motivational Interviewing – follow-up (mean = 9 months) Improved Motivational Structure Reduced negative affect Reduced substance use
Slide 54-

Consumer and professional education Intensive Case Management Consultation to Substance Abuse Services www.ohiovalley.org Ohio Valley TBI Network Model
Slide 55-

Corrigan Review (2005) Treatment is likely to be protracted Successful programs will address engagement in treatment Early intervention is important
Slide 56-

Findings N=195 (138, male; 57 female) Mean age = 36.6 (range = 18 to 72) Mean time since injury = 8.0 (range = 3 weeks to 55 years) % Complete ISP In 30 days
Slide 57-

6-Month Follow-up Data By 6-months over 30% had terminated therapy 50% improvement over control for Barrier Reduction and Financial Incentives Brief phone intervention makes a big difference Still in treatment or successfully terminated
Slide 58-

Why did these interventions work? Financial incentive participants stated that the reward was not what made a difference in attending appointments Reminders to address memory issues Transportation support to address planning/financial issues Learning by ‘rule’ not by consequence
Slide 59-

Barriers to Care Behaviour resulting from the cognitive impairment that appears uncooperative or unmotivated Difficulty recalling information learned Difficulty generalizing Difficulty predicting and managing behaviour
Slide 60-

5 Principles for Working with ABI clients Pace communications (one concept at a time) Repeat important concepts Illustrate using concrete examples Memory Aids for use in session and outside Environmental modifications (including the involvement of caregivers) Re-direction sometimes necessary to move client to problem-solve or address tangential speech
Slide 61-

A Guide for Working with Homeless Persons Catherine Wiseman-Hakes Ph.D. Candidate, Reg. CASLPO Speech Language Pathologist Communication Problems Associated with Traumatic Brain Injury
Slide 62-

Communication After Brain Injury Communication difficulties are common Some more obvious, and some are not! Subtle (but highly debilitating) communication issues can be misconstrued by a communication partner reflection of poor attitude, disinterest, disrespect, or even substance use.
Slide 63-

Communication: Why all the Hype??? What exactly is communication? We know when we’ve been involved in a successful communication interaction AND we all know what it is like to be part of an unsuccessful communication interaction SO, what exactly is involved?
Slide 64-

Components of Communication: Expression Successful communication involves an exchange by 2 or more individuals where a message or intent by 1 person is expressed clearly, and received and understood successfully by the communication partner(s) This involves speech (or other non-verbal alternative system) which is the motor act of forming sounds The content is the language This is augmented by the equally important non verbal communication behaviours such as body language, eye contact and tone of voice, known as pragmatics
Slide 65-

Pragmatic Communication Personality changes following TBI involving egocentric thinking with loss of social sensitivity may result in a self-centered style of communication that is lacking empathic interaction with a conversational partner.
Slide 66-

Pragmatic Communication Personality changes following TBI involving egocentric thinking with loss of social sensitivity may result in a self-centered style of communication that is lacking empathic interaction with a conversational partner Behavioral changes may also affect communication. Decreased initiation may result in sparse, uninformative interactions whereas impulsivity may result in verbose, tangential communication that is marred by inappropriate remarks.
Slide 67-

Components of Communication: Receiving the Message Successful communication involves an exchange by 2 or more individuals where a message or intent expressed by 1 person is received and understood clearly This involves hearing, and understanding (comprehension) Understanding is required at all of the levels of expression; understanding the speech, understanding the content, both explicit and implied, and understanding the non verbal communication behaviours.
Slide 68-

Cognition and Communication Underlying successful communication are a number of key cognitive abilities. These include: Attention to the speaker, working memory, long term memory, and information processing (this involves the speed, amount and complexity of the information being presented).
Slide 69-

Communication Problems Associated with TBI Slow speed of information processing: this is a hallmark of brain injury May have motor speech problems, called dysarthria, difficulty forming the words May have hearing problems, and or problems picking out speech from other background noise Often slow to initiate, slow to understand, difficulty with implied messages, and difficulty thinking of quick and coherent response Often have word finding difficulties.
Slide 70-

Communication Problems Associated with TBI Most people with brain injury dread  and shy away from  multi-person conversations, noisy environments, and conversations with people they don’t know Many canNOT block out extraneous stimuli; attention is effortful and hard to sustain over time Easily fatigued Easily overwhelmed by too much information (like someone following a conversation in a language they are just learning...just give up and tune out).
Slide 71-

Communication Problems Associated with TBI: Frontal Lobe Injuries May be impulsive in their responses, may be emotionally labile; difficulty monitoring context In contrast, they may appear flat, disinterested with reduced affect, limited facial and vocal expression They may not hear you, they may not understand (or they think they understand, but get it completely wrong) Problems reading body language, tone of voice and facial expression If they have motor speech problems they may sound like they are under the influence of alcohol or drugs.
Slide 72-

Consequences of Communication Problems after TBI The consequences of pragmatic communication impairments in people with TBI can be devastating. Social communication serves to connect people to their families, friends, and coworkers Many people with TBI report reduced social contacts and rate social isolation and loneliness as their most frequent complaint. MacLennan et al 2002: The prevalence of pragmatic communication impairments in traumatic brain injury. http://www.premier-outlook.com/winter_2002/prevelance_pragmatic_communication.html
Slide 73-

How to modify your communication to facilitate a successful interaction If you are having trouble understanding their speech, assure them you ARE interested in what they have to say, ask them to repeat, maybe use a pen and paper DON’T misinterpret a slow response and or flat affect for lack of interest or disrespect Speak calmly and respectfully Whenever possible, have a conversation in a quieter environment (make sure there is no TV, radio playing etc….)
Slide 74-

Screening Tools for Communication Problems Latrobe Communication Questionnaire (Douglas, J.) Pragmatic Communication Scale (Erlich and Sipes) Pragmatic Rating Scale (MacLennan et. al.)
Slide 75-

Thank You!
Slide 76-

Questions & Answers Saunderson Family Chair in Acquired Brain Injury (ABI) Research, Professor at University of Toronto Leads an internationally recognized program of research on ABI Angela Colantonio, PhD, OT Carolyn Lemsky, PhD, Catherine Wiseman-Hakes, C. Psych. M.Sc. Reg. CASLPO Clinical Director at Community Head Injury Resource Services of Toronto Director of the Substance Use and Brain Injury (SUBI) Bridging Project Registered Speech Pathologist and a doctoral candidate, University of Toronto Specializes in the assessment and treatment of children & adults with cognitive communication impairments secondary to TBI
Slide 77-

http://www.abiebr.com/edumodules/edumodules.html
Slide 78-

Thank you for your participation! Upon exiting you will be prompted to complete a short online survey. Please take a minute to complete the survey to evaluate this webinar production.