Module 11 Flashcards
The lecture on multi-professional practice was based around the case of Ryan Yelavich, a 15-year-old boy with an acquired brain injury.
If Ryan was one of your clients, list and describe three (3) circumstances under which you would consider referring him to a speech pathologist.
Communication Challenges: If Ryan struggles to understand language or express himself, a speech pathologist could help improve his communication skills.
Swallowing and Eating Difficulties: If Ryan has trouble swallowing or frequently coughs when eating, he may need a speech pathologist to assess and manage his swallowing.
Cognitive-Communication Problems: If Ryan finds it hard to focus, remember, or organize thoughts, a speech pathologist could assist with strategies to improve his cognitive communication.
You are working in a community based setting with a person who had a stroke 3 years ago. They are affected by a range of impairments, including dysphasia and dysarthria.
Briefly describe dysphasia and dysarthria.
Provide two (2) circumstances where you would consider referring your client to a speech pathologist.
Dysphasia is a language disorder affecting the ability to understand or produce speech.
Dysarthria is a motor speech disorder causing slurred or slow speech due to weakened or uncoordinated muscles.
Referral Circumstances:
1. Difficulty Communicating Needs
If the client struggles to make themselves understood, a speech pathologist could help with alternative communication strategies.
2. Challenges with Eating and Swallowing
If the client has trouble swallowing safely, a speech pathologist could assess and develop strategies to prevent choking or aspiration.
Question 3Impaired pragmatics
Acquired brain injury can lead to a range of speech and language impairments, including impaired pragmatics. Explain the following:
What are pragmatics?
Provide three (3) examples of how impaired pragmatics impact on the ability of an exercise physiology to work effectively with a client.
Pragmatics refer to the social rules and conventions governing how language is used in context, including understanding tone, taking turns in conversation, and recognizing nonverbal cues. Impaired pragmatics can affect how someone interprets and responds in social interactions.
1. Misunderstanding Instructions
The client may struggle to interpret instructions due to difficulty with context, tone, or implied meaning, leading to confusion during exercises.
2. Inappropriate Responses
The client might respond out of context or inappropriately, making it challenging to maintain a productive session and potentially causing misunderstandings.
3. Difficulty with Feedback
The client may not recognize nonverbal cues or take constructive criticism well, making it harder to adjust techniques or progress in therapy effectively.
What are the two (2) broad areas that a speech pathologist deals with in a brain injury rehabilitation?
Communication: This includes assessing and treating speech, language, and social communication skills, helping the individual regain or adapt their ability to understand and express themselves effectively.
Swallowing and Feeding: Speech pathologists also manage dysphagia (swallowing difficulties), which involves ensuring safe eating and drinking, preventing complications like choking or aspiration pneumonia.
What are high level language disorders? If you had a client with a high level language disorders commencing an exercise program, what strategies could you use to optimise communication?
High-level language disorders involve challenges with complex language skills, such as understanding abstract concepts, interpreting nuanced language, following multi-step instructions, and engaging in socially appropriate communication. These disorders often affect reasoning, problem-solving, and social interactions, making it harder for individuals to interpret subtle cues or engage in higher-level communication.
1. Use Clear and Simple Instructions
Keep instructions straightforward and concise, breaking down complex tasks into small, manageable steps.
2. Use Visual Aids
Incorporate pictures, diagrams, or demonstrations to reinforce verbal instructions, providing a visual reference that makes it easier to follow exercises.
3. Check for Understanding
Ask the client to repeat or summarize instructions in their own words to ensure comprehension before moving forward.
4. Establish Routine and Consistency
Use a consistent routine to help the client become familiar with the structure of the sessions, which can reduce anxiety and improve focus on exercises.
The lecture on multi-professional practice was based around the case of Ryan Yelavich, a 15-year-old boy with an acquired brain injury.
If Ryan was one of your clients, describe three (3) circumstances under which you would consider referring him to a physiotherapist.
Mobility Issues: If Ryan has difficulty walking, moving, or maintaining balance, a physiotherapist could help improve his mobility and coordination through targeted exercises.
Muscle Weakness or Spasticity: If he shows signs of muscle weakness, tightness, or spasticity that affects his physical function, a physiotherapist could work on strengthening and stretching exercises to improve his muscle control.
Pain or Discomfort: If Ryan experiences pain or discomfort related to his injury, a physiotherapist could provide techniques and exercises to reduce pain and improve his comfort during daily activities.
Question 7Physio - “Just Right Challenge”
Outline what the “Just Right” challenge is when working within the rehabilitation space.
The “Just Right” challenge in rehabilitation refers to creating activities that are appropriately balanced between being too easy and too difficult for the client. It involves designing tasks that are slightly above the client’s current ability level to encourage growth and progress without causing frustration or failure. This approach promotes engagement, motivation, and gradual skill development, as it allows clients to experience achievable success while steadily pushing their limits in a supportive way.
The lecture on multi-professional practice was based around the case of Ryan Yelavich, a 15-year-old boy with an acquired brain injury.
If Ryan was one of your clients, list and describe three (3) circumstances under which you would consider referring him to an occupational therapist.
Difficulty with Daily Living Activities: If Ryan struggles with tasks like dressing, eating, or personal hygiene, an occupational therapist could help him build skills or suggest adaptive techniques and tools to promote independence.
Challenges with Fine Motor Skills: If he has trouble with activities requiring fine motor control, such as writing, using utensils, or manipulating small objects, an occupational therapist could work on exercises to improve his hand-eye coordination and dexterity.
Sensory Processing Issues: If Ryan shows signs of sensory sensitivities or difficulties processing sensory information (e.g., easily overwhelmed by noise or touch), an occupational therapist could provide strategies to help him manage and adapt to these sensory challenges.
Question 9OT role in acute vs rehab phase
The role of an OT will differ depending on whether they are engaged within the acute phase or the rehabilitation phase of care.
Describe three (3) roles for each of these phases.
Acute Phase
Assessing Basic Function: The OT evaluates the client’s basic functional abilities, such as orientation, awareness, and responsiveness, to understand their immediate needs and set a foundation for further treatment.
Providing Positioning and Splinting: The OT helps position the client correctly in bed or provides splints to prevent joint contractures and manage muscle tone, reducing the risk of complications from prolonged immobility.
Training in Basic Self-Care Tasks: The OT assists the client in relearning basic self-care activities, like feeding or grooming, as appropriate for their condition, to promote some level of independence and prevent further physical decline.
Rehabilitation Phase
Enhancing Daily Living Skills: The OT works with the client on more complex daily tasks, such as cooking, dressing, and personal hygiene, to rebuild their independence in everyday routines.
Improving Cognitive and Motor Skills: The OT develops tailored activities to strengthen the client’s cognitive abilities (e.g., memory, attention) and motor skills, supporting their adaptation to any long-term challenges resulting from the injury.
Supporting Community Reintegration: The OT helps the client prepare for reintegration into their community, which might include planning for school, work, or leisure activities, and teaching coping strategies to manage daily demands in a real-world setting.
PTA is a common feature of TBI that commonly follows emergence from a coma. Provide the following information related to PTA:
Explain what PTA is and how PTA severity is assessed.
Can rehabilitation delivered by OTs to patients with PTA enhance functional independence and hospital discharge? If so, what method has been shown to be successful?
What PTA Is: Post-Traumatic Amnesia (PTA) is a state of confusion and disorientation that occurs after a traumatic brain injury (TBI), following the emergence from a coma. Individuals in PTA struggle with forming new memories and recalling past events.
How PTA Severity Is Assessed: PTA severity is assessed using standardized tests like the Galveston Orientation and Amnesia Test (GOAT) and the Orientation Log (O-Log), which evaluate the duration of amnesia and the ability to recall personal and new information.
Enhancing Independence and Discharge: Rehabilitation by occupational therapists (OTs) can improve functional independence in patients with PTA, facilitating hospital discharge.
Successful Method: Cognitive rehabilitation strategies, such as using memory aids and establishing routines, are effective in enhancing cognitive functions and daily living skills for patients in PTA, promoting better outcomes for discharge.
