Sports Concussion Flashcards

1
Q

CDC estimates ___ concussions occur during sports/recreation annually

A

1.6 – 3.8 million

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2
Q

Incidence rates across studies have huge variation:

A

Under-reporting = lying to continue playing

Clinical diagnosis = We don’t have a gold standard test to measure to identify - constellation of symptoms

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3
Q

12x more ___ concussions than ___ related in ER

A

non-sports related

sports

  • Falls, MVA, Military
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4
Q

Top 3 concussion rates in high school sports:

A

1) football (10.4)
2) girls soccer (8.19)
3) boys ice hockey (7.69)

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5
Q

Media Bias and Coverage:

A

sensationalize the dangers of concussions, leading to heightened fears among the public

exaggerate risks or focus on worst-case scenarios, which can contribute to misinformation

some media outlets may underreport the risks or downplay the severity of concussions, especially if they have ties to sports organizations or advertisers

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6
Q

Sport-Specific Focus:

A

Contact sports like football and hockey often face more scrutiny and criticism compared to non-contact sports

Advocacy groups and former athletes have played a significant role in raising awareness about the dangers of concussions

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7
Q

Media Bias: N= 42

A

Only 42 = not a big sample size

association between participation in tackle football prior to age 12 and greater later-life cognitive impairment measured using objective neuropsychological tests

incurring repeated head impacts during a critical neurodevelopmental period may increase the risk of later-life cognitive impairment

if replicated with larger samples and longitudinal designs = findings may have implications for safety recommendations for youth sports

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8
Q

Media Bias: N=891

A

None of the parameters were significant

Early first exposure to contact sports = NOT associated with greater symptoms or worse cognitive functioning

absence of significant findings does not completely rule out potential risks; it may indicate that other factors are at play or that the effects are not as pronounced as previously thought

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9
Q

Myth: Concussions cause CTE.

A

CTE is associated with repeated head impacts, it does not require a diagnosed concussion to develop

CTE can be linked to various forms of head trauma, including non-concussive impacts like those experienced from soccer headers

relationship between head impacts and CTE is complex and involves cumulative exposure rather than individual concussions

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10
Q

Myth: Concussions caused CTE, and CTE caused football players to kill themselves/others.

A

CTE has been found in the brains of some football players who have died by suicide or exhibited violent behavior - CTE alone does not explain these outcomes

CTE is found in players who had significant neurological symptoms before their deaths, suggesting a complex interplay of factors rather than a direct cause-and-effect relationship

CTE may contribute to behavioral and mood changes, but it is not the sole factor in such extreme outcomes

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11
Q

Bonus Fact: All of these players had significant neurological symptoms before their death.

A

It is true that many players diagnosed with CTE post-mortem exhibited severe neurological symptoms during their lives = symptoms can include cognitive decline, mood disorders, and behavioral issues

presence of significant symptoms suggests that CTE is associated with substantial impairment, but does not imply that all individuals with CTE will experience the same outcomes

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12
Q

Bonus Fact: There are thousands of former NFL players who likely have CTE. We don’t know the rates of neurological symptoms, however, 99.99% have not killed themselves or others.

A

majority of former NFL players who may have CTE do not exhibit severe or violent behaviors

prevalence of CTE in the general population of former players and its correlation with severe neurological symptoms are still under study

extreme cases that have gained media attention do not represent the experience of all individuals with CTE

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13
Q

Myth: The evidence is clear

A

current evidence shows associations between repeated head impacts, CTE, and neurological impairment but does not establish a direct cause-and-effect relationship

Most studies have focused on high-risk populations, such as those with severe neurological impairment or those who have died early

prevalence of CTE in the general population and its specific associations with neurological impairment are still uncertain

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14
Q

Where Media and Society Get It Wrong:

A

Media coverage often simplifies complex scientific findings, leading to the assumption that concussions directly cause CTE, and CTE directly causes extreme behaviors

High-profile cases of former athletes with CTE who have exhibited severe symptoms or engaged in violent behavior are often highlighted, which can skew public perception

ack of nuanced understanding in public discourse about the difference between association and causation = show correlations but does not always clarify causative mechanisms

Media coverage may not fully address the limitations of current research, such as small sample sizes, the focus on extreme cases, and the absence of longitudinal data tracking individuals over time

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15
Q

The majority of concussive symptoms resolve ___

___ have persistent symptoms/impairments

A

within 3 months

5-58%

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16
Q

Recovery, like all other injuries, is not always linear =

A

Exacerbations occur and can be acute or delayed (24 hrs)

Factors such as age, pre-existing conditions, genetics, and overall health can all influence recovery trajectories

Some individuals might experience fluctuating symptoms—improvement followed by setbacks—rather than a steady progression towards recovery

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17
Q

Acute Exacerbations:

A

sudden worsening of symptoms shortly after the initial injury or during the early stages of recovery

can happen within hours of the concussion or after resuming activities

Factors such as physical exertion, cognitive strain, or emotional stress can trigger acute exacerbations

might involve a sudden increase in headache intensity, dizziness, nausea, sensitivity to light or noise, or cognitive difficulties

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18
Q

Delayed Exacerbations:

A

symptoms worsen or new symptoms appear 24 hours or more after the initial concussion or after seemingly stable periods

can be caused by factors such as delayed physiological responses, additional head impacts, or cumulative stress

might involve increased headaches, cognitive fatigue, balance issues, or mood changes

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19
Q

Post-concussive syndrome =

A

3 months or greater

collection of symptoms that persist following a concussion or mild traumatic brain injury (TBI)

Difficulty with concentration, memory problems, and cognitive fatigue

Persistent headaches, dizziness, balance problems, and sensitivity to light or noise

Mood swings, irritability, anxiety, depression, and sleep disturbances

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20
Q

Post-concussive syndrome diagnosis:

A

Diagnosis is based on a history of concussion and the persistence of symptoms beyond the typical recovery period

no specific test for PCS

It’s important to rule out other possible causes of the symptoms, such as other neurological or psychological conditions

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21
Q

Subtle (sub-clinical) impairments may continue =

A

2x risk for MSK injury after concussion

Sub-clinical deficits in motor control, coordination, reaction time

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22
Q

2x risk for MSK injury after concussion =

A

lingering impairments in motor control, balance, and coordination, which can affect how an individual moves and reacts, leading to a higher likelihood of injuries such as sprains, strains, or fractures

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23
Q

Sub-clinical deficits in motor control, coordination, reaction time =

A

difficulty with fine motor skills or the ability to perform complex physical tasks

Coordination deficits may lead to problems with balance and spatial awareness, impacting an individual’s ability to perform activities that require precise movements or balance

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24
Q

MOI

A

Direct Impact to the Head
Indirect Impact
Rotational Forces
Repeated Impacts
Falls and Collisions

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25
Q

Direct Impact to the Head:

A

irect blow to the head, such as from a helmet-to-helmet collision in football, a hit from a stick in hockey, or a headbutt in soccer, can cause a concussion

severity of the concussion can vary based on the force of the impact and the specific location of the hit on the head

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26
Q

Indirect Impact:

A

strong impact to the body, such as a tackle in football or a fall, can cause the head to whip back and forth (acceleration-deceleration forces)

rapid acceleration and deceleration of the head and neck can cause the brain to move within the skull, leading to the injury even if there was no direct hit to the head

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27
Q

Rotational Forces:

A

Rotational or angular forces can be particularly damaging

cause the brain to twist or rotate inside the skull

shearing of brain tissue, which contributes to the disruption of brain function

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28
Q

Repeated Impacts:

A

Repeated, sub-concussive impacts (impacts that do not cause a concussion but still affect the brain)

risk of developing chronic conditions such as Chronic Traumatic Encephalopathy (CTE)

accumulation of these smaller impacts over time can contribute to the overall risk of a concussion

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29
Q

Falls and Collisions:

A

Falls or collisions where the individual hits their head against the ground or another object

context in which the fall or collision occurs (e.g., speed, angle, and surface) can influence the likelihood and severity of a concussion

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30
Q

Acute Diagnosis

A

Ontario Guidelines

Clinical Testing

Imaging = Only necessary if skull fracture, subdural hematoma/hemorrhage, or cervical spine instability is suspected

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31
Q

Ontario Guidelines

If ANY of the following signs/symptoms are noted following an impact/force that involves the head, concussion should be suspected:

A

Any loss or decreased level of consciousness

Any lack of memory immediately before or after injury

Any alteration in mental state (confusion, disorientation, foggy etc)

Any headache, vestibular, weakness, loss of balance, dizziness, visual changes

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32
Q

Clinical Testing:
Sport Concussion Assessment Tool 5 (SCAT5)

A

SCAT5 can pick up acute concussion but normalizes 3-5 days after

Athletes report symptoms such as headache, dizziness, nausea, and sensitivity to light or noise. The severity and number of symptoms help assess the impact of the concussion

Evaluates cognitive functions such as memory, attention, and orientation

Tests balance and coordination through exercises such as the Balance Error Scoring System (BESS), which includes standing on one leg and performing tasks on different surfaces

tasks to assess coordination and motor control, such as finger-to-nose or heel-to-shin tests

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33
Q

Imaging: fracture

A

visible deformity of the skull, palpable tenderness over the skull, or signs of a basilar skull fracture

CT scan is typically used to quickly evaluate for skull fractures due to its speed and effectiveness in detecting bony injuries

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34
Q

Imaging: Suspected Subdural Hematoma/Hemorrhage
(stroke symptoms)

A

signs of potential intracranial bleeding, such as severe headache, persistent vomiting, altered consciousness, neurological deficits, or deterioration in the athlete’s condition

CT scan is often the first choice to detect acute bleeding

MRI may be used later if there is a need to assess more subtle changes or in chronic cases

35
Q

Imaging: Suspected Cervical Spine Instability

A

severe neck pain, neurological symptoms (e.g., numbness, weakness, or tingling in the extremities)

or if the mechanism of injury suggests significant force to the neck

CT is commonly used

MRI may be used to assess soft tissue injuries and potential spinal cord involvement

36
Q

Differential Diagnosis: goals

A

1 goal from a sports perspective is to prevent second impact

37
Q

1 goal from a sports perspective is to prevent second impact =

A

Second Impact Syndrome (SIS) occurs when an athlete sustains a second concussion before the first one has properly healed

can lead to severe complications, including rapid brain swelling and potentially fatal outcomes

If a concussion is suspected, the athlete should be immediately removed from play

Follow established return-to-play guidelines, ensuring that the athlete is fully recovered and symptom-free before resuming contact activities

38
Q

2 goal: Early diagnosis, Early intervention

A

minimizing symptoms and prevents complications

39
Q

Other Head Injuries:

A

Skull Fractures: Symptoms such as localized skull pain, visible deformity, or crepitus (grating sound) upon palpation.

Intracranial Hemorrhage: Severe headache, persistent vomiting, significant changes in consciousness, or focal neurological deficits.

Cervical Spine Injury: Neck pain, decreased range of motion, and neurological symptoms (e.g., numbness or weakness).

40
Q

Musculoskeletal Injuries:

A

Whiplash: Neck pain, stiffness, and headache without the typical cognitive and balance issues associated with concussion.

Shoulder or Back Injuries: Pain and discomfort localized to specific areas, with no cognitive or balance impairments.

41
Q

Non-Concussion Neurological Conditions:

A

Migraines: Severe headaches often accompanied by nausea, light sensitivity, and aura symptoms.

Seizure Disorders: History of seizures, abnormal movements, or postictal symptoms (e.g., confusion or drowsiness).

42
Q

Psychiatric and Cognitive Disorders:

A

Anxiety or Depression: Symptoms such as mood changes, irritability, or sleep disturbances without recent head trauma.

Attention Deficit Disorders: Chronic issues with attention and focus, not necessarily triggered by recent injury.

43
Q

Other Medical Conditions:

A

Dehydration: Symptoms like headache, dizziness, and nausea, but with a history of inadequate fluid intake.

Heat Stroke: High body temperature, confusion, and dizziness, often with a history of prolonged exposure to heat.

44
Q

Red Flags -> Emergency Room

Continue to monitor after concussion, educate parents on these warning signs

A

Declining levels of consciousness, cognition, orientation, affect

NEW onset of pupillary asymmetry, seizures, vomiting (repeated), other focal neuro signs

Rapidly worsening headache or neuro deficits

Suspected cervical spine or skull fracture

Suspected cervical spine instability

45
Q

signs/symptoms
of concussion:

A

loss of consciousness
confusion
memory loss
headache
dizziness
nausea/vomit
amnesia
disorientation
irritability
emotional instability
unusual eye movements

46
Q

Actual Differential Diagnosis

A

Diffuse injury across brain = widespread damage to the brain rather than localized injuries, and it can present with symptoms similar to those of a concussion

47
Q

Diffuse Axonal Injury (DAI)

A

evere form of traumatic brain injury caused by rapid acceleration or deceleration forces, which lead to widespread damage to the brain’s axons (the long, threadlike part of a nerve cell)

Persistent coma, severe neurological deficits, and alterations in consciousness

Diagnosed primarily through imaging techniques

48
Q

Concussion (Mild Traumatic Brain Injury)

A

resulting from a blow or jolt to the head, leading to a temporary disruption in brain function

Headache, dizziness, confusion, nausea, and sensitivity to light or noise

Symptoms may be transient but can persist and affect cognitive function and balance

Primarily clinical, based on symptom assessment and cognitive evaluation

49
Q

Post-Concussion Syndrome (PCS)

A

collection of symptoms that persist beyond the expected recovery period following a concussion

Chronic headaches, dizziness, fatigue, irritability, and cognitive difficulties

Based on the persistence of symptoms beyond the typical recovery period (usually more than three months)

50
Q

Chronic Traumatic Encephalopathy (CTE)

A

progressive neurodegenerative disease associated with repetitive head impacts and concussions

Memory loss, mood swings, behavioral changes, and cognitive decline

Symptoms usually develop years after repeated head trauma

Primarily postmortem through brain autopsy and pathological examination

51
Q

Traumatic Brain Injury (TBI)

A

diffuse and focal injuries, resulting from an external force

Vary widely depending on the severity and location of the injury but can include altered consciousness, cognitive impairments, motor deficits, and emotional changes

Diagnosed through imaging (CT or MRI) and clinical evaluation

52
Q

Cerebral Contusion

A

bruising of brain tissue resulting from a direct impact or blow to the head

Headache, confusion, loss of consciousness, and focal neurological deficits depending on the location and severity of the contusion

Detected through CT or MRI, which can reveal localized bleeding or swelling in the brain

53
Q

Subdural Hematoma

A

bleeding between the brain and its outermost covering (the dura mater) often due to a head injury

Headache, confusion, changes in consciousness, and neurological deficits

Diagnosed using CT or MRI, which can show the accumulation of blood and associated brain swelling

54
Q

Simplified Differential Diagnosis

A

MSK + neurological + vestibular = concussion

55
Q

Assessment & Management

A

1) cervical MSK
2) vestibulo-oculomotor
3) autonomic/exertional
4) motor

56
Q

cervical MSK:

A

Assess for cervical spine instability

Assess for cervicogenic:
-Dizziness
-Imbalance
-Headache

Post concussion
- Impaired cervical flexor strength and endurance
- Joint position errors

57
Q

Assess for Cervical Spine Instability:

A

Evaluate the stability of the cervical spine through physical examination, including range of motion, palpation, and assessment for signs of instability or pain

Look for symptoms such as severe neck pain, radicular symptoms (e.g., numbness, tingling in the arms), or neurological deficits

58
Q

Assess for Cervicogenic Symptoms:

A

Determine if dizziness is related to cervical spine issues, often referred to as cervicogenic dizziness

Cervicogenic headaches typically present as a dull, aching pain in the neck and head

59
Q

Post-Concussion Issues:

A

Impaired Cervical Flexor Strength and Endurance: Measure the strength and endurance of cervical flexor muscles, as deficits can affect neck stability and contribute to post-concussion symptoms.

Joint Position Errors: Assess for errors in joint position sense, which can be affected by cervical spine injuries and contribute to dizziness and imbalance.

60
Q

vestibulo-oculomotor:

A

Assess for BPPV
Dix-Hallpike

VOMS
-Smooth pursuits
-Saccades
-Convergence
-VOR
-Visual motion sensitivity

61
Q

Assess for Benign Paroxysmal Positional Vertigo (BPPV):

A

Dix-Hallpike Maneuver: Perform this test to identify BPPV, which involves specific head and body positions to provoke symptoms of vertigo and nystagmus.

62
Q

Vestibular Ocular Motor Screening (VOMS):

A

Smooth Pursuits: Evaluate the ability to follow a moving target smoothly.

Saccades: Assess the ability to make rapid, accurate eye movements between targets.

Convergence: Test the ability to maintain focus on a near target as it moves closer to the eyes.

Vestibulo-Ocular Reflex (VOR): Check the ability to maintain visual fixation on a target while moving the head.

Visual Motion Sensitivity: Assess sensitivity to visual motion, which can be problematic in concussion.

63
Q

autonomic/exertional:

A

Undetected in resting vitals

Exertional tests (Buffalo Treadmill Test)
-Monitor vitals
-Symptom irritation?
-Can also be used to promote brain health?
-If dizziness is a problem -> Bike

64
Q

Exertional Tests:

A

Buffalo Treadmill Test: Use this test to assess cardiovascular fitness and monitor for symptoms related to exertion. Track vitals (heart rate, blood pressure) during the test.

Symptoms: Monitor for symptom exacerbation during exertion, which can indicate issues with exertional tolerance or autonomic function.

Alternative Testing: If dizziness is a concern, use a stationary bike test to assess exertional response in a controlled manner.

65
Q

motor:

A

Static/Dynamic Balance

Motor coordination/control

Dual/Multitasking

Identify and treat impairments

CDM to determine if impairments are contributory

Incorporate dual tasking

66
Q

Static and Dynamic Balance:

A

Static Balance: Assess the ability to maintain balance in a stationary position (e.g., single-leg stance).

Dynamic Balance: Evaluate balance during movement (e.g., walking or agility tasks).

67
Q

Motor Coordination/Control:

A

Coordination: Test fine motor skills and coordination (e.g., finger-to-nose test).

Control: Assess overall motor control during various tasks.

68
Q

Management - Education:

A

Earlier intervention, better outcomes

24-48 hrs rest, then promote activity to tolerance

Educate on Prognosis (1-3 months) - Be careful to avoid creating catastrophizing

May require referral to other professionals (e.g. Neuropsych, sleep)

May need access to a quiet room (and a bucket for vomit)

Screen/monitor for depression

69
Q

Factors related to prolonged recovery:

A

Pre-injury Risk Factors

Injury-related Factors

Post-Injury Factors

These are likely to change, many of these have conflicting evidence

70
Q

Pre-injury Risk Factors

A

Concussion and/or migraine history

Female sex, Younger

ADHD

Genetics

71
Q

Injury-related Factors

A

Loss of consciousness

Amnesia (retrograde or anterograde)

Delayed removal from sports

72
Q

Post-Injury Factors

A

Dizziness, headache, migraine or depressive symptoms

73
Q

Return to play stages and aims:

A

1) symptom-limited activity

2) light aerobic exercise

3) sport-specific exercise

4) non-contact training drills

5) full-contact practice

6) return to sport

74
Q

1) symptom-limited activity

A

daily activity that does not provoke symptoms

goal: gradual reintroduction of work/school activities

75
Q

2) light aerobic exercise

A

walking or stationary cycling at slow to medium pace

no resistance training

goal: increase heart rate

76
Q

3) sport-specific exercise

A

running or skating drills

no head impact activities

goal: add movement

77
Q

4) non-contact training drills

A

harder training drills - passing drills

may start progressive resistance training

goal: exercises, co-ordination and increased thinking

78
Q

5) full-contact practice

A

following medical clearance, participate in normal training activities

goal: restore confidence and assess functional skills by coaching staff

79
Q

return to play notes:

A

initial period of 24-48 hours of both relative physical rest and cognitive rest is recommended before beginning the RTS progression

there should be at least 24 hours (or longer) for each step of the progression - if any symptoms worsen during exercise, the athlete should go back to the previous step

resistance training should be added only in the later stages (stage 3 or 4 at the earliest)

if symptoms are persistent (more than 10-14days in adults or more than 1 month in children) the athlete should be referred to a healthcare professional who is experienced in the management of concussion

79
Q

6) return to sport

A

normal game plat

80
Q

Parachutes Protocol for Return to Learn after a concussion:

at home

A

1) cognitive and physical rest

2a) light cognitive activity

2b) light physical activity

81
Q

Parachutes Protocol for Return to Learn after a concussion:

at school

A

3) part time school light load

4) part time school moderate load

5) nearly normal workload

6) full time

82
Q

Strategies for Addressing Concussion Symptoms at School:

COGNITIVE

A

Concentrate first on general cognitive skills, such as flexible thinking and organization, rather than academic content.

Focus on what the student does well and expand to more challenging content

Adjust the student’s schedule as needed to avoid fatigue

Adjust the learning environment to reduce identified distractions

Use self-paced, computer-assisted, or audio learning systems

Help the student create a list of tasks

Assign peer note-taker

Allow the student to record classes if permitted

Increase repetition in assignments to reinforce learning

Break assignments down into smaller chunks if possible

Provide alternate methods for the student to demonstrate mastery

83
Q

Strategies for Addressing Concussion Symptoms at School:

BEHAVIORAL/SOCIAL/EMOTIONAL

A

If the student is frustrated with failure in one area, redirect him/her to other elements of the curriculum associated with success.

Provide reinforcement for positive behavior as well as for academic achievements.

Acknowledge and empathize with the student’s sense of frustration, anger or emotional outburst

Provide structure and consistency; make sure all teachers are using the same strategies.

Remove a student from a problem situation, but avoid characterizing it as a punishment

Establish a cooperative relationship with the student

Involve the family in any behavior management plan

Set reasonable expectations

Arrange preferential seating, such as moving the student away from the window (e.g. bright light), away from talkative peers, or closer to the teacher.