TBI Flashcards
how can we classify TBI
glascow coma scale
what is the glascow coma scale
rates the following behaviors:
-eye opening response
-verbal response
-motor response
what is the mild TBI GCS score
13-15
what is the moderate GCS score
9-12
what is the severe GCS score
3-8
describe mild TBI
brief if any loss of consciousness
vomitting and dizziness
lethargy
memory loss
describe moderate TBI
unconscious up to 24h
signs of brain trauma
contusions of bleeding
signs of injury on neuroimaging
describe severe TBI
unconsciousness exceeding 24h
no sleep/wake cycle during LOC
signs of injury on neuroimaging
true or false: TBI has both primary and secondary complications
true
what are the goals of early medical management
stabilize medical condition
treat other injuries
reduce intracranial pressure
what are some secondary complications
increased intracranial pressure
malnutrition
decreased cognitive function
agitations
complications from intubation
what are disorders of consciousness
coma
vegetative state
minimally conscious state
define coma
eyes closed
no sleep/wake cycle
define vegetative state
inability to interact with others, but capacity for spontaneous arousal or response to stimuli
sleep/wake cycle
define minimally conscious state
inconsistently follows simple commands
inconsistently has intelligible verbalization
inconsistently moves or has emotional response triggered by response
what is the rancho los amigos
rates TBI
what is R1
no response
total assistance
coma
what is R2
generalized response, total response
vegetative state
reacts inconsistently not directly to stimuli
what is R3
localized response; total assistance
reacts inconsistently to stimuli
head may turn toward a sound
may follow simple commands
what is R4
confused, agitated, maximal assistance
agitated
hyperactive w/ bizarre and non-purposeful behavior
what is R5
confused, inappropriate, nonagitated, maximal assistance
not oriented to time place or time
increase in following and responding to simple commands
memory is severely impaired
behavior and verbalizations are severely impaired
what is R6
confused, appropriate, moderate assistance
able to follow simple commands
increased self awareness
able to relearn routine activities
remote battery is better
what is R7
automatic appropriate minimal assistance for daily living skills
attendance for 30min
strengths w/ self monitoring
lack of judgement and insight
what is R8
independent at home
starting to show awareness
able to use assistive memory devices
improvement of memory
what is R9
standby assistance on request
able to shift between tasks
able to use compensatory strategies
unable to independently anticipate challenges
what is R10
modified independent
able to multi-task
create own methods and tools
anticipates challenges
make decisions and act appropriately
what can SLPs do for TBI
sensory stimulation
cognitive and linguistic therapy
dysphagia treatment
increase self-awareness
what are pre injury factors impacting the outcome of TBI
age
social adjustment
neurological integrity
knowledge base
what are some post-injury factors
early medical attention
early rehabilitation
long term supports
motivation
true or false: biochemical changes lead to symptoms of a concussion
true
what are symptoms of mild TBI
headache, dizziness, sensitivity to light
impulsivity, lack of imitation
attention problems, trouble remembering
what is a mild TBI
traumatically induced disruption of brain function
any loss of consciousness, any loss of memory, any change in neurological state
for mTBI, what are the risk factors for prolonged recovery
age
history of concussions
history of ADHD
history of mental health disorders
history of migraines
females
history of learning disorders
how do we create personalized education for mTBI
create positive experiences
increase awareness
normalize observations
empowerment
what is post-concussion syndrome
onset of symptoms shortly after injury
symptoms must last more than 3 months
presence of cognitive impairment
what does treatment look like for PCS
what is different about the interview for pediatric TBI?
ask about developmental milestones
speech and language history prior to injury
selection and training assistive technology
identifying acquiring and teaching the use of tools and devices that help individuals with disabilities perform tasks more independently
direct training of cognitive process
structured intervention targeted to improve specific cognitive functions such as memory, attention, problem-solving, and executive functioning
measurement of PTA
post traumatic amnesia
through standardized tools to determine the duration and extent of memory loss
SLP role in schools
identification and monitoring
assessment
intervention and support
collaboration
family and student education
prevention + awareness
