TBI-Focus on Behavior & Strategies Maryland 2014.
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Transcript of TBI-Focus on Behavior & Strategies Maryland 2014.
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TBI-Focus on Behavior &
StrategiesMaryland
2014
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Learning Objectives Understand the relationship between
brain injury and behavioral regulation Describe interventions that may
enhance the ability of individuals with brain injury to regulate their behavior
Provide attendees with a variety of strategies that can be implemented at home and community by individuals living with brain injury
Slide 1A.1
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For most, Brain Injury is:
-A loss of Self -A loss of future -loss of possibilities
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“I had a job, I had a girl, I had something going mister in this world…………”
A 10 year survivor of a TBI quoting a Bruce
Springsteen song when describing what he had lost
because of his injury
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A compromised brain can lead to compromised behavior, further adding to social isolation and
social failureThe following slides 3 are adapted
from Webcast: sponsored by the Health Resources
and Services Administration’sFederal TBI Program Web cast
July 27, 2006
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Speakers:
Harvey E. Jacobs, Ph.D., Licensed Clinical Psychologist/Behavioral Anaylist
Marty McMorrow, Director of National Business Dev., The MENTOR Network
Jane Hudson, JD., senior Staff Attorney, National Disability Rights Network
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Behavioral Statistics
Approximately 90% of all people who experience severe disability following brain injury experience some emotional or psychiatric distress
40% continue to demonstrate behavioral difficulty five years post injury
Slide 1B.2
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Behavioral Statistics
25% experience behavior dysfunction that interferes with other activities of daily life
3%-10% experience severe behavioral dysfunction that may require intensive professional and residential intervention (~3,000-9,000 new people per year)
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Research findings regarding Behavior Problems after TBI
“Aggressive behavior is associated with presence of
major depression, frontal lobe lesions, poor premorbid social
functioning and a history of alcohol and substance abuse” Tateno et.al J of Neuropsychiatry Clin. Neuroscience
2003
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Research findings regarding Behavior Problems after TBIResearch conducted by Wood and Liossi in 2006 reports “it is tentatively suggested that significant
impairment in verbal memory and visuospatial abilities against a background of diminished
executive-attention functioning is associated with the development of aggression after brain
injury,especially when other risk factor such as low premorbid IQ, low socioeconomic status, and
male gender are present”
J of Neuropsychiatry Clin. Neuroscience
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Research findings regarding Behavior Problems after TBI
“Impairments in recognizing the emotional state of others may underlie some of the problems in social relationships that these patients experience……TBI patients were found to be impaired on emotional recognition compared to the control patients both early after injury and one year later” Ietswaart et. al. Neuropsychologia, 2007
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According to McMorrow, Jacobs and Hudson; HRSA Webcast July 27, 2006
“Almost all people who experience disability following brain injury are not inherently
aggressive or assaultive. However, for some people, when challenges are not
properly addressed this can result in…”
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-Lack of responsiveness to requests-Property destruction-Verbal or physical aggression-Violation of personal or sexual boundaries-Wandering or flight-Self harm/self abuse/suicide
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“Neurobehavioral Challenges” According to McMorrow, Jacobs and Hudson are caused by
Pre-injury history Post-Injury learning and experiences Inability to negotiate “difficult” situations Others’ not recognizing the basic
challenges to an individual with TBI, and Not providing proper treatment
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Strategies for Supporting Individuals with Behavioral Problems
Adapted from Capuco and Freeman-Woolpert’s Strategies for Supporting an Individual with ABI
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Environmental Triggers for Behavioral Problems
Too much stimulation Rapid pacing Lack of predictability and clear structure Overwhelming physical and cognitive
demands Negative social input
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TIP:If you manage the environment, you can prevent many problems
And always practice a “Adult to Adult” Communication Style
Bill Kerrigan of Sheppard Pratt
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Guidelines for Behavior Management
Keep the environment simple. People with brain injuries are easily overstimulated
Decrease interruptions and distractions and surprises
Be consistent
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Guidelines for Behavior Management
Keep instructions simple, concrete If the person has problems processing
language, try gesturing or cueing Write things down Give feedback and set goals Feedback should be direct, caring,
nonjudgmental, but not subtle Avoid criticism
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Guidelines for Behavior Management
Be calm, cool and friendly during an incident
This can reduce agitation Avoids reinforcing misbehavior
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Guidelines for Behavior Management
Redirection works. When the person is upset, agitated, aggressive, focus attention on some other topic, task, person
Provide choices
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Expect the unexpected. People with brain injuries can have great variability from day to day. Mood swings are common. People with
TBI are sensitive to changes, disruptions in routine, lack of
sleep, alcohol, minor illnesses, fatigue and other stressors
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Keep in Mind
Progress can be inconsistent and unpredictable
What works today may not work tomorrow, but may work the following day
Reduced stamina and fatigue may persist Impairment of memory may hinder new
learning Transitions may be especially difficult
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Prevention, Prevention, Prevention
Communicate expectations Recognize internal and environmental
triggers, plan strategies Provide clear structure and predictable
routines Maintain realistic expectations Help peers learn to alter interactions to
avoid triggers
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Areas of Cognitive Functioning that can be supported by Strategies
Attention Memory Decision making Sequencing Judgement Processing speed Problem solving
differences
Persistence Organization Self-Perception Inflexibility Self Monitoring Initiation
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Areas of Interpersonal Functioning that can be supported by Strategies
•Impulsivity•Frustration tolerance•Social skills•Self esteem•Building and maintaining relationships
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Most of these Strategies address more than one cognitive and or behavioral deficit
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Restoration Verses Compensation
Spontaneous restoration of functioning occurs most rapidly
and dramatically in the first year following a brain injury.
Generally speaking, the greater the time from the injury the more rehabilitation efforts will focus on compensation
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Environmental & Internal Aides
Creative cognitive strategies will employ
both kinds of aids depending on
individual need
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Environmental, AKA Prosthetic external memory strategies and devices
Changing or modifying the environment to support and/or
compensate for a injury imposed deficit
For Example: labeling kitchen cabinets
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InternalThe strategy is “in your head”
For Example:
“I have to work the memory muscle by counting everything,
like how many times I pedal when I am on a bike”
Actor George Clooney discussing the use of internal memory strategies in The London Sunday Times10. 23.05
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Oftentimes a strategy can transition with practice from the external to the internal
For Example:
Preparing remarks on paper with “pauses” written in to slow down impulsive speech can eventually segue into a internal strategy, “At the end of every 2-3 sentences, I
will take a breath and check in with my listener”
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Strategies can help individuals compensate for the physical barriers imposed by a brain injury
For Example:
Prism glasses may be prescribed to address double vision after
injury just as bifocals are prescribed for many after age 40
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Examples of strategies-cheap tricks Red lined index card and red stickers:
Addresses visual neglect, attention and concentration
Reading guide: Addresses a number of visual problems including figure ground deficits, jerky eye movements (nystagmus) and impairment in the ability to smoothly move the eyes
Non-slip mats (“dycem”) holds books, plates, bowls, paper etc. in place if one hand/arm has no or limited functioning
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Strategies Use of a journal/calendar Create a daily schedule “To do” lists and shopping lists Labeling items Learning to break tasks into small
manageable steps Use of a digital recorder/smart device
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Strategies cont.…. Encourage use of rest and low activity
periods, naps are to be encouraged! Work on accepting feedback or coaching
from others, consult and collaborate with trusted individuals
Work on generalizing strategies to new situations
Use of a high lighter (RED) Alarms (on phone, watch, smart device)
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Strategies cont.…. Use of PDA/hand held device (e.g. smart
phone) Use of a template for routine tasks, on the job,
at home, in the community Use of ear plugs to increase attention, screen
out distractions (Parente & Herman 1996) Partitions/cubicles, at work, quiet space at
home Model tasks e.g. turning on a computer and
accessing email
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Strategies cont.…. Use of pictures, for faces/names, basic
information, for step-by-step procedures, e.g. making coffee
Use of a timer, to track breaks at work, the time minimum technique, allocated time to puzzle over a problem or vent a frustration
Audio books, movies, keep the subtitles (for processing content in the case of memory and comprehension problems and increase awareness of nonverbal cues/communication)
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Strategies cont.….
Electronic pill boxes/blister packs with day of the week labels
Review schedule each day Post signs on the wall etc. (use
pictures/symbols for low literacy skills) Try to “routinize” the day as much as
possible
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Memory StrategiesFollowing 6 slides adapted from:Parente & Herman in Retraining Cognition 1996 Aspen Publishers
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SOLVE Mnemonic
“S” (S)pecify the problem “O” (O)options-what are they? “L” (L)isten to advice from others “V” (V)ary the solution “E” (E)valuate the effect of the
solution, did it solve the problem?
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Organizing the EnvironmentConsistency, accessibility, separation, grouping, proximity
Consistency-put things in the same place, keys, wallet etc.
Accessibility-things that are commonly used, keep them physically close, in the kitchen, in the office
Separation-put things in logically distinct locations. Clothes, mail
Grouping-put things that are used together in the same area, raincoat & umbrella
Proximity-cooking utensils near the stove
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Setting GOALS Executive Skills Training
“G” (G)o over your goals every day-helps memory and awareness
“O” (O)rder your goals-short and long term “A” (A)sk yourself two questions each day:
“what did I do today to achieve my goals?” and “What could I have done differently to achieve my goals”
“L” (L)ook at your goals each day. Post goals and progress on the wall, refrigerator etc.
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Problem Solving
State Problem:_________________________List 3 solutions: 1)_____________________
2)_____________________ 3)_____________________
Solution 1 Solution 2 Solution 3 Pros Cons Pros Cons Pros Cons
Describe the most logical and effective solution based on the above:________________________________
_____________________________________
adapted from the Rhode Island BIA presentation “Brain Injury: A Practical Training for Caregivers”
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Setting GOALS Executive Skills Training
“G” (G)o over your goals every day-helps memory and awareness
“O” (O)rder your goals-short and long term “A” (A)sk yourself two questions each day:
“what did I do today to achieve my goals?” and “What could I have done differently to achieve my goals”
“L” (L)ook at your goals each day. Post goals and progress on the wall, refrigerator etc.
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ImpulsivityChange Plan
What change do I want to make?____________________Why do I want to make the change?_________________
Change Not Changing Pros Cons Pros
Cons
List step for change:1)________________2)______________3)________________4)________________5)______________
Who could help me?_________________________________What might interfere with my change?
___________________How would I evaluate success?
adapted from the Rhode Island BIA presentation “Brain Injury: A Practical Training for Caregivers”
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Listening Skills An area where reduced cognitive skills
can be misinterpreted as poor interpersonal skills
No one likes a “noisy listener” Poor listening skills can be impacted by
anxiety (about memory, social skills etc.)
Relaxation techniques can be helpful (breath in slowly over 7 breaths, hold for 4-7 counts, exhale over 7, repeat as necessary)
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Enhance Communication
Model how to paraphrase during conversations to maximize comprehension
Instruct how to reduce injury imposed tendency to be impulsive in word and/or action by using breaks and pauses
Speak in short, simple sentences and phrases
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Communication….
Request that the individual jot down notes regarding discussions that he/she has with others and other important information
When giving instructions, do it verbally and in writing and when possible, physically model the task
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Minimize confusion/socially unacceptable behavior
Give useful and specific feedback about a behavior
Ask the individual for permission to coach him/her
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Behavior ….
Be clear on your expectations of the individual and his/her behavior
Give feedback immediately using the sandwich technique
Utilize positive reinforcement/feedback Formalize your expectations by negotiating a
written agreement, signed by all involved parties
Refer to the agreement frequently, update as needed
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Keep in Mind…..
Talk slowly, use short sentences Eliminate distractions Accommodate individual needs and
learning styles Be flexible Write things down, provide directions Express ideas concretely
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By Structuring the Environment, memory,
organization and attention are supported, enhancing
independence, reducing frustration, and freeing up
cognitive and psychological energy to tackle new
challenges at home, work and community
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Even for individuals with poor new learning capacity, the three R’s
ReviewRehearse
&Repeat
Can lead to mastery of tasks as they eventually enter into memory
(AKA Procedural Learning)
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Awareness is the key to sustained functional gains-For those whose degree of
damage does not allow them to take a self critical stance, they may always rely on the coaching or cueing of others
to employ strategies
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Group Exercise
The Lookout
A 2007 Miramax release, starring Joseph Gordon-Levitt, Jeff Daniels and Matthew
Goode. Depicts the life of a young man four years after a moderate TBI.
Read the narrative summary
Break into groups of 4-5 people, after watching the scenes complete the handout
come back together to discuss
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References
Retraining Cognition, Techniques and Applications (1996) Rick Parente and Douglas Herrmann. An Aspen Publication
Compensatory Memory Strategy Training: A Practical Approach for Managing Persistent Memory Problems (1985) Sandra B. Milton, Cognitive Rehabilitation
Treating Memory Impairments, A Memory Book and Other Strategies (1994) Vicki S. Dohrmann, M.A., CCC-SLP
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Anastasia Edmonston MS CRCTBI Trainer, Maryland Mental Hygiene Administration [email protected] of the Maryland Mental Hygiene Administration’s TBI Projects 2014.
Thank You