Utilizing Motivational Interviewing and Goal Attainment ... · With the Righting Reflex, you...
Transcript of Utilizing Motivational Interviewing and Goal Attainment ... · With the Righting Reflex, you...
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Utilizing Motivational Interviewing
and Goal Attainment Scaling
Across Disciplines in PCS
Treatment
Alina Carter, MS, CCC-SLP
Mary Ann Williams-Butler, MA, CCC-SLP, CBIS
September 21, 2019
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Disclosures
Alina Carter and Mary Ann Williams-Butler are
full-time employees of Emerson Hospital
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Learning Objectives
Describe rationale for the use of MI and GAS as part of concussion treatment
Define and discuss key elements of MI including definition, three levels of listening,
use of PACE and use of OARS components
Describe GAS including definition and process of setting long-term and incremental
goals based on functional patient needs
Demonstrate ability to use key elements of SMART goals to develop appropriate GAS
goals
Practice MI and GAS approaches in the context of PCS treatment to optimize
outcome
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“Things do not change
We change Henry David Thoreau David
Thoreau
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Post-Concussive Syndrome
Four Main Symptom Domains
Somatic, Cognitive, Affect, Sleep Dysfunction
Protracted symptoms
Neurogenic vs Psychogenic vs Behavioral Factors
Persistent concussion symptoms = Long-term dysfunction
Rabinowitz & Levin, 2014
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Motivational Interviewing
Arranging conversations so that people talk themselves into change
based on their own values and interests
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Defining Motivational Interviewing
Motivational Interviewing is
o a collaborative, goal-oriented style of communication with particular
attention to the language of change
o designed to strengthen personal motivation and commitment to a
specific goal by eliciting and exploring the person’s own reasons for
change within an atmosphere of acceptance and compassion
Miller & Rollnick, 2013
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Helping Conversations on a Continuum
Directing Guiding Following
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Helping Conversations - Directing
Provide information, instruction, and advice
Tell what to do and how to proceed
Authorize
Conduct
Determine
LeadAdminister
Manage
Prescribe
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Helping Conversations - Following
Good listener who takes interest in what other person says
Seeks to understand and respectfully refrain from inserting their own material
Value
Allow
Listen
Go along with
Observe
Permit
Understand
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Helping Conversations - Guiding
Good listener who also offers expertise where needed
MI lives here incorporating aspects of directing and following
Elicit
Encourage
Motivate
SupportAccompany
Assist
Collaborate
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Ambivalence
Most people who need to make a change
are ambivalent about doing so
Ambivalence -> simultaneously wanting and not wanting
something or wanting two incompatible things
“Yes, but…”
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Ambivalence
• Normal part of the change process – if ambivalent, one step closer to
changing
• Most common place for people to get stuck on way to change
• Path out of ambivalence -> choose a direction and follow it
• The patient should be voicing the reasons for change
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EXERCISE #1
Person 1: Choose something you have been thinking about changing, should change,
want or need to change, but haven’t done yet. A change you are ambivalent about.
Person 2: Tells you how much you need to make this change, gives you a list of reasons
for doing so, emphasizes the importance of changing, tells you how to do it, assures you
that you can do it, and exhorts you to get on with it.
How did you respond?
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EXERCISE #1
Follow Up Discussion
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BEWARE – The Righting Reflex
Involves belief that you must convince or persuade the person to do the right thing
With the Righting Reflex, you believe the patient will change if only I…
• ask the right questions
• find the proper arguments
• give critical information
• provoke the decisive emotions
• pursue the correct logic
People often will feel bad in response to the righting reflex which doesn’t help them to
change
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People are more likely to be persuaded
by what they hear themselves say
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Key Elements of MI - PACE
Partnership
Acceptance
Compassion
Evocation
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Partnership
Like a dance rather than wrestling match
NOT a way of tricking people into changing
IS a way of tapping their own motivation and resources for change
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Acceptance
Includes providing:
• absolute worth
• accurate empathy
• autonomy support
• affirmation
Clinician’s approval or disapproval is irrelevant.
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Compassion
To give priority to the other’s needs
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Evocation
Deficit Model => the person is lacking something that needs to be provided
Implicit message is, “I have what you need, and I’m going to give it to you.”
I have…
• knowledge
• insight
• diagnosis
• wisdom
• reality
• rationality
• coping skills
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Evocation (cont)
Strengths-Focused Model => people already possess much of what is needed
People who are ambivalent about change already have both arguments within them –
those favoring change and those supporting status quo
They already have their own positive motivations for change
Their internal voices more persuasive than any arguments you might provide
Clinician’s role => evoke and strengthen already existing internal motivation for change
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EXERCISE #2
Person 1: Talk about something you want to change, should change, need to change,
have been thinking about changing, but haven’t changed yet.
Person 2: Gives no advice at all instead asks you questions and listens respectfully to
what you say.
• Why would you want to make this change?
• How might you go about it in order to succeed?
• What are the three best reasons for you to do it?
• How important is it for you to make this change, and why?
Listener then gives back a short summary of what speaker has said.
Then listener asks one more question: “So what do you think you’ll do?”
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EXERCISE #2
Follow Up Discussion
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How to get there? OARSBased on Miller & Rolnick (2013)
OPEN questions asked => invites person to think before responding, promotes dialogue
and means to solicit additional information in a neutral way
AFFIRMING => comment on something positive about the person
REFLECTING => allows person to hear again the thoughts and feelings they are
expressing, perhaps in different words
SUMMARIZING => reflections that pull together several things a person has told you
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Informing and Advising
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Informing and Advising
Help the patient reach their own conclusions about the relevance
of any information you provide
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Person-Centered Care
vs.
Therapist-Centered Care
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Person-Centered Care
Same injury same problems?
Treat the symptoms not the concussion. Treat the person not the patient.
Experience
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Person-Centered Care
Value Goals
Individual Choice
Treatment
Person
Brummell-Smith et al, 2016
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Person Centered Care
WHO-ICF
Maximize functional improvement that are important to the
individual.
Optimize participation in meaningful tasks
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Models of Care
Therapist-Centered Model
Formal Assessment
Impairment Based Results
Therapist Determines Goals and Therapy
Person-Centered Model
Introduction to Goal Setting Process
Person and Family Identify Goals and Priorities through
use of Motivation Interviewing
Formal Clinical Assessment
Collaborative Goal Setting
Treatment SelectionAdapted from Leach et at, 2010
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Models of Care
Therapist-Centered Goals
Examples
11. Patient will recall 4/5 objects in a delayed recall task.
2. Patient will respond to auditory comprehension questions
with 90% accuracy.
3. Patient will cross off 90% of targets in symbol cancellation task.
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Models of Care
Person-Centered Goal
Examples
11. Patient is walking 10 minutes everyday.
2. Patient is cooking with the support of her spouse 2x/week.
3. Patient contributes to book club conversation 2x/meeting.
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Person-Centered Care
Let’s Try!
1. Read Case History
2. Each Group Identify One Person-
Centered Goal.
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Person-Centered Care
After conducting a motivational interview, the clinician
may discover…
JP would like to improve tolerance for
studying.
JP would like to return to socializing with his
friends.
JP would like to return to soccer.
JP would like to improve tolerance to
reading textbooks.
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Person-Centered Care
Triple Aim
1. Best Outcomes
2. Best Patient Satisfaction
3. Best Value (Lowest Cost)
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But how do we measure change?
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Goal Attainment Scaling
GAS
• 5 Point Scale
• Individualized Criterion-Referenced
Measure
• Accountable for specific time frame
• Patient rates Current Level of Importance
• Patient Involved Throughout
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Goal Attainment Scaling
Development of GAS goals
• Developed in 1968 (Kiresuk and Sherman) to
evaluate mental health problems
• 1969 The National Institute of Mental Health
provided funding to develop, implement, and
disseminate.
• Currently used to evaluate service delivery in
rehabilitation, education, and medical fields.
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Goal Attainment Scaling
How to Write a GAS Goal
Step 1: Person/Family Interview to determine goals and values that
determine what needs you can help meet.
Step 2: Help patient prioritize
Step 3: Break down the goal to relate to your practice (Cognitive
Rehabilitation Therapy, Physical Therapy, Occupational Therapy,
Education etc.)
Step 4: Use motivational interviewing with the person/family to determine
what “success” looks like.
Step 5: Determine specified period to work on each goal (e.g. 3 months)
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Goal Attainment Scaling
GAS
Dept. of Veterans’ Affairs
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Goal Attainment Scaling
How to Write a GAS Goal
Recommend identifying 2-3 GAS
Goals at a time
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Goal Attainment Scaling
How to Write a GAS Goal
Write in the present tense.
“I read my newspaper for 20 minutes”
vs.
“I want to read my newspaper for 20 minutes.”
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Goal Attainment Scaling
How to Write a GAS Goal
J6 Design
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Goal Attainment Scaling
How to Write a GAS Goal
Is my goal specific?
Improve cognition
Vs.
Remember medications
SPECIFIC
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Goal Attainment Scaling
How to Write a GAS Goal
How does this goal reflect success?
Yes or No?
Specific days/months/times
Measurable
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Goal Attainment Scaling
How to Write a GAS Goal
Do I have the resources to attain success?
Is the person equipped with appropriate
strategies?
Does the person have an action plan?
Attainable
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Goal Attainment Scaling
How to Write a GAS Goal
Is this relevant to my life right now?
What is the person’s priorities?
For example - Medication management means
increased independence. Increased
independence is my priority.
Relevant
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Goal Attainment Scaling
How to Write a GAS Goal
Can I include a specific time frame for this
goal?
Remember medications
vs.
Remember medications independently in 2
months.
Time Based
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Goal Attainment Scaling
How to Write a GAS Goal
Improvement should be measuring
one variable of change, keeping
others constant.
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Goal Attainment Scaling
+2• I read my college textbook for 60 minutes with a 10 minute break without a
headache.
+1• I read my college textbook for 45 minutes with 10 minute break without a
headache.
0• I read my college textbook for 30 minutes with a 10 minute break without a
headache.
-1• I read my college textbook for 15 minutes with a 10 minute break without a
headache.
-2• I read my college textbook for 5 minutes with a 10 minute break without a
headache.
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Goal Attainment Scaling
+2• I will take my morning medication 7/7 days a week with no cues.
+1• I will take my morning medication 7/7 days with a visual cue.
0• I will take my morning medication 7/7 days with an alarm and a visual cue.
-1• I will take my morning medication 7/7 days with a cue from my partner,
alarm, and visual cue.
-2• I will take my morning medication 7/7 days a week with a cue from my
spouse, alarm, and visual cue.
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Goal Attainment Scaling
GAS Documentation – SOAP NOTE
Objective:
Memory: Patient is currently at a -1 (Taking daily medication with a visual cue.) Set up alarm
in patient’s iphone for medication reminder in the am/pm. Patient is working towards GAS
goal score of 0 (Taking daily medication with reminder from phone alarm.) Provided step-
by-step written instructions to set alarm on phone.
Assessment:
Patient has progressed from a GAS score of -2 to -1 in the two weeks. He has
independently shifted from using a visual cue as well as a reminder from his wife to just
using a visual cue to take his medication. Patient is motivated to work towards his goal of
relying solely on the auditory cue of his phone alarm for medication management.
Discussed functional applications of using an external auditory memory cue for other short-
term memory daily needs. Patient was independent with inputting a phone alarm into his
phone by the end of the therapy session.
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Goal Attainment Scaling
Let’s Try
Get into groups and scale the goal you
previously identified up and down.
Remember, try to change only one variable.
+2
+1
0
-1
-2
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Goal Attainment Scaling for JP Example
+2• Patient will study 46-60 minute increments
without symptom exacerbation.
+1
• Patient will study 31-45 minute increments without symptom exacerbation.
0
• Patient will study for 30 minute increments without symptom exacerbation.
-1
• Patient will study for 20-29 minute increments without symptom exacerbation.
-2
• Patient will study for 1-19 minute increments without symptom exacerbation.
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Goal Attainment Scaling
What can we measure?
•Skill Level
•Efficiency
•Strategy use
•Family Support
•Education
•Environmental Modification
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Goal Attainment Scaling
What can we measure?
(10 𝑊𝑖𝑋𝑖)
T = 50 + 1 − 𝑟 𝐸𝑊𝑖2 + 𝑟( 𝑊𝑖2)
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Goal Attainment Scaling
Merits
• Criterion referenced vs. norm referenced
• Measures individual goals
• Measures functional goals
• Promotes cooperative goal setting
• Reflects person-centered model
• Can yield a numeric score for analyzing group
performance
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Goal Attainment Scaling
Potential Benefits
• Improved delivery of intervention
• Improved clarity of treatment objectives
• Realistic expectations
• Improved patient satisfaction
• Improved motivation
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Putting MI & GAS Goals Into Practice
• Anticipated challenges?
• Individual practice applications?
• Barriers to success for the clinician?
• Barriers to success for the patient?
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In Conclusion
Faith is taking the first step
even when you don’t see the
whole staircase.
-Martin Luther King, Jr.
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