Brain Injury: Treatment Strategies for the SLP

 

While an individual with a traumatic brain injury (TBI) may present some unique challenges during evaluation and treatment, the most important point is to ensure that you see your patient as a whole person, not as the TBI diagnosis. Your patient is not the “right hemi in room 301,” or the “guy on Polk Street with aphasia.” You must remember this for all your patients, but because a patient with a significant TBI is often compromised in terms of memory, communication, judgement, and reasoning, what most people think of as the building blocks of personality, of who you are. This can be an especially challenging diagnosis for the patient, the family, and ultimately, the therapist who works to bring wholeness back to this traumatically injured person (Model Systems Knowledge Translation Center [MSKTC], 2016). This course will review the four most typical co-morbidities that speech-language pathologists are asked to address, when working with patients with TBI. You will explore the most common deficits and develop ideas for corresponding goals and interventions.

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$20.00

Hours: 1.00
REL-SRC-0-BITSS

Certificates

Certificates provided by accrediting body (2 Match)

Kansas Health Department of Aging and Disability Services (Speech)

1.0 HOURS


Approved for 1.00 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 1.00 contact hours.

American Speech-Language-Hearing Association

1.0 HOURS



This course is offered for 0.10 ASHA CEUs (Intermediate level; Professional area).

Course Details

Course Code: REL-SRC-0-BITSS
Hours: 1
Type: Online Course
Content Expiration Date: 4/30/2020
Learning Objectives:
Articulate at least two challenges to evaluating a person with a TBI.
Discuss at least four treatment interventions for cognitive-linguistic problems associated with TBI.
Discuss at least four treatment interventions for aphasia and dysarthria associated with TBI.
Discuss at least four treatment interventions for dysphagia associated with TBI.

Outline:
Section 1: Introduction
A. About This Course
B. Learning Objectives
Section 2: Evaluation Basics
A. The Assessment
B. Rancho Scale
C. Four Common Diagnoses
D. Cognitive-Linguistic
E. Aphasia
F. Dysarthria
G. Dysphagia
H. Review
I. Summary
Section 3: Cognitive-Linguistic Treatment
A. Cognitive-Linguistic Interventions
B. First Steps - Response to Stimulation
C. Orientation Interventions
D. Attention Interventions
E. Eye Contact
F. Attention to a Task
G. Shifting Attention
H. Simultaneous and Sustained Attention
I. Review
J. Summary
Section 4: Aphasia and Dysarthria Interventions
A. Receptive Aphasia
B. Expressive Aphasia
C. Dysarthria
D. Phonation
E. Resonance
F. Prosody
G. Articulation
H. Education
I. Review
J. Summary
Section 5: Dysphagia Interventions
A. Dysphagia Management
B. Sensory Changes
C. Memory Issues
D. Attention Deficits
E. Mealtime Cognitive Strategies
F. Behavioral Concerns
G. Review
H. Summary
Section 6: Conclusion
A. Summary
B. Course Contributor
C. Resources
D. References
E. Congratulations!

Instructor: Jessica McCarthy, MS, CCC/SLP
Jessica graduated from the Massachusetts General Hospital Institute of Health Professions with a Communication Science degree in 1995. She has more than 20 years of experience in public schools, early intervention, home health, and skilled nursing, serving as a Regional Director for a large, skilled nursing provider. Mrs. McCarthy has provided her expertise to companies during the validation and standardization phase of new language tests, and has performed on-line course reviews on numerous topics. She is the founder of Mosaic Care Management, a company that supports families and caregivers as they go through major medical events or elder care transitions. Her proudest role is that of wife to Tom McCarthy and mother of Caitriona and Michael. Disclosure: Jessica McCarthy, MS, CCC/SLP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: intermediate level Speech and Language Pathologists; in the following settings: Rehabilitation Settings.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.
Accommodations
If you require special accommodations to complete this module, please contact Relias Learning Customer Support by calling (800) 381-2321 or emailing support@reliaslearning.com