BrICC CASE PORTFOLIO CLIENT (Dx, age, primary concern) INTERVENTION VARIABLES OUTCOME MEASUREMENT Cognitive Domain Functional Domain Approach Check all that apply; fill in the blanks with specific approach where indicated How to measure progress in the session Note: Standardized tests may be used pre/post if intervention was impairment- based. How to measure generalization or impact on daily life Specify what the client or caregiver is tracking or rating where indicated by blank lines GIAD ABI (tumor removal) Male 30 ☐ Attention ☒ Orientation ☒ Memory Academic: ☐ Reading ☐ Writing ☐ Note-taking ☐ Attending to lecture ☐ Homework completion ☐ Other ☐ DAT w/strategies ☐ Metacognitive strategy instruction: _______________ ☒ Steps performed accurately during probe using systematic instruction ☐Tracking sheet filled out by client: ______________ ___ ☒Tracking sheet filled
Transcript
BrICC CASE PORTFOLIO
CLIENT(Dx, age, primary concern)
INTERVENTION VARIABLES OUTCOME MEASUREMENT
Cognitive Domain
Functional Domain Approach
Check all that apply; fill in the blanks with specific approach where indicated
How to measure progress in the
session
Note: Standardized tests may be used pre/post if intervention was impairment-based.
How to measure generalization or impact on daily
life
Specify what the client or caregiver is tracking or rating where indicated by blank lines
GIADABI (tumor removal)Male30
☐ Attention
☒ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
Academic:☐ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing
☒ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☐Accuracy at
_________________
☐Tracking sheet filled out by client:_________________
☒Tracking sheet filled out by caregiver: independent task completion and calendar use
☐Self-rating scale:
☐ Social Communication
☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms☐ Behavioral health☐ Increasing social/community functioning☒ Self care☒ Other: Increasing care of guide dog; orientation to time and place
Vocational: ☐Job task completion☐ Speed/Accuracy of performance
☒ External aid training:/Assistive Technology for Cognition: phone alarm and calendar
☐ Functional skills instruction:
☒ Spaced Retrieval Training: association between phone alarm and caring for dog
☐ GMT
☒ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☐Other:
☐ Direct Observation:_________________
☐Other:
☐ Other
Other Functional Domain:Tasks necessary for returning to school
support/counseling
☐ Environmental modification:
☐Other:
MANOMultiple concussionsMale15
☒ Attention
☐ Orientation
☐ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☐ Reading☐ Writing☐ Note-taking☒ Attending to lecture☒ Homework completion☒ Other: tolerating being in class for a longer time
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☒Managing post-
☐ DAT w/strategies
☒ Metacognitive strategy instruction: strategy resource for maintaining focus in classroom
☐ SRSD for writing
☐ Other academic strategy instruction
☐ Computer-based prompting for writing
☐ External aid training:/Assistive Technology for Cognition
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☒Accuracy at demonstrating knowledge and use of strategies in session
_________________
☐Number of correct information units recalled
☒Tracking sheet filled out by client: time able to focus in class (GAS); use of strategies
☐Tracking sheet filled out by caregiver:_________________
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:
_________________
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:_________________
☐Self-rating scale:
_________________
☐Other:
_________________
Demonstration of knowledge and use in session
Tracking log of strategy use at school
Impact data: increased time focusing in class
☐Other:_________________
MADA ☒ Attention Academic:☐ Reading
☐ DAT w/strategies ☐ Steps ☐Tracking sheet
Parkinson’s DiseaseMale68
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
☒ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms☐ Behavioral health☒ Increasing social/community functioning (talking to friends on the phone)☒ Self care: remembering to take medications☐ Other_________________
☐ External aid training:/Assistive Technology for Cognition
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:
_________________
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐Accuracy at
_________________
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☐Other:
_________________
☐ Direct Observation:_________________
☐_________________
☐Other:_________________
☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Environmental modification:
☐Other:_________________
OHROConcussion35Female
☐ Attention
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☒ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Vocational: ☒Job task completion (sessions per week)☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
recorder for task completion & general memory of events and dreams)
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:
_________________
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
scale:
_________________
☐Other:
☒Other: Increase in amount of work and tolerance of physical activity (impact measure)
☐Other:_________________
LELIABI (ruptured aneurysm)43
☐ Attention
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☒ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms☐ Behavioral health☐ Increasing social/community functioning☒ Self care
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
Training (and Systematic Instruction)
☐ GMT
☐ Social communication intervention:
_________________
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:_________________
_________________
WIRIParkinson’s disease
☐ Attention
☐ Orientation
Academic:☒ Reading☐ Writing☐ Note-taking
☐ DAT w/strategies
☒ Metacognitive
☐ Steps performed accurately during
☐Tracking sheet filled out by client:_________________
86Male ☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
☐ External aid training:/Assistive Technology for Cognition
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☒ Social communication intervention: role plays
☐ Videofeedback
_________________
☒ Psycho-educational support/counseling
☐Accuracy at
_________________
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☐Other:
_________________
☐ Direct Observation:_________________
☐_________________
☐Other:_________________
☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Environmental modification:
☐Other:
BARUCVA (secondary to surgery)76Female
☐ Attention
☐ Orientation
☐ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☒ Social Communication
Academic:☒ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☒ Participating in conversations☐ Increasing social involvement☒ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms
☐ DAT w/strategies
☒ Metacognitive strategy instruction: self-monitoring and self-regulation
☐ SRSD for writing
☐ Other academic strategy instruction
☐ Computer-based prompting for writing
☒ External aid training:/Assistive Technology for Cognition (cue card and phone script)
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☒Accuracy at demonstrating knowledge and use of metacognitive strategies
_________________
☐Number of correct information units
☐Tracking sheet filled out by client: conversation practice at home
☐Tracking sheet filled out by caregiver:_________________
☒Self-rating scale: 1-5 scale of communicative success at home
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☒ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:
recalled
☒Self-rating scale: communicative success after conversation
☐Other:
_________________
☐Other:_________________
DUALMultiple
☒ Attention Academic:☒ Reading☐ Writing
☐ DAT w/strategies ☐ Steps performed
☒Tracking sheet filled out by client:
concussions23Female
☐ Orientation
☒ Memory
☐ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
☒ External aid training:/Assistive Technology for Cognition (calendars)
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☒ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
completing calendar steps and setting reminders for events
_________________
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☒Other: GMT homework modules
☐ Direct Observation:_________________
☒Other: pre-post scores on functional activity subtest of BRIEF; GMT homework completion_________________
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Environmental modification:
☒Other: Goal Management Training (impairment-based, across contexts and activities)
SASOMultiple concussions15Female
☐ Attention
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☒ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☒ Recalling details of conversations☐ Other_________________
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☒ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:
☐Self-rating scale:
_________________
☐Other:
_________________
☐Other:_________________
FRJACerebral infarction77Female
☒ Attention
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☐ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms☐ Behavioral health☒ Increasing social/community functioning: navigating Safari and Google sheets☒ Self care☐ Other_________________
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☒ Tracking sheet filled out by client:Use of metacognitive strategies
☐Tracking sheet filled out by caregiver:_________________
Solving
☐ Self-Awareness
☐ Social Communication
☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Communication:☐ Participating in conversations☒ Increasing social involvement (in school)☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-
☐ DAT w/strategies
☒ Metacognitive strategy instruction: note-taking
☐ SRSD for writing
☐ Other academic strategy instruction
☐ Computer-based prompting for writing
☒ External aid training:/Assistive Technology for Cognition: Google calendar app for managing schedule
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☒Accuracy atKnowledge and use of metacognitive strategies for note-taking
☐Number of correct information units recalled
☒Tracking sheet filled out by client:_________________
☐Tracking sheet filled out by caregiver:_________________
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
_________________
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:
☐Self-rating scale:
_________________
☐Other:
_________________
☒Other: pre-port results on Elevator Noise subtest of the TEA_________________
HOAN ☒ Attention Academic:☐ Reading
☐ DAT w/strategies ☐ Steps ☐Tracking sheet
Concussion, h/o TIAs49Female
(selective)
☐ Orientation
☐ Memory
☐ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☒ Participating in conversations☒ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Psychosocial/Personal Care
☐Managing post-concussive symptoms☐ Behavioral health☐ Increasing social/community functioning☐ Self care☒ Other: focusing on and maintaining tasks despite noise
Vocational: ☐Job task completion☐ Speed/Accuracy of performance
☐ Other academic strategy instruction
☐ Computer-based prompting for writing
☒ External aid training:/Assistive Technology for Cognition
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
use of metacognitive strategies
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☐Other:
_________________
☐ Direct Observation:_________________
☐_________________
☒Other: rating scale of usefulness
☐ Other
Other Functional Domain:
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:
CASAConcussion15
☒ Attention
☐ Orientation
☒ Memory
☐ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☐ Reading☐ Writing☐ Note-taking☒ Attending to lecture☐ Homework completion☒ Other: recalling classroom content; studying for tests
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
☐ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☒ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of
☐ DAT w/strategies
☒ Metacognitive strategy instruction: self-monitoring and self-regulation for increasing concentration in the classroom; listening comprehension strategies for synthesizing/making meaning of classroom content
☐ SRSD for writing
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☒Accuracy at knowledge and use of strategies during structured conversations and scenario-based
☒Tracking sheet filled out by client:Self-monitoring in class
☒Tracking sheet filled out by teacher: comprehension demonstrated on personalized writing prompts (1-5)
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional
☐ Other academic strategy instruction
☐ Computer-based prompting for writing
☐ External aid training:/Assistive Technology for Cognition
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
roleplays
☐Number of correct information units recalled
☐Self-rating scale:
_________________
☐Other:
_________________
☐ Direct Observation:_________________
☐_________________
☐Other:_________________
Domain:
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☐Other:
YWCG (DUAL, 23 & WIKA, 24)ConcussionFemale
☒ Attention
☐ Orientation
☒ Memory
☒ Executive Function
☐ Problem Solving
☐ Self-Awareness
☐ Social Communication
Academic:☐ Reading☐ Writing☐ Note-taking☐ Attending to lecture☐ Homework completion☐ Other_________________
Communication:☐ Participating in conversations☐ Increasing social involvement☐ Social cognition☐Texting/emailing☐ Recalling details of conversations☐ Other_________________
☐ External aid training:/Assistive Technology for Cognition
☐ Steps performed accurately during probe using systematic instruction
☐Time to complete task
☐Accuracy at
_________________
☐Number of correct information units recalled
☐Self-rating
Tracking sheet filled out by client:_________________
☐Tracking sheet filled out by caregiver:_________________
☐Self-rating scale:
☐ Direct Observation:_________________
☐_________________
☒Managing post-concussive symptoms (anxiety, integrating back into previous life roles, building self-efficacy and advocacy)☐ Behavioral health☐ Increasing social/community functioning☐ Self care☐ Other_________________
Vocational: ☐Job task completion☐ Speed/Accuracy of performance☐ Other
Other Functional Domain:
☐ Functional skills instruction:
☐ Spaced Retrieval Training
☐ GMT
☐ Social communication intervention:Communication Partner Training
☐ Videofeedback
_________________
☐ Psycho-educational support/counseling
☐ Environmental modification:
☒Other: psychosocial support group
scale:
_________________
☒Other: qualitative data (recovery statements, areas of need)
_________________
☒Other: HBI, PCSS, clinician-created rating scales of emotional regulation and social interaction_________________
_________________
LEARNING RECORDDate INTERESTING CLINICAL QUESTIONS/TECHNIQUES/THINGS I WANT TO REMEMBER
10/17 Matching strategies to the issues. (McKay) Planning for generalization with very “structured” interventions. For example, if an individual is going through modules in Goal Management Training, a clinician should try to find an additional personal element (home journal, practice scenarios, etc.). Interplay between cognitive domains can make it not helpful to determine etiology. Strengths-based approach for BESA? “Confidence Measurements” often tell how likely someone is to use a strategy. Is this measuring the outcome I want?
11/1 WHST- independence (cueing scales, caregiver burden scales?) Deciding “what” to measure.TIA= Transient Ischemic Attack (temporary stroke- higher risk of stroke)RATI- Direct Attention Training- Mckay mentioned that there is a very specific population it is useful for- tends to not generalize to everyday life skill. There is a difference between using portions of trainings as stimuli for other strategies, and actually using the method.GIAR- Great collaboration with teacher, parent, clinician. Interesting problem with emerging self-awareness.CHOOSING A METACOGNITIVE STRATEGY: - Cog rehab textbook, incorporate things through motivational interview, making a “list” to present to client. All strategies must teach self-monitoring and self-regulation.Motivational interviewing- Some clients (RATI example) may not respond to affirmations, but may respond to different tactics such as normalization.BESA- Metacognitive strategies, having a plan for emotional times during the school day.
11/14 * For the last rounds, clip presentations 3-5 minutes!!
In motivational interviewing, a general question may yield very specific answers that may seem concrete, but not necessarily be the direction the client wants to go with treatment, OR may not be a priority.
Metacognitive strategy: Reauditorization- repeating something in your head
GIAR- school visit, monitoring use of strategies
WHST- where to serve a client using semantic feature analysis (CAALMS?)
Iatrogenic effects- OVER-assessing and fostering negative effects
11/21 CASA- Word associations- mnemonic devices. Collaborative/ relevant for internal memory supports (stop and decide what the teacher is saying)
Clinician observed in GIAR’s classroom to see how her strategies can transfer into the classroom. Clinician put a plan in place for transitioning to next term- speaking with teacher, incoming clinician, and client to keep everyone moving toward progress in the next term.
Spaced retrieval training- amount of time between prompt and verbal response- particularly helpful for patients with dementia or severe memory impairments
11/28 Final portfoliosOrganize cases so that you can use them in the futureReminder for final IPPEFinal ITP mail out
INSTRUCTIONS
Completing the Case Portfolio: The goal of keeping a case portfolio is to help focus your attention and crystalize your learning for cases other than the ones you are assigned. During rounds, peers will present their cases. You will listen carefully and check the appropriate boxes for each case, filling in more specific information where indicated by blank lines. The left column will contain the client codes and information about each of the clients who were discussed during rounds throughout the term. Clarify your understanding by asking questions during your peers’ presentations. If you have trouble succinctly documenting information from the presentation, this is an indication you want to give your peer a chance to clarify.
Note: This portfolio documentation may be useful later when you have a client who is similar or when you are interviewing for jobs or externships and want to showcase your knowledge and exposure to a variety of cases.
Evaluation: Students will email their portfolio to all of their BrICC supervisors at the end of term before the final IPPE meeting. Supervisors will document completion in the IPPE using the language: “(name) completed rounds portfolio per expectations, demonstrating knowledge of cases, treatment approaches, goals and measurement presented and discussed at rounds.” All students will need to have completed the portfolio in order to pass clinic.
