RLA Level Tx and Intervention

Card Set Information

Author:
brau2308
ID:
267992
Filename:
RLA Level Tx and Intervention
Updated:
2014-03-26 15:06:40
Tags:
TBI
Folders:

Description:
review of tx for certain RLA levels
Show Answers:

Home > Flashcards > Print Preview

The flashcards below were created by user brau2308 on FreezingBlue Flashcards. What would you like to do?


  1. Impairment based goals Levels I and II
    • increase level of responsiveness -- sensory stimulation
    • talk in normal conversational tones about familiar things
    • many times they will respond to familiar things like a favorite song or TV show
    • provide stimulation for 10-15 min. intervals; don't expect response to all stimulation
    • provide family education/interventions
    • positioning, ROM, edema/tone management, skin integrity, chest PT
  2. Intervention at level III
    • continue w/ level I and II
    • use simple one-step directions
    • give pt ample time to respond before repeating instructions
    • provide frequent orientation to the day of the wk, the place and the reason that they are in the hospital
    • allow person adequate rest time
    • frequently reassure pt that their needs are being met and they are safe
    • explain tx process before, during and after
  3. Impairment based goals Level III
    • con't level I and II goals
    • continuous family education
    • positioning, ROM, edema, tone management, skin integrity, chest PT
    • primary goals are to increase: attention span; consistency rate; speed of response
  4. Measuring progress at RLA I-III
    • Rappaport coma/near coma scale/disability rating scale
    • individualized response charts
  5. RLA Level IV Intervention strategies:
    • provide a calm, soothing, relaxed atmosphere
    • use short, simple directions, and repeat them frequently
    • simplify your vocab and slow down your rate of speech
    • don't expect the person to remember recent events or instructions
    • tell person things that you want known, avoid questioning the person, since this is likely to heighten irritability
    • provide orientation info frequently and correct person gently
    • don't argue w/ the person or criticize them for forgetfulness
  6. Intervention Focus at RLA 4-5
    • Sensori-motor/cognitive
    • -reduce agitation (through motor activity; initiate ADL training, structured schedule)
    • Environmental Mods (24 hr. supervision if needed)
  7. Tools for use at RLA 4-5
    • Agitated Behavior Scale (ABS)
    • Staff Training
  8. Agitated Behavior Scale
    • tool for use at RLA 4-5
    • scored for entire day
    • 14 items scored (b/w 1-4)
    • -attention span
    • -rapid loud, or excessive talking
    • -self-abuse
  9. What does a category score of 1 on the agitated behavior scale mean?
    absent: the behavior is not present
  10. What does a category score of 2 on the agitated  behavior scale mean?
    present to a slight degree: the behavior is present but doesn't prevent the conduct of other, contextually appropriate behavior (the individual may redirect spontaneously, or the continuation of the agitated behavior does not disrupt appropriate behavior)
  11. What does a category score of 3 on the agitated behavior scale mean?
    present to a moderate degree: the individual is not able to engage in appropriate behavior due to the interference of the agitated behavior, even when external cueing or redirection is provided
  12. What does a category score of 4 on the agitated behavior scale mean?
    present to an extreme degree: the individual is not able to engage in appropriate behavior due to the interference of the agitated behavior, even when external cueing or redirection is provided
  13. What is the score range for the agitated behavior scale?
    14-56
  14. What is the agitated behavior score useful for?
    determining factors that increase agitation and proper use of meds, if needed
  15. Staff training for RLA level 4-5
    • MANDT, PART - 2000, CAPE
    • useful in identifying possible trigger behavior and methods for staff to protect themselves
    • -increased awareness of staff's self-reaction - both physical and psychological
    • -addresses methods to safely 'take down' a pt as a last resort only
  16. Cognitive Intervention strategies at RLA VI-VIII
    • reorient pt as needed
    • consistent staff response to confussion
    • use familiar objects and real-life tasks to reinforce therapy goals
    • allow pt time to respond and self correct
    • begin previous vocational or educational training ASAP
    • use community based outings to work on psycho-social and cognitive skills
  17. Physical Intervention strategies at RLA VI-VIII
    • improve strength coordination and endurance through meaningful and purposeful activity
    • use physical tasks to decrease frustration

What would you like to do?

Home > Flashcards > Print Preview