the current state of concussion care: moving … › › resource › resmgr › 2018...the current...
TRANSCRIPT
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The Current State of Concussion Care:
Moving Away from Rest
Tamara C. Valovich McLeod, PhD, ATC, FNATAJohn P. Wood, D.O., Endowed Chair for Sports Medicine
Professor and Director, Athletic Training ProgramsResearch Professor, School of Osteopathic Medicine in Arizona
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Disclosures• I have no disclosures related to this
presentation
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Objectives1. Discuss the current status of sideline and
office-based concussion assessment. 2. Debate the merits of an active approach
to treating concussion. 3. Describe the necessary collaborative
approach needed to manage concussion. 4. Discuss the current best practice
recommendations for returning a patient to physical activity, sport, and school.
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Lumba Brown, 2018
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Berlin Consensus Statement11 Rs
• Recognize• Remove• Re-evaluate• Rest• Rehabilitation• Refer
• Recover• Return to sport• Reconsider• Residual Effects• Risk reduction
McCrory et al, Br J Sport Med. 2017
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Sideline and Office-Based Assessment
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Berlin On-Field Screen• Rapid screen• Clear on-field signs
– LOC– Ataxia– Tonic posturing– Post-traumatic seizure
Immediate Diagnosis of Concussion
Patricios, 2017
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SCAT5 Immediate / On-Field Assessment
McCrory, 2017
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Immediate Referral• Deteriorating level of consciousness (LOC)• Loss of or fluctuating LOC• Increased confusion• Inability to recognize people and places• Increased irritability• Worsening headache• Repeated vomiting• Extremity numbness• Signs of skull fracture• Focal findings on neuro exam• Seizure• GCS <13 Anderson & Schnebel, 2016;
Hyden & Petty, 2016
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Recognize: Sideline ScreenRapid screening for a suspected SRC, rather than the definitive diagnosis
Clear on-field signs of SRC (should immediately be removed• LOC, tonic posturing, balance impairments
Suspected SRC following a significant head impact or with symptoms can proceed to sideline screening using appropriate assessment tools
More thorough diagnostic evaluation, which should be performed in a distraction-free environment
McCrory et al, Br J Sport Med. 2017
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Berlin Sideline Screen
• Symptom reporting and interview• Verbal cognitive evaluation (eg. SAC)
– Maddocks questions, SAC– Not meant to replace formal cognitive testing
• Balance evaluation (BESS, Tandem gait)• Serial Assessments• Clinical examination
McCrory et al, Br J Sport Med. 2017
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Video Signs for ConcussionNational Rugby
LeagueAustralian Football
LeagueNational Hockey
LeagueClutch or shake head Clutching head / face Clutching of headSlow to get up Slow to get up Slow to get upWobbly legs Incoordination Motor incoordination /
balance problemsBlank / vacant stare Blank / vacant look Blank / vacant stareUnresponsiveness Loss of responsiveness Suspected LOCPost-impact seizure Impact seizure Disorientation
Facial injury Visible facial injury with any of above
No protective actionGardner, 2017 Davis, 2016 Hutchison, 2014
Echemendia, 2017
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Davis & Makdissi, 2016
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SCAT-5• On-field
assessment• Office assessment
– Symptoms– Cognition– Neurological
screen• Take home
instructions
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Child SCAT-5• Ages 5-12• Standardized tool
for administration by HCPs– On-field– Symptoms– Cognition– Neurological– Balance
• Take home instructions
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Re-evaluate: Follow-Up Exam
McCrory et al, Br J Sport Med. 2017
Medical assessment• Comprehensive history and detailed neurological examination including
a thorough assessment of mental status, cognitive functioning, sleep/ wake disturbance, ocular function, vestibular function, gait and balance
Determination of the clinical status of the patient• Has been improvement or deterioration since the time of injury • May involve seeking additional information from those close to patient
Determination of need for emergent imaging• Red flags for intracranial bleed
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Follow-Up Evaluations
Concussion AssessmentClinical Exam
Symptoms
Vestibular -Ocular
Postural Control
Mental Status
Neurocognitive
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Vestibular Ocular Motor Screening (VOMS)
Systematic method to evaluate oculomotor function
– Ages 9-40– Abnormal findings or provocation of
symptoms may indicate dysfunction and result in referral
– Equipment• Tape measures• Metronome• Target with 14 point font
Mucha, AJSM, 2014
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Smooth pursuits Horizontal Saccades Vertical Saccades
Convergence
Horizontal VOR(Also complete Vertical VOR)
Visual Motion Sensitivity
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Mucha, AJSM, 2014
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King-Devick Test
• Evaluates visual tracking and saccadic eye movements
• Initially used for reading and dyslexia
• Sideline post-concussion showed significant worsening from BL: 46.9 vs. 37.0 s, P = 0.009 (Galetta, 2011)
www.kingdevicktest.com
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Vestibulo-Ocular Exam• VOMS predictive of delayed recovery (Anzalone,
2016)– Symptom provocation– Clinical abnormality
• Smooth pursuits, saccades, VOR• VOMS feasible in pediatric ED (Corwin, 2018)
• Eye tracking abnormalities correlated with symptoms (Bin Zahid, 2018)
– Convergence and accommodative abnormalities associated with concussion
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Balance Assessment
• Heel to opposite knee• Finger to nose• Romberg test• Computerized posturography (SOT, CTSIB)• Clinical balance tests (BESS, SEBT)• Functional balance tests (TUG, Gait)
– Tandem gait– Instrumented gait– Timed up and go
Difficult to quantify and use in serial assessments
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Mental Status Tests• SCAT5• Mini-mental status examination• Acute Concussion Examination (ACE)• Appropriate in first 48-72 hours• Sensitivity decreases significantly after 72
hours
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Neurocognitive Tests• Pencil and paper or computerized• Baseline testing not felt to be required as a
mandatory aspect of every assessment – May be helpful or add useful information to the
overall interpretation of these tests– Provides an educational opportunity for the
healthcare provider to discuss the significance of concussion
• Post-injury neurocognitive testing is not required for all athletes – If used should be performed by a trained and
accredited neuropsychologist
McCrory et al, Br J Sport Med. 2017
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Physiologic Measures• Advanced neuroimaging • Fluid biomarkers
– Confusion with FDA approval of biomarker for ICH
• Genetic testing • Important research tools• Level of evidence for clinical assessment
is LOW– Require further validation to determine clinical
utilityMcCrory et al, Br J Sport Med. 2017
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Active Treatment Approaches
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REST
Physical Rest
Cognitive Rest
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Rest Activity
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Activity or Rest?
No school or exercise activity
School activity only
School activity and light activity at home
School and sports practice
School and sports gamesMajerske, JAT, 2008
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Berlin Recommendations• Brief period (24–48 hours) of complete rest
– Gradually and progressively more active – Staying below their cognitive and physical
symptom• Rehabilitation needs to include cognitive and
school activities• Return to Sport should occur after
– Brief rest, symptom limited activity, off medications, full return to school
• Need to address academics– Successfully return to school first, then sport!
Schneider, 2017; McCrory, 2017; Davis, 2017
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CDC Pediatric Recommendations
• Health care professionals should counsel patients to observe more restrictive physical and cognitive activity during the first several days after mTBI in children (moderate; level B)
• Following these first several days, health care professionals should counsel patients and families to resume a gradual schedule of activity that does not exacerbate symptoms, with close monitoring of symptom expression (moderate; level B)
• After the successful resumption of a gradual schedule of activity, health care professionals should offer an active rehabilitation program of progressive reintroduction of noncontact aerobic activity that does not exacerbate symptoms, with close monitoring of symptom expression (high; level B)
Lumba Brown, 2018
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TreatmentIntervention that occurs between injury and RTPMay include interventions done after RTP
Return to PlayProgression from medical clearance to return to sport and full, unrestricted play
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Post-Concussion Management
Acute management
• Remove• Immediate referral /
red flags
Sub-symptom treatment/rehabilitation
• Based on symptom presentation
• As tolerated
Return to activity progression
• Testing to return to sport
• Functional progression
Protection Phase
Deficit Management
Phase
Return to Sport Phase
Lundblad, 2017
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Premise for Treatment• “Rest”
– Avoidance of exacerbating activities• No need to shut down areas that do not
exacerbate symptoms– Able to tolerate light aerobic exercise without
increasing symptoms?– Able to read without increasing symptoms?– Able to attend school without increasing
symptoms?
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Improved cognitive
function after TBI
Symptom resolution
Mood improvement
Improved neuroplasticity,
cortical connectivity &
activation
Improved regulation of
cerebral blood flow
Exercise as an Intervention
Crane, 2012, Majerske 2008, Gomez-Pinella, 2011; Maerlender, 2015; Ahlskog, 2011; Colcombe, 2004; Lautenschlager, 2008
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Early Exercise Interventions
Physical
• Maintain fitness• Physiological
benefits of exercise• Rehabilitation of
affected systems
Psychological
• Improved compliance
• Remove isolation• Reduction in
anxiety• Psychological
benefits of exercise
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Clinical Pathways
• Can we predict patient outcomes?• Can we determine the best treatments for
each patient based on initial clinical presentation?
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Clinical Pathways
Risk Factors
• Prior concussions
• Migraine• LD/ADHD• Sex• Age• Medical hx
Concussion
• Immediate clinical presentation
Clinical Trajectories
• Vestibular• Ocular• Cognitive• Migraine• Anxiety /
Mood• Cervical
Treatment Pathways
• Cognitive rest• Physical rest• Vestibular
rehabilitation• Medications• Cognitive-
speech therapy
• Early exercise• Manual
therapy
Collins, 2013
PPE Acute Exam
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Mood / Anxiety
Nutrition
Sleep Academic Adjustments
Vestibular Therapy
Oculomotor Rehabilitation
Exercise Cervicogenic/ Migraine
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Sleep• Address sleep issues first
– Systems regarding arousal, alertness, attention and sleep are vulnerable after TBI (Ponsford, 2012)
– Perceived sleep disturbance related to greater symptom burden and lower neurocognitive scores (Kostyun, 2014)
• Good sleep hygiene– Aim for similar sleep/wake times each day– Quiet, dark environment– Avoid visual stimulation from electronics
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Targeted Treatments•Difficulty concentrating, overall fatigue, decreased energy levels•Reduce cognitive and physical demands•Regulate sleep, stress, diet, and mild exercise (1 short walk/day)
Cognitive/Fatigue
•Dizziness, fogginess, nausea, anxiety, overstimulation by complex environments
•Brought on with rapid head or body movements•Vestibular rehabilitation
Vestibular
•Localized, frontal-based headaches, fatigue, distractibility, difficulty with vision, pressure behind eyes, trouble focusing
•Consult with neuro-optometrist, vestibular therapist•Rehabilitation with vision therapy specialist
Ocular Motor
Collins, 2013
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Targeted Treatments• Overall increase in anxiety, perhaps with sleep disturbance
and vestibular issues• Treat vestibular issues• Begin physical exertion protocols and regulate sleep
Anxiety/Mood
• Moderate to severe headache with nausea and photosensitivity or phonosensitivity, often exaggerated by physical activity and stress
• Pharmacologic intervention
Post-traumatic Migraine
• Headache and neck pain• ROM, manual cervical and thoracic mobilization, posture
education, biofeedback, soft tissue mobilizationCervical
Collins, 2013
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Mood Disturbances• Concussion can result in anxiety, depression,
emotional disturbances (Ponsford, 2012; Hutchison, 2009; Mainwaring, 2004; Kontos, 2012)
• Treatment – Referral to psychologist, psychiatrist, cognitive
rehab– Cognitive Behavior Intervention (Hodgson, 2005)
– Mood stabilizing medications– Structured environment (Collins, 2014)
• Understand stress of removing from social (sport) • Allow some time with teammates• Active treatments may reduce stress
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HeadachesCervicogenic• Hemicranial pain referred
to the head by bony of soft tissue structures of the neck (Biondi, 2005)
• Treatment (Page, 2011)
– Postural correction– Manual therapy– Modalities– Exercise therapy– Breathing patterns
Migraine• Pre-existing condition
may be exacerbated• Migraine presentation can
occur after concussion• Can be caused by related
vestibular dysfunction• Treatment
– Medications– Vestibular rehabilitation
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Indications for Vestibular Therapy
• Atypical Recovery– Not back to baseline on balance assessment
by 10 days post-concussion– Impaired dynamic visual acuity tests– Dizziness– Motion provoked dizziness– Nausea– Blurred vision with head movement– Motion sensitivity
Kevi Ames, PT, DPT
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Indications for Vestibular Rehabilitation
• Symptoms– Vertigo (especially when lying in bed)– Dizziness/ imbalance
• No improvement over one week or is persistent beyond two weeks
• Balance impairments– Strong Romberg (after one week)– BESS
• ↑ BL after 1 wk or > 10 errors per set, > 30 total after 1 wk• + Dix Hallpike
– +/- improvement or resolution with Epley maneuver• Patients generally like the active nature of
participating in their recoveryJavier Cardenas, MD
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Vestibular Rehabilitation After Concussion
Intervention
• Gaze stabilization (X1)• Standing balance• Walking with balance
challenges• Canilith repositioning
Outcomes
• ↓ Dizziness rating• ↑ Activities-specific balance
confidence scale• ↓ DHI• ↑ Dynamic gait index• ↑ Functional gait
assessment• ↓ TUG• ↑ SOT (all conditions)
Alsalaheen, JNPT, 2010
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Buffalo Concussion Treadmill Test
• Assists with differential diagnosis (Leddy, 2013)
– Patients with concussion stop at submaximal level
– If able to exercise to exhaustion without replicating symptoms then symptoms not due to physiologic concussion
• Cervical injury• Vestibular / ocular dysfunction• Post-traumatic headache or migraine
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Exercise Interventions
Treatment
Supervised
Documented
ProgressedMultifaceted
Planned
• Type of exercise• Duration• RPE• HR• BP• Symptoms
• Initially do not stimulate visual field, vestibular
• Progress to add stimuli
• Avoid stimulating brain activities that are correlated to symptoms
• Aerobic• Coordination• Visualization• Motivation• Education
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Berlin Recommendations: Treatment
• Specific treatments based on clinical examination findings and symptoms
• Individualized symptom-limited aerobic exercise programs – Patients with persistent post-concussive symptoms
associated with autonomic instability or physical deconditioning
• Targeted physical therapy – Patients with cervical spine or vestibular dysfunction
• Collaborative approach including cognitive behavioral therapy – Persistent mood or behavioral issues.
McCrory et al, Br J Sport Med. 2017
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Berlin Recommendations: Persistent Symptoms
• Beyond expected time frames (ie, >10–14 days in adults and >4 weeks in children)
• Multimodal clinical assessment – Needed to identify specific primary and
secondary pathologies that may be contributing to persisting post-traumatic symptoms
• Treatment should be individualized – Target-specific medical, physical and
psychosocial factors identified
McCrory et al, Br J Sport Med. 2017
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Treatment Case Examples
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Adolescent Soccer Athlete
• Symptom Reports– Dizziness with
movement– Balance problems– Headache– Mild nausea– Photosensitivity
• Past Medical History– 3 prior concussions
• Clinical Exam Findings– Symptom provocation
with VOMS testing– Balance deficits
• Clinical Profile1. Vestibular2. Post-traumatic migraine
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Adolescent Soccer Athlete• Treatment plan
– Vestibular rehabilitation• Home exercises
– Sleep regulation– Proper hydration and nutrition– Light physical activity– Academic adjustments
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Collegiate Volleyball Athlete
• Symptom Reports– Trouble focusing– Fatigue– Irritability– Fogginess– Anxiety
• Past Medical History– 1 concussion previous
season– Unresolved
• Clinical Exam Findings– NCT scores normal– Mild symptom
provocation with VOMS– Increase symptoms with
exertion testing
• Clinical Profile1. Anxiety/Mood2. Post-traumatic migraine3. Vestibular
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Collegiate Volleyball Athlete• Treatment plan
– Physical activity as tolerated, ideally with friends
– Referral to psychologist• Cognitive behavioral therapy
– Sleep regulation– Appropriate hydration and nutrition– Vestibular rehabilitation
• Home exercises
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Collaborative Approach to Concussion Care and Best
Practices for Return to Activity
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Treatment Team• Athletic Trainer• Sports medicine provider• Primary care providers• Sport Physical Therapist• Vestibular Therapist• Physician Assistant• Nurse Practitioner• Neurologist• Neurosurgeon• Neuropsychologist• Occupational Therapist• School Nurse
• Speech & Language Pathologist
• Physical Medicine & Rehabilitation physician
• Ocular Therapist• Behavior Optometrist• Psychologist• PsychiatristAdjunct Team MembersCoach, Teacher, Academic Counselor, Family
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Team Team Members RolesFamily Patient, parents, guardians, relatives,
peers, teammates, family friendsImpose restMonitor and track symptoms at home including emotional and sleep-related symptoms dailyCommunicate with school teams
Medical Primary care provider, team physician, emergency department, concussion specialist, neuropsychologist, other medical referrals
Rule out more serious injuryEvaluate patient periodicallyCoordinate information from other teamsEncourage physical and cognitive rest
School Academic
School nurse, school counselor, teachers, school psychologist, social worker, school administrator, school physician, school occupational or physical therapist
Reduce cognitive loadMeet with patient to create academic adjustmentsWatch, monitor, and track academic and emotional issues
School Physical Activity
Athletic trainer, school nurse, coach, physical education teacher, school physician, playground supervisor
Watch, monitor, and track physical symptomsAthletic trainer should do daily follow-up examinationsEnsure no physical activity
Williams & Valovich McLeod, Quick Consult: Concussion, 2015
Concussion Management Team at HS Level
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School System Preparation
Establish state and local school policies
and procedures
Educate school personnel about mild traumatic brain injury
Implementation of school-based concussion
management action plans
Medical System Preparation
Training resources for medical providers
Communication plan with school personnel
Gioia, 2016
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School Support Infrastructure
Defining and training an interdisciplinary school concussion management team
Professional development of the school and medical communities with respect to
concussion management in the school
Identification, assessment, and progressmonitoring protocols
Availability of a flexible set of intervention strategies to accommodate the student’s
recovery needs
Systematized protocols for activecommunication among medical, school, and
family team membersGioia, 2016
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Concussion & Academic OutcomesNegative
• Cumulative GPA significantly lower in youth with 2+ concussions & recent concussion (Moser, 2005)
• Higher academic dysfunction scores 1 week after concussion compared to extremity injured (Wasserman, 2016)
• Symptomatic students had increased level of concern for impact of concussion on academic performance and more school related problems (Ransom, 2015)
• Vision symptoms, hearing difficulty, and concentration difficulty were significantly associated with academic difficulty (Swanson, 2016)
• 79% of ATs managed patient who experienced a decrease in school and academic performance following concussion (Williams, 2015)
None• Concussion did not alter academic outcomes when using end of year
GPA (Russell, 2016)
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Universal Level (Tier 1)• Temporary• Academic adjustments
Targeted Level (Tier 2)• Longer term• Academic accommodations
Intensive Level (Tier 3)• Permanent • Academic modifications
McAvoy, 2018
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Universal Level (Tier 1)
• Students receive – Quick and early screening– Academic adjustments promptly
and liberally– Academic supports that can be
adjusted frequently (hourly, daily, weekly) by the general education teacher
• Individualized Health Plan (IHP) – Tailor-made plan for students
whose healthcare needs affect or have the potential to affect the student’s safe and optimal school attendance and academic performance
• 70 % of students with a concussion recover within 4 wks– RTL plan needs to be immediate
and applied in general education• General education teachers
– Trained to front-load academic supports within the first 4 weeks
– Fade academic supports as the concussion symptoms subside
• IHP may be an ideal mechanism for use in the RTL process for students who have sustained a concussion
McAvoy, 2018
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Targeted Level (Tier 2)• Students may receive
– academic supports in a more customized fashion
– academic supports for a longer period of time
• 504 Plan– Most common Tier 2 support– Federal civil rights law– May be considered if a medical
condition, substantially limits at least one of the major life activities
• Thinking, concentrating, reading, or learning
• Academic supports provided in a 504 Plan would be referred to as academic accommodations
• Protracted recovery – Beyond 1 month– 504 Plan may prove to be an
ideal mechanism for use in the RTL process for
– Symptoms that are severe or persistent
– More customized or longer educational need
McAvoy, 2018
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Intensive Level (Tier 3)
• Student unable to receive benefit from general education
• Specialized instruction, placement, or programming
• Academic supports provided on an IEP may include academic modification of the curriculum
• Uncommon – Concussions are often
short-term transient injuries
– Rarely result in a significant disability
• If IEP is warranted– Primary exceptionality
category would be TBI
McAvoy, 2018
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Return to School Strategy
McCrory, 2017
Daily activities at home that do not give the child symptoms
School activities
Return to school part-time
Return to school full time
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In the Way Way Past
Grade First concussion Subsequent concussions
I 15 minutes 1 week
II 1 week 2 weeks, withphysician approval
IIIa (unconsciousfor seconds) 1 month 6 month, with
physician approval
IIIb (unconsciousfor minutes) 6 months 1 year, with
physician approval
Colorado Medical Society guidelines for return to play
Based on LOC and amnesia
Cookbook approach and does not take into account individual clinical presentation.
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Return to Play Today• Prohibited same day return
– NFL– NCAA– NFHS– AIA– Most state laws
• Individualized• Follows treatment/rehabilitation plan
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Post-Concussion Management
Acute management
• Remove• Immediate referral /
red flags
Sub-symptom treatment/rehabilitation
• Based on symptom presentation
• As tolerated
Return to activity progression
• Testing to return to sport
• Functional progression
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Return to Activity Criteria
School• Full return to classroom
without accommodations
Symptoms• No symptoms at rest• Minimal symptoms that do
not increase with activity• Off medications
Progression• Transition from
treatment/rehabilitation to gradated stepwise RTA protocol
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Post-Concussion Management
Acute management
• Remove• Immediate referral /
red flags
Sub-symptom treatment/rehabilitation
• Based on symptom presentation
• As tolerated
Return to activity progression
• Testing to return to sport
• Functional progression
Meet RTA Criteria
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Return to Sport• Graduated stepwise rehabilitation strategy• Brief period of rest (24-48 hr)• Symptom limited activity (Stage 1)
– Staying below physical and cognitive symptom threshold
– Symptom resolution indicator for moving to next stage• Proceed if able to meet criteria without recurrence
of symptoms• Can include results of adjunct assessments in
decision-making– Neurocognitive– Balance– Oculomotor
McCrory, 2017
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McCrory et al, 2017
~24 hours between each stage
Berlin ProgressionRehabilitation/Treatment
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Inclusive RTP Progression
Step 2: Light Exercise
AerobicBalance - staticVOR - seatedVision – stable head
Step 3: Sport-Specific Exercise
Aerobic - moderateBalance – dynamic & dual taskingVOR – stand-walk-jogVision – dynamic and add dual tasking
Step 4: Non-contact Practice
Aerobic – sport-specific, strengthening, plyometricsVOR – high speed head movement, sport-specificVision – high demand, sport-specific
Step 5: Full contact Px
Aerobic – BCTTAdjunct testing • Cognitive• Balance• Vestibular• Oculomotor
Step 6
Full return to competition
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Take Home Points• Concussion best practices are rapidly
evolving• Emphasis on oculomotor examination is
helpful in diagnosis and prognosis• Active treatment approaches are
recommended• Referral to appropriate medical
professionals for treatment is key• Return to activity should follow a stepwise
progression
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Community Health Center BAKPAC ProjectDr. Joy LewisDr. Cailee Welch BaconMs. Kate WhelihanDr. Aaron AllgoodDr. Isaac NavarroDr. Tamara Valovich McLeod
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ATSU Concussion Program | Athletic Training
www.atsuconcussion.comTamara C. Valovich McLeod, PhD, ATC, FNATA
[email protected] | 480-219-6035
www.atpbrn.org