1. Theories
1.1. Information processing theory
1.1.1. Learning
1.1.1.1. Key for OT
1.1.1.1.1. "Cognitively, what processes are occurring in a persons brain when they are presented with a learning situation?"
1.1.2. Major steps
1.1.2.1. Attention to stimulus
1.1.2.2. Recognition
1.1.2.3. Transformation into mental representation
1.1.2.4. Comparison with a schema
1.1.2.5. Comparison with a semantic schema
1.1.2.6. Necessary action
1.1.3. Memory
1.1.3.1. Neuroplasiticiy
1.1.3.1.1. Reorganization of neural pathways
1.1.3.1.2. Long lasting functional changes in the brain
1.1.3.1.3. Happen when we learn new things or memorize new information
1.1.3.2. Anatomy
1.1.3.2.1. Mamillar bodies
1.1.3.2.2. Hippocampus
1.1.3.2.3. Anterior nuclear group of thamalus
1.1.3.2.4. Cingulate gyrus
1.1.3.3. Types of memory
1.1.3.3.1. Sensory memory
1.1.3.3.2. Short term/working memory
1.1.3.3.3. Long term memory
1.1.4. Attention
1.1.4.1. Anatomy
1.1.4.1.1. Inhibitory mechanisms of cortex
1.1.4.1.2. Reticular activating system
1.1.4.1.3. Limbic system
1.1.4.1.4. Frontal lobes
1.1.4.2. Subcategories
1.1.4.2.1. Focused attention
1.1.4.2.2. Sustained attention
1.1.4.2.3. Selective attention
1.1.4.2.4. Alternating attention
1.1.4.2.5. Alternating attention
1.1.4.2.6. Divided attention
1.1.4.2.7. Concentration
1.1.4.3. Types of information processing related to attention
1.1.4.3.1. Automatic processing
1.1.4.3.2. Controlled processing
2. Affected occupations
2.1. School
2.2. Work
2.3. Social Activity
2.4. Rest & Sleep following injury
2.5. Home and community
2.5.1. Driving
2.5.2. Home management
2.5.3. Parenting
2.5.4. Shopping
3. Intervention planning
3.1. Activity analysis
3.2. Activity demands
3.2.1. Work Demands
3.2.1.1. Lecture
3.2.1.2. Test
3.2.1.3. Assignment
3.2.1.4. Clinical coordination
3.2.1.5. Student advising
3.2.1.6. Committee work
3.2.2. Home Demands
3.2.2.1. Meal prep
3.2.2.2. Home management
3.2.2.3. Parenting
3.2.2.4. Transporting kids
3.2.2.5. Social activities
3.2.2.6. Minimal additional hobbies
3.3. Performance skills
3.4. life experience, interests, values, and goals
3.5. Rehabilitation
3.5.1. Vestibular
3.5.2. Oculomotor
3.5.3. Post concussion depression
4. Occupational Therapy
5. Assessment
5.1. Client centered, prioritizing, goal setting
5.2. Functional assessment
5.3. Neurocognitive assessment
5.4. Environmental assessment
5.5. Additional evaluation areas
5.5.1. Oculomotor function
5.5.2. Reading speed
5.5.3. Screen tolerance
5.5.4. Visual sensitivities
5.5.5. Visual processing speed
5.5.6. Executive functioning skills
5.5.6.1. Multiple Errands Test
5.5.6.2. Charge of Quarters Duty Task
5.5.6.3. Complex Task Performance Assessment
5.6. Key issues
5.6.1. A. Complexity of impairments affecting TBI
5.6.2. B. Self-esteem issues and fear of failure/success
5.6.2.1. Relationship
5.6.2.2. Risk Taking
5.6.2.3. Success experiences
5.6.2.4. Interpretation of success and failure
5.6.3. C. Therapeutic relationship building
5.6.4. D. Client driven goal setting
5.6.5. E. The value of the therapeutic community
6. Cognition (top down)
6.1. attention
6.2. memory
6.3. executive functioning
6.3.1. Problem solving
6.3.2. Goal setting
6.3.3. Self-awareness
6.3.4. Planning
6.3.5. Abstraction/Generalization
6.3.6. Initation
6.3.7. Mental flexibility
6.3.8. Self-monitoring
7. Mild TBI
7.1. GCS 13-15
7.2. PTA < 1 day
7.3. LOC 0-30 mins
8. Moderate TBI
8.1. GCS 9-12
8.2. 1 day < PTA < 7 days
8.3. 30 mins < LOC < 24 hrs
9. Severe TBI
9.1. GCS 3-8
9.2. PTA > 7 days
9.3. LOC > 24hrs
10. Signs & Symptoms
10.1. Cognitive
10.1.1. Concentration
10.1.2. Memory
10.1.3. not "feeling right"
10.1.4. Slowed processing
10.2. Physical
10.2.1. Headache
10.2.2. Dizziness
10.2.3. Noise/light sensitivity
10.2.4. Nick pain; visual problems
10.3. Emotional
10.3.1. Feeling nervous
10.3.2. Mood, behavior, personality
10.3.3. Easily angered/agitated
10.3.4. Depression
10.4. Maintenance
10.4.1. Mentally fatigued
10.4.2. Feeling drowsy
10.4.3. Sleeping too much/too little
10.4.4. Difficulty initiating/maintaining sleep