Course Code: REL-RTS-0-ITWITBI
Hours: 1.5
Type: Online Course
Content Expiration Date: 12/31/2029
Learning Objectives:
Differentiate levels of disorders of consciousness and Rancho Los Amigos Scale-Revised stages to support team-based assessment and treatment planning.
Select behavior management strategies using environmental, behavioral, and interprofessional approaches to address agitation, aggression, and inappropriate behaviors following TBI.
Identify patient- and family-centered interventions that promote safety, education, and participation after TBI.
Outline:
Section 1: TBI Overview and Disorders of Consciousness
Impact of Traumatic Brain Injury
Why This Matters
Common Functional Impairments After TBI
Severity of Injury and Recovery Outcomes
Interdisciplinary Care Across the Continuum
Disorders of Consciousness (DoC)
Coma
Unresponsive Wakefulness Syndrome (UWS)
Minimally Conscious State (MCS)
Quick Check
DoC Rating Scales
Glasgow Coma Scale (GCS)
Coma Recovery Scale-Revised (CRS-R)
Disability Rating Scale
DoC Intervention Priorities
Responsiveness to Stimulation
Early Intervention Priorities
Key Takeaways
Section 2: Rancho Los Amigos Scale-Revised (RLAS-R)
Overview of the RLAS-R
Level I: No Response: Total Assistance
Level II: Generalized Response: Total Assistance
Level III: Localized Response: Total Assistance
Quick Check
Level IV: Confused, Agitated: Maximal Assistance
Level V: Confused, Inappropriate, Non-Agitated: Maximal Assistance
Quick Check
Level VI: Confused, Appropriate: Moderate Assistance
Level VII: Automatic, Appropriate: Minimal Assistance
Level VIII: Purposeful, Appropriate: Stand-By Assistance
Level IX: Purposeful, Appropriate: Stand-By Assistance on Request
Level X: Purposeful, Appropriate: Modified Independent
Knowledge Check
Key Takeaways
Section 3: Managing Agitation, Aggression, and Inappropriate Behavior
Understanding and Measuring Challenging Behaviors
Environmental, Emotional, and Social Influences on Behavior
Agitation
Aggression
Behavior Management Foundations and Early Interventions
Behavior Management Assessment and Planning
Behavior Modification Tools and Techniques
Quick Check
Applying Behavior Strategies in Clinical Practice
Motivational System
Differential Reinforcement
Generalization and Maintenance Programming
Case Example: Interdisciplinary Behavior Plan
Key Takeaways
Section 4: Patient and Family Education and Intervention
Education Across the Continuum of Recovery
Common Safety and Participation Risks After TBI
Seizure Recognition, Prevention, and Management
Sexuality and Boundary Issues
Sleep Hygiene and Recovery
Socialization and Community Reintegration
Adaptive Equipment and Assistive Technology
Knowledge Check
Key Takeaways
Section 5: Conclusion
Course Summary
Course Information
Course Contributors
Resources
References
Subject Matter Expert: Susan Almon-Matangos, MS, CCC-SLP
Susan Almon-Matangos, MS, CCC-SLP, is a certified and licensed speech-language pathologist with over 40 years of experience. She earned her bachelor's degree in psychology from Jacksonville State University and her Master of Science degree in speech-language pathology from The University of Alabama. She has provided care to clients across the lifespan with diverse diagnostic conditions in school, hospital, skilled nursing facility, outpatient clinic, and home health settings. In her previous role as a national clinical director for a contract therapy company, she developed training programs for physical therapy, occupational therapy, and speech-language pathology focusing on clinical rehabilitation needs of older adults in post-acute care. Currently, she serves as the Lead Subject Matter Expert Writer for Speech-Language Pathology at Relias, where she leverages her clinical expertise and analysis of published research. She is a certified member of the American Speech-Language-Hearing Association and the Pennsylvania Speech-Language-Hearing Association.
Reviewer: Melissa Chung, PT, DPT, NCS
Melissa Chung, PT, DPT, NCS, CBIS, is a physical therapist and a board-certified clinical specialist in neurological physical therapy. She received her Doctor of Physical Therapy degree from New York University in 2005 and has worked in adult neurological rehabilitation specializing in stroke and brain injury. She is currently a physical therapy supervisor at NYU Langone Health Rusk Rehabilitation in adult inpatient rehabilitation. She is a faculty mentor in the NYU Langone Health Rusk Rehabilitation neurological physical therapy residency and is also an adjunct faculty member in the Doctor of Physical Therapy program at New York University Steinhardt School of Education.
Target Audience:
The target audience for this course is: Introductory level Occupational Therapist; Introductory level Occupational Therapy Assistant; Introductory level Physical Therapist; Introductory level Physical Therapist Assistant; Introductory level Speech-Language Pathologists; Introductory level Speech-Language Pathology Assistant; in the following settings: Assisted Living Facility, Comprehensive Outpatient Rehabilitation Facilities (CORFs), Home Health Agencies, Skilled Nursing Facility.
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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.