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OEP Traumatic Brain Injury / Acquired Brain Injury

Date: 18/10/2019 - 20/10/2019

Venue: 489 Elizabeth Street, Melbourne, VIC, 3000

Provider: ACBO

Contact: Maria Gorbunova, [E] admin@acbo.org.au, [P] 0434451381

Learning Objectives

  • 1.1 1. Have a clear understanding of the definitions of the terms TBI/ABI 2. Know what kinds of problems fall into each of these classifications. 3. Know the incidence and prevalence of these conditions. 4. Case example of an NHL player is used to give a sense of what is possible as a result of optometric treatment for sports related concussion.
  • 1.2 1.Understanding blood flow to and in the brain as well as the mechanism of strokes. 2.Learn how things like the glutamate storm causes significant secondary problems very soon after and these can be worse killers of brain cells sometimes than the actual stroke. 3.Begin understanding how oculomotor issues are so prevalent after a stroke or TBI because of the massive amount of brain used in the networks that control EOM’s. 4. The role that whiplash plays in compounding problems with the brain
  • 1.3. 1. Case example: female patient involved in a car accident to understand the effects of whiplash and how we treat this with vision therapy. 2. Case example: NHL player who sustained a second TBI after returning to play too soon with a masked whiplash injury. 3. Have an understanding of what diffuse axonal injury is and how the white matter gets injured. 4.Understand the condition CTE chronic traumatic encephalopathy
  • 1.4 1. Understand the role of optometry in the rehab team, past, present, and future. 2. Understand Kurt Goldstein’s view of what happens with TBI/ABI in terms of life changes and the cycles of change. 3. Know how blast injuries for IED’s or other explosives cause a different kind of brain damage.
  • 2.1 1.Understand the prevalence better and the impact on people, families, and society through the eyes of a case worker. 2.Case example: NHL hockey goalie and how VT helped him recover his abilities after hockey related concussion. 3. Know how to ask the kinds of questions in the case history that need to be asked in order to be able to reconstruct the injury in your mind’s eye.
  • 2.2 1. Understand anterograde and retrograde cell damage and how it spreads destruction in both directions. 2. Understand how cross connections in the brain stem often get used to blur the distinction between pure right and left side brain lesions. This is significant in working through issues of neglect – discussed later on. 3. Four case examples are given where innovative use of compound prisms, and spot patches are used to help patients get relief early in their care.
  • 2.3. 1.Know how the King-Devick Saccadic test has taken on a new role and that is in return to play decisions. This includes getting baselines and training athletic trainers how to do the testing on the field after they see a player injured. 2.Have knowledge of the two new treatment protocols 3.Understand 7 new VT activities and how to modify them for the needs of each patient. 4. Know how to treat patients who were binocular but how have lost one eye, either the dominant or non-dominant eye
  • 2.4. 1. Have knowledge of the kinds of visual field loss that can occur secondary to stroke and TBI and its effects on driving. 2. Know how binasal occluders can help a person with a TBI/ABI and how and when to apply them. 3. Know how to use prisms or other devices to either expand the field of vision or to be used to spot and search for things in the blind field.
  • 3.1. 1. Have an understanding of what neglect is and the underlying neurology of how and why it occurs and why it is only on the left side of space and body. 2. Understand what unilateral spatial inattention (USI) is and how to diagnose all the different levels of the condition. 3. Know how to use base left yoked prism to treat neglect and to shift it to USI based on the use of prisms.
  • 3.2 1.Know how cerebellum injury or frontal injury causes difficulties with flicker as over stimulation from movement and how color can be used therapeutically. 2.Know how to use a color testing program to identify specific colors for a person that might help to mitigate many of their TBI/ABI symptoms. 3.Case examples will be presented to help solidify the understanding of the role of therapeutic color to treat those in need. Studies done at SCO will be presented on the topic.
  • 3.3 1. The case of the fallen screwdriver will be used to demonstrate many of the idea that have already been presented in the course. 2. Understand how most of the field expanding computer based treatment systems do not indeed work and why this is. 3. Have a deeper understanding of how to prescribe for the ABI/TBI patient and why many need multiple Rx’s for different purposes as they are not as flexible as they were before.
  • 3.4 1.Continue with an extended case example to go through week by week the types of therapies done and how this is modified for the patient discussed in the prior section. 2. Understand what to test at each of the progress evaluations done during VT for ABI/TBI. The key point of doing extended histories to find out what are the new unmet needs since the last evaluation. 3.Have knowledge of the numbers and types of resources available to optometrists providing care to those with ABI/TBI.

Max points awarded: 36.00

Session Information

Name
Day 1: Lecture 1
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 2: Lecture 5
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 3: Lecture 9
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
Yes
Points for attending & Passing Assessment
3.00
Name
Day 1: Lecture 2
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 2: Lecture 6
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 3: Lecture 10
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 1: Lecture 3
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 2: Lecture 7
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 3: Lecture 11
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 3: Lecture 12
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 1: Lecture 4
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00
Name
Day 2: Lecture 8
Activity Type
Face to Face without Assessment
Therapeutic?
No
Manufacturer/Supplier?
No
Points for attending & Passing Assessment
3.00