“the ball’s in your court: best practices for the ... · iowa concussion consortium goals: •...

“The Ball’s in Your Court: Best Practices for the Concussion Conundrum and

REAP”

Geoffrey M. Lauer MA [email protected]

!

www.biaia.org

12,365

Concussion / mild TBI

•  What?

•  What do you want / need to know?

• 15% - 23% of service members returning from OIF and OEF with disability from brain injury.

Incidence of brain injury in Military

Rand Corp, 2008

What has happened to make Brain Injury such a big deal?

Ø  Increasing awareness and incidence Ø  High profile athletes over the past

20 years Ø Steve Young, Troy Aikman,

Brianna Scurry, Junior Seau

Ø  Bigger and faster kids = increased opportunities for injury.

Ø  Retired players suing NFL Ø  Iowa’s youth sports and concussion

law.

IN SPORTS

Proliferation of Sports Concussion Research, Legislation and Litigation

•  In the early 2000’s there were a wave of studies that showed a correlation of concussive impact with disabling outcomes

NCSL, 2014

Your Brain

Weight

Energy

This is your brain

Coup- contracoup injury

Ø Localized damage at point of impact (coup) and second injury as brain bounces to opposite side (contracoup)

Closed Head Injury: Primary Injury Ø Locations of contusions in 72 fatally injured TBI

patients

Gurdjian et al. (1966)

Ø DAI is caused by sudden rotational movement of the brain in the skull, resulting in shearing of nerve fibers.

Diffuse Axonal Injury (DAI)

Levin, H.S., & Robertson, C.S. (2013). Mild Traumatic Brain Injury in Translation. J. Neurotrauma 30. 610-617

A complex landscape

Typicalpathofthefiveneuro-developmentalstagesbetweenbirthand21+years

Savage, 2003

Adolescent Cognition and Behavior

Executive Functions

Driven by Rapid Development in Prefrontal Cortex

Self-Control Inhibition Flexibility Initiation

Planning Organize Reasoning Judgment

Self-Monitor Delay Gratification Assess Consequences Perspective-Taking

Frontal Lobe Injury Command and Control Center The frontal lobe is considered the emotional control center and the home of our personality…. It controls higher level thinking…. •  Initiation •  Problem solving •  Judgment •  Inhibition of behavior •  Planning / anticipation •  Self-monitoring

•  Personality / emotions

•  Awareness of abilities and limitations

•  Organization •  Attention /

Concentration •  Mental Flexibility •  Expression

Theshadesofbluesymbolizematuringbrainfunc6ons.Matura6onculminatesintheprefrontalcortex,theareajustbehindthebrow.ThisistheseatofExecu6veFunc6onstheareathatcontrolsjudgmentandtheweighingofrisksandconsequences.Previouslythisareawasthoughttobematureby16butstudiessuggestthisareaisnotfullydevelopedun?l25orlater.

Executive Functions Cortical Maturation

“Kids Grow Into Their Brain Injuries”

Severity of Injury ≠ Severity of Outcome

Severity of injury does not presage outcome.

Persons who sustain a mild brain injury may have ongoing difficulties for years to come and

persons with a severe brain injury may make marked improvements over time.

Every brain injury is unique.

Does the brain recover from injury?

What was

Is now….

Neuro-Plasticity The brain is able to alter its structure and function in reaction to experience.

> altered synaptic activity > synaptogenesis > neurogenesis

Mechanisms of plasticity

Neurons that “fire together”, “wire together”!

“The Silent Epidemic”

Centers for Disease Control

Percentage of Traumatic Brain Injury (TBI)–Related Deaths,* by Underlying Cause and Age Group — United States, 2013

0-4, 15-19

Estimates for concussion in school age children range from 2% - 5%

Iowa Dept. of Education reports 520,701 public and private school students for 2016

Ø 47% of high school football players say they suffer a concussion each season.

Ø 37% of those reporting multiple concussions in a season.

Ø 85% of sports-related concussions go undiagnosed.

National Center for Injury Prevention, American College of Sports Medicine

Not Just a Football Problem Injury rate per 100,000 player games in high school athletes

Ø Football 47

Ø Girls soccer 36

Ø Boys soccer 22

Ø Girls basketball 21

Ø Wrestling 18

Ø Boys basketball 07

Ø Softball 07

Jnl Ath.Training, 2007

Problems for Athletes- Post-Concussion symtoms

Ø Most (80-90%) concussed young athletes will recover within 1 to 4 weeks

Ø The remainder may have symptoms lasting from weeks to months interfering with school and daily life

Ø Deficits may persist a lifetime

Risk factors for complicated recovery

§  Re-injury before complete recovery §  Over-exertion early after injury §  Significant stress

§ Unable to participate in sports § Medical uncertainty § Academic difficulties

§  Prior or comorbid condition § Migraine § Anxiety, MH diagnosis § ADHD, LD

Post-concussion “syndrome”

Ø Brain swells rapidly, and catastrophically, after a person suffers a second concussion before symptoms from an earlier one have subsided.

Ø  This second blow may occur minutes, days or weeks after an initial concussion, and even the mildest concussion can lead to SIS.

Ø  The condition is RARE yet often fatal, and almost everyone who is not killed is severely disabled.

Ø  The cause of SIS is still uncertain.

2017, US National Library of medicine

~ 2010 - Second Impact Syndrome incidents observed around the country

It’s not a lack of information…

It’s a difficulty of implementation!

The response was chllenging

Phase I: and get a law passed

!

•  Requires the distribution of guidelines and information to coaches, students and parents/guardians about the risks, signs and symptoms of concussions/brain injuries.

2011 - Iowa Senate File 367

•  Also requires a student’s immediate removal from athletic participation upon exhibiting signs, symptoms or behaviors consistent with a concussion or brain injury.

•  The student may not recommence participation until

they have been evaluated and cleared by a licensed health care provider.

http://www.visualizing.org/visualizations/concussion-laws-state

Phase II: lay in waiting then pounce

$1 million verdict offers teachable moment for youth sports

Football head injury case: Iowa player gets nearly $1 million

Iowa schools brace for impact of concussion lawsuits

!

Bedford, IA

2015

Litigation - May, 2015

Ø Bedford, Iowa

Ø Violation of Iowa’s Youth Sports and Concussion law

Ø ~$1 million judgment

!

2016

www.iowaconcussion.org

Phase III

Iowa Department of Education Iowa Department of Public Health Iowa Association of School Boards Iowa Athletic Trainers’ Association Iowa Girls High School Athletic Union Iowa High School Athletic Association Blank Children’s Hospital / Unity Point Brain Injury Alliance of Iowa Centers for Disabilities and Development - University of Iowa Children’s Hospital ChildServe Epilepsy Foundation of Iowa Iowa Advisory Council on Brain Injuries

On With Life, Inc. Opportunities Unlimited REM Iowa Rocky Mountain Hospital for Children Safe Kids Iowa School Administrators of Iowa St. Luke’s Hospital / Unity Point University of Iowa—Iowa Injury Prevention Research Center University of Iowa Hospitals and Clinics—Concussion Clinic Veteran’s Administration Medical Center of Iowa City

Partners of the Iowa Concussion Consortium

!

Iowa Concussion Consortium Goals:

• To reduce the occurrence of sports related concussions through increased public and professional awareness, training, safety practices, and policies. • To reduce the potential adverse impact of concussions through improved recognition, assessment and management of concussion.

!

Collaborative Approach = Better Outcomes

Ø A collaborative approach shows clinically and statistically significant improvements in post-concussive symptoms at 6 months compared with controls.

Ø 42% - of adolescents studied with no collaborative care (controls) had levels of enduring symptoms at 6 months post concussion

Ø Only 13% had levels of enduring symptoms with collaborative care at 6 months post concussion

McCarty et al., Pediatrics, 2016

Slide used with permission from: Tamara Valovich McLeod, PhD, ATC, FNATA

Culture change

Slide used with permission from: Tamara Valovich McLeod, PhD, ATC, FNATA

Slides used with permission from: Tamara Valovich McLeod, PhD, ATC, FNATA

Slides used with permission from: Tamara Valovich McLeod, PhD, ATC, FNATA

Protective Gear

REAP

Ø A best practice model

Ø 10 states and counting

Ø REAP is the current Iowa protocol

Ø IDPH, DoE, BIAIA endorsed

Ø A collaborative model

Ø  40 % of concussions are resolved in 1 week

Ø  70% of concussions are resolved in 2 weeks



80 to 90% odds!

Cha-ching

80to90%odds

Recovery From Concussion

0102030405060708090

100

1 2 3 4 5

Weeks Post Concussion

% R

ecov

ered

Series1

Collins et al, 2006Neurosurgery

Let REAP be your roadmap

Family

School Team/Academic School Team/Physical

Medical

Common Language

The 5th International Consensus Statement (2015-Berlin) defines Sports Related Concussion (SRC):

1.  Sport related concussion is a traumatic brain injury induced by biomechanical forces. Several common features that may be utilised in clinically defining the nature of a concussive head injury include:

2.  SRC may be caused either by a direct blow to the head, face, neck or elsewhere on the body with an impulsive force transmitted to the head.

The 5th International Consensus Statement

3.  SRC typically results in the rapid onset of short-lived impairment of neurological function that resolves spontaneously. However, in some cases, signs and symptoms evolve over a number of minutes to hours.

4.  SRC may result in neuropathological changes, but the acute clinical signs and symptoms largely reflect a functional disturbance rather than a structural injury and, as such, no abnormality is seen on standard structural neuroimaging studies.

5.  SRC results in a range of clinical signs and symptoms that may or may not involve loss of consciousness. Resolution of the clinical and cognitive features typically follows a sequential course. However, in some cases symptoms may be prolonged.

6.  The clinical signs and symptoms cannot be explained by drug, alcohol, or medication use, other injuries (such as cervical injuries, peripheral vestibular dysfunction, etc) or other comorbidities (eg, psychological factors or coexisting medical conditions).

The 5th International Consensus Statement

Signs of concussion

Symptoms of concussion

Pathophysiology

Ø Impulsive forces transmitted to brain (directly or indirectly)

Ø Results in a Complex Metabolic CascadeØ Complex process resulting in glucose supply /

demand mismatch

Ø TheoryØ Brain is very prone to worsing injury if hit again

while the metabolism healing

Ø May also be microstructural injury to the brain

Empty Tank of Gas Analogy

Due to the inefficiency of the cells, the brain “runs on empty” and flares symptoms – like a car with a very small

gas tank. The small-tanked car

can leave the garage, it just has to drive a little, fill up, drive a

little, fill up.

A student with a concussion, CAN get out of the garage (go to school) and do many things (academically), they just can’t go as fast and cover as much territory.

They have to learn a little, rest a little, read a little, rest a little, work on the computer a little, rest a little.

www.getschooledonconcussions.com

Risk Factors for more complicated recovery

Ø Gender

Ø Past concussions

Ø History of headaches/migraines or family history

Ø Learning, attentional, neurological, emotional, vision issues at baseline

REMOVE/REDUCE REMOVE from all physical activities!

•  No organized sports •  No recreational play •  No PE, dance class

•  No physical play at recess

REDUCE home stimulation! •  Limit texting •  Limit TV •  Limit computer screens •  Limit video games

REDUCE school demands! •  Mental Fatigue •  Slowed Processing Speed •  Difficulty converting memory

into New Learning

Response / Treatment/ Management•  REMOVE•  REDUCE•  REST

•  REST

•  REST

•  REST

•  REST•  REST

•  PHYSICAL AND MENTAL REST AND TIME

Too little rest: = prolonged recovery

Too much rest: = prolonged recovery

Adapted from GetSchooledOn Concussions.com

AMulti-DisciplinaryTeamisessential

Shared responsibility of the management of the concussion is essential. Multiple perspectives

and

Multiple sources of data

REAP is a Community-Based Concussion Management Protocol:

Family School Physical School Academic Medical

Legislation

C O N C U S S I O N

Medical

Fam/ Stud.

Coach ATC Nurse

T I M E (usually between 7 to 21 days)

FAMILY TEAM

REDUCE Limit texting.

Limit TV, video games, computer

time. Limit homework.

Limit driving. Keep home from

dances, games, the mall. Decrease

stimulation. REST!

SCHOOL ACADEMIC TEAM

Keep home if severely symptomatic.

Return to school when symptoms are still

present but tolerable. Eliminate work,

REDUCE work, adjust work.

PACE MENTAL DEMANDS

Who/When

Fastest Road to Recoveryu Physical Rest:

u REMOVE all physical activity – no club sports, no recreational sports, no PE, no physical play ay recess

u Home Rest:

u REDUCE texting, computer time, video games, TV and stimulation (limit extracurricular activities)

u Cognitive Rest:

u REDUCE schoolwork, reading, tests

Goldilock Model

Physical and Cognitive

Too Little

Physical Therapy may direct some safe cardio. May be back at school with a reasonable, adjusted level of school work. May be involved at home with a small, reasonable amount of electronics, socializing, etc. Guidelines for management have to be REASONABLE

and REALISTIC or they cannot (will not) be followed!

Just Right! Physical and Cognitive

Too Much

Do a little, rest a little!

Rehab model!

Return to Work (School) Ø Return to work when:

Ø Symptoms are tolerable, short-lived and amenable to rest or intervention

Ø Take frequent rest breaks

Ø Dial down the amount of work and pace of work

Ø Don’t take on new projects; “subsist”

Ø Understanding boss, helpful co-workers

STEP 2: Educate: Symptoms tell the story of recovery

Medical Box“It is not appropriate for a child or adolescent ath-lete with concussion to Return-to-Play (RTP) on thesame day as the injury, regardless of the athleticperformance.”5

Consensus Statement on Concussion in Sport: the4th International Conference on Concussion inSport, Zurich 2012.

IMPORTANT!

All symptoms of concussion are important; how-ever, monitoring of physical symptoms, within thefirst 48 to 72 hours, is critical! If physical symp-toms worsen, especially headache, confusion,disorientation, vomiting, difficulty awakening, itmay be a sign that a more serious medical con-dition is developing in the brain.

SEEK IMMEDIATE MEDICAL ATTENTION!

EMOTIONALHow a Person Feels Emotionally

Inappropriate emotions IrritabilityPersonality change SadnessNervousness/Anxiety Lack of motivationFeeling more “emotional”

PHYSICALHow a Person Feels Physically

Headache/Pressure NauseaBlurred vision VomitingDizziness Numbness/TinglingPoor balance Sensitivity to lightRinging in ears Sensitivity to noiseSeeing “stars” DisorientationVacant stare/Glassy eyed Neck Pain

SLEEP/ENERGYHow a Person Experiences Their

Energy Level and/or Sleep PatternsFatigue DrowsinessExcess sleep Sleeping less than usualTrouble falling asleep

COGNITIVEHow a Person Thinks

Feel in a “fog”Feel “slowed down”Difficulty rememberingDifficulty concentrating/easily distractedSlowed speechEasily confused

Do not worry that your child has symptoms for 1 to 3 weeks; it is typical and natural to notice symptoms for up to 3 weeks. You just want tomake sure you are seeing slow and steady resolution of symptoms every day. To monitor your child’s progress with symptoms, chart symptomsperiodically (see TIMEFRAME on page 5) and use the Symptom Checklist (see APPENDIX). In a small percentage of cases, symptoms froma concussion can last from weeks to months. (See SPECIAL CONSIDERATIONS on page 13.)

page7EDUCATEEDUCATE

STEP TWO: EDUCATE all teams on the story the symptoms are telling. It might be two steps forward...one step back.

After a concussion, the brain cells are not working well. The good newsis that with most concussions, the brain cells will recover in 1 to 3 weeks. When youpush the brain cells to do more than they can tolerate (before they are healed) symptoms willget worse. When symptoms get worse, the brain cells are telling you that you’ve done too much. As you recover, you will be able to do more each day with fewer symptoms. If trying to read an algebra book or goingto the mall flares a symptom initially, the brain is simply telling you that you have pushed too hard today andyou need to back it down… try again in a few days. Thankfully, recovery from a concussion is quite pre-dictable… most symptoms will decrease over 1 to 3 weeks and the ability to add back inhome/social and school activities will increase over 1 to 3 weeks. Therefore, learn to “read”the symptoms. They are actually telling you the rate of recovery from the concussion.

NOTE: Home/social stimulation and school tasks can be added back in by the parent/teacher as tolerated.Physical activities, however, cannot be added back in without medical approval (see PACE).EDUCATE – Let the symptoms tell us about the rate of recovery

Early Symptoms

Step 3: Adjust/Accommodate Accordingly

Ø Family Team: Cut back on electronics/stimulation at home… begin to add back in …

Ø School Academic Team: Cut back on cognitive demands at school… begin to add back in …

Ø Test out recovery in these 2 safe ways first before testing it out physically

Ø … Emerging data on promising “rehab” model

Week 1 2 3 ?4

Shades of gray

>> GOING BACK TO SCHOOL

AFTER YOUR CHILD HAS RECEIVED THE DIAGNOSIS OF CONCUSSION by a healthcareprofessional, their symptoms will determine when they should return to school. As the parent, you will likely bethe one to decide when your child goes back to school because you are the one who sees your child every morningbefore school. Use the chart below to help decide when it is right to send your child back to school:

STAY HOME – BED REST If your child’s symptoms are so severe that he/she can-not concentrate for even 10 minutes, he/she should bekept home on total bed rest - no texting, no driving,no reading, no video games, no homework, limited TV.It is unusual for this state to last beyond a few days.Consult a physician if this state lasts more than 2 days.

MAXIMUM REST = MAXIMUM RECOVERY

STAY HOME – LIGHT ACTIVITY If your child’s symptoms are improving but he/she canstill only concentrate for up to 20 minutes, he/sheshould be kept home — but may not need total bedrest. Your child can start light mental activity (e.g. sit-ting up, watching TV, light reading), as long as symp-toms do not worsen. If they do, cut back the activityand build in more REST.

NO physical activity allowed!

Ciera was 15 years old when shesuffered a concussion while play-ing basketball. Her symptoms of passingout, constant headaches and fatigue plagued herfor the remainder of her freshman year. A few ac-commodations helped Ciera successfully completethe school year.

“It really helped me when my teachers had classnotes already printed out. That way I could justhighlight what the teacher was emphasizing andfocus on the concept rather than trying to takenotes. Since having a brain injury, I don’t really seewords on the board, I just see letters. Therefore,having the notes beforehand takes some of thefrustration off of me and I am able to concentrateand retain what is being taught in class. Being ableto rest in the middle of the day is also very impor-tant for me. I become very fatigued after a morn-ing of my rigorous classes, so my counselors havehelped me adjust my schedule which allows mesome down time so I can keep going through myday. Lastly, taking tests in a different place such asthe conference room or teacher’s office has helpeda great deal.” CIERA LUND

When your child is beginning to tolerate 30 to 45 min-utes of light mental activity, you can consider return-ing them to school. As they return to school:

• Parents should communicate with the school(school nurse, teacher, school mental healthand/or counselor) when bringing the student intoschool for the first time after the concussion.

• Parents and the school should decide togetherthe level of academic adjustment needed atschool depending upon:

✔ The severity of symptoms present✔ The type of symptoms present✔ The times of day when the student feels

better or worse

• When returning to school, the child MUST sitout of physical activity – gym/PE classes, highlyphysically active classes (dance, weight train-ing, athletic training) and physically active recess until medically cleared.

• Consider removing child from band or music ifsymptoms are provoked by sound.

TRANSITION BACK TO SCHOOL

MedicalBox

“Monday Morning Concussion” — Symptoms of a concussion may not develop immediately after the injury. In fact, symptoms may appear hours oreven days later. One common scenario is when a student/athlete suffers a head injury on a Friday or Saturday, perhaps during a sporting event. Thestudent/athlete may have a quiet weekend with few or no symptoms. It is not until they return to school on Monday, when the “thinking demands”from schoolwork increase, does the student/athlete begin to experience symptoms. It is important to recognize that these symptoms are related tothe concussion. Students, parents and educators must learn to watch for delayed symptoms. In addition, they must pay attention to the activities thatworsen those symptoms after they appear. -Sue Kirelik, MD, Medical Director of the Center for Concussion

page8

ADJUST/ACCOMMODATE

STEP THREE: ADJUST/ACCOMMODATE for PARENTS.

How do I get back to my sport?A.K.A. How do I get “cleared” from this concussionWhile 80 to 90% of concussions will be resolved in 3 to 4 weeks, a healthcare professional, whether in the Emergency Department or in a clinic, cannot predict thelength or the course of recovery from a concussion. In fact, a healthcare professional should never tell a family that a concussion will resolve in X number of days be-cause every concussion is different and each recovery time period is unique. The best way to assess when a student/athlete is ready to start the step-wise processof “Returning-to-Play” is to ask these questions:

>> Is the student/athlete 100% symptom-free at home?❍ Use the Symptom Checklist every few days. All symptoms should be at “0” on the checklist or

at least back to the perceived “baseline” symptom level.❍ Look at what the student/athlete is doing. At home they should be acting the way they did

before the concussion, doing chores, interacting normally with friends and family.❍ Symptoms should not return when they are exposed to the loud, busy environment of

home/social, mall or restaurants.

>> Is the student 100% symptom-free at school?❍ Your student/athlete should be handling school work to the level they did before the concussion.❍ Use the Teacher Feedback Form (APPENDIX) to see what teachers are noticing.❍ Watch your child/teen doing homework; they should be able to complete homework as

efficiently as before the concussion.❍ In-school test scores should be back to where they were pre-concussion.❍ School workload should be back to where it was pre-concussion.❍ Symptoms should not return when they are exposed to the loud, busy environment of school.

>> If the school or healthcare professional has used neurocognitive testing, are scoresback to baseline or at least reflect normative average and/or baseline functioning?

>> If a Certified Athletic Trainer is involved with the concussion, does the ATC feelthat the student/athlete is 100% symptom-free?❍ Ask ATC for feedback and/or serial administrations of the Symptom Checklist.

>> Is your child off all medications used to treat the concussion?❍ This includes over the counter medications such as ibuprofen, naproxen and

acetaminophen which may have been used to treat headache or pain.

If the answer to any of the questions is “NO,” stay the course with

management and continue to repeat:

The true test of recovery is to notice a steady de-crease in symptoms while noticing a steady increasein the ability to handle more rigorous home/socialand school demands.

PARENTS and TEACHERS try to add in morehome/social and school activities (just NOT physicalactivities) and test out those brain cells!

Once the answers to the questions above are all “YES,” turn the page to the PACE page tosee what to do next!

REMOVEphysical activity

REDUCE homeand cognitivedemands

ADJUST/ACCOMMODATEhome/social andschool activitiesEDUCATE: Let the symptoms

direct the interventions

… for however long it takes for the brain cells to heal!

page11PACE

Student: you have been diagnosed with a concussion. It is your responsibility to gather data fromyour teachers before you return to the doctor for a follow-up visit. A day or two before your next appointment, go around to all of your teachers (especially the CORE classes) and ask them to fill in theboxes below based upon how you are currently functioning in their class(es).

Teachers: Thank you for your help with this student. Your feedback is very valuable. We do notwant to release this student back to physical activity if you are still seeing physical, cognitive, and emo-tional or sleep/energy symptoms in your classroom(s). If you have any concerns, please state them below.

Teacher Feedback Form Date ______________________________

>> Student’s Name __________________________________ Date of Concussion _________________

1. Your name2. Class taught

Is the student still receiving any academic adjustments in yourclass? If so, what?

Have you noticed, or has the student reported, any con-cussion symptoms lately? (e.g. complaints of headaches,dizziness, difficulty concentrating, remembering; more irritable, fatigued than usual etc.?) If yes, please explain.

Do you believe this student is performing at their pre-concussion learning level?

❑ Yes ❑ No

Date:

Signature:

❑ Yes ❑ No

Date:

Signature:

❑ Yes ❑ No

Date:

Signature:

❑ Yes ❑ No

Date:

Signature:

© 2013 HCA HealthONE

APPENDIX!

Take Home Points to Teachers Ø You are the master of your domain Ø There is NO medical clearance for Return to School/Learn (YET!); There is only medical clearance for Return to Play

Ø There is NO medical clearance for academic adjustments being placed or removed… Apply FREELY! GENEROUSLY! Maximize the Window of Opportunity!

Ø  Don’t need a 504 plan or IEP (yet)

Ø What interventions you apply are based upon: Ø  What you teach Ø  How you teach Ø  When you teach Ø  How symptomatic Ø  Where you are in the course of recovery Ø  Where you are in the course of the semester Ø  “Money in the bank” Ø  Strength of your relationship with the student

Symptom Wheel

PHYSICAL -headache/nausea -dizziness/balance problems -blurred vision/ photophobia -noise sensitivity -neck pain

COGNITIVE Trouble with: -concentration -memory issues -mentally foggy -slowed processing

SLEEP/ENERGY -mentally fatigued -drowsy -sleeping too much/too little -can’t initiate/ maintain sleep

EMOTIONAL Feeling more: -emotional -nervous -sad -angry -irritable

National Association of School Psychologists (NASP) Communiqué by Dr. Karen McAvoy CDE Concussion Management Guidelines (page 13)

Legislation

C O N C U S S I O N

Health Care Provider

Coach ATC


OK at

home now!

OK at school now!

Who/When

Communication and Collaboration

Community-responsibility

Risk Factors: History of Concussion

Ø Player with one concussion in a season is 3-6 times more likely to suffer a second concussion than player without history.

Ø “cellular vulnerability” theory

Kontos, et al., 2016 – Athletes who continued to play with a SRC required nearly twice as long to recover as those who were immediately removed. –Jnl of Pediatrics

FrontLoadyourinterven?ons…andthentaperback

May be out of school Day 1 until Day 3 or 4?

Most generous interventions upon return to school in Week 1 Begin to expect more from

student at school and with homework into Week 2

Back almost to 100% in Week 3 May just be making up reasonable amt of make-up wk.

It is not a lack of information anymore…

It’s a difficulty of implementation!

First the School Physical Team (coach, ATC, play-ground supervisor) and/or the Family Team (parent)have a critical role in the beginning of the concussion asthey may be the first to RECOGNIZE and IDENTIFY theconcussion and REMOVE the student/athlete from play.

Second The Medical Team then has an essential rolein DIAGNOSING the concussion and RULING-OUT amore serious medical condition.

Third for the next 1 to 3 weeks the Family Team andthe School Academic Team will provide the majority ofthe MANAGEMENT by REDUCING social/home andschool stimulation.

Fourth when all FOUR teams decide that the stu-dent/athlete is 100% back to pre-concussion function-ing, the Medical Team can approve the GraduatedReturn to Play (RTP) steps. See the PACE page.

Finally when the student/athlete successfully com-pletes the RTP steps, the Medical Team can determinefinal “clearance.”

The FOUR teams pass the baton from one to the other(and back again), all the while communicating, collab-orating and adjusting the treatment/management.

Communication and Collaboration = Teamwork!

Multi-Disciplinary Teamwork = the safest way tomanage a concussion!

page4

REMOVE/REDUCE ADJUST /ACCOMMODATE PACE SPECIAL

CONSIDERATIONS RESOURCES APPENDIXEDUCATE

Every team has an essential part to play at certain stages of the recovery

EVERY Member of Every Team is Important!

Who willbe on the School Team —

Physical (ST-P)? Who at the school will watch,

monitor and track the physical symptoms of the concussion? Who is the

ST-P Point Person?

Who will be on the FamilyTeam (FT)? Who from the fam-ily will watch, monitor and trackthe emotional and sleep/energy

symptoms of the concussion andhow will the Family Team com-

municate with the Schooland Medical Teams?

Who will be on the School Team — Academic

(ST-A)? Who at the school willwatch, monitor and track the

academic and emotional effectsof the concussion? Who is the

ST-A Point Person?

Who will be on the Medical Team (MT)?How will the MT get

information from all of theother teams and who with the

MT will be responsible for coor-dinating data and updates

from the other teams?

▼ ▼ ▼

▼▼▼

M

T

Day 1 Day 21

Day 14

Day 7

Leve

l of I

nvol

vem

ent

Family School-Physical School-Academic Medical

A “Multi-Disciplinary Team” Team members who provide multiple perspectives of the student/athlete AND Team members who provide multiple sources of data

Seamless System of Communication and Collaboration

FAMILY TEAM

SCHOOL PHYSICAL

TEAM

SCHOOL ACADEMIC

TEAM

MEDICAL TEAM

Typical Recovery

First the School Physical Team (coach, ATC, play-ground supervisor) and/or the Family Team (parent)have a critical role in the beginning of the concussion asthey may be the first to RECOGNIZE and IDENTIFY theconcussion and REMOVE the student/athlete from play.

Second The Medical Team then has an essential rolein DIAGNOSING the concussion and RULING-OUT amore serious medical condition.

Third for the next 1 to 3 weeks the Family Team andthe School Academic Team will provide the majority ofthe MANAGEMENT by REDUCING social/home andschool stimulation.

Fourth when all FOUR teams decide that the stu-dent/athlete is 100% back to pre-concussion function-ing, the Medical Team can approve the GraduatedReturn to Play (RTP) steps. See the PACE page.

Finally when the student/athlete successfully com-pletes the RTP steps, the Medical Team can determinefinal “clearance.”

The FOUR teams pass the baton from one to the other(and back again), all the while communicating, collab-orating and adjusting the treatment/management.

Communication and Collaboration = Teamwork!

Multi-Disciplinary Teamwork = the safest way tomanage a concussion!

page4

REMOVE/REDUCE ADJUST /ACCOMMODATE PACE SPECIAL

CONSIDERATIONS RESOURCES APPENDIXEDUCATE

Every team has an essential part to play at certain stages of the recovery

EVERY Member of Every Team is Important!

Who willbe on the School Team —

Physical (ST-P)? Who at the school will watch,

monitor and track the physical symptoms of the concussion? Who is the

ST-P Point Person?

Who will be on the FamilyTeam (FT)? Who from the fam-ily will watch, monitor and trackthe emotional and sleep/energy

symptoms of the concussion andhow will the Family Team com-

municate with the Schooland Medical Teams?

Who will be on the School Team — Academic

(ST-A)? Who at the school willwatch, monitor and track the

academic and emotional effectsof the concussion? Who is the

ST-A Point Person?

Who will be on the Medical Team (MT)?How will the MT get

information from all of theother teams and who with the

MT will be responsible for coor-dinating data and updates

from the other teams?

▼ ▼ ▼

▼▼▼

M

T

Day 1 Day 21

Day 14

Day 7

Leve

l of I

nvol

vem

ent

Family School-Physical School-Academic Medical

A “Multi-Disciplinary Team” Team members who provide multiple perspectives of the student/athlete AND Team members who provide multiple sources of data

Clearance to play:

Sx-free cognitively

and at home. No physical

activity

Then, GRTP steps Clearance






















page11PACE






















page11PACE






















page11PACE

When to Return to Play? Consensus & data-driven decision

A Graduated Return-to-Play (RTP) Recommended by The 2012 Zurich Consensus Statement on Concussion in Sport*STAGE ACTIVITY FUNCTIONAL EXERCISE AT EACH STAGE OF REHABILITATION OBJECTIVE OF STAGE

1

2

3

4

5

6

No activity

Light aerobic exercise

Symptom limited physicial and cognitive rest.

When 100% symptom free for 24 hours proceed to Stage 2. (Recommend longer symptom-free periods at each stage for younger student/athletes) ▼

Recovery

Walking, swimming or stationary cycling keeping intensity <70% maximum permittedheart rate. No resistance training.

If symptoms re-emerge with this level of exertion, then return to the previous stage. If the student remains symptom free for 24 hours after this level of exertion, then proceed to the next stage. ▼

Increase heart rate

Sport-specific exercise Skating drills in ice hockey, running drills in soccer. No head-impact activities.

If symptoms re-emerge with this level of exertion then return to the previous stage. If the student remains symptom free for 24 hours after this level of exertion then proceed to the next stage.▼

Add movement

Non-contact training drillsProgression to more complex training drills, e.g., passing drills in football and ice hockeyMay start progressive resistance training.


Exercise, coordination and cognitive load

Full-contact practice

Return to play

Following medical clearance, participate in normal training activities.


The healthcare professional should give the responsibility of the graduated RTP steps over only to a trained professional such as an ATC, PT or should teach the parents. A coach, school nurse or PE teacherdoes NOT need to be responsible for taking concussed student/athletes through these steps.

Research Note: Earlier introduction of physical activity is being researched and may become best practice. However, at this time, any early introduction of physical exertion should only be conducted ina supervised and safe environment by trained professionals.

Restore confidence and assess functionalskills by coaching staff

*bjsm.bmj.com/content/47/5/250.full

Normal game play. No restrictions

FAMILY TEAM Is the student/athlete100% back to pre-concussion functioning?

SCHOOL ACADEMIC TEAM Isthe student/athlete 100% back to pre-concus-sion academic functioning?

MEDICAL TEAM approves the start of the RTP stepsWHEN ALL FOUR TEAMS AGREEthat the student/athlete is 100% recovered, the MEDICAL TEAM canthen approve the starting of the Graduated RTP steps. The introductionof physical activity (in the steps outlined in order below) is the last testof the brain cells to make sure they are healed and that they do not“flare” symptoms. This is the final and formal step toward “clearance”and the safest way to guard against a more serious injury.

SCHOOL PHYSICAL TEAM Often the ATC atthe school takes the athlete through the RTP steps.If there is no ATC available, the MEDICAL TEAM shouldteach the FAMILY TEAM to administer and supervise theRTP steps.

PACE

page12

STEP FOUR: PACESince an athlete must be 100% symptomatic-free before starting Graduated Return to Play steps and

since being 100% back to pre-concussion learning levels is a sign of being symptom-free,

Therefore, No RTP until 100% back to RTL! #RTLB4RTP

C O N C U S S I O N

Medical Team

ST/P Coach ATC Nurse


FAMILY TEAM

REDUCE Limit texting.

Limit TV, video games, computer

time. Limit homework.

Limit driving. Keep home from

dances, games, the mall. Decrease

stimulation. REST!

SCHOOL TEAM/

ACADEMIC Keep home if severely

symptomatic. Return to school when

symptoms are still present but tolerable.

Eliminate work, REDUCE work, adjust

work.

PACE MENTAL DEMANDS

MANAGEMENT

Longer Recovery? Ø History of headaches

Ø Family history of migraines

Ø History of past concussions

Ø Age of concussion

Ø Gender

Ø Learning issues

Ø Attentional issues

Ø Underlying neurological issues (spectrum)

Ø Underlying psychological issues (anxiety/dep)

10 to 20%? And within the 2nd to

3rd week…

•  Oculomotor •  Vestibular •  Dysautonomia •  Convergence

Insufficiency

!

www.iowaconcussion.org

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professionals

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Questions & Discussion Geoffrey Lauer

319-466-7455

[email protected]

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