Guidelines for Adult Stroke Rehabilitation and Recovery: A Guideline for Healthcare Professionals From the American Heart Association/American Stroke Association.

PURPOSE: The aim of this guideline is to provide a synopsis of best clinical practices in the rehabilitative care of adults recovering from stroke. METHODS: Writing group members were nominated by the committee chair on the basis of their previous work in relevant topic areas and were approved by the American Heart Association (AHA) Stroke Council's Scientific Statement Oversight Committee and the AHA's Manuscript Oversight Committee. The panel reviewed relevant articles on adults using computerized searches of the medical literature through 2014. The evidence is organized within the context of the AHA framework and is classified according to the joint AHA/American College of Cardiology and supplementary AHA methods of classifying the level of certainty and the class and level of evidence. The document underwent extensive AHA internal and external peer review, Stroke Council Leadership review, and Scientific Statements Oversight Committee review before consideration and approval by the AHA Science Advisory and Coordinating Committee. RESULTS: Stroke rehabilitation requires a sustained and coordinated effort from a large team, including the patient and his or her goals, family and friends, other caregivers (eg, personal care attendants), physicians, nurses, physical and occupational therapists, speech-language pathologists, recreation therapists, psychologists, nutritionists, social workers, and others. Communication and coordination among these team members are paramount in maximizing the effectiveness and efficiency of rehabilitation and underlie this entire guideline. Without communication and coordination, isolated efforts to rehabilitate the stroke survivor are unlikely to achieve their full potential. CONCLUSIONS: As systems of care evolve in response to healthcare reform efforts, postacute care and rehabilitation are often considered a costly area of care to be trimmed but without recognition of their clinical impact and ability to reduce the risk of downstream medical morbidity resulting from immobility, depression, loss of autonomy, and reduced functional independence. The provision of comprehensive rehabilitation programs with adequate resources, dose, and duration is an essential aspect of stroke care and should be a priority in these redesign efforts. (Stroke.2016;47:e98-e169. DOI: 10.1161/STR.0000000000000098.).

Frequency and cost of claims by injury type from a state workers' compensation fund from 1998 through 2008.

OBJECTIVE: To determine which work-related injuries are the most frequent and costly. DESIGN: Secondary analysis of workers' compensation claims data. SETTING: Data were provided by a large, Maryland workers' compensation insurer from 1998 through 2008. PARTICIPANTS: Not applicable. INTERVENTIONS: None. MAIN OUTCOMES MEASURES: For 45 injury types, the number of claims and compensation amount was calculated for total compensation and for medical and indemnity compensation separately. RESULTS: Back and knee injuries were the most frequently occurring single injury types, whereas heart attack and occupational disease were the most expensive in terms of mean compensation. When taking into account both the frequency and cost of injury (mean cost × number occurrences), back, knee, and shoulder injuries were the most expensive single injury types. CONCLUSIONS: Successful prevention and management of back, knee, and shoulder injuries could lead to a substantial reduction in the burden associated with work-related injuries.

A survey of postdoctoral training in rehabilitation psychology in the United States and Canada: 2019.

PURPOSE/OBJECTIVE: Survey psychology postdoctoral training programs involving patients with disability receiving rehabilitation services, and compare with similar data from 2007. RESEARCH METHOD/DESIGN: Public data sources identified 297 potential postdoctoral training programs. Of these, 100 programs (34%) provided services for patients with disability in rehabilitation settings, and 92% returned a survey (n = 92). RESULTS: Programs reported having a primary rehabilitation involvement (42%), a secondary involvement (26%), or an optional involvement (23%). Programs were based in university settings (27%), VA/DoD settings (35%), or private/public health care settings (38%). A total of 433 faculty and 308 residents were involved in these programs. Fifty percent (50%) of programs had faculty with American Board of Rehabilitation Psychology (ABRP) certification, while 62% of programs had faculty with American Board of Clinical Neuropsychology (ABCN) certification. On average, programs formally taught 58% of the ABRP competencies. CONCLUSIONS: Compared to 2007, there has been a 200% increase in the number of training programs with rehabilitation involvement. However, there has been an overall decrease in the variety of populations with which residents work, and an overall decrease in the number of ABRP competencies that are formally taught, so that training has become more focused on specific populations and specific competencies to the exclusion of others. Many rehabilitation patients and teams receive services from psychologists whose professional concentration is not primarily in rehabilitation psychology, and many psychology residents involved with rehabilitation populations do not receive comprehensive training in rehabilitation psychology. There is an opportunity for rehabilitation psychologists to collaborate with these programs to enhance competent services to persons with disability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Survey of internship training in rehabilitation psychology: 2019.

PURPOSE/OBJECTIVE: The purpose of this study was to obtain information about psychology internship training programs involving work with individuals with disabilities receiving rehabilitation services in the United States and Canada. RESEARCH METHOD/DESIGN: The Association of Psychology Postdoctoral and Internship Centers (APPIC) directory was used to identify 426 training programs that listed supervised experience in rehabilitation psychology, and these programs were sent a survey assessing characteristics of their internship. There were 227 program directors who responded (53%), and 114 of them reported that their internship involved working with disabled persons receiving rehabilitation services. RESULTS: The majority of training programs were at a hospital or subacute rehabilitation facility (Veteran Affairs and non-Veteran Affairs), and 41% of the programs were housed within an independent psychology department. Sixteen programs (15%) had faculty who were board certified by the American Board of Rehabilitation Psychology (ABRP). CONCLUSIONS/IMPLICATIONS: Interns were exposed to a broad range of conditions, such as brain injuries, orthopedic, and spinal cord injuries, as well as comorbid psychiatric and substance use disorders. Interns were also provided various levels of training in ABRP competencies across programs. Opportunities to improve training with rehabilitation populations at the internship level include increasing didactics related to rehabilitation psychology and increasing opportunities to work with ABRP faculty. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Cognitive outcome following traumatic brain injury.

OBJECTIVE: To determine whether an association exists between traumatic brain injury (TBI) sustained in adulthood and cognitive impairment 6 months or longer after injury. DESIGN: Systematic review of the published, peer-reviewed literature. RESULTS: From 430 articles, we identified 11 primary and 22 secondary studies that examined cognitive impairment by using performance measures for adults who were at least 6 months post-TBI. There was clear evidence of an association between penetrating brain injury and impaired cognitive function. Factors that modified this association included preinjury intelligence, volume of brain tissue lost, and brain region injured. There was also suggestive evidence that penetrating brain injury may exacerbate the cognitive effects of normal aging. We found clear evidence for long-term cognitive deficits associated with severe TBI. There was suggestive evidence that moderately severe brain injuries are associated with cognitive impairments. There was inadequate/insufficient evidence to determine whether an association exists between a single, mild TBI and cognitive deficits 6 months or longer postinjury. CONCLUSION: In adults, penetrating, moderate, and severe TBIs are associated with cognitive deficits 6 months or longer postinjury. There is insufficient evidence to determine whether mild TBI is associated with cognitive deficits 6 months or longer postinjury.

Necessity Is the Mother of Invention The Story of a Simulated Inpatient Medicine Rotation.

What do you do when a podiatric medicine-friendly teaching hospital abruptly terminates a required monthlong inpatient medicine rotation? You can try to negotiate a new rotation at another facility, but that's difficult in the San Francisco Bay Area with three local medical schools vying for similar positions. Instead, you need to think creatively.

Task switching after stroke.

BACKGROUND AND PURPOSE: Task switching is a cognitive skill that may be compromised after brain damage. The purposes of this study were to examine task-switching abilities in the subacute phase after stroke, to determine whether a switching task under endogenous or internal control is more difficult than a switching task under exogenous or cued control, and to determine whether deficits in switching attenuate in the first few months after stroke. SUBJECTS: The participants in this study were 46 adults with stroke and 38 adults without stroke. METHODS: Subjects performed 2 computer-based switching tasks, an alternating task that relied on endogenous control and a cued task that relied on exogenous control. Testing was done in subjects' homes at 1 and 3 months after stroke and at a 2-month interval for control subjects. Switch costs, or the difference between the no-switch condition and the switch condition, were calculated for accuracy and response time. RESULTS: Subjects in the stroke group had higher switch costs for accuracy than did subjects in the control group. The alternating task was more difficult than the cued task, with higher switch costs for accuracy and response time. The alternating task was particularly difficult for subjects in the stroke group, with high switch costs for accuracy. Both groups showed decreased response time switch costs at the second testing session. DISCUSSION AND CONCLUSION: Task switching, particularly if under endogenous control, is impaired in adults in the subacute phase after stroke. Clinicians should be aware of performance deficits that may relate to task switching.

Teaching the foundational principles of rehabilitation psychology.

OBJECTIVE: Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related to these principles. This article addresses 2 questions about how these principles can be taught in rehabilitation psychology training: (a) What are the core theories and evidence supporting these foundational principles, and what should be the content of a "core curriculum" for teaching these?; and (b) What is known about the most effective methods for teaching these foundational principles, including questions of how to teach values? METHOD: The foundational principles were grouped into 3 categories: individual psychological processes, social psychological processes, and values related to social integration. A literature review was conducted in these 3 categories, and the results are summarized and discussed. RESULTS: A core curriculum is discussed for teaching about disability-specific individual psychological processes, social psychological processes, and values related to social integration, including methods to reduce group prejudice and promote values relevant to the foundational principles. Specific suggestions for training program content and methods are provided. CONCLUSIONS: It is hoped that effective teaching of Wright's (1983) value-laden beliefs and principles will help rehabilitation psychology trainers and trainees focus on the key knowledge and attitude-value competencies that are to be acquired in training.

Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

OBJECTIVE: This study describes the results of a multidisciplinary conference (the Baltimore Conference) that met to develop consensus guidelines for competency specification and measurement in postdoctoral training in rehabilitation psychology. METHODS: Forty-six conference participants were chosen to include representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, persons involved in medical education practice and research, and consumers of training programs (students). RESULTS: Consensus education and training guidelines were developed that specify the key competencies in rehabilitation psychology postdoctoral training, and structured observation checklists were developed for their measurement. DISCUSSION: This study continues the development of more than 50 years of thinking about education and training in rehabilitation psychology and builds on the existing work to further advance the development of guidelines in this area. The conference developed aspirational guidelines for competency specification and measurement in rehabilitation psychology postdoctoral training (i.e., for studying the outcomes of these training programs). Structured observation of trainee competencies allows examination of actual training outcomes in relation to intended outcomes and provides a methodology for studying how program outcomes are related to program structures and processes so that program improvement can occur. Best practices in applying program evaluation research methods to the study of professional training programs are discussed.

Attentional abilities and functional outcomes following stroke.

Although stroke affects cognitive functioning as well as motor functioning, research on cognitive consequences has lagged behind that focused on motor function. The evidence that is accruing suggests that cognitive function is importantly related to successful rehabilitation. The present study examined two aspects of attentional functioning (divided attention and switching attention) in older adult stroke survivors and healthy older adults. In addition, the authors investigated the relation between attention and functional outcomes following stroke. Results revealed stroke-related deficits in both of the types of attention as well as significant associations between attentional functioning and both physical and social outcome measures. Poorer attentional performance was associated with a more negative impact of stroke on daily functioning. These findings suggest an important role for attention in post-stroke function and provide information that can contribute to improving outcomes following stroke.

Guidelines for postdoctoral training in rehabilitation psychology.

OBJECTIVE: This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. METHODS: Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. RESULTS: Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. DISCUSSION: The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology.

Measurement of social participation outcomes in rehabilitation of veterans with traumatic brain injury.

Traumatic brain injury (TBI) is a significant concern in the veteran population, and the Department of Veteran Affairs (VA) has devoted substantial healthcare resources to the rehabilitation of veterans with TBI. Evaluating the outcomes of these rehabilitation activities requires measuring whether they meaningfully improve veterans' lives, especially with regard to community and vocational participation, which are strongly linked to perceived quality of life. In January 2010, the VA Rehabilitation Research and Development Service convened an invitational conference focused on outcome measurement in rehabilitation with a specific focus on veterans' community and vocational participation. This article reports on the working group, addressing the issues of conceptualizing and operationalizing such participation outcome measures for veterans with TBI; we discuss conceptual models of participation, review participation subdomains and their instruments of measurement, and identify current research issues and needs. Two avenues are identified for advancing participation measurement in veterans with TBI. First, we describe suggestions to facilitate the immediate implementation of participation measurement into TBI clinical practice and rehabilitation (cont) research within the VA healthcare system. Second, we describe recommendations for future VA research funding initiatives specific to improving the measurement of participation in veterans with TBI.

Training requirements and scope of practice in rehabilitation psychology and neuropsychology.

The purpose of this article is to educate the reader regarding the training requirements and scope of practice for rehabilitation psychology and neuropsychology. As discussed below, subspeciality training in pediatric rehabilitation psychology and pediatric neuropsychology is not yet formalized. While the clinical services of rehabilitation psychologists largely involve providing treatment, most clinical neuropsychologists primarily are involved in diagnostic assessment [19,20]. In rehabilitation settings, it is not unusual for psychologists to draw upon both rehabilitation psychology and neuropsychology expertise.