Definition of agitation following traumatic brain injury: I. a survey of the brain injury special interest group of the american academy of physical medicine and rehabilitation

1997 ◽  
Vol 78 (9) ◽  
pp. 917-923 ◽  
Author(s):  
Lisa P. Fugate ◽  
Lisa A. Spacek ◽  
Laura A. Kresty ◽  
Charles E. Levy ◽  
Jane C. Johnson ◽  
...  
2009 ◽  
Vol 36 (10) ◽  
pp. 2335-2341 ◽  
Author(s):  
CLIFTON O. BINGHAM ◽  
CHRISTOPH POHL ◽  
THASIA G. WOODWORTH ◽  
SARAH E. HEWLETT ◽  
JAMES E. MAY ◽  
...  

Objective.Traditional outcome measures in randomized controlled trials (RCT) include well-established response criteria as well as ACR EULAR responses using Disease Activity Score 44 (DAS44)/DAS28 to assess improvement; however, a measure to assess worsening of disease has yet to be developed. This special interest group (SIG) was established to develop an evidence-based, consensus-driven standard definition of “flare” in rheumatoid arthritis (RA).Methods.At OMERACT 8, the need for a standardized definition of RA flare was recognized; interested individuals developed a proposal to form a SIG. A literature review was performed to identify publications and abstracts with flare definitions applied in RA, JIA, and lupus RCT as well as concerning patient perspectives on disease worsening. A SIG was held at OMERACT 9 with breakout sessions for patients and investigators.Results.The RA flare SIG was attended by about 120 participants, including 11 patients. Patients and investigators held separate breakout sessions to discuss various aspects of disease worsening. The following consensus was obtained at OMERACT 9: a working definition of flare should indicate worsening of disease activity (88%), persistence, and duration as critical elements (77%), and consideration of change or increase in therapy (74%).Conclusion.A working definition of RA flare was developed based on these votes: flare is any worsening of disease activity that would, if persistent, in most cases lead to initiation or change of therapy; and a flare represents a cluster of symptoms of sufficient duration and intensity to require initiation, change, or increase in therapy. Using this working definition, evaluation of candidate domains will be conducted via Delphi exercise and further informed by patient focus groups. Validation of candidate definitions in appropriate RCT will be required.


1996 ◽  
Vol 20 (5) ◽  
pp. 304-305 ◽  
Author(s):  
Guy M. Goodwin

The inaugural meeting of a Special Interest Group for Neuroscience in Psychiatry was held at the meeting of the College in Glasgow in 1995, chaired by Professor Stuart Checkley.The following statement has been prepared for the group to announce its existence and stimulate discussion of its aims. The mission of the group will be to promote the application of neuroscience to the core problems of aetiology and treatment in psychiatry. The term neuroscience encapsulates those aspects of anatomy, physiology, pharmacology, genetics and psychology which contribute mutually to an improved understanding of how the brain functions in health and disease.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


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