|Physical||Communication||Cognitive||Behavioural / Emotional|
Vision is our dominant sense and most of our perception, learning, cognition and activities are mediated through vision.
Vision is a complicated process and does not just involve what is ‘seen’ by the eye.
The process of vision can be broken down into;
Visual acuity refers to clarity of sight. Visual acuity can become blurred due to a variety of conditions. Visual field refers to the central and peripheral vision which together make up the ‘panorama’ of vision. Various neurological conditions can cause loss of visual field which may involve one or both sides of vision. A person may be blind to half their field of vision. Scanning techniques can be taught, or special prisms used to increase field of vision.
Visual motor abilities involve movement of the eyes. The eyes may no longer be aligned, or be unable to steadily gaze at an object, or to ‘track’ a moving object. It can also affect the ability to ‘scan’ documents or to focus. There may also be a loss of binocular vision and depth perception. Double vision or diplopia is a common result of head injury. Diplopia may be corrected using vision therapy or special lenses.
Visual perception may involve such things as loss of hand-eye co-ordination, the ability to associate what is seen with what is heard, the ability to remember information that is seen, the ability to recognise objects, and the ability to recognise where a person is in relation to objects around them. Lenses, prisms and visual rehabilitation activities are used in the remediation of these disorders.
Hearing loss can occur as a result of acquired or traumatic brain injury. There may be damage to the structure of the ear, to the nerves connecting the ear to the brain, or to the way hearing is processed within the brain. The hearing loss may be accompanied by tinnitus which can be described as a ringing, hissing or roaring sound. Hearing problems can be distressing and result in isolation.
Treatment may include medical management, hearing aids, or auditory processing therapy. It’s important to determine how much of the hearing loss is caused by other symptoms such as memory or attention difficulties, which may also accompany a TBI.
Loss of taste and/or smell has been reported to be as high as 25 percent after traumatic brain injury. The loss of taste is generally due to loss of smell. Loss of smell has many possible causes including injury to the nose, nasal passages, sinuses, olfactory nerve, and injury within the brain. Unfortunately, there is no good treatment cure for post-traumatic anosmia (loss of smell). Typically, if a person doesn’t regain their ability to smell six months after the injury, the loss will likely be permanent.
Precautions may need to be taken as the person suffering loss of smell may not smell smoke in a fire, or gas escaping if an oven is left switched on etc. Vibrating fire alarms can be used under mattresses in beds, and it may be worth considering switching from gas cooking to other methods of cooking.
"We are medical practitioners. The real experts are the parents. Over the last 35 years they have taught me everything I know"
"There are problems with getting people into neuro-rehab centres. Those most in need are often those most excluded due to a lack of socio-economic resources."
"Restoration of anatomical functions and relationships must be done within 2 months of brain injury"
"Too often children and young people with ABI are discharged from hospital without specialist brain support that they and their families need to overcome lifelong challenges"
"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
"Participation in teen sports and normal activities leads to improved quality of life for children and young people post brain injury and helps to maximise outcomes"
"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"
"NHS clinicians struggle with what intervention to priorities in pediatric neuro-rehabilitation due to limited clinical time and the complexity of needs. Children, clinicians, parents and schools all have different neuro-rehabilitation priorities"
"When different organisations assess different aspects of a child's neuro-rehabilitation needs, everyone looks at things from a different perspective and highlight needs and conflicting priorities"
"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"