Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; use of arm cycle to improve activity tolerance in prep for ADL performance; dynamic sit/stand balance in prep for improved performance of self-care ADLs (i.e., grooming at sink, toileting, EOB dressing); and stand tolerance to improve safety/independence with standing ADLs (i.e., toileting). Education provided for safety awareness during all functional mobility 2* impulsivity and impaired cognition. Education also provided for clothing management during toileting and compensatory strategies for LB dressing. Throughout all tx activities, pt required multiple repetition of directions and verbal/tactile cues for sequencing.
Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; use of arm cycle to improve activity tolerance in prep for ADL performance; dynamic sitting balance activities to facilitate anterior weight shifting in prep for functional transfers and self-care ADLs at EOB; static stand balance at // bars and using standing frame in prep for performance of self-care ADLs (i.e., grooming at sink, toileting); and stand tolerance in prep for standing ADLs while maintaining safety (i.e., toileting). Education provided for safety awareness during ADL performance and all standing tol activities, safe hand placement during sit <-> stand transition, maintaining appropriate BOS in standing, verbalizing intent to sit prior to initiating stand -> sit transition to decrease impulsivity, and importance of anterior weight shifting to facilitate functional transfers. Education also provided for use of AE during LB dressing. Throughout all tx activities, pt required multiple repetitions of directions and verbal/tactile cues for sequencing.
Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; use of arm cycle to improve activity tolerance in prep for ADL performance; dynamic sitting balance activities to facilitate anterior weight shifting in prep for functional transfers and self-care ADLs at EOB; static stand balance at // bars, using standing frame, and progressing to RW in prep for improved performance of self-care ADLs (i.e., grooming at sink, toileting); and stand tolerance in prep for standing ADLs while maintaining safety (i.e., toileting). Education provided for safety awareness during ADL performance and all standing tol activities, safe hand placement during sit <-> stand transition, maintaining appropriate BOS in standing, and importance of anterior weight shifting to facilitate functional transfers. Education also provided for use of AE during LB dressing. Throughout all tx activities, pt required multiple repetitions of directions and verbal/tactile cues for sequencing.
Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; use of arm cycle to improve activity tolerance in prep for ADL performance; dynamic sit/stand balance in prep for improved performance of self-care ADLs (i.e., grooming at sink, toileting, EOB dressing); and stand tolerance to improve safety/independence with standing ADLs (i.e., toileting). Initiated functional transfer training with education provided for proper hand placement during sit <-> stand transitions, proper body mechanics for safe walker management with emphasis on turns, and maintaining appropriate BOS to improve safety during all functional mobility within the home. Initiated LB dressing activity while seated in w/c. Visual demonstration provided for Figure-4 compensatory strategy, as pt displays decreased activity tolerance and will benefit from energy conservation techniques to promote functional (I).
Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; OT knee exercise program for B TKR to increase ROM in bilateral knees for improved performance of functional transfers/mobility; dynamic sit/stand balance in prep for improved performance of self-care ADLs (i.e., grooming at sink, toileting, EOB dressing); and stand tolerance to improve safety/independence with standing ADLs (i.e., toileting). Education provided for safety awareness during all functional mobility, as well as transfer training for tub/car, and compensatory strategies for LB dressing (use of foot stool to support B LE), good carryover displayed evidenced by safe task performance of all functional mobility and self care ADLs; therefore, at this time caregiver training is not indicated.
Direct, hands-on care with patient this reporting period focused on the following skilled interventions: bilateral UE MS exercises to ease functional transfers/mobility; use of arm cycle to improve activity tolerance in prep for ADL performance; dynamic sit/stand balance in prep for improved performance of self-care ADLs (i.e., grooming at sink, toileting, EOB dressing); and stand tolerance to improve safety/independence with standing ADLs (i.e., toileting). Education provided for: (1) safety awareness during all functional mobility 2* impulsivity, poor safety awareness, and impaired cognition; (2) clothing management during toileting; and (3) Figure-4 compensatory strategy to promote functional (I) through use of energy conservation techniques (with additional visual demonstration provided). Continued education is warranted to improve pt carryover and safety during all functional mobility and self-care ADLs.