Learning Record

BrICC CASE PORTFOLIO

CLIENT (Dx, age, INTERVENTION VARIABLES OUTCOME MEASUREMENT primary concern) Cognitive Functional Domain Approach How to measure How to measure Domain progress in the generalization or session impact on daily life Check all that apply; fill Note: in the blanks with Standardized tests Specify what the specific approach may be used client or caregiver where indicated pre/post if is tracking or intervention was rating where impairment-based. indicated by blank lines ☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Direct ☐ Self- involvement prompting for writing ______Observation: Awareness ☐ Social cognition ______☐Texting/emailing ☐ External aid ☐Number of ☐ Recalling details of correct ☐ Social conversations training:/Assistive information units ☐ Technology for ☐ Communication Other______Cognition recalled ______

☐Self-rating scale: Psychosocial/Personal Care ☐ Functional skills ______☐ ☐Managing post- instruction: Other: concussive symptoms ______☐ Behavioral health ☐ Spaced Retrieval ☐ Increasing Training ☐Other: social/community functioning ☐ Self care ☐ GMT ______☐ Other______☐ Social Community/Home: communication ☐Transportation intervention: ☐ Recreation ☐Bill paying: ______☐ Cooking ☐ Money ☐ Videofeedback management ☐ Household chores ______☐ Shopping/Errands ☐ Parenting ☐ Scheduling ☐ Psycho-educational ☐ support/counseling Other______Vocational: ☐ Environmental ☐Job task completion modification: ☐ Speed/Accuracy of performance ☐ Other ☐Other: Other Functional ______Domain:

______

☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Self- involvement prompting for writing ☐ Direct ☐ ______Awareness Social cognition Observation: ☐Texting/emailing ☐ External aid ______☐ Recalling details of training:/Assistive ☐Number of ☐ Social conversations Technology for correct ☐ information units ☐ Communication Other______Cognition recalled ______Psychosocial/Personal ☐ Functional skills ☐Self-rating scale: Care instruction: ☐ Managing post- ☐ concussive symptoms ______Other: ☐ Behavioral health ☐ Spaced Retrieval ______☐ Increasing Training social/community ☐Other: functioning ☐ GMT ☐ Self care ☐ ______Other______☐ Social communication Community/Home: intervention: ☐Transportation ☐ Recreation ______☐Bill paying: ☐ Cooking ☐ Videofeedback ☐ Money management ☐ Household chores ______☐ Shopping/Errands ☐ Parenting ☐ Scheduling ☐ Psycho-educational ☐ support/counseling Other______

Vocational: ☐ Environmental ☐Job task completion modification: ☐ Speed/Accuracy of performance ☐ Other ☐Other: Other Functional ______Domain: ______

☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Self- involvement prompting for writing ☐ Direct ☐ ______Awareness Social cognition Observation: ☐Texting/emailing ☐ External aid ______☐ Recalling details of training:/Assistive ☐Number of ☐ Social conversations Technology for correct ☐ information units ☐ Communication Other______Cognition recalled ______

Psychosocial/Personal ☐Self-rating scale: Care ☐ Functional skills instruction: ☐Managing post- ______☐ concussive symptoms Other: ______☐ Behavioral health ☐ Spaced Retrieval ☐ Increasing Training social/community ☐Other: functioning ☐ Self care ☐ GMT ☐ ______Other______☐ Social Community/Home: communication ☐Transportation intervention: ☐ Recreation ☐Bill paying: ______☐ Cooking ☐ Money ☐ Videofeedback management ☐ Household chores ______☐ Shopping/Errands ☐ Parenting ☐ Scheduling ☐ Psycho-educational ☐ support/counseling Other______

Vocational: ☐ Environmental ☐Job task completion modification: ☐ Speed/Accuracy of performance ☐ Other ☐Other: Other Functional ______Domain:

______

☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: Function Other______☐Time to ______Communication: ☐ Other academic complete task ☐ ☐ Problem ☐ Participating in strategy instruction Self-rating scale: Solving conversations ☐ Increasing social ☐ Computer-based ☐Accuracy at involvement ☐ Self- prompting for writing ☐ Direct ☐ Social cognition Awareness ______Observation: ☐Texting/emailing ☐ ______☐ External aid Recalling details of ☐Number of ☐ Social conversations training:/Assistive correct ☐ Technology for Communication Other______Cognition information units ☐ recalled ______

Psychosocial/Personal ☐Self-rating scale: Care ☐ Functional skills ☐Managing post- instruction: concussive symptoms ______☐Other: ☐ Behavioral health ☐ Spaced Retrieval ______☐ Increasing Training social/community ☐Other: functioning ☐ Self care ☐ GMT ☐ ______Other______☐ Social Community/Home: communication ☐Transportation intervention: ☐ Recreation ☐Bill paying: ______☐ Cooking ☐ Money ☐ Videofeedback management ☐ Household chores ______☐ Shopping/Errands ☐ Parenting ☐ Scheduling ☐ Psycho-educational ☐ support/counseling Other______

______

☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Self- involvement prompting for writing ☐ Direct ☐ ______Awareness Social cognition Observation: ☐Texting/emailing ______☐ Recalling details of ☐ External aid ☐Number of ☐ Social conversations training:/Assistive correct ☐ Technology for information units ☐ Other______Communication Cognition recalled ______

Psychosocial/Personal ☐Self-rating scale: Care ☐ Functional skills ☐Managing post- instruction: ______☐Other: concussive symptoms ______☐ Behavioral health ☐ Increasing ☐ Spaced Retrieval social/community Training ☐Other: functioning ☐ Self care ☐ GMT ☐ ______Other______☐ Social Community/Home: communication ☐Transportation intervention: ☐ Recreation ☐Bill paying: ______☐ Cooking ☐ Money management ☐ Videofeedback ☐ Household chores ☐ Shopping/Errands ______☐ Parenting ☐ Scheduling ☐ ☐ Psycho-educational Other______support/counseling

Vocational: ☐Job task completion ☐ Environmental ☐ Speed/Accuracy of modification: performance ☐ Other

Other Functional ☐Other: Domain: ______

______

☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Self- involvement prompting for writing ☐ Direct ☐ ______Awareness Social cognition Observation: ☐Texting/emailing ☐ External aid ______☐ Recalling details of training:/Assistive ☐Number of ☐ Social conversations Technology for correct ☐ information units ☐ Communication Other______Cognition recalled ______

Psychosocial/Personal ☐Self-rating scale: Care ☐ Functional skills instruction: ☐Managing post- ______☐ concussive symptoms Other: ______☐ Behavioral health ☐ Spaced Retrieval ☐ Increasing Training ☐Other: social/community functioning ☐ Self care ☐ GMT ______☐ Other______☐ Social communication Community/Home: intervention: ☐Transportation ☐ Recreation ______☐Bill paying: ☐ Cooking ☐ Money ☐ Videofeedback management ☐ Household chores ______☐ Shopping/Errands ☐ Parenting ☐ Scheduling ☐ Psycho-educational ☐ support/counseling Other______

______☐ Attention Academic: ☐ DAT w/strategies ☐ Steps ☐Tracking sheet ☐ Reading performed filled out by client: ☐ Writing ☐ Orientation ☐ Metacognitive accurately during ______☐ Note-taking strategy instruction: probe using ☐ Attending to lecture ☐ Memory ______systematic ☐Tracking sheet ☐ Homework instruction completion filled out by ☐ Executive ☐ ☐ SRSD for writing caregiver: ☐Time to ______Function Other______☐ Other academic complete task Communication: strategy instruction ☐Self-rating scale: ☐ Problem ☐ Participating in Solving conversations ☐Accuracy at ☐ Increasing social ☐ Computer-based ☐ Self- involvement prompting for writing ☐ Direct ☐ ______Awareness Social cognition Observation: ☐Texting/emailing ☐ External aid ______☐ Recalling details of training:/Assistive ☐Number of ☐ Social conversations Technology for correct ☐ information units ☐ Communication Other______Cognition recalled ______

Psychosocial/Personal ☐Self-rating scale: Care ☐ Functional skills instruction: ☐Managing post- ______☐ concussive symptoms Other: ______☐ Behavioral health ☐ Spaced Retrieval ☐ Increasing Training social/community ☐Other: functioning ☐ Self care ☐ GMT ☐ ______Other______☐ Social communication Community/Home: intervention: ☐Transportation ☐ Recreation ______☐Bill paying: ☐ Cooking ☐ Videofeedback ☐ Money management ______☐ Household chores ☐ Shopping/Errands ☐ Parenting ☐ ☐ Scheduling Psycho-educational ☐ support/counseling Other______

☐ Environmental Vocational: modification: ☐Job task completion ☐ Speed/Accuracy of performance ☐ Other ☐Other: ______Other Functional Domain:

______LEARNING RECORD

Date INTERESTING CLINICAL QUESTIONS/TECHNIQUES/THINGS I WANT TO REMEMBER

INSTRUCTIONS

Completing the Case Portfolio: The goal of keeping a case portfolio is to help focus your attention and crystalize your learning for cases other than the ones you are assigned. During rounds, peers will present their cases. You will listen carefully and check the appropriate boxes for each case, filling in more specific information where indicated by blank lines. The left column will contain the client codes and information about each of the clients who were discussed during rounds throughout the term. Clarify your understanding by asking questions during your peers’ presentations. If you have trouble succinctly documenting information from the presentation, this is an indication you want to give your peer a chance to clarify.

Note: This portfolio documentation may be useful later when you have a client who is similar or when you are interviewing for jobs or externships and want to showcase your knowledge and exposure to a variety of cases.

Evaluation: Students will email their portfolio to all of their BrICC supervisors at the end of term before the final IPPE meeting. Supervisors will document completion in the IPPE using the language: “(name) completed rounds portfolio per expectations, demonstrating knowledge of cases, treatment approaches, goals and measurement presented and discussed at rounds.” All students will need to have completed the portfolio in order to pass clinic.