Cognitive Functional Capacity Evaluation
This course offers a practical methodology and approach to functional evaluation, test selection, and clinical reasoning. Focusing on assessment of work-related executive function, it will assist the evaluator in formulating opinions, conclusions, and recommendations regarding feasibility for employment, overall work capacity, and return-to-work goals. Conceptual and theoretical models are used to guide the Cog FCE. While traditional FCE protocols typically address physical disability and its effect on function, physical durability, and employability, they do not naturally accommodate for the broad range of cognitive and / or behavioral challenges faced by individuals with traumatic brain injury or mental health conditions. Following completion of this course, you will be able to structure your assessment to account for the physical, functional cognitive, perceptual / sensory, communicative, psycho-emotional and behavioral issues faced by these diagnostic groups.
This course is designed for those evaluators who have completed the Matheson Functional Capacity Evaluation Program and developed sound understanding and practice using the primary principles of safety, reliability, validity, practicality and ultimately, utility. The primary objective of this course is to develop skills for planning, performing and documenting safe, reliable, valid and defensible FCE’s for individuals with TBI or ABI or functional cognitive deficits stemming from other diagnoses (i.e. mental health).
Clinical Review, Planning and Evaluation
As with all evaluations, appropriate and flexible assessment planning is critical. Building on knowledge of the functional effects of brain injury, participants will learn how to clinically review medical information, establish an appropriate mix of assessment tools, determine evaluation duration and environment, and synthesize results in order to make conclusions and provide recommendations. This includes the integration of clinical observations, standardized and non-standardized functional cognitive testing in a variety of contexts. Clinical approaches to the evaluation of work-related executive dysfunction is highlighted.
Effort, Reliability and Validity
For the experienced evaluator these topics are familiar and well established as part of
functional capacity evaluation. However, injury sequelae following head trauma can require additional considerations with regard to evaluation of effort, consistency of client performance and reliability of client self-report.
Cognitive FCE Manual Learning Objectives:
Section I – Foundations
1. Students will identify different types of FCE’s and how the Practice Hierarchy is used in the FCE process through classroom discussion and unit exercises.
2. Students will identify 3 different causes of brain injury and the associated symptoms and be able to list the levels of classification for severity during a small group exercise.
3. Students will identify on a diagram the critical components of the neuroanatomy structure and function which will be reviewed by the instructor in small group exercise.
4. Students will identify 5 consequences of Acquired Brain Injury during small group exercise with review by instructor.
Section II – Models of Practice and CFCE Process
1. Students will label the different steps in the Stage Model of Neurorehabilitation on a diagram as part of their FCE plan during the practical skills application phase of the course.
2. Students will identify and list the 4 component steps of the CFCE Process Model. Understanding of this model will be assessed during the planning phase of the group exercise with critique by the instructor.
3. Students will identify the appropriate method for administering the Cognitive Ability Profiler. The student will utilize the CAP with a case study in class and compare to a job description. Review and critique by instructor.
Section III – Clinical Reasoning and Reporting
1. Students will identify the functional cognitive demands of 6 tests utilized in an FCE and choose the correct tests for the diagnosis of the case study received during class. Review and critique by the instructor.
2. During practical application of COG FCE tools the student will design a work simulation for their case study and present the purpose and goals of the work simulation to the class using the Stage Model of Neurorehabilitation.
3. Given a case study the student will identify 3 key considerations, 3 clinical factors and list 8 tests appropriate for the diagnosis. The3 of the tests will be performed during the practicum, analyzed, interpreted and presented to the class during the practicum section of the class.
Who Should Attend
For experienced evaluators. Prior experience performing FCEs is a must. Prior completion of the Matheson FCE Program is recommended. You should have a sound understanding of and experience with using the practice hierarchy for FCE’s and be familiar with evaluation of effort, reliability pain and disability reports, and functional (physical) evaluation protocols.
The course is specifically designed for occupational therapy practitioners. Physical therapists, Kinesiologists and other rehabilitation professionals will find the information applicable to clinical practice if they have a clinical background in neurology and / or have experience working with individuals with acquired or traumatic brain injury or mental health diagnoses resulting in cognitive and / or behavioral deficits.
Click photo below to view video.
14 Hours (Lecture & Group Work)
The Matheson Difference; in order to enhance the learning experience, these learning tools will be used in the curriculum:
The resource will be available through the Matheson web site. Students may visit the site to review evaluation tests and techniques at their own pace.
Registration on the first day is from 8 – 8:30 a.m.
Subsequent day begins at 8 a.m. and ends at 5 p.m. with a one-hour lunch break at 12 noon and two 15 minute breaks around 10 a.m. and 3 p.m.
AOTA CEU’s awarded based upon completion of the course in its entirety
Matheson Education and Training Solutions LLC
166 South River Road Suite 240
Bedford, NH 03110
Phone: 1-800-443-7690 (Toll Free)
Tania Percy, BScOT, CWCE
Tania started consulting with Progressive Rehab in 1997. Her practice involves work capacity evaluations, cost of care assessments, and community-based rehabilitation. She also trains and mentors at Progressive Rehab for WorkSafeBC FCEs to ensure quality and consistency.
Tania is highly skilled in dealing with the difficulties that traumatic brain injury sequela can bring to families, particularly when a child or adolescent is involved (she previously worked in adolescent psychiatry and brain injury rehab). During a stint in Ontario, she coordinated legislated multidisciplinary assessments and provided training and mentoring to other team members.
Introduction to course and overview
8:45 – 10:00
COG FCE Methodology/ Relevant Literature
1:15 – 3:00
3:00 – 5:00
Task Analysis of FCE Tests/ Video Analysis/Work Simulation
Assessment Tests and Measures
9:45 – 10:00
Assessment Tests and Measures/COG FCE Sample Report
1:00 – 2:30
Large Group Case Study
2:45 – 4:30
Small Group Case Studies
Overview/Review of Objectives/Discussion