Full Transcript
https://www.youtube.com/watch?v=RY_RYG4t2OE
[00:06] Good evening everyone.
[00:08] Thanks for joining us.
[00:11] My name is Reena Lachlin and I'm the vice president of programs and advocacy at the Epilepsy Foundation Eastern Pennsylvania.
[00:17] We have a great presentation for you tonight, Empowering Lives, the Benefits of Occupational Therapy for People Living with Epilepsy.
[00:25] It is my pleasure to introduce to you Dr. Lauren Kennedy.
[00:30] Lauren graduated from Thomas Jefferson University with a doctorate of occupational therapy in May of 2023.
[00:38] She has experience working with individuals throughout the lifespan with varying physical and neurological conditions.
[00:45] Lauren is currently a staff occupational therapist with Fox Rehabilitation in Delaware where she works with individuals in their homes creating customized treatment plans to achieve their specific goals.
[00:55] She also works with Excel ABLE where she performs functional capacity evaluations to assess physical and cognitive abilities required to perform work-related tasks.
[01:07] required to perform work-related tasks which guides safe return to work.
[01:09] which guides safe return to work decisions.
[01:11] Lauren is driven to empower individuals to take control of their decisions.
[01:13] individuals to take control of their health and well-being so they can participate fully in what matters most.
[01:15] health and well-being so they can participate fully in what matters most to them.
[01:17] participate fully in what matters most to them.
[01:19] Before Lauren begins her presentation, I just want to remind everyone to place your questions in the chat as I will present them to her after her presentation during the question and answer portion.
[01:21] presentation, I just want to remind everyone to place your questions in the chat as I will present them to her after her presentation during the question and answer portion.
[01:23] everyone to place your questions in the chat as I will present them to her after her presentation during the question and answer portion.
[01:26] chat as I will present them to her after her presentation during the question and answer portion.
[01:28] her presentation during the question and answer portion.
[01:30] answer portion.
[01:32] So, welcome Lauren.
[01:32] The floor is yours.
[01:34] Thank you so much.
[01:34] Hi everyone.
[01:34] Thank you for joining me tonight.
[01:36] I really appreciate it.
[01:38] I'm going to go ahead and share my screen.
[01:42] All right.
[01:42] Can everyone see this?
[01:45] Okay, looks good.
[01:46] All right. Thank you.
[01:48] All right.
[01:48] So again, thank you for joining me.
[01:51] My name is Lauren Kennedy.
[01:53] I'm an occupational therapist and I have experience working with individuals with varying cognitive and physical conditions.
[01:55] I have experience working with individuals with varying cognitive and physical conditions.
[01:57] experience working with individuals with varying cognitive and physical conditions.
[01:59] varying cognitive and physical conditions.
[02:01] conditions.
[02:03] So tonight, my presentation focuses on the role and interventions of occupational therapy and epilepsy.
[02:05] the role and interventions of occupational therapy and epilepsy
[02:07] occupational therapy and epilepsy management.
[02:08] management.
[02:10] Occupational therapy really plays a crucial role in empowering individuals with epilepsy to live safely, independently, and meaningfully despite the challenges of seizures, medication side effects, and social stigma.
[02:23] My goal today really is to give you a comprehensive understanding of how occupational therapy practitioners contribute to the safety, independence, and participation for people whose lives are affected by epilepsy.
[02:40] Okay, so let's begin with epilepsy.
[02:44] I'm sure as many of you are aware, epilepsy is a neurological disorder which is characterized by recurrent seizures caused by abnormal electrical activity in the brain.
[02:55] Now, it's important to note that with epilepsy, seizures are not provoked, meaning that there's no acute illness or trauma or substance that the body is responding to that causes the seizures.
[03:05] There can be tri
[03:07] causes the seizures.
[03:09] There can be triggers of course for epileptic seizures such as sleep habits or mismedations.
[03:14] However, in order to really be diagnosed with epilepsy, there must be those recurring unprovoked seizures.
[03:21] These seizures can vary widely.
[03:23] They can be brief lapses in awareness to full convulsions.
[03:27] Some people have warning auras that allow them to prepare while other seizures are unpredictable.
[03:35] Beyond the seizure itself, many individuals experience what we call pastal symptoms.
[03:42] And this is confusion, fatigue, cognitive fog, headaches, emotional changes, or memory lapses.
[03:52] These symptoms can last minutes, hours, or even days.
[03:54] Now, beyond the medical aspects, epilepsy can significantly impact a person's physical, cognitive, emotional, and social functioning.
[04:04] This is where occupational therapy really comes into play.
[04:06] So people may
[04:09] So people may face fatigue, memory difficulties, face fatigue, memory difficulties, concentration problems and again that concentration problems and again that social stigma which really affects every social stigma which really affects every aspect of daily life.
[04:19] aspect of daily life.
[04:22] Now occupational therapy, we don't treat the seizures themselves but rather we address how epilepsy affect affects daily life aiming to enhance that daily life aiming to enhance that function and participation.
[04:36] All right.
[04:37] So, now let's take a look at occupational therapy.
[04:40] Occupational therapy takes a holistic client- centered approach.
[04:42] We're looking beyond the diagnosis and examining how the individual's seizures as well as their lifestyle, environment, and goals influence their daily activities.
[04:56] Our goal is to help individuals perform daily activities or what we call occupations that bring meaning and structure to their lives.
[05:05] We focus not just on what medically is happening but on how epilepsy affects
[05:10] happening but on how epilepsy affects the daily occupations that a person.
[05:13] the daily occupations that a person wants, needs, or is expected to do.
[05:17] wants, needs, or is expected to do.
[05:20] Now, for a person with epilepsy, that might mean managing personal care safely.
[05:23] might mean managing personal care safely or maintaining employment, maybe.
[05:25] or maintaining employment, maybe participating in school or engaging in.
[05:28] participating in school or engaging in community and leisure activities.
[05:31] community and leisure activities.
[05:34] OT is uniquely positioned because we're trained to analyze both the physical and.
[05:37] trained to analyze both the physical and cognitive demands of tasks.
[05:39] cognitive demands of tasks.
[05:41] We're looking at the environment in which the task occurs and also the habits or the.
[05:44] task occurs and also the habits or the routines that support success.
[05:47] routines that support success.
[05:49] We're not primarily treating the seizures, but instead we're addressing.
[05:51] seizures, but instead we're addressing the functional impact of epilepsy.
[05:55] the functional impact of epilepsy.
[05:57] So, how does medication timing affect morning routines?
[06:01] morning routines? How does fatigue alter ability to perform self-care?
[06:03] ability to perform self-care? Are there any safety risks while cooking or.
[06:05] any safety risks while cooking or bathing?
[06:08] bathing? Is the home environment increasing or reducing risk? and even
[06:11] increasing or reducing risk?
[06:14] and even how do emotional factors like fear or stigma affect participation in daily life?
[06:18] So [clears throat] in the occupational therapy process itself, we start with a comprehensive assessment.
[06:24] So we're looking at those physical, cognitive, emotional, and environmental factors that influence function.
[06:33] After that, we determine the challenges to daily functioning.
[06:37] We collaborate with the client to create goals that are important and meaningful to them.
[06:42] And then we design those individualized interventions which are tailored to the person's goals, abilities, and seizure patterns.
[06:51] Our interventions are not one-sizefits-all.
[06:55] We have to consider the full picture.
[06:59] So the person, the environment, and all of those occupations that they're trying to engage in.
[07:06] Okay. So one major area of OT intervention is activities of daily
[07:11] Intervention is activities of daily living or ADLs.
[07:14] Living or ADLs.
[07:16] Epilepsy can make everyday tasks pretty risky, especially if seizures might occur during bathing, cooking, or driving.
[07:22] As OT's, we can help clients modify routines and environments to ensure safety and independence.
[07:29] So, some examples of this would include teaching safe bathing strategies such as using a shower chair or bathing when someone else is home.
[07:38] We might recommend non-slip flooring and padded edges in the home.
[07:42] We assess whether assistive devices like grab bars, shower chairs, or kitchen adaptive equipment will help to increase safety without compromising independence.
[07:54] We might create or modify current routines, which is a very critical part of what we do.
[08:01] Establishing those structured daily routines is often the key in long-term independence with epilepsy management.
[08:08] And so this might involve consistent sleep schedules, hydration habits, meal
[08:14] sleep schedules, hydration habits, meal times, stress reduction routines, and times, stress reduction routines, and especially medication management.
[08:20] especially medication management.
[08:23] Even one misdose can trigger seizures.
[08:25] So building those habits around medication timing is pretty crucial.
[08:28] We also teach energy conservation and time management.
[08:33] Since fatigue is really a major trigger for seizures, we teach clients how to pace themselves, incorporate rest breaks, and plan activities around times when their energy is the highest.
[08:46] This can prevent accidents and support greater independence.
[08:50] So, some simple strategies like pacing activities and prioritizing tasks can make a big difference.
[08:58] Now, often times what I see is that people tend to like to just kind of push through a task um just to get it done regardless of how mentally or physically fatigued they are.
[09:07] I'm sure we've all done this from time to time or to some extent and have probably seen that this might actually be counterproductive.
[09:15] might actually be counterproductive.
[09:17] oftentimes after we've finally completed the task, it's not quite up to our standard or we're left feeling so tired that we can't do anything else afterward or at least not efficiently or effectively.
[09:30] So, strategies like pacing or breaking the task or activity up over the course of the day or even several days is a more effective strategy in helping to manage our time, fatigue, and productivity levels.
[09:43] So, for example, in sticking with our activities of daily living, maybe it's time to clean the house, right?
[09:50] Instead of designating one whole day to doing all of the cleaning, maybe we try to break it up throughout the week and create a schedule for what areas to clean on which day.
[10:01] So, this look may look like, you know, maybe Monday we do the bathrooms, Tuesday the kitchen, and so on.
[10:09] This way, we're not overexerting ourselves and still have time and energy to do other tasks throughout the day.
[10:20] So, cognitive changes are common in epilepsy.
[10:25] There might be issues with memory, attention, processing speed, and executive functions that may occur due to the seizures themselves, by medications, or by brain changes associated with chronic epilepsy.
[10:39] OT interventions focus on restoring or compensating for those cognitive challenges.
[10:46] So, we might introduce memory aids such as planners, phone alarms, or visual checklists.
[10:53] For children, this might look like a visual schedule or Q cards to help them transition or stay on track throughout their day.
[11:01] We might focus on improving sequencing skills.
[11:06] So, for example, breaking down those multi-step tasks like cooking or managing medications into a simple structured checklist or simple steps that can be broken up again throughout the day.
[11:18] We might teach task sequencing, which
[11:21] We might teach task sequencing, which refers to prioritizing tasks that take more energy and completing them at a time when you're cognitively more productive.
[11:31] So for example, if you're someone who tends to have the most energy in the morning, we would schedule the most cognitively taxing tasks in the morning.
[11:39] We might also use some cognitive exercises in our interventions to enhance problem solving and attention.
[11:45] So this could look like crossword puzzles, sedukco, card games, word games, really whatever is motivating to the individual.
[11:54] We might also modify the environment to remove any irrelevant stimuli and create structured workstations to improve attention and concentration.
[12:04] Or we might use timers for tasks to sustain the attention.
[12:09] And of course, above all, we really encourage mindfulness and rest breaks to reduce cognitive overload.
[12:16] Now, this tends to be one of the most important aspects that I've seen in epilepsy management.
[12:21] Management. So, scheduling in structured rest breaks throughout the day, especially after those more cognitively or physically taxing tasks, is crucial in being able to make it throughout the day without feeling completely burnt out by the end of the day.
[12:36] Again, even rest breaks have to be tailored to the individual.
[12:41] Some people have a really difficult time taking rest breaks because of the feeling of being unproductive.
[12:47] So in this case, we might consider incorporating some active rest breaks that might be focused more on journaling or stretching, deep breathing, light walking.
[12:58] Regardless of how the rest break looks, allowing the mind and body a time to reset is really vital in decreasing the over stimulation and cognitive overload.
[13:15] Now safety is a really central concern for anyone living with epilepsy.
[13:17] The environment can either support safe
[13:23] environment can either support safe independent functioning or it can independent functioning or it can increase risk.
[13:28] As OT's we conduct environmental assessments.
[13:30] This can be in the home, school or even workplace in some cases.
[13:35] Environmental assessments help us to identify hazards that might increase risk during a seizure.
[13:39] So, for example, a sharp corner, slippery floors, high heat sources or clutter.
[13:46] Really, anything that could cause more significant injury during a seizure.
[13:52] We recommend simple yet pretty powerful changes such as using induction cooktops instead of gas stoves to prevent burns, or maybe installing grab bars and non-slip mats and bathrooms, or using low beds or floor beds to prevent injury during nocturnal seizures.
[14:10] We might recommend the use of furniture with rounded edges and soft flooring to minimize any potential in injury during seizures.
[14:19] And depending on the individual and their situation, we might recommend
[14:24] their situation, we might recommend seizure alert devices, seizure mats,
[14:27] seizure alert devices, seizure mats, smart watches with seizure detection, or
[14:30] smart watches with seizure detection, or medical ID systems for community safety.
[14:34] medical ID systems for community safety. By creating safer environments as OT's
[14:37] we're helping to reduce the fear and
[14:39] enable clients to engage more fully in
[14:42] daily activities with more confidence.
[14:45] The goal here is not to restrict
[14:46] participation but to allow individuals
[14:49] to engage in meaningful activities with
[14:52] the appropriate safeguards.
[15:01] And so epilepsy can affect job
[15:03] performance or school participation. Of
[15:06] course, not due to ability, but maybe
[15:08] due to fatigue, cognitive symptoms, or
[15:11] safety restrictions.
[15:13] For students, frequent absences or
[15:16] concentration issues can impact
[15:17] learning.
[15:19] And for adults, seizures or stigma can
[15:22] make it hard to find or keep employment.
[15:25] make it hard to find or keep employment.
[15:28] OT's play a vital role in educational and vocational rehabilitation.
[15:31] and vocational rehabilitation.
[15:33] So we can conduct functional and job analyses to identify challenges.
[15:36] analyses to identify challenges.
[15:38] We would analyze the physical, cognitive, and environmental demands of an individual's job.
[15:40] and environmental demands of an individual's job.
[15:43] Um identify tasks that may pose safety risks or that require adaptation.
[15:46] may pose safety risks or that require adaptation.
[15:48] adaptation.
[15:49] We can recommend reasonable accommodations like flexible schedules, rest breaks, task modifications, memory supports, quiet workspaces, or seizure safe work areas.
[15:52] accommodations like flexible schedules, rest breaks, task modifications, memory supports, quiet workspaces, or seizure safe work areas.
[15:56] rest breaks, task modifications, memory supports, quiet workspaces, or seizure safe work areas.
[15:59] memory supports, quiet workspaces, or seizure safe work areas.
[16:02] seizure safe work areas.
[16:04] And for children in an educational setting, OT's can help implement the IEP or 504 plan accommodations.
[16:07] setting, OT's can help implement the IEP or 504 plan accommodations.
[16:10] or 504 plan accommodations.
[16:13] We might adjust sensory environments and support students in managing their school routines.
[16:14] students in managing their school routines.
[16:16] routines.
[16:18] And of course, we always like to incorporate education.
[16:20] So, we would educate teachers, co-workers, supervisors, you know, anybody who can
[16:22] educate teachers, co-workers, supervisors, you know, anybody who can
[16:25] supervisors, you know, anybody who can help you during a seizure.
[16:28] We would help you during a seizure.
[16:30] We would educate them about epilepsy and seizure response.
[16:33] Really, we're trying to help clients build self- advocacy skills to communicate their needs confidently.
[16:39] This really empowers clients to stay active, productive, and valued in their roles.
[16:50] Now living with epilepsy can be emotionally taxing.
[16:52] People might experience anxiety about having seizures in public.
[16:58] Maybe they are experiencing depression due to some unpredictability.
[17:03] They might experience low confidence and social isolations or fear of judgment or stigma and also the loss of confidence or identity.
[17:15] OT's like to integrate psychosocial support into therapy to address these challenges.
[17:21] We would teach stress management and relaxation techniques like deep breathing, mindfulness, progressive
[17:28] breathing, mindfulness, progressive muscle relaxation, journaling routines, muscle relaxation, journaling routines, or sensory calming strategies.
[17:34] or sensory calming strategies.
[17:36] We may even run social skills groups to rebuild confidence in social settings.
[17:39] rebuild confidence in social settings.
[17:41] And we always encourage peer support or community groups such as the Epilepsy Foundation.
[17:44] community groups such as the Epilepsy Foundation.
[17:45] So, you know, individuals realize they're not alone.
[17:48] Really, people living with epilepsy can best learn from each other because you guys, they're the ones living with epilepsy.
[17:50] learn from each other because you guys,
[17:52] they're the ones living with epilepsy.
[17:55] And so, you know, always encouraging that peer support and learning from each other.
[17:57] And so, you know, always encouraging that peer support and learning from each other.
[17:59] other.
[18:01] And so, meaningful activity itself can also be therapeutic.
[18:03] And so, meaningful activity itself can also be therapeutic.
[18:06] So when individuals return to those valued hobbies or community roles, we often see improvements in confidence and self-esteem, emotional well-being directly impacts seizure control and overall quality of life.
[18:08] return to those valued hobbies or community roles, we often see improvements in confidence and
[18:11] community roles, we often see improvements in confidence and
[18:12] improvements in confidence and self-esteem,
[18:14] self-esteem, emotional well-being directly impacts
[18:16] emotional well-being directly impacts seizure control and overall quality of
[18:18] seizure control and overall quality of life.
[18:21] So this is a very vital component of our OT intervention.
[18:29] Now a central part of occupational therapy practice is education and empowerment.
[18:37] We often teach clients and caregivers how to manage epilepsy proactively.
[18:42] And this would include understanding seizure triggers and learning how to avoid them.
[18:48] We help individuals recognize their unique seizure triggers, whether it's sleep deprivation, stress, photosensitivity, or missed medications.
[18:58] And we try to create lifestyle routines that reduce these risks.
[19:02] This might also include creating a personal seizure action plan that outlines types of seizures, triggers, what to do during an event, when to call emergency services, and then of course recovery strategies.
[19:17] We also educate families and school staff on seizure first aid and of course teaching the sleep hygiene, stress control, and medication management routines.
[19:27] The ultimate goal here is empowerment,
[19:29] The ultimate goal here is empowerment, right?
[19:31] We want to help clients feel more in control of their condition instead of controlled by it.
[19:36] And therefore, we're building that long-term independence.
[19:39] You know, of course, we love working with our clients, you know, but at the end of the day, we want our clients to be able to manage their own condition independently.
[19:47] We don't want our clients to have to rely on us or the medical system long term to manage their condition.
[19:55] We want them to feel empowered and know that they have the skill set and the knowledge to manage their condition and symptoms so that they can live life more freely and independently.
[20:11] Now something that oftenimes gets overlooked in healthcare is participation in leisure and community activities.
[20:19] Oftenimes we think about all the things that we need to get done in a day.
[20:22] You know, bathing, eating, cleaning, working.
[20:25] Yes, all of these things are necessary, but they may not be the most
[20:29] necessary, but they may not be the most enjoyable.
[20:31] enjoyable. Leisure activities and community
[20:33] Leisure activities and community participation are often what gives
[20:35] participation are often what gives people a greater sense of purpose and
[20:37] people a greater sense of purpose and belonging.
[20:39] belonging. Rather than just trying to survive the
[20:40] Rather than just trying to survive the day, leisure activities allow people to
[20:43] day, leisure activities allow people to thrive. Engaging in leisure activities
[20:45] thrive. Engaging in leisure activities is vital for mental health, identity,
[20:48] is vital for mental health, identity, social connection, and quality of life.
[20:51] social connection, and quality of life. Unfortunately, many people with epilepsy
[20:54] Unfortunately, many people with epilepsy tend to withdraw from social or
[20:55] tend to withdraw from social or recreational activities, maybe due to
[20:58] recreational activities, maybe due to the fear of having a seizure in public
[21:00] the fear of having a seizure in public or due to other symptoms like brain fog
[21:02] or due to other symptoms like brain fog or extreme fatigue.
[21:05] or extreme fatigue. As OT's, we try to help clients reclaim
[21:08] As OT's, we try to help clients reclaim that meaningful participation in life.
[21:10] that meaningful participation in life. So, for example, we might adapt leisure
[21:13] So, for example, we might adapt leisure activities for safety. This might look
[21:15] activities for safety. This might look like swimming with lifeguards pre
[21:17] like swimming with lifeguards pre present. Maybe planning safe hiking
[21:19] present. Maybe planning safe hiking routes with a hiking partner. Could be
[21:22] routes with a hiking partner. Could be modifying crafts or tools for safety.
[21:25] modifying crafts or tools for safety. Maybe it's building social networks
[21:27] Maybe it's building social networks through clubs or interest groups.
[21:30] through clubs or interest groups. We could modify exercise routines to
[21:32] We could modify exercise routines to prevent overexertion or explore creative
[21:35] prevent overexertion or explore creative outlets like art, gardening or music for
[21:38] outlets like art, gardening or music for stress relief. Again, this participation
[21:42] stress relief. Again, this participation in enjoyable activities is essential for
[21:44] in enjoyable activities is essential for mental health, confidence, and identity.
[21:48] mental health, confidence, and identity. Returning to leisure restores that sense
[21:51] Returning to leisure restores that sense of normaly and purpose. Supporting
[21:53] of normaly and purpose. Supporting community participation enhances
[21:56] community participation enhances identity, reduces isolation, and fosters
[21:59] identity, reduces isolation, and fosters a meaningful and balanced lifestyle.
[22:08] Now, in order to support the best
[22:10] Now, in order to support the best outcomes, oh, sorry about that, we must
[22:13] outcomes, oh, sorry about that, we must collaborate across disciplines.
[22:15] collaborate across disciplines. OT's work closely with neurologists,
[22:18] OT's work closely with neurologists, physicians, physical and speech
[22:20] physicians, physical and speech therapists, social workers,
[22:22] therapists, social workers, psychologists, nurses, teachers, and
[22:25] psychologists, nurses, teachers, and school staff, and employers among
[22:27] school staff, and employers among others.
[22:29] others. Now, in practice, this would look like
[22:31] Now, in practice, this would look like sharing insights from functional
[22:33] sharing insights from functional assessments, coordinating interventions,
[22:35] assessments, coordinating interventions, and advocating for client needs to
[22:38] and advocating for client needs to support participation across all
[22:40] support participation across all settings.
[22:42] settings. As OT's are insights into daily
[22:44] As OT's are insights into daily function, you know, how epilepsy affects
[22:47] function, you know, how epilepsy affects dressing, studying, cooking, working,
[22:50] dressing, studying, cooking, working, and socializing. All of that complements
[22:52] and socializing. All of that complements the medical team's understanding of
[22:54] the medical team's understanding of seizure management.
[22:56] seizure management. By sharing progress updates, safety
[22:59] By sharing progress updates, safety concerns, and functional outcomes, we
[23:02] concerns, and functional outcomes, we contribute to that holistic coordinated
[23:04] contribute to that holistic coordinated care plan. Now, unfortunately, there's
[23:07] care plan. Now, unfortunately, there's currently a lack of OT presence in the
[23:09] currently a lack of OT presence in the care for people with epilepsy.
[23:11] care for people with epilepsy. But as I've demonstrated throughout this
[23:13] But as I've demonstrated throughout this presentation, OT's bring a unique
[23:15] presentation, OT's bring a unique perspective that can address multiple
[23:17] perspective that can address multiple aspects of a person's life.
[23:20] aspects of a person's life. healthcare providers and really people
[23:22] healthcare providers and really people in general, we can't exist in silos. So,
[23:24] in general, we can't exist in silos. So, an interdisciplinary
[23:26] an interdisciplinary person- centered approach must be used
[23:29] person- centered approach must be used to ensure that every aspect of the
[23:31] to ensure that every aspect of the client's life, not just the medical, is
[23:33] client's life, not just the medical, is supported.
[23:45] Okay. So, let's go ahead and look at a
[23:47] Okay. So, let's go ahead and look at a brief example here.
[23:50] brief example here. So Jane is a 35-year-old woman with
[23:53] So Jane is a 35-year-old woman with focal epilepsy.
[23:55] focal epilepsy. She experiences memory lapses and
[23:57] She experiences memory lapses and difficulty with concentration.
[24:00] difficulty with concentration. As her OT, we began with conducting that
[24:02] As her OT, we began with conducting that assessment and we identified challenges
[24:04] assessment and we identified challenges with multitasking and fatigue.
[24:08] with multitasking and fatigue. During our interventions, we introduced
[24:10] During our interventions, we introduced memory aids of morning and nightly
[24:12] memory aids of morning and nightly checklists to establish routines and
[24:15] checklists to establish routines and structure for the day. We worked on
[24:18] structure for the day. We worked on pacing strategies where we practiced
[24:20] pacing strategies where we practiced breaking tasks down into simple doable
[24:22] breaking tasks down into simple doable steps throughout the day. We also
[24:25] steps throughout the day. We also introduced digital phone reminders for
[24:27] introduced digital phone reminders for task sequencing and to take those
[24:30] task sequencing and to take those scheduled rest breaks.
[24:32] scheduled rest breaks. For example, after analyzing Jane's
[24:34] For example, after analyzing Jane's daily routines, we found that Jane
[24:36] daily routines, we found that Jane tended to be the most productive about
[24:38] tended to be the most productive about midm morning. And so therefore, we
[24:40] midm morning. And so therefore, we scheduled Jane's most cognitively taxing
[24:43] scheduled Jane's most cognitively taxing tasks to be completed midm morning,
[24:45] tasks to be completed midm morning, followed by a scheduled rest break.
[24:49] followed by a scheduled rest break. This way, we were prioritizing her
[24:50] This way, we were prioritizing her energy levels and really allowing her to
[24:53] energy levels and really allowing her to take advantage of her brain's natural
[24:55] take advantage of her brain's natural rhythm rather than forcing her to power
[24:57] rhythm rather than forcing her to power through a task.
[25:00] through a task. We also provided stress management
[25:02] We also provided stress management training to establish healthy ways to
[25:04] training to establish healthy ways to decrease stress such as using
[25:06] decrease stress such as using mindfulness apps, stretching, and deep
[25:09] mindfulness apps, stretching, and deep breathing techniques.
[25:11] breathing techniques. Now, after several months of working
[25:12] Now, after several months of working together, Jane reported improved energy
[25:15] together, Jane reported improved energy levels, reduced stress, and a renewed
[25:18] levels, reduced stress, and a renewed confidence in life. She found that she
[25:20] confidence in life. She found that she was able to accomplish more throughout
[25:22] was able to accomplish more throughout her day without feeling those extreme
[25:24] her day without feeling those extreme amounts of fatigue and burnout at during
[25:27] amounts of fatigue and burnout at during at the end of the day.
[25:29] at the end of the day. She was even able to start re-engaging
[25:31] She was even able to start re-engaging with friends and family and getting into
[25:33] with friends and family and getting into pickle ball because she was better able
[25:35] pickle ball because she was better able to manage her symptoms.
[25:38] to manage her symptoms. You know, together, especially with the
[25:40] You know, together, especially with the help of occupational therapy, we
[25:42] help of occupational therapy, we transformed not only her functionality
[25:44] transformed not only her functionality but her sense of identity.
[25:50] And let's look at another example for a
[25:52] And let's look at another example for a child. So, Eli is a 12-year-old boy who
[25:56] child. So, Eli is a 12-year-old boy who has seizures that disrupt his school
[25:57] has seizures that disrupt his school day. He experiences a lot of difficulty
[26:01] day. He experiences a lot of difficulty with transitions, um, attention during
[26:03] with transitions, um, attention during class, and also with sensory regulation.
[26:08] class, and also with sensory regulation. Now, in schools and with children,
[26:09] Now, in schools and with children, oftentimes the assessment involves much
[26:11] oftentimes the assessment involves much more collaboration with teachers and
[26:13] more collaboration with teachers and parents to determine the challenges to
[26:16] parents to determine the challenges to participation.
[26:18] participation. During our interventions, we introduced
[26:20] During our interventions, we introduced the use of visual schedules to support
[26:22] the use of visual schedules to support Eli's transitions to different classes
[26:24] Eli's transitions to different classes throughout the day. This clear kind of
[26:27] throughout the day. This clear kind of visual outline allowed Eli to have a
[26:30] visual outline allowed Eli to have a more predictable routine, stay on track,
[26:34] more predictable routine, stay on track, manage his time, and remain focused on
[26:36] manage his time, and remain focused on the task at hand. Visual schedules can
[26:39] the task at hand. Visual schedules can also help to reduce any anxiety or
[26:41] also help to reduce any anxiety or stress that students may feel about what
[26:44] stress that students may feel about what to expect next.
[26:46] to expect next. For Eli, we also introduced s the
[26:48] For Eli, we also introduced s the sensory support of noise reducing
[26:50] sensory support of noise reducing headphones in order to reduce any over
[26:53] headphones in order to reduce any over stimulation. You know, get rid of that
[26:55] stimulation. You know, get rid of that um stimuli in the environment and
[26:58] um stimuli in the environment and improve his focus and concentration.
[27:02] improve his focus and concentration. Now, of course, seizures can be
[27:03] Now, of course, seizures can be frightening for everyone, especially if
[27:05] frightening for everyone, especially if they happen in the classroom. So, we
[27:08] they happen in the classroom. So, we held trainings for teachers to ensure
[27:09] held trainings for teachers to ensure that they felt confident in responding
[27:11] that they felt confident in responding if Eli had a seizure. We also worked
[27:14] if Eli had a seizure. We also worked with Eli to build his confidence in
[27:16] with Eli to build his confidence in understanding his epilepsy and even
[27:19] understanding his epilepsy and even speaking to his peers about what he
[27:21] speaking to his peers about what he experiences in order to decrease that
[27:23] experiences in order to decrease that stigma around it. Now, even holding
[27:26] stigma around it. Now, even holding small group sessions um in schools where
[27:28] small group sessions um in schools where OT's can help moderate and build that
[27:31] OT's can help moderate and build that mutual understanding can be very helpful
[27:33] mutual understanding can be very helpful in this type of setting.
[27:36] in this type of setting. and we created a structured recovery
[27:37] and we created a structured recovery zone for Eli to go to if he experienced
[27:40] zone for Eli to go to if he experienced the seizure, which provided him a safe
[27:42] the seizure, which provided him a safe space for monitoring and recovery.
[27:45] space for monitoring and recovery. After several months of these
[27:46] After several months of these implementations being in place, Eli
[27:49] implementations being in place, Eli showed improvements in his participation
[27:51] showed improvements in his participation with peers and in classes. He
[27:54] with peers and in classes. He experienced fewer meltdowns. His
[27:56] experienced fewer meltdowns. His teachers reported that he completed
[27:57] teachers reported that he completed assessment or assignments more
[27:59] assessment or assignments more efficiently and he was even more engaged
[28:01] efficiently and he was even more engaged socially.
[28:03] socially. OT empowered Eli to feel safe and
[28:05] OT empowered Eli to feel safe and capable of succeeding in his academic
[28:08] capable of succeeding in his academic environment.
[28:16] And so in summary, occupational therapy
[28:18] And so in summary, occupational therapy for epilepsy is about empowerment,
[28:21] for epilepsy is about empowerment, safety, and participation.
[28:24] safety, and participation. OT's help individuals manage the effects
[28:26] OT's help individuals manage the effects of seizures, not just physically, but
[28:29] of seizures, not just physically, but cognitively, emotionally, and socially.
[28:33] cognitively, emotionally, and socially. Through environmental adaptations,
[28:36] Through environmental adaptations, skills training and education, we
[28:38] skills training and education, we promote independence and quality of
[28:40] promote independence and quality of life.
[28:43] life. OT empowers individuals to engage
[28:45] OT empowers individuals to engage meaningfully in daily life, manage
[28:47] meaningfully in daily life, manage cognitive and emotional challenges
[28:49] cognitive and emotional challenges effectively, participate in school,
[28:52] effectively, participate in school, work, and community life, maintain
[28:55] work, and community life, maintain independence,
[28:56] independence, and develop resiliency and
[28:58] and develop resiliency and self-confidence.
[29:00] self-confidence. Epilepsy management really is not just
[29:03] Epilepsy management really is not just medical. It's functional, behavioral,
[29:05] medical. It's functional, behavioral, emotional, and even environmental.
[29:08] emotional, and even environmental. And OT is uniquely positioned to address
[29:11] And OT is uniquely positioned to address all of these areas.
[29:13] all of these areas. Epilepsy may be a lifelong condition,
[29:15] Epilepsy may be a lifelong condition, but with occupational therapy support,
[29:17] but with occupational therapy support, clients can live full, meaningful, and
[29:19] clients can live full, meaningful, and independent lives. Now, I know we're a
[29:22] independent lives. Now, I know we're a little bit early, but I would like to
[29:24] little bit early, but I would like to thank you all for being here today and
[29:26] thank you all for being here today and joining me, and I'm happy to take any
[29:28] joining me, and I'm happy to take any questions.
[29:30] questions. And here's just a slide of some of my
[29:31] And here's just a slide of some of my references.
[29:36] >> Thank you so much, Lauren. That was
[29:38] >> Thank you so much, Lauren. That was really wonderful. Um, so far we do not
[29:40] really wonderful. Um, so far we do not have any questions in chat, but we'll
[29:42] have any questions in chat, but we'll give it a few minutes. Yeah, please
[29:44] give it a few minutes. Yeah, please place your any of your questions in chat
[29:46] place your any of your questions in chat and um, we're happy to look at them and
[29:49] and um, we're happy to look at them and answer them. [clears throat]
[29:50] answer them. [clears throat] >> Absolutely.
[29:57] Someone did ask if this will be um
[30:00] Someone did ask if this will be um recorded. So, we are going to be we are
[30:03] recorded. So, we are going to be we are recording and we'll post it on our
[30:05] recording and we'll post it on our YouTube channel and then I will send
[30:07] YouTube channel and then I will send everyone the the link for the recording.
[30:17] Okay, a couple thank yous in chat. Okay.
[30:19] Okay, a couple thank yous in chat. Okay. So, someone just asked, "How do we best
[30:22] So, someone just asked, "How do we best access OT? Do we need a referral from
[30:25] access OT? Do we need a referral from our neurologist or surgeon?"
[30:28] our neurologist or surgeon?" >> Yes. So, typically in order to get
[30:30] >> Yes. So, typically in order to get access to OT, we do need a referral. So,
[30:32] access to OT, we do need a referral. So, this can be from your neurologist, your
[30:35] this can be from your neurologist, your PCP, really any of those professionals
[30:38] PCP, really any of those professionals can send that referral to occupational
[30:40] can send that referral to occupational therapy.
[30:43] >> Great.
[30:46] >> Great. And if you do need any um access to this
[30:48] And if you do need any um access to this presentation, I'm happy to send it over
[30:50] presentation, I'm happy to send it over to you and you can definitely share it.
[30:53] to you and you can definitely share it. >> Yeah, if you want to do that and I can
[30:55] >> Yeah, if you want to do that and I can disperse it to everybody.
[30:57] disperse it to everybody. >> Sure. Yeah.
[30:58] >> Sure. Yeah. >> Awesome. Okay. So, someone just asked,
[31:02] >> Awesome. Okay. So, someone just asked, "Do all OT's have epilepsy training or
[31:05] "Do all OT's have epilepsy training or are you specialized?"
[31:07] are you specialized?" >> So, this is a good question. Um all
[31:09] >> So, this is a good question. Um all occupational therapists are trained to
[31:12] occupational therapists are trained to have an understanding of all the
[31:13] have an understanding of all the physical and cognitive aspects of what
[31:16] physical and cognitive aspects of what anyone might be you know challenged
[31:18] anyone might be you know challenged with. And so because of this any
[31:21] with. And so because of this any occupational therapist really can affect
[31:23] occupational therapist really can affect any cognitive challenges um and if this
[31:26] any cognitive challenges um and if this manifests physically, emotionally all of
[31:28] manifests physically, emotionally all of the above. Now sometimes what I will say
[31:32] the above. Now sometimes what I will say is access to occupational therapy
[31:36] is access to occupational therapy can be difficult to come by in some
[31:38] can be difficult to come by in some cases. So occupational therapy there is
[31:41] cases. So occupational therapy there is practices in outpatient clinics. Um this
[31:45] practices in outpatient clinics. Um this can be very helpful right but sometimes
[31:47] can be very helpful right but sometimes what I notice is that there might be a
[31:49] what I notice is that there might be a little bit of lack of carryover between
[31:51] little bit of lack of carryover between the clinic and when someone goes home to
[31:53] the clinic and when someone goes home to put it into practice.
[31:55] put it into practice. So because of this there are
[31:57] So because of this there are occupational therapists you know who can
[32:00] occupational therapists you know who can go into the home um that are not
[32:03] go into the home um that are not qualified under home health but are
[32:05] qualified under home health but are technically outpatient in the home. So,
[32:08] technically outpatient in the home. So, the company that I work for, Fox Rehab,
[32:10] the company that I work for, Fox Rehab, and um I'm a little bit biased to them
[32:12] and um I'm a little bit biased to them because I do work for them, but I find
[32:14] because I do work for them, but I find that we have a little bit more freedom
[32:16] that we have a little bit more freedom in really addressing what people need,
[32:20] in really addressing what people need, you know, for daily living. And really
[32:23] you know, for daily living. And really being in the environment that the person
[32:24] being in the environment that the person is living in is very beneficial because
[32:27] is living in is very beneficial because I get to see firsthand the challenges
[32:29] I get to see firsthand the challenges or, you know, the supports in the
[32:31] or, you know, the supports in the environment. I get to talk to the family
[32:33] environment. I get to talk to the family directly, things like that. So you know
[32:36] directly, things like that. So you know there are different options for
[32:38] there are different options for outpatient occupational therapy in the
[32:40] outpatient occupational therapy in the home. The other thing I would suggest is
[32:42] home. The other thing I would suggest is you know there are occupational
[32:44] you know there are occupational therapists who treat virtually online.
[32:46] therapists who treat virtually online. So that's another option. And lastly
[32:49] So that's another option. And lastly there are occupational therapists who
[32:51] there are occupational therapists who will now go under executive functioning
[32:54] will now go under executive functioning specialists. um so or executive
[32:56] specialists. um so or executive functioning coaches which is a lot of
[32:59] functioning coaches which is a lot of what we are looking at right all of
[33:01] what we are looking at right all of those cognitive skills a lot of them
[33:03] those cognitive skills a lot of them tend to fall under executive function.
[33:05] tend to fall under executive function. So if you do any search for executive
[33:07] So if you do any search for executive function coach or you know anything like
[33:10] function coach or you know anything like that that could also be another helpful
[33:12] that that could also be another helpful option.
[33:17] >> Thank you so much Lauren. Um someone
[33:20] >> Thank you so much Lauren. Um someone just asked how many days a week do you
[33:22] just asked how many days a week do you recommend therapy?
[33:24] recommend therapy? Yeah. And so this is very, you know,
[33:26] Yeah. And so this is very, you know, particular to the person. Um, typically
[33:29] particular to the person. Um, typically I see people two to three times a week,
[33:32] I see people two to three times a week, but some people might only need one day
[33:34] but some people might only need one day of therapy per week and then try to
[33:36] of therapy per week and then try to carry over all of the strategies and
[33:38] carry over all of the strategies and education that we go over, try to carry
[33:41] education that we go over, try to carry it out throughout the rest of the week,
[33:42] it out throughout the rest of the week, and then I come back, we do another
[33:44] and then I come back, we do another assessment, see how things are going.
[33:46] assessment, see how things are going. So, it's very individualized. I tend to
[33:48] So, it's very individualized. I tend to see that two times is a little bit
[33:50] see that two times is a little bit better than the one time per week, but
[33:53] better than the one time per week, but you know, it's
[33:55] you know, it's up to every therapist's discretion.
[34:01] Thanks, Lauren.
[34:03] Thanks, Lauren. Um, just getting some, you know, nice
[34:06] Um, just getting some, you know, nice feedback in the chat. Someone said that
[34:08] feedback in the chat. Someone said that um they're going to talk with several of
[34:10] um they're going to talk with several of their students who have a history of
[34:12] their students who have a history of epilepsy, but they've never been sent to
[34:14] epilepsy, but they've never been sent to OT um and that this is a great option
[34:16] OT um and that this is a great option available and that they're going to um
[34:18] available and that they're going to um recommend the the parents to have a
[34:21] recommend the the parents to have a deeper conversation with the PCP or the
[34:23] deeper conversation with the PCP or the neurologist. So, that's wonderful to
[34:26] neurologist. So, that's wonderful to hear.
[34:26] hear. >> That is yeah, especially for children,
[34:28] >> That is yeah, especially for children, you know, wanting to support them in
[34:30] you know, wanting to support them in their school environment um and also at
[34:32] their school environment um and also at home, you know, all of those things are
[34:33] home, you know, all of those things are very important. So, if we can build more
[34:35] very important. So, if we can build more structured routines, help them
[34:37] structured routines, help them transition a little bit better, that's
[34:38] transition a little bit better, that's the goal.
[34:41] the goal. >> Great. Um, another question, um, is it
[34:44] >> Great. Um, another question, um, is it covered by many insuranceances,
[34:46] covered by many insuranceances, including disability? Uh, the insurance
[34:49] including disability? Uh, the insurance you get when you have disability.
[34:52] you get when you have disability. >> So, what I will say is, um, kind of each
[34:56] >> So, what I will say is, um, kind of each setting is a little bit different. So,
[34:58] setting is a little bit different. So, in an outpatient setting,
[35:01] in an outpatient setting, typically typically Yes. So insurance is
[35:05] typically typically Yes. So insurance is covered. There might still be a co-pay.
[35:07] covered. There might still be a co-pay. It really depends on your insurance plan
[35:09] It really depends on your insurance plan and your insurance coverage, but it is
[35:11] and your insurance coverage, but it is something that I think is worth looking
[35:13] something that I think is worth looking into with your insurance company and,
[35:16] into with your insurance company and, you know, getting more detail about. But
[35:18] you know, getting more detail about. But typically, yes, it is covered.
[35:20] typically, yes, it is covered. >> Awesome. Thank you.
[35:26] Okay. Um Okay, so this person said they
[35:30] Okay. Um Okay, so this person said they have a student with epilepsy. He was a
[35:33] have a student with epilepsy. He was a typically functioning child with
[35:35] typically functioning child with epilepsy managed by medication, but he
[35:38] epilepsy managed by medication, but he went into status epilepticus. He
[35:40] went into status epilepticus. He suffered significant losses in all
[35:43] suffered significant losses in all skills and now requires intervention for
[35:45] skills and now requires intervention for his ADLs and safety awareness, etc. Do
[35:49] his ADLs and safety awareness, etc. Do you have suggestions for how to best
[35:51] you have suggestions for how to best coordinate his private OT and his
[35:53] coordinate his private OT and his school-based OT services?
[35:57] school-based OT services? >> So, yeah, this is a really important
[35:59] >> So, yeah, this is a really important aspect, right? We want to make sure that
[36:01] aspect, right? We want to make sure that there is carryover across all of those
[36:02] there is carryover across all of those settings. Um, speaking for myself
[36:05] settings. Um, speaking for myself personally, anytime I'm working with,
[36:08] personally, anytime I'm working with, you know, someone who is receiving
[36:11] you know, someone who is receiving OT in a school versus OT in outpatient,
[36:14] OT in a school versus OT in outpatient, I'm always happy to connect with the
[36:17] I'm always happy to connect with the other OT just because we always want
[36:19] other OT just because we always want what is best for the client. In this
[36:21] what is best for the client. In this case, it might be best to, you know, go
[36:23] case, it might be best to, you know, go through the parent and see if they or a
[36:24] through the parent and see if they or a guardian and see if they feel
[36:26] guardian and see if they feel comfortable um, you know, talking to
[36:28] comfortable um, you know, talking to each therapist, seeing if they're
[36:29] each therapist, seeing if they're willing to collaborate, share contact
[36:31] willing to collaborate, share contact information, and then they can go from
[36:33] information, and then they can go from there. I will say most often than not,
[36:37] there. I will say most often than not, therapists are very, very willing to
[36:39] therapists are very, very willing to collaborate because again, you know, we
[36:41] collaborate because again, you know, we want the best outcomes for anybody
[36:43] want the best outcomes for anybody across all settings. So probably you
[36:46] across all settings. So probably you know going through with the parent or
[36:48] know going through with the parent or guardian seeing if there can be any
[36:50] guardian seeing if there can be any connection that way.
[36:53] connection that way. >> Great. Thank you.
[36:56] >> Great. Thank you. Okay, another comment here. Um so I
[37:00] Okay, another comment here. Um so I appreciate this person said I appreciate
[37:02] appreciate this person said I appreciate the holistic approach you described as
[37:04] the holistic approach you described as it is exactly what we're looking for. It
[37:06] it is exactly what we're looking for. It seems your agency does this although I'm
[37:08] seems your agency does this although I'm not sure where you're located. Do you
[37:11] not sure where you're located. Do you have any suggestions for finding a
[37:13] have any suggestions for finding a trusted provider or is it best to just
[37:15] trusted provider or is it best to just go based off of the referral?
[37:18] go based off of the referral? >> So, if you're talking about Fox Rehab in
[37:20] >> So, if you're talking about Fox Rehab in general, yes, Fox Rehab is offered in
[37:22] general, yes, Fox Rehab is offered in most states throughout the United
[37:24] most states throughout the United States. Um, and like I said, there are I
[37:27] States. Um, and like I said, there are I think there are a few other, you know,
[37:28] think there are a few other, you know, outpatient in the home um, kind of
[37:32] outpatient in the home um, kind of companies, but I I think Fox might be
[37:34] companies, but I I think Fox might be one of the biggest. And so I they are in
[37:38] one of the biggest. And so I they are in present in Pennsylvania. And so
[37:41] present in Pennsylvania. And so typically how we kind of work is we're
[37:45] typically how we kind of work is we're assigned different regions or areas and
[37:48] assigned different regions or areas and whatever therapist is located in your
[37:50] whatever therapist is located in your treatment area is the one who would be
[37:52] treatment area is the one who would be referred to you or who you would be
[37:54] referred to you or who you would be referred to. Um, so unfortunately
[37:56] referred to. Um, so unfortunately there's not a lot of, you know, um,
[38:00] there's not a lot of, you know, um, agency in choosing who your therapist is
[38:03] agency in choosing who your therapist is through through Fox specifically or most
[38:06] through through Fox specifically or most other companies work the same way. But
[38:08] other companies work the same way. But what I will say is, you know, we go
[38:11] what I will say is, you know, we go through very rigorous schooling and then
[38:14] through very rigorous schooling and then to um, you know, interviews to get to
[38:17] to um, you know, interviews to get to our jobs. So more often than not, people
[38:20] our jobs. So more often than not, people who are in this profession who are
[38:22] who are in this profession who are really wanting to make a difference will
[38:25] really wanting to make a difference will be great for you. And what I will say is
[38:27] be great for you. And what I will say is if you're not clicking or if you're not
[38:28] if you're not clicking or if you're not meshing, you can always ask for someone
[38:31] meshing, you can always ask for someone else. There is always another therapist
[38:33] else. There is always another therapist in the area. It's just about, you know,
[38:35] in the area. It's just about, you know, trying to get them to you. So definitely
[38:38] trying to get them to you. So definitely advocate for yourself, but again, you
[38:40] advocate for yourself, but again, you know, most people in this profession are
[38:43] know, most people in this profession are doing it for a reason. So, you know,
[38:45] doing it for a reason. So, you know, more often than not, you'll be in good
[38:47] more often than not, you'll be in good hands.
[38:50] Thank you, Lauren.
[38:53] Thank you, Lauren. Okay, let's see. We'll give it a uh
[38:56] Okay, let's see. We'll give it a uh maybe another minute or two. I think
[38:58] maybe another minute or two. I think we're caught up to speed on the
[39:00] we're caught up to speed on the questions.
[39:07] Um so, this person said, "I'm in
[39:09] Um so, this person said, "I'm in Maryland. Do you know of any OT's that
[39:11] Maryland. Do you know of any OT's that work with those with epilepsy in
[39:13] work with those with epilepsy in Maryland?"
[39:14] Maryland?" >> So, I don't know any personally. Um, I
[39:17] >> So, I don't know any personally. Um, I don't know personally any OT's that work
[39:19] don't know personally any OT's that work in Maryland. Again, what I will say is
[39:21] in Maryland. Again, what I will say is unfortunately occupational therapy has
[39:24] unfortunately occupational therapy has not been a really big provider in terms
[39:26] not been a really big provider in terms of epilepsy management. So, a lot of
[39:28] of epilepsy management. So, a lot of this is kind of newer. So, I don't think
[39:31] this is kind of newer. So, I don't think there are a lot of occupational
[39:33] there are a lot of occupational therapists that specialize specifically
[39:35] therapists that specialize specifically in epilepsy management. But again, we
[39:38] in epilepsy management. But again, we are trained to analyze and provide
[39:40] are trained to analyze and provide interventions for any type of, you know,
[39:44] interventions for any type of, you know, challenges that someone might be
[39:45] challenges that someone might be experiencing. So really any occupational
[39:48] experiencing. So really any occupational therapist would be equipped to, you
[39:50] therapist would be equipped to, you know, help to encourage you and empower
[39:52] know, help to encourage you and empower you and provide you with interventions
[39:55] you and provide you with interventions to hopefully make daily life a little
[39:57] to hopefully make daily life a little bit more manageable.
[40:00] >> Awesome. Thank you.
[40:03] >> Awesome. Thank you. >> And Fox, I think, is also located in
[40:05] >> And Fox, I think, is also located in Maryland. So if that is a route that you
[40:07] Maryland. So if that is a route that you would want to take or any other
[40:09] would want to take or any other outpatient in the home occupational
[40:11] outpatient in the home occupational therapy service, that might be worth
[40:13] therapy service, that might be worth looking into as well for you.
[40:21] And I guess the other thing I would say
[40:22] And I guess the other thing I would say is oftentimes um you know your PCP or
[40:26] is oftentimes um you know your PCP or anyone like that might have information
[40:28] anyone like that might have information about services in your area. So talking
[40:31] about services in your area. So talking to them too could be very useful.
[40:35] to them too could be very useful. >> Yeah, it's a great point and hopefully
[40:38] >> Yeah, it's a great point and hopefully their um epilepsy specialist or their
[40:41] their um epilepsy specialist or their neurologist might have an idea as well.
[40:44] neurologist might have an idea as well. >> Absolutely.
[40:49] All right, I don't see any more
[40:50] All right, I don't see any more questions. So, um, again, Lauren, thank
[40:53] questions. So, um, again, Lauren, thank you so much for your knowledge and all
[40:55] you so much for your knowledge and all the information that we learned tonight.
[40:58] the information that we learned tonight. Thank you everyone for joining us. Um,
[41:00] Thank you everyone for joining us. Um, please follow us at the Epilepsy
[41:02] please follow us at the Epilepsy Foundation Eastern PA. Our website is
[41:05] Foundation Eastern PA. Our website is efa.org.
[41:07] efa.org. We're on Facebook. We're on Instagram at
[41:10] We're on Facebook. We're on Instagram at efa. So stay tuned for um upcoming
[41:13] efa. So stay tuned for um upcoming events and more educational
[41:15] events and more educational opportunities.
[41:16] opportunities. All right, thank you guys. I hope
[41:18] All right, thank you guys. I hope everyone has a great night. Thank you so
[41:20] everyone has a great night. Thank you so much everyone.
[41:21] much everyone. >> Thank you.