The Disability Rating Scale DRS Jerry Wright Laura

The Disability Rating Scale (DRS) Jerry Wright Laura Jamison Santa Clara Valley Medical Center

What is the DRS? 8 -Item outcome measure. n Scoring reversed from many scales. n The scale is intended to measure accurately general changes over the course of recovery. n Widely used in brain injury research. n

History of the DRS The DRS was developed in the late 1970’s as an alternative to the Glasgow Outcome Scale (GOS), which was thought to be insensitive. n It was developed and tested with older juveniles and adults with moderate and severe brain injuries in an inpatient rehab setting. n

History of the DRS n First citation: Rappaport M, Hall KM, Hopkins HK, Belleza T, Cope DN. Disability rating scale for severe head trauma: coma to community. Arch Phys Med Rehabil 1982; 73: 911 -16.

History of the DRS & the NDB n n An original National Database variable (1988) for Form I and II. In 1994 a 0. 5 rating option was added for the last 5 items. In 2001 the DRS was placed on a “Less Dynamic” schedule and only Level of Functioning & Employability were collected annually. In 2010 the 0. 5 rating option was omitted.

Advantages of the DRS Brevity (3 minute average from DC survey) n Reliability and validity tested n Useful in a wide variety of settings (coma to community) n Can be administered over the phone n

Disadvantages of the DRS n “Difficult” to rate n n Expertise required 4/5 (DC Survey) Content difficulty 4/5 (DC Survey) Not sensitive to mild injuries n Not meant to measure change over short periods of time n

8 -Items of the DRS n n n n Eye Opening Best Communication Ability Best Motor Response Cognitive ability for Feeding Cognitive ability for Toileting Cognitive ability for Grooming Level of Functioning Employability

DRS – What are we assessing? n n n n Eye Opening Communication Motor Response Feeding Toileting Grooming - - Arousability Awareness Responsivity Cognitive Ability for Self Care Activities Level of Functioning Employability - Dependence on Others Psychosocial Adaptability

Eye Opening 0 – Spontaneous n 1 – To speech and/or sensory stimulation n 2 – To pain n 3 – None n

Best Communication Ability 0 – Oriented n 1 – Confused n 2 – Inappropriate n 3 – Incomprehensible n 4 – None n

Best Motor Response 0 – Obeying n 1 – Localizing n 2 – Withdrawing n 3 – Flexing n 4 – Extending n 5 – None n

Cognitive Ability for Self Care n Feeding, Toileting, & Grooming n When and How n n Rate each of the three functions separately. For each function answer the question: n Does the patient show awareness of when and how to perform each specified activity? n Ignore motor disabilities that interfere with carrying out a function (Level of Functioning).

Feeding (How and When) n Cognitive ability for feeding: n How to use suitable utensils n How to bring food to mouth n How to chew and swallow safely n How to drink from a cup or glass n How to open cans, cut meat, put straw in glass, scoop food, pour liquids, etc. n When is it appropriate to eat?

Feeding n Do you need someone to structure or set up, to give prompts or reminders as to how or when to eat? Slow down, chew your food, come to eat, etc.

Feeding Rating n n 0. 0 1. 0 2. 0 3. 0 Complete Partial Minimal None

Feeding n n Example of Partial: n Subject who is able to eat with some supervision (due to eating too fast if not prompted) and asks for food at appropriate times. Score 1 Example of Minimal: n Subject seems vaguely aware - once or twice a week asks for food. Can eat a modified diet if supervised because of choking due to gulping. Score 2

Toileting (How and When) Bladder and bowel behavior n Other associated toileting activities n Do you need someone to structure or set up, or to give cues, prompts or reminders as to how or when use the bathroom or perform toileting tasks? n

Toileting Rating n n 0. 0 1. 0 2. 0 3. 0 Complete Partial Minimal None

Toileting n n Example for Partial: n Subject is continent of bowel, and during the day indicates need to void, but by end of day does not consistently show awareness of need (due to fatigue, confusion). Score 1 Example for Minimal: n Subject indicates awareness for both bowel and bladder need during the day, but is incontinent at night. Subject rarely shows that he can help with toileting activities. Score 2

Grooming (How and When) Wash n Brush teeth n Comb or brush hair n Bath n Dress n Shave n

Grooming n Do you need someone to structure or set up, or to give cues, prompts or reminders as to how or when to perform grooming tasks?

Grooming Rating n n 0. 0 1. 0 2. 0 3. 0 Complete Partial Minimal None

Grooming n Example of Partial: n n Subject’s caregiver sets out all the equipment for personal hygiene, (toothbrush, comb, shaver). She also sets out his clothes, then he can dress himself and complete the rest of his grooming tasks independently. Score 1 Example of Minimal: n Subject does not initiate any personal hygiene task, and will wear the same clothing for several days. He requires close supervision for some hygiene items due to safety considerations. Score 2

Level of Functioning n Remember to consider both physical and cognitive disability.

Level of Functioning n n n n Could you live alone with no assistance? Do you need special equipment? (Cane, walker, memory book, etc). Do you need someone coming in at times to give limited help? (shopping, bill-paying, meal preparation) Do you need someone around all of the time (safety)? Do you need assistance with all of your major activities? Are you able to assist at all in your care? Do you need 24 -hour nursing care?

Level of Functioning n n n 0. 0 1. 0 2. 0 3. 0 4. 0 5. 0 Completely Independent in special environment Mildly Dependent Moderately Dependent Markedly Dependent Totally Dependent

Level of Functioning n n Example of Mildly Dependent: n Subject is mostly independent living at home. Only needs helper for light housecleaning and meal preparation. Score 2 Example of Markedly Dependent: n Subject needs assistance with all ADL activities and cannot be left unsupervised because of safety issues. Score 4

Employability n n Rate capability for activity not actual performance. Distinguish between “Not restricted” and “Selected Jobs” based on deficits caused by the brain injury. Is the job any different now then it was before the injury? Is it the same? Did they need to cut back on hours/responsibilities?

Employability n n n Plan, initiate, understand carry out work related tasks, as in office/paper work, or manual/factory work, household management, or school assignments. Handle social situations at work, school or in the community. Get around independently (use transportation system) Deal with number concepts, like telling time, doing simple addition Buy things at the store, handle cash transactions Handle your own schedule, get to places on time and keep appointments

Employability n Are you able to: n n n n 1 - Understand, remember and follow instructions. 2 – Plan and carry out tasks at least at the level of an office clerk or in simple routine, repetitive industrial situations or can do school assignments. 3 – Remain oriented, relevant and appropriate in work and other psychosocial situations. 4 – Get to and from work or shopping centers using private or public transportation effectively. 5 –Deal with number concepts 6 – M ake purchases and handle simple money exchange problems. 7 – Keep track of time schedules and appointments.

Employability n n 0. 0 1. 0 2. 0 3. 0 Not Restricted Selected jobs, competitive Sheltered workshop, non-competitive Not Employable

Employability n n Example of selected jobs-competitive: n Subject continues to work as a accountant, but because of fatigue issues only works 4 -hour days. Score 1 Example of sheltered workshop-noncompetitive: n Subject cannot complete even simple school assignments without any assistance. Score 2

Tips: n n n If in doubt, give the subject the benefit of the doubt. Remember that feeding, toileting and grooming items are rated on cognitive ability to know how and when, not physical ability. Level of functioning includes both physical and cognitive disability.