A patient who is re-learning the sit-to-stand task after traumatic brain injury is frustrated by repeated failures. To facilitate success, the physical therapist should FIRST:

A patient who is re-learning the sit-to-stand task after traumatic brain injury is frustrated by repeated failures. To facilitate success, the physical therapist should FIRST:

• A. Decrease the challenge of the task, so that the patient experiences success.
• B. Encourage the patient to visualize success with the task before resuming attempts.
• C. Provide incentive by holding a desired object for the patient to reach toward.
• D. Permit the patient to rest until the next physical therapy session and re-attempt the activity.

Answer: (D)

Pacing and rest are essential when a patient is re-learning a demanding functional task after brain injury. Sit-to-stand involves coordinated sequencing, balance, leg strength, and safe weight transfer, and performance is highly sensitive to fatigue and mental load. When frustration arises from repeated failures, continuing to push through in the same session can worsen fatigue, increase emotional distress, and undermine motor learning by promoting poor patterns or unsafe strategies. Pausing to rest and then re-attempting later gives the nervous system time to recover, reduces cognitive load, improves safety, and enhances the likelihood of successful, correct movement on the next try, which in turn reinforces the desired motor pattern. Other strategies like visualization or incentives may help with motivation or cognitive engagement, but they don’t directly address the immediate impact of fatigue and frustration on learning and safety. Waiting to re-attempt in a rested state helps ensure a productive, safer session and better long-term learning.

Pacing and rest are essential when a patient is re-learning a demanding functional task after brain injury. Sit-to-stand involves coordinated sequencing, balance, leg strength, and safe weight transfer, and performance is highly sensitive to fatigue and mental load. When frustration arises from repeated failures, continuing to push through in the same session can worsen fatigue, increase emotional distress, and undermine motor learning by promoting poor patterns or unsafe strategies. Pausing to rest and then re-attempting later gives the nervous system time to recover, reduces cognitive load, improves safety, and enhances the likelihood of successful, correct movement on the next try, which in turn reinforces the desired motor pattern.

Other strategies like visualization or incentives may help with motivation or cognitive engagement, but they don’t directly address the immediate impact of fatigue and frustration on learning and safety. Waiting to re-attempt in a rested state helps ensure a productive, safer session and better long-term learning.