Compliance Corner

Are We on the Same Frequency?

Compliance CornerWe are well into year three of our Corporate Integrity Agreement (CIA)! Many of you have already had an onsite Medicare Systems Compliance Audit (MSCA) conducted by one of our compliance partners for Medicare Part A services provided to residents in our facilities. We have seen many examples of excellent therapy documentation supporting the vital therapy services that help our patients improve their quality of life and in many cases return home or to a lesser level of care.

One trend that has been observed while completing the MSCAs is either over-delivery or under-delivery of therapy visits according to the Plan of Care or Updated Plan of Care and subsequently, physician’s orders.

For the evaluating therapist, there are many things to consider when developing the Plan of Care or Updated Plan of Care. When determining frequency, factors such as the patient’s medical condition, activity tolerance and cognitive level should be considered. Services must be ordered by a physician and consistent with the Plan of Care or Updated Plan of Care. Ensign Rehabilitation Policy #215 “Clarification Orders” requires documentation of frequency as one of the components of a clarification order. If frequency of visits in a given week is exceeded without a physician’s order, this could result in a disallowance of services. Frequency of therapy treatment provided is not only something that we look at on our MSCAs, but historically by outside auditors as well.

There are situations when an increase in frequency is clinically indicated such as an improvement in the patient’s medical condition — effective pain management, change in weight-bearing status or a remediated precaution. In addition, there are situations when an increase in frequency is indicated on a practical level in order to facilitate outcomes related to a revised discharge plan or caregiver training. For example, a patient may be discharging home and the caregiver is only available on Saturdays for training. All of these scenarios would support additional treatments for the patient as long as a physician’s order is obtained and the POC/UPOC is revised to reflect the new goals, approaches and frequency of services.

Conversely, a reduction in the frequency of therapy services may also be indicated at times. The reasons for this may be related to a decline in the patient’s medical condition such as a UTI or low INR levels. In addition, there may be logistical reasons related to the availability of the patient for treatment such as scheduled dialysis treatments or medical appointments requiring travel. Documentation related to the reason for a missed treatment should be found in the medical or treatment record. If there is no documentation in the record for decreased treatment, then services are not compliant with the established POC/UPOC or the physician’s orders.

The following guidance was provided to the field with the recently updated POSTette titled “Plan of Care”:

Frequency refers to the number of times in a week treatment is provided.

In Rehab Optima the start of the care date (evaluation date) initiates the seven-day cycle in which therapy must be delivered to the patient as necessary to meet the physician-prescribed dosage.

In order to establish organizational consistency, the evaluation encounter (regardless of whether treatment was provided on the same day or not) will count as part of the frequency the first treatment week for most payers.

However, for RAI purposes, number of treatment visits refers only to the number of days in which treatment was provided during the week, and those treatment days are the only days counted for the purpose of the MDS, which may or may not be used for payment with some payer sources.

Exceeding frequency of visits in a given week (whether or not treatment was provided on the day of evaluation) may or may not result in a disallowance of services and will be reviewed on a case-by-case basis.

As an overall reminder of regulatory requirements for Medicare Part A, please see the additional information as follows:

According to the Medicare Benefit Policy Manual Chapter 8, skilled therapy services must meet all of the following conditions summarized below:

    • The services must be directly and specifically related to an active written treatment plan that is based upon an initial evaluation performed by a qualified therapist after admission to the SNF and prior to the start of therapy services in the SNF that is approved by the physician after any needed consultation with the qualified therapist. In those cases where a beneficiary is discharged during the SNF stay and later readmitted, an initial evaluation must be performed upon readmission to the SNF, prior to the start of therapy services in the SNF.
    • The services must be of a level of complexity and sophistication, or the condition of the patient must be of a nature that requires the judgment, knowledge and skills of a qualified therapist.
  • The services must be provided with the expectation, based on the assessment made by the physician of the patient’s restoration potential, that the condition of the patient will improve materially in a reasonable and generally predictable period of time; or the services must be necessary for the establishment of a safe and effective maintenance program; or the services must require the skills of a qualified therapist for the performance of a safe and effective maintenance program.

 

  • The services must be considered under accepted standards of medical practice to be specific and effective treatment for the patient’s condition.
  • The services must be reasonable and necessary for the treatment of the patient’s condition; this includes the requirement that the amount, frequency and duration of the services must be reasonable.

References and Cross-References:

Centers for Medicare and Medicaid (CMS) Benefit Policy Manual 100-2; Chapter 8; Sections 30, 40.1

Ensign Rehabilitation Policy #215 “Clarification Orders”

POSTette: Plan of Care

RAI Manual

Simplified Rehab Approach for Clinically Complex Patients

Simplified Rehab Approach
The health industry has grown through the years, with advances in technology to assist in diagnostic testing, less invasive surgical procedures that cut down hospital or nursing home stays for a patient’s recovery, and evidenced-based practice that assists medical professionals and clinicians in meeting the needs of patients. The promotion of health and wellness within companies and even with public exposure and social media has been a positive tool in improving health.

On the other side of the coin, we also have seen or been exposed to patients who, aside from a broken hip or a replaced joint, present to us with other co-morbidities that make it more challenging to establish a therapeutic recovery program for them to transition to a lower level of care. For clinically complex patients, we as clinicians are faced with a daunting task to assist these patients with our skills and translate it into our documentation to limit the risk of reviews and audits.

By definition, clinically complex patients:

  • Have multiple co-morbidities compromising the patient’s functional performance associated with low activity tolerance and lack of motivation to participate
  • Require nursing and rehabilitative interventions to address an exacerbation and /or remission of a condition
  • Have respiratory, cardiovascular, metabolic and infection issues

The first step in a successful clinical intervention is using our diagnostic and assessment skills. This requires us to go back to the basics and make sure we are assessing vital signs, including blood pressure (BP); heart rate (HR); saturation of peripheral oxygen (SpO2); respiratory rate (RR); temperature; pain (now considered the fifth vital sign); and gait speed (now considered the sixth vital sign). As therapists, we assess these vital signs and make clinical decisions on how to proceed with intervention based on the results.

The next important area of assessment with this population is understanding lab values and how those results impact care decisions. For example, hemoglobin:

  • Clotting time: INR
  • Plasma Glucose — watch for S/Sx of hypo and hyperglycemia
  • O2 Sat – < 88% will require supplemental O2

Here is a link for a great reference to assist with understanding lab values:

http://c.ymcdn.com/sites/www.acutept.org/resource/resmgr/imported/labvalues.pdf

We also need to make sure we have a good understanding of pharmacology as it relates to our patients. As therapists, we all know that prescribing medications, whether over the counter or herbal, is not part of our practice act. We must have the understanding that each medication taken by our residents can affect different organ systems, in turn affecting functional mobility and performance. A common medication that we have all encountered are beta blockers, which are prescribed to reduce stress or force exerted by a compromised heart. Checking the BP and HR using traditional means may not be as accurate as conducting an actual “stress test,” which most of our facilities do not have. Incorporating alternative means (Borg’s RPE) then will be very important for accuracy and consistency when implementing an exercise program or a functional task.

Consider obtaining the Drug Guide for Rehab Professionals by Charles Ciccone (this also can be purchased as an app for $39.99):

http://www.fadavis.com/product/physical-therapy-dg-rehabilitation-professionals-ciccone

Now we can start assessing physical functioning. We have to remember that many of these patients are not even able to get out of bed, so we need to start with basics here, too. This includes how we get our patients to transition from supine to sitting to standing and reverse. Some assessments to consider include:

  • Grip strength: Reduced hand grip strength is associated with increased frailty, mortality and morbidity (Chung et al., 2015)
  • Chair step test
  • Modified functional reach (done sitting)
  • Functional reach (done standing)
  • mCTSIB (Modified Clinical Test of Sensory Interaction and Balance)
  • Two-minute step test/chair step test
  • AMPAC (Activity Measure for Post-Acute Care)

Some helpful tools to include in your departments would be:

  • Sphygmomanometer (do not rely on wrist monitors)
  • Stethoscope
  • Stopwatch (do not depend on your cellphones because you can miss out of the visual assessment of your patients; every second counts
  • Tape measure or measuring stick
  • Dynamometer (this is a good investment)

Remember, if a test has to be modified, document what was modified/completed. As the patient progresses and the parameters are met, then it can assist in justifying the clinical services provided. For example: If a patient cannot complete sit<>stand from a 17-inch chair but can do it from 19 inches, document: Two reps completed for 30-second chair rise test from a 19-inch seat height.

By John Patrick Diaz, PT, DPT, CEEAA, RAC-CT, Director of Rehab, Parkside Rehabilitation Center, El Cajon, CA

The Pomp and Circumstances of Hiring a CFY

Spring is in the air, and many SLP graduate students are breathing a sigh of relief as they finish their theses, pass their oral exams and start to look for their CFY positions.

What is a CFY? Clinical fellowship year is the full meaning. It is a residency of sorts. The CFY/SLP is hired and employed but still requires supervision by a more experienced (and licensed) SLP. There are important rules regarding the hiring of CFYs that come from the American Speech-Language-Hearing Association (ASHA). In addition, there is often a separate set of rules for your own state licensure. In California, for example, a newly hired CFY might have to wait up to two months to process paperwork and be able to start treating patients. As a Director of Rehab, if hiring an SLP is on your to-do list this summer, here is some basic information to help you decide if a CFY is right for you and your department.

  • A CFY is a paid employee.
  • The CFY is 36 weeks of full-time (35 hours per week) experience (or the equivalent part-time experience), totaling a minimum of 1,260 hours.
  • The initial hourly rate is slightly lower than a licensed SLP. Their rate is adjusted when they receive certification and licensure.
  • It is best to interview more than one candidate if available.
    • Need to have potential CFY supervisor participate in the interview process
    • The SLP supervisor needs to be current with his or her ASHA CCCs and state licensure
    • Make sure the potential supervisor has the skill set to mentor a CFY
    • In California, the SLP needs six hours of supervision training
    • The CFY will have his or her own caseload immediately
    • They may be placed in their own facility with a supervisor off-site
    • The CFY will be introduced to colleagues and patients as a staff SLP
    • They may need some guidance and training
    • They may need added time to learn some aspects of the position
    • The CFY supervisor must supervise a minimum of eight hours per month for a full-time CFY and four hours for part time
    • CFY candidate who will work in facility without supervisor needs to have the personality and capability to take on this challenge
    • The supervisor needs to be given the time to provide the necessary supervision
    • It is clear that there are pros and cons to hiring a new-grad SLP. The supervision time and need for added training may be considered a negative. However, often these new grads are bright and energetic with a strong willingness to learn and grow into the position. With this information on hiring CFYs, DORs and SLPs can decide what is right for you and your department.

      By Elyse Matson, M.A., CCC-SLP, Carmel Mountain Rehabilitation & Healthcare, San Diego, CA

Meet Our New SPARC Award Winners!

SPARC
Congratulations to our most recent SPARC award winners, Catherine Whitlock and Chelsea Shearman! Read their inspiring essays below.
 

Catherine Whitlock, DPT student at the University of Washington, graduating in June 2016

To spark someone’s life is to provide that radiant moment of support and happiness that leaves a bright ember of a memory glowing long after its lighting.

Por favor, ayudenos. Imagine being invited into a home of someone you met less than a week ago, and they’ve asked for help. They speak an entirely different language, and they’re looking for professional guidance and suggestions to improve their daughter’s quality of life. Just over a year ago, I found myself in this exact situation while volunteering for Manos Unidas, the only private, not-for-profit school for Special Education in Cusco, Peru. I was fortunate enough to be traveling with a licensed physical therapist, and three other doctorate of physical therapy students. That day, our physical therapy mentor, I, and my colleague entered the home of one of Manos Unidas’ students with cerebral palsy to experience and better understand her home setup, the care she received, and, we hoped, to answer her mother’s burning questions regarding her continued care.

The house accessibility was notably impressive, with a spacious first floor, and the student had her own room. Her Mom showed us her resourcefulness in creating bolsters to use for exercises and expressed a profound interest in what more she could be doing to aid her daughter. The conversation initially revolved around positioning, sleeping, and demonstrating several new techniques to increase this sweet little girl’s interactions with the environment and people around her. In my mind, the most important exchange that day was between the physical therapist and the student’s mother. It was a challenging conversation concerning maintenance therapy versus improvement from therapy. The mother struggled at times to fully understand the difference between the two when her daughter was predicted to live 2-6 months by one doctor, and was also predicted to walk again by another doctor. These very conflicting prognoses are understandably confusing. She continued to express her frustration with the medical information she had received to date, and essentially asked the physical therapist, “What’s the point of therapy?”

Then came the spark. That blazing, powerful moment of caring connection as the therapist explained how physical therapy enabled the little victories in one’s life. Those two extra seconds of holding her head up and smiling at a loved one. The ability to grasp a favorite toy or point to something that she wants. That brief moment, that brilliant spark, shone a light into her life and the mother found new resolve to continue physical therapy with her daughter for those little victories.

Throughout my lifetime, I have welcomed multiple opportunities to interact with individuals of different social, cultural, and economic backgrounds. Yet it was in the work of this day in my budding career as a physical therapist that I discovered the crux of what inspiration I will bring to my interaction with every patient. My mentor physical therapist showed me through action exactly how to bring a positive light into any situation, and to celebrate the little victories with each person so they may move forward for the better. All of these moments have provided the framework for my career plans and goals, which resonates through the core of my very being. Each day I hope to rise anew to find opportunities to learn, teach, and share my passions and compassion with those I walk alongside on their path of healing. It is with the dedication of my life as a physical therapist that I hope to holistically serve those who are in the most acute need, to inspire others to do the same, and to develop programs that foster relationships and opportunities to serve the global community.

Quality, collaboration, and lifelong learning are a few of the principles at the heart of my interests in physical therapy. Throughout my educational and clinical experiences, I’ve found unwavering passion working with patients in an acute care setting. My drive to provide them with quality, safe, effective, efficient care is insurmountable, and I currently find myself in pursuit of an acute care residency in the hope that I will further develop myself as a clinician to provide the best patient-centered care possible. Intimately collaborating with other like-minded individuals in the field, I will be ever better equipped to utilize the research that develops evidence-based practice as it meets patient case scenarios. This passion for learning is one in which I proactively seek the tools to succeed, not the answers. My academic drive is for mentorship in which I am trusted as a capable colleague. The amount of intentional effort that I pour into this residency will directly correlate with what I gain from it, which impacts the quality of patient care that I can provide. My motivation to earn something through an environment rich with learning opportunities has never been greater.

Once established as a clinician, I hope to embody my passion for learning as a clinical instructor, as well as becoming a part-time instructor within either a physical therapy assistant or doctorate of physical therapy program. In my time as a student of physical therapy, I have continually expressed this deeply held desire to my mentors and have even been granted the opportunity to guest lecture on physical therapy as a piece of the rehabilitation team for the University of Washington’s Speech and Hearing Sciences: 533 Medical Speech Pathology course. Taking this presentation’s feedback in earnest, I intend to practically apply it within the acute care residency. This residency exists as the ideal catalyst for my dream of teaching as it includes the opportunity to be a teaching assistant for two acute care residency courses for a doctorate of physical therapy program. My goal as a teacher is to foster an environment that enables individuals to revel in this meeting of research and best practice, creating a ripple effect among the profession for better patient-centered care.

Beyond the classroom, I find advocacy and equity as essential components to my future contributions to physical therapy. I hope to develop and lead a program that connects physical therapy students and clinicians with other medical disciplines for global service opportunities to advocate for those who are under-resourced. It is a moral and ethical obligation to provide physical therapy services to those without access to care for financial reasons, from a lack of availability of services, or in the event of a disaster.

The spark in my life behind this goal comes from my experience as president of Global Rehabilitation Organization at Washington (GROW). GROW has provided opportunities and structure for me to participate more directly within the global community. These unique learning experiences have enabled me to collaborate with other healthcare students and clinicians, to practice cultural competency, and to transcend border, language, class, race, and ethnicity. Because of this, I know that combining my passion for local service, learning, sustainable international medical efforts, and inspiring best patient-centered care can all be realized through creating or collaborating with programs that cultivate compassion in action through globally aware service-learning opportunities. Organizations that advocate for equitable services on a local and international scale will give back to the global community through the power of physical therapy.

Perhaps then it is Mother Teresa of Calcutta who best encapsulates my deeply held vocational desire to serve as a holistically minded physical therapist — for as she boldly said, “Prayer in action is love, and love in action is service. Try to give unconditionally whatever a person needs in the moment. The point is to do something, however small, and show you care through your actions by giving your time. … Do not worry about why problems exist in the world — just respond to people’s needs. … We feel what we are doing is just a drop in the ocean, but that ocean would be less without that drop.”

There are countless people with physical needs, and my integral role in restoring function, promoting mobility, reducing pain, and preventing disability is but a moment of an individual’s lifetime, a drop in their ocean, a fleeting spark. Yet if I can serve as a shining spark, however small, who joyfully strives every day to bring compassionate, ethical and effective care to contribute to each of my patient’s well-being — that would be more than enough. For in intentionally meeting their needs, the true difference is made in empowering them to share this small positive contribution in turn, and multiply it within their own, greater communities of support and ever further still. It is in holistically healing all persons that physical therapists hold the power to revitalize communities, the spark to change lives we ourselves will never touch. Patient by deserving patient, victory by only seemingly small victory, our care empowers others to heal and better illuminate our world.

Chelsea Shearman, SLP, August 2015 SLP graduate of Northern Arizona University and student intern for Sabino Canyon

“Sister, eat, stop, chase.” These words, given to me in picture symbols, helped shape my life, ignited my spark and fueled my passion for wanting to become a speech language pathologist. My sister, a mere 14 months younger than I, was born with autism and is low functioning. Early in her life, doctors thought she did not have the aptitude to learn language. When my sister turned 4, however, a wonderful speech pathologist saw potential and taught her and me in therapy sessions how to incorporate the Picture Exchange Communication System (PECS) into our lives. Shortly after, this sentence appeared on the table before me and changed the course of our lives. My sister has never stopped learning; neither have I.

My flame grew as I learned to celebrate and embrace the differences in others at a young age. I volunteered in my sister’s classroom and went with her to early intervention therapies, as well as childhood programs for individuals with special needs. I got to know and love amazing individuals whom others considered “special” and how each of them had their own strengths, weaknesses, likes and dislikes. What worked with my sister did not work for them, and I had to learn how to build rapport with each individual and get to know each of them specifically. I shared my insights with those around me as I gave speeches about my sister in local charity fundraisers, went to IEP meetings, doctor’s offices and wanted to learn more about how to help others around me.

I continued my learning when I was 15 and volunteered in an AIDS orphanage serving the people in Uganda, Africa. First, getting there was a challenge. I had to raise money and worked hard to make my goals. The experience there was like nothing I had ever done; for such a short time of being there, I learned so much about life. While going in with the mindset of helping others, I, in turn, learned more from the people I was “serving” than I thought possible. Learning the needs of the people of Uganda and focusing on what was essential for them was way more vital than helping them with what I thought they needed. I was challenged with language acquisition and being immersed in a vastly different culture. Things were so foreign and strange, and I often made lots of mistakes. This taught me that true greatness, success comes only through trial and error. I learned about the importance of culture and background and was blessed with the patience of those Ugandan people who helped me grow.

With this experience I was excited to get a jump-start into my career and started by graduating high school at 16. In college I volunteered in undergraduate research in the “Profiles of Working Memory & Word Learning for Educational Research,” under Dr. Mary Alt. Doing research I learned the importance of asking questions and finding answers for others. I understood the need for proper paperwork and professional accountability. Lastly, I found researching evidence-based practices and working to stay abreast on the latest research findings to be essential in my therapy techniques and overall knowledge.

My lesson during this time was a hard trial I was learning to overcome. I was experiencing intense migraines which were affecting my memory and learning. I had to learn and relearn strategies to help with memory and word retrieval. I wondered if I could still be a speech therapist but I was determined to try. Through a process of elimination I learned what strategies worked best for me and learned the frustration that lies behind losing skills once mastered. I wondered why I needed to go through this and it was not until later that I learned the answer. That knowledge came while I was working with a client who was having issues with memory retrieval. Sensing her frustration, I shared my own experiences and she divulged her internal struggle. She thanked me and let me know my story gave her courage that things could get better; that although she may not return to her old self, becoming a new person was okay. I know it sounds cliché but I think sometimes we go through experiences so we can help and uplift others. I hope I can help others through my experiences — good and bad.

My passion for the area of speech continued to ignite as I received my SLPA license and started working for a clinic where I worked with clients from ages one to 40. I started implementing evidence-based practices, modifying activities to fit each individuals needs, and quickly became a liaison between my clients, their families and other team members. Later, I was accepted into graduate school and continued working full time in the area of speech pathology but changed to school-based therapy. I took techniques I learned in class and constantly changed my approach to therapy with all the knowledge I gained.

For my internship I was blessed to get a position in Ensign’s Sabino Canyon Rehabilitation and Care Center. It was a whole new kind of therapy for me and I tried to sponge all the knowledge I could from my talented and bright supervisor and other therapists. I enjoyed getting to know how to talk with and ask questions from my elders to learn their needs, their stories and how to help their quality of life. Some days it was overwhelming but I got the unique experience to help Ensign in my own way. Ensign opened up a new facility and I got to help with the transition and iPad programming. It may be small but I loved sharing the little knowledge of IT I had to support their skilled employees and got to see what working with Ensign is like — a family.

When I see the faces of the individuals I work with, I think about the love I have for my sister. In my life I have learned everyone is an individual, to set and meet goals, help others in areas of their needs, make mistakes and learn from them, ask questions and find answers, implement evidence-based practices, be a liaison, overcome obstacles, gain knowledge in every area and work as a family with my team. Every day I strive to work with others exactly the way I want others to work with my sister. I am not sure what the future has in store for me as I gain my full certification but I still have more to learn. I have a passion to try and ignite sparks in others; to help others grow beyond limits they or others might have put on them. Only through sparks can fires be set ablaze.

Neuro Gym Sit to Stand Trainer

Sit to Stand Trainer
One of the best pieces of equipment that has changed our facility is the Neurogym Sit to Stand Trainer. We purchased this piece of equipment last December from a Canadian vendor that presented at last year’s DOR meeting, and I highly recommend this trainer to all of our facilities.

http://neurogymtech.com/products/sit-to-stand-trainer/
 

We have had multiple residents who were total assist with bed mobility, transfers and just standing due to prolonged immobilization in the ICU. The first few treatments, the residents would be Max A x 2 for sitting balance, having had other complications that go along with immobility (hypotension, desaturation and poor O2 perfusion, diaphoresis, and muscle atrophy) from being supine in the ICU for weeks. The following example is one of many success stories we have had from the Neurogym Sit to Stand Trainer.

One resident who was completely independent with all ADLs, living by herself in a mobile home with five steps to enter, was admitted to a hospital with respiratory failure, a collapsed lung and CHF exacerbation. When she came to our facility, she could barely roll in the bed or move her extremely swollen legs and had poor sitting balance. This was one of our first residents to try the mobile Neurogym Sit to Stand Trainer, as the resident had a myriad of complications including C-diff that prevented her from coming out of the gym.

Our rehab team wheeled the Neurogym Sit to Stand Trainer to the resident’s room and sat her up on the edge of the bed Max/total A x 2. The therapist set the Neurogym counterweight to 50 pounds to help offset her weight secondary to her morbid obesity, extreme weakness and O2 dependency from being just weaned off a three-week ventilator stint.

I remember telling the resident on the evaluation, “You need to remember how hard this feels and how taxing just sitting on the edge of the bed is to your body, because in a month you are going to walk out of this building.”

She looked at me in extreme disbelief as the sweat was dripping down the front of her face just sitting on the edge of the bed and said, “I hope you are right.”

The first week, we focused on increasing her standing balance time and decreasing the counterweight from the Neurogym. After eight days, she was able to pull herself up to stand in the Neurogym without any counterweight assistance. At day 12, she was able to take 10 steps harnessed in the Neurogym. At day 17, she was able to pull herself to stand with a FWW and walk 15 feet on 3L O2 nasal cannula.

A little over three weeks from the day of evaluation, the resident was able to get herself dressed UB/LB at a SBA and walked with a FWW 175 feet with good reciprocal gait pattern on 3L O2 in a timely manner (appropriate for someone who was just decannulated from three weeks in the ICU doing PROM exercises). At around one month, the resident was discharged out of the facility to an ILF using her FWW.

This one example is a true testament to the desire for the patient to improve; the tenacity and encouragement by the rehab therapists to improve the resident’s overall functional level to leave the facility; and finally the MD, nursing and other ancillary staff members to administer medication and breathing treatments in a timely manner for optimal success.

By Jeremy Nelson, PT, DPT, Director of Rehab, Carmel Mountain Healthcare & Rehabilitation

ICD-10 Coding Corner

Coding Corner: ICD-10 Transition
Continuing the ICD-10 Journey
The good news is that our operations did not grind to a halt on Oct. 1, 2015, as others in the industry; we made it. Many are reporting that the transition from ICD-9 to ICD-10 went smoothly. Overall, everything we did to get ready for ICD-10 paid off. However, with everything new, ICD-10 didn’t come without its challenges. Hot topics were reported to be coding with Excludes 1 notes, the seventh characters for fractures and injuries. Coding accuracy is very important. With all the potential changes to the billing system, we need to have a strong understanding of coding and the coding guidelines. There is still some work ahead of us.

With that said, we need to focus on getting accurate coding not only for billing, but also for reporting and trending. Our BPCI facilities know this more than most. We need to make sure we are all painting that picture the same. For example, when we code for a hip replacement, we need to make sure we are using the most accurate code.

Code Highlight – Replacement Coding

This month’s code highlight is coding surgeries. When you look at a patient/resident recovering from a recent surgery, we need to first ask ourselves why they need our services. Most of time, it is going to be to heal from the surgery, so in that case we need to look at aftercare codes. I know when ICD-10 first came out, we said no aftercare codes; this only applies to our fracture codes. There are times when it is appropriate to code an aftercare code. Then it was said we need to use the other ortho aftercare code. Now with some research we have a final answer. Here are the steps to look up a hip replacement.

Hip Replacement (when coding in Optum)

First, type in “aftercare”; this will bring you to Z47 Orthopedic aftercare. Click on the folder to open more code options.

Next, look at the list of codes you have to choose from, and you will find Z47.1-Aftercare following joint replacement surgery. This the code that fits this case. When you look in the tabular list, the note will tell you to Use additional code to identify the joint (Z96.6). From there, you can see there are codes for:

  • Z96.641, Presence of right artificial hip joint
  • Z96.642, presence of left artificial hip joint
  • Z96.643, presence of artificial hip joint, bilateral
  • Z96.649, presence of unspecified artificial hip joint

Choose the code that is most appropriate to the documentation you have. You will end up with two codes for this one diagnosis, so we want to make sure we go the extra step and get the codes we need.

Coding Challenge

The Coding Challenge is back by popular demand. Each month I will put up coding scenarios that I get from the field and have you code what you think needs to be coded. Then next month, I will have answers to this one and a new one. Send in your tricky coding scenarios to codingpartner@ensignservices.net.

By Casey Bastemeyer RHIT, CCA, CHPS, RAC-CT, AHIMA-Approved ICD-10-CM Trainer

Coding CPT 97532 (Cognitive Skills Development)

CPT 97532 Cognitive Skills Development
It is important to understand the various CPT codes we utilize when reporting the services provided to our patients. One particular code, 97532, has specific parameters to consider before logging this code.

The Definition: This activity focuses on cognitive skills development to improve attention, memory and problem-solving, with direct one-on-one patient contact by the qualified professional, each 15 minutes.

  • This intervention would not be appropriate for patients with chronic progressive brain conditions without the potential for improvement or restoration. Therapy performed repetitively to maintain a level of function is not eligible for reimbursement.
  • Cognitive skills are an important component of many tasks, and the techniques used to improve cognitive functioning are integral to the broader impairment being addressed. Cognitive therapy techniques are most often covered as components of other therapeutic procedures, and typically would not be separately reported.
  • For any services related to the development of maintenance therapies for progressive conditions, code under the most appropriate non-97532.

 

In the PT/OT Novitas LCD, there is additional language on specific use of this code:

“Cognitive skill training should be aimed towards improving or restoring specific functions which were impaired by an identified illness or injury, and expected outcomes should be reasonably attainable by the patient as specified by the plan of care. Therefore, cognitive skills training for conditions without potential for improvement or restoration, such as chronic progressive brain conditions, would not be appropriate. Evidence-based reviews indicate that cognitive rehabilitation (and specifically memory rehabilitation) is not recommended for patients with severe cognitive dysfunction. Cognitive skills are an important component of many tasks, and the techniques used to improve cognitive functioning are integral to the broader impairment being addressed. Cognitive therapy techniques are most often covered as components of other therapeutic procedures, and typically would not be separately reported. Activities billed as cognitive skills development include only those that require the skills of a therapist and must be provided with direct (one-on-one) contact between the patient and the qualified professional/auxiliary personnel. These services are also reimbursable when billed by clinical psychologists. Those services that a patient may engage in without a skilled therapist qualified professional/auxiliary personnel are not covered under the Medicare benefit.
Note: The restrictions placed upon cognitive skills development (refer to the limitations section of this policy) do not apply to vision impairment rehabilitation services as defined in Program Memorandum, Transmittal AB-02-78.”

The SLP Novitas LCD states:

“This code describes interventions used to improve cognitive skills (e.g., attention, memory, problem solving), with direct (one-on-one) patient contact by the clinician. It may be medically necessary for patients with acquired cognitive impairments from head trauma, acute neurological events (including cerebrovascular accidents), or other neurological disease.

As stated earlier, speech-language pathology services are covered when performed with the expectation of restoring the patient’s level of function which has been lost or reduced by injury or illness. There must be an expectation that the patient’s level of function will be restored, or significantly improved, in a reasonable (and generally predictable) period of time. When these interventions are used in the setting of chronic, generally progressive, cognitive disorders, there must be a potential for restoration or improvement of function. Therapy performed repetitively to maintain a level of function is not eligible for reimbursement.”

Remember: Medicare also supports the use of 92507 for cognitive-communication intervention.

By Tamala Sammons, M.A. CCC-SLP, Therapy Resource

Poetry in Motion: A Tribute to the Eden Alternative

Sonny Gonzalez, DOR, and Jennifer Daniels, SLP of Oceanview Healthcare and Rehabilitation in Texas City, Texas, have been participating in a national grant project of the Eden Alternative called Creating a Culture of Person-Directed Dementia Care. The Eden Alternative® is an international, nonprofit 501(c)3 organization dedicated to creating quality of life for elders and their care partners, wherever they may live. Through education, consultation and outreach, we offer person-directed principles and practices that support the unique needs of different living environments, ranging from the nursing home to the neighborhood street.

Both Sonny and Jennifer have each shared poems they’ve penned in response to what they’ve learned. Sonny’s poem, Alone, echoes the message behind Eden Alternative Principle Three, which acknowledges that companionship is the antidote to the plague of loneliness. Click here to read Alone. Jennifer shares Night and Day with us. Her poem reflects the essence of Eden Alternative Principle Five, which names spontaneity and variety as the antidote to the plague of boredom. Read Night and Day.

(Sonny Gonzalez shared the above from the Eden Alternative site at http://www.edenalt.org/inspired-words-make-worlds/)

Therapy Career Fair Calendar Archive

Looking for upcoming events? Check out the Therapy Career Fair Calendar.

2016 Conferences Archive

Feb 5, 2016 – TWU (OT) Dallas, TX
Feb 18-20, 2016 – CSM 2016 (PT, PTA) Anaheim, CA
Feb 24, 2016 – Rockhurst University Health Fair (OT, PT, SLP) Kansas City, MO
Mar 1, 2016 – UWM Health Sciences Career Fair (PT, OT, SLP) Milwaukee, WI
Mar 10-12, 2016 – TSHA Convention (SLP) Fort Worth, TX
Mar 16, 2016 – University of Toledo Job Fair (PT, OT, SLP) Toledo OH
Mar 18-19, 2016 – NOTA Conference – College of St Mary (OT, OTA) Omaha, NE
Apr 2, 2016 – AZ SSIG Student Conclave – Midwestern University (PT, PTA) Glendale, AZ
Apr 2, 2016 – UTHSCSA Job Fair (PT, PTA. OT) San Antonio, TX
Apr 2, 2016 – UW Rehab Job Fair (OT, PT, SLP) Seattle, WA
Apr 5, 2016 – UW La Crosse PT, OT Career Fair (PT,OT) LaCrosse, WI
Apr 7-9, 2016 – AOTA Annual Conference (OT, OTA) Chicago, IL
Apr 12, 2016 – Samuel Merritt Presentation (OT, PT) Oakland, CA
Apr 13, 2016 – TX Healthcare Career Fair (OT, OTA) Abilene, TX
Apr 27, 2016 – CSUDH OT Career Fair (OT, OTA) Carson, CA
Apr 29, 2016 – University of Puget Sound (OT, PT) Tacoma, WA
May 4, 2016 – AT Still PT Recruitment Fair (PT, PTA) Mesa, AZ
May 4, 2016 – Blinn College Job Fair (PTA) Bryan, TX
May 26, 2016 – Grossmont College (OTA) El Cajon, CA
Jun 3, 2016 – University of St Augustine Career Fair (PT, OT) Austin, TX
Jun 10, 2016 – University of St Augustine Career Fair (PT, OT) San Marcos, CA
Jun 17, 2016 – Spalding University ASOT (OT) Louisville, KY
Jun 23, 2016 – University of TX Medical B (UTMB) PT Career Fair (PT) Galveston, TX
Jul 12, 2016 – Stanbridge College (OT, OTA, PTA)
Aug 17, 2016 – UNT Health Science Center, Fort Worth, TX

2015 Conferences Archive

Sept 8, 2015 – AT Still University OT Career Fair – Mesa, AZ
Sept 10, 2015 – University of New Mexico Job Fair (PT, OT) – Albuquerque, NM
Sept 22, 2015 – TX State University (PT, SLP) – San Marcos, TX
Sept 24, 2015 – Nebraska SLP Conference – Kearney, NE
Sept 26-27, 2015 – CPTA Annual Conference – (PT, PTA) – Pasadena, CA
Oct 2-3, 2015 – PTWA Conference (PT, PTA) – Bellevue, WA
Oct 9-10, 2015 – WOTACON 2015 (OT, OTA) – Tacoma, WA
Oct 12, 2015 – SLCC Career Fair – Salt Lake City, UT
Oct 14, 2015 – College of St Mary Job Fair (OT) – Omaha, NE
Oct 14, 2015 – University of St Augustine Job Fair (PT, OT) – Austin, TX
Oct 21, 2015 – University of St Augustine Job Fair (PT, OT) – San Marcos, CA
Oct 23-24, 2015 – APTA National Student Conclave (PT, PTA) – Omaha, NE
Oct 23-24, 2015 – TPTA Annual Conference (PT, PTA) – Arlington, TX
Oct 23-24, 2015 – OTAC Annual Conference (OT, OTA) – Sacramento, CA
Oct 26, 2015 – TWU Career Fair (OT, PT) – Houston, TX
Oct 30, 2015 – USC Career Fair (OT) – Los Angeles, CA
Nov 6-7, 2015 – TOTA Annual Conference (OT, OTA) – Richardson, TX
Nov 13, 2015 – Creighton University Career Fair (OT, PT) – Omaha, NE
Nov 17, 2015 – TWU Career Fair (OT, PT) – Dallas, TX
Nov 20, 2015 – SLCC OTA Career Fair, West Jordan, UT
Dec 9, 2015 – Hardin Simmons Career Fair (PT, SLP) – Abilene, TX

2014 Conferences Archive

Mar 29-30, 2014 – CPTA Student Conclave – U of St Augustine (PT, PTA) – San Marcos, CA
Mar 29, 2014 – University of TX (UTHSCSA) Job Fair (PT, PTA) – San Antonio, TX
Mar 29, 2014 – APTA Colorado Conference (PT, PTA) – Parker, CO
Apr 3-5, 2014 – AOTA Annual Conference (OT, OTA) – Baltimore, MD
Apr 12, 2014 – University of Washington Rehab Job Fair (OT, PT SLP) – Seattle, WA
Apr 16, 2014 – University of Puget Sound Job Fair (PT, OT) – Tacoma, WA
Apr 22, 2014 – St Ambrose University Health Sciences Job Fair (OT, PT, SLP) – Davenport, IA
May 21, 2014 – University of St Augustine Job Fair (PT, OT) – Austin, TX
May 28, 2014 – University of St Augustine Job Fair (PT, OT) – San Marcos, CA
Sept 9, 2014 – AT Still University Career Fair (OT) – Mesa, AZ
Sept 19, 2014 – University of St Augustine Job Fair (PT, OT) – Austin, TX
Oct 2, 2014 – Marquette University Health Fair (PT, SLP) – Milwaukee, WI
Oct 3, 2014 – University of St Augustine Job Fair (PT, OT) – San Marcos, CA
Oct 10-11, 2014 – PTWA Conference (PT, PTA) – Seattle, WA
Oct 10-11, 2014 – WOTA Conference (OT, OTA) – Spokane, WA
Oct 17-18, 2014 – OTAC Annual Conference (OT, OTA) – Pasadena, CA
Oct 17-18, 2014 – TPTA Annual Conference (PT, PTA) – Galveston Island, TX
Oct 21, 2014 – Texas Tech Health Sciences Job Fair (PT, OT, SLP) – Lubbock, TX
Oct 24, 2014 – Midwestern University Career Fair (PT, PTA) – Glendale, AZ
Oct 31, 2014 – USC OT Career Fair (OT, OTA) – Los Angeles, CA
Oct 31-Nov 1, 2014 – APTA National Student Conclave (PT, PTA) – Milwaukee, WI
Nov 3, 2014 – Fox Valley Technical College Health Job Fair (OTA) – Appleton, WI
Nov 7-8, 2014 – TOTA Annual Conference (OT, OTA) – Sugarland, TX
Nov 14, 2014 – Creighton University Health Fair (OT, PT) – Omaha, NE
Dec 10, 2014 – Hardin Simmons Career Fair (PT, PTA) – Abilene, TX

2013 Conferences Archive

Jan 21-24, 2013 – APTA Combined Sections Meeting (PT, PTA) – San Diego, CA
Jan 22, 2013 – Brookline College Career Fair (PTA) – Phoenix, AZ
Feb 8, 2013 – TX Women’s University OT Vanderkooi Event – Dallas, TX
Feb 11, 2013 – TX Women’s University Health Professions Career Fair (PT, OT) – Houston, TX
Mar 7-9, 2013 – CA Speech/Hearing Association Convention – Long Beach, CA
Mar 23, 2013 – University of Texas Career Fair (PT, PTA) – San Antonio, TX
Apr 13, 2013 – University of Washington Job Fair (OT, PT, SLP) – Seattle, WA
Apr 25-27, 2013 – AOTA Annual Conference & Expo – San Diego, CA
May 8, 2013 – Pierce College Job Fair (PTA) – Lakewood, WA
May 10, 2013 – Cal State Dominguez Hills (OT, OTA) – Carson, CA
May 15, 2013 – Pierce College Job Fair (PTA) – Puyallup, WA
May 15, 2013 – St Augustine University Job Fair (OT, PT) – St Augustine, FL
May 22, 2013 – St Augustine University Job Fair (OT, PT) – San Marcos, CA
May 23, 2013 – Grossmont College Job Fair (OTA) – San Diego, CA
June 26-28, 2013 – APTA Conference (PT, PTA) – Salt Lake City, UT
Sept 20-21, 2013 – CPTA Annual Conference – (PT, PTA) – Pasadena, CA
Oct 25-26, 2013 – OTAC Annual Conference – (OT, OTA) – Sacramento, CA
Nov 8-10, 2013 – TOTA Annual Conference (OT, OTA) – Sugarland, TX

2012 Conferences Archive

Feb 17, 2012 – Academic Day (PT/OT) at TWU – Dallas, TX
Feb 28, 2012 – Keiser University (OTA/PTA) – Fort Lauderdale, FL
March 1, 2012 – Rockhurst College (PT/OT) – Kansas City, MO
March 6, 2012 – Blinn College (PTA) – Bryan, TX
March 7, 2012 – The University of TX-Pan American (OT/SLP) – Edinburg, TX
March 7-10, 2012 – TSHA Convention (SLP) – San Antonio, TX
March 9-11, 2012 – NE PT Association Spring Conference (PT) – Kearney, NE
March 15-18, 2012 – CSHA Annual State Convention (SLP) – San Jose, CA
March 22, 2012 – CA State Dominguez Hills’ Spring Job Fair (OT) – Carson, CA
March 30, 2012 – USC OT Career Fair (OT) – Los Angeles, CA
March 31, 2012 – 42nd Annual Spring Conf & Expo (PT) – Aurora, CO
March 31, 2012 – University of TX Health Science Fair (PT) – San Antonio, TX
Apr 12, 2012 – Eastern Washington University (PT/OT/SLP) – Seattle, WA
April 16, 2012 – University of Milwaukee (PT/OT/SLP) – Milwaukee, WI
April 20, 2012 – Iowa Physical Therapy Association (PT) – Ames, IA
May 10, 2012 – CSU Dominguez Hills’ Spring Job Fair (OT) – Carson, CA
May 12, 2012 – University of WA Rehab Job Fair (PT/OT/SLP) – Seattle, WA
May 16, 2012 – University of St Augustine (PT/OT) – St Augustine, FL
May 23, 2012 – University of St Augustine San Diego (PT/OT) – San Diego, CA
May 24, 2012 – Grossmont College (OTA) Career Fair – El Cajon/San Diego, CA
July 12, 2012 – A.T. Stills University Career Fair (PT/OT) – Mesa, AZ
Aug 31, 2012 – PIMA Medical Institute PTA Job Fair – Seattle, WA
Sept 11, 2012 – UTEP Health Professions Career Fair (PT/OT/SLP) – El Paso,TX
Sept 12, 2012 – University of St Augustine (PT/OT) – St Augustine, FL
Sept 19, 2012 – University of St Augustine San Diego (PT/OT) – San Diego, CA
Sept 20, 2012 – LSU Health Science Job Fair (OT/PT/SLP) – New Orleans, LA
Sept 26, 2012 – Texas State Healthcare Job Fair (PT/PTA) – San Marcos, TX
Sept 28-29, 2012 – California PT Association Conference (PT) – Santa Clara, CA
Oct 5-6, 2012 – OTAC Conference (OT/OTA) – Pasadena, CA
Oct 8, 2012 – University of Puget Sound Job Fair (PT/OT) – Tacoma, WA
Oct 12-13, 2012 – WOTA Annual Conference (OT) – Wenatchee, WA
Oct 12-13, 2012 – Nebraska OT Association Fall Conference – Omaha, NE
Oct 16, 2012 – Texas Tech University Health Sciences Job Fair (OT/PT/SLP) – Lubbock, TX
Oct 19-20, 2012 – Nebraska PT Association Fall Conference – LaVista, NE
Oct 24-26, 2012 – Iowa Speech/Hearing Assoc Conference – Des Moines, IA
Oct 25-27, 2012 – TPTA Annual Conference (PT/PTA) – San Antonio, TX
Oct 26, 2012 – USC OT Career Fair – Los Angeles, CA
Oct 26, 2012 – Loma Linda University Career Fair (OT/PT) – Loma Linda, CA
Oct 26, 2012 – Iowa OT Association Conference – Des Moines, IA
Oct 29, 2012 – Texas Women’s Univ Health Professional Career Day (OT, PT) – Houston, TX
Nov 2-3, 2012 – TOTA Annual Conference (OT/OTA) – Austin, TX
Nov 7, 2012 – University of Utah OT/PT Career Fair – Salt Lake City, UT
Nov 8, 2012 – St Ambrose Health Sciences Fair (OT/PT/SLP)-Davenport, IA
Nov 9, 2012 – Creighton University Health Career Fair (OT/PT) – Omaha, NE
Nov 13, 2012 – Texas Women’s Univ Health Career Fair (OT/PT) – Dallas, TX
Dec 12, 2012 – Hardin-Simmons University Career Fair (PT) – Abilene, TX
Build Something Great

Helping Respiratory Patients Breathe Easy At North Mountain

Kelly Schwarz article photoNorth Mountain Medical and Rehab Center in Phoenix, AZ has continually had an increase in respiratory patients over the years, making it well known to the community as a premier respiratory facility. The goal of almost every resident coming through our doors is to return to the community, and the Therapy Team chose to implement a Pulmonary Rehab Program designed with specific interventions for these residents, which often means taking a different approach to rehab due to their lower level of activity tolerance. A patient must first meet the criteria to participate in the Pulmonary Rehab Program, and once admitted into the program, we have select guidelines for assessments, treatment plans, educational material, and involving community resources to continue to help our respiratory patients thrive while in our facility and then discharged home.

After a successful 1st quarter kick-off, the team continues to grow the program with new goals. Shannon Dougherty, PT, is working towards a specialized PT Certification in Pulmonary Rehab. Kelly Schwarz, DOR, is getting involved in community education programs through Breathe Easy Arizona. The team has researched the use of different standardized tests to add to their assessments, and will implement the use of manometers and inspiratory muscle trainers to their treatment sessions.

At North Mountain, we are truly taking an interdisciplinary approach to helping our residents “Breathe Easy” on the road to success!!

By Kelly Schwarz. DOR, North Mountain Medical and Rehab Center, Phoenix, AZ