Cognitive Rehabilitation Evidence- Based Practices. Cynthia Griggins, PhD Neuropsychologist, Neurological Institute UHCMC

Size: px
Start display at page:

Download "Cognitive Rehabilitation Evidence- Based Practices. Cynthia Griggins, PhD Neuropsychologist, Neurological Institute UHCMC"

Transcription

1 1 Cognitive Rehabilitation Evidence- Based Practices Cynthia Griggins, PhD Neuropsychologist, Neurological Institute UHCMC

2 2 What is Cognitive Rehab? Goal: ameliorate injury-related cognitive deficits (attention, memory, executive functioning, etc.) in order to maximize safety, daily functioning, independence, and quality of life. Retraining (attention) or using compensatory strategies (memory, executive fxs, etc.) Should be transdisciplinary (psych, OT, ST)

3 3 Patients Acquired injury Stroke TBI Post surgery (tumor, epilepsy, etc.) Progressive disorders Multiple sclerosis Other (compensatory, depends on available resources) Severity Severe: more behavioral training, specific skills Mild to moderate: teaching self-regulation

4 4 Training Strategies for Severity of Impairment Severe Task specific, teach by repeated practice Errorless learning ( my name is Cynthia. What is my name?) Spaced retrieval (immed, 15 sec, 30 sec, etc.) Chaining (can start with 1 st or last step) Mild to moderate Teach internal strategies, self-generated Expect generalization (can see similarities in situations, cause effect)

5 5 Stages of Treatment 1.Comprehensive assessment Neuropsych eval How are deficits interfering with daily life? Input from family, others Goal setting 2.Implementing treatment plan Clinic, office Structured environment Community

6 6 Stage 1: Comprehensive Assessment Must be detailed assessment of ALL cognitive functions Attention (sustained, divided, focused, etc.) Memory (verbal and nonverbal; encoding, storage, retrieval; retrograde, anterograde, prospective, etc.) Executive functions Emotional regulation Social, communication (listening, formulating thoughts, turn-taking, reading nonverbals, etc.)

7 7 Stage 1: Comprehensive Assessment Observation in community Questionnaires Family interview Integrate information to set goals Cognitive deficits Premorbid personality and abilities Living situation, family MOTIVATION

8 8 Setting Goals Patient-driven (work, live independently, drive ) Long Term Goals Short term goals Time lines Essential factors in goals: CLARITY Type of task (cognitive impairment or function) Complexity (simple, moderate, complex) Level of assistance Type of strategy to be employed Measurement of success (%, speed, level of cue)

9 9 Stage 2: Rehab Treatment 1. Acquisition Teach purpose and procedures of treatment Help pt. recognize and accept deficit and benefits of treatment (awareness) 2. Application Improve effectiveness and independence in compensating for deficits Promote internalization of strategies 3. Adaptation Promote transfer of training to tasks less structured, more novel, complex, distracting Generalization to home, community, work

10 10 Acquisition General education about brain injury Education re. patient s particular problems Increase awareness as necessary (behavioral experiments) Patient s prediction of performance Exercise (measurable, concrete, video) Review of results Acceptance of impairment

11 11 Application Therapist designs treatment plan, strategies to be learned based on patient goals Teaches, practices in sessions Increasing challenge (complexity, level of assistance, distractions, etc.) Careful monitoring of progress Predict-perform-evaluate

12 12 Adaptation Take strategy outside clinic Homework assignments Group work Home, community, work Increasing generalization, facility with strategy

13 Attention Training 13

14 14 Attentional Hierarchy (Sohlberg & Mateer) Focused attention: recognize and acknowledge specific sensory information Sustained attention: maintain attention over period of time during continuous, repetitive activity Selective attention: process target information and ignore nontargets Alternating attention: shift focus between different behaviors, tasks Divided attention: respond to 2 or more events at same time

15 Attention Spot light or light house Where the beam is directed: enhanced Other areas blocked out Beam can be narrow or broad, can be moved or locked, limited ability to divide it

16 Selective (Focused) Attention Description Shining bright, narrow beam Ignoring or filtering out extraneous stimuli Examples: Finding info on busy web page Blocking out other conversations to listen to one person Blocking out background noise while studying in coffee shop Finding your brand on supermarket shelf

17 Strategy for Selective Attention If you notice your attention has slipped Refocus STOP + THINK what were you supposed to be doing? May need to make cue card before you start task Get back on track THINK

18 Strategies Mental blackboard Writing on it Checking it

19 19 Attention training Practice standard in post-acute phase Recommend direct training + metacognitive strategy training Can use computer programs, but therapist guidance necessary

20 20 Attentional Training Attention Process Training (APT, Mateer & Sohlberg) see YouTube video Follows hierarchy Basic sustained attention Selective attention Alternating, divided attention Success in functional tasks, not scores!

21 21 Other approaches Time Pressure Management Working Memory Rehab (Cicerone) N-back procedure

22 Executive Functioning 22

23 Common Executive Impairments 23 Cognitive Awareness Anticipating problems Analyzing situations Planning solutions Executing plans Maintaining flexible approach Monitoring self Emotional Inability to regulate Lability Overwhelmed by feelings Behavioral Positive sxs Disinhibition Impulsivity Cognitive inflexibility Negative sxs Lack of initiative Lack of motivation Apathy impersistence

24 24 General Approach: Executive Functions Making what used to be automatic, now on manual Metacognitve, internal strategies, self-regulation Variations on basic steps: 1. Become aware of problem, identify task demands 2. Identify options, steps 3. Choose plan (predict performance) 4. Execute using strategies, monitoring self 5. Review, evaluate results, make necessary changes

25 25 Problem Solving Strategies STOP! WHAT is the problem? ALTERNATIVES PICK and PLAN SATISFIED? GOAL PLAN DO REVIEW

26 Memory 26

27 27 Memory-External Aids iphone, smart phone, memory books, calendars, post-its, alarms, etc. Need constant, easy access All staff and family trained in use Require multiple learning and generalization trials Fade out cues New technology: Memorycam; OZC paging system

28 28 Memory Book Monthly calendar, check for anything today and this week Go to daily page, transfer appts. Write notes connected to specific event Add things to do not connected with specific time; prioritize, estimate time, put in time slot Write notes during, immed. after appt. Write notes during, after conversations For severely impaired, section with key info Intensive training, practice, faded cues

29 External Strategies Diaries, notebooks Taking notes Making frequent (daily) entries REVIEW regularly Appointment calendar (smartphone, Filofax, etc.) Basic alarms (watches, phones, kitchen timers, etc.) Post it notes Pill boxes Dictaphone (smartphone) To do lists (must be organized and updated daily)

30 30 Memory-Internal Strategies Determine when these should be employed Association techniques Visual-verbal association Visual-verbal schematics Visual Peg Method Method of Loci deeper understanding Organizational 1 st letter mnemonics Semantic clustering PQRST Use of humor storytelling

31 Internal Strategies Mnemonics (e.g., spring forward, fall back; PQRST) Visual imagery Using familiar space, like your house Flow chart (my example of brain)

32 Neglect 32

33 33 Neglect Inferior right hemisphere lesions, right dorsolateral 50% right CVAs have neglect Close + distant + personal space Decreased awareness of visual, sounds, tactile, smells, movement on left Poor awareness of deficit

34 34 Neglect Training Cancellation tasks (symbols, letters, numbers, words) Anchoring (verbal + visual cues to begin on far left side) Pacing: slow down, recite targets out loud Density more errors Information load more errors Gradually fade cues Increase from letters words sentences, etc.

35 35 Limb Activation Patient is asked to move left hand during tasks (e.g., tap hand, open and close; lift left shldr) Put left hand in field, instruct to look at hand

36 Social Communication 36

37 37 Communication Problems Communicating thoughts, needs Listening and understanding others Nonverbal (giving and interpreting) Regulating emotions in social interactions Following social rules, respecting boundaries Working collaboratively assertiveness

38 38 Communication Skills Social aspects Reading faces (emotion cards) Interpreting social cues (silent movies, etc.) Verbal communication skills Listening, paraphrasing Turn-taking Disinhibition Excessive talking

39 Social Awareness Watching for verbal, nonverbal cues Facial expression Tone Eye contact

40 Becoming an Active Listener Manage attention Nonverbal Eye contact Occasional nodding Facial expression Posture Encourage speaker to continue with small uh-huh OK, etc.

41 Becoming an Active Listener Provide feedback Paraphrasing Clarifying Summarizing Defer judgment Respond appropriately

42 Conversational Control Verbal expression/organization Initiating/starting conversations Maintaining Ending conversations Social Awareness Turn-taking Repair

43 Social Awareness What can go wrong? Assuming the listener has more information than is accurate Giving the listener too much information Not being specific enough Responding, but not answering the question

44 44 Treatment Plan Identify problem (TMI, no eye contact, can t read nonverbals, etc.) Use pt s label Circumstances, triggers, what makes better/worse Data collection: baseline Monitoring may need to be done by others Gradual self awareness Behavioral program Feedback

45 45 Group Work Education (Understanding brain injury, attention, memory, executive fx, etc.) Presenting basic strategies Lab to practice behaviors Give and receive feedback Application, try out strategies

46 46 Topics Key social communication skills Setting goals Starting/maintaining conversations Dating Handling families Increasing self confidence, decreasing selfdestructive behavior Conflict resolution Giving feedback (direct, kind, honest, etc.)

Neuropsychological Rehabilitation. Neuropsych Assessment. Neuropsych Assessment 2/23/11

Neuropsychological Rehabilitation. Neuropsych Assessment. Neuropsych Assessment 2/23/11 Neuropsychological Rehabilitation Neuropsych Assessment Rehabilitation requires a team approach Design evaluations to aid treatment team Identify breadth and depth of deficits Identify remaining strengths

More information

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service Memory Rehabilitation in Early Dementia Diana Golvers Clinical Psychologist Central Dementia Service Loss of Memory in AD Memory impairment earliest manifestation of AD and other dementias Major impact

More information

Potential Application of Lifelogging Technology (SenseCam) in Rehabilitation

Potential Application of Lifelogging Technology (SenseCam) in Rehabilitation Potential Application of Lifelogging Technology (SenseCam) in Rehabilitation Dr Fergus Gracey, Consultant Clinical Neuropsychologist Lara Harris, Louise Head, Kate Psaila, Cat Ford Oliver Zangwill Centre

More information

Coping with Memory Problems after Brain Injury Practical Strategies

Coping with Memory Problems after Brain Injury Practical Strategies Coping with Memory Problems after Brain Injury Practical Strategies Introduction Memory problems are one of the most common effects of acquired brain injury. Sadly there are no cures available, but there

More information

COGNITIVE REHABILITATION

COGNITIVE REHABILITATION COGNITIVE REHABILITATION TREATMENT MODALITIES FUNCTIONAL APPLICATION ASSESSMENTS FOR MEDICAL REHABILITATION NEUROPSYCHOLOGICAL ASSESSMENT COGNITIVE SCREENING ASSESSMENT COGNITIVE PROBLEMS ASSOCIATED WITH

More information

Compensation Strategies for Common Challenges after Traumatic Brain Injury

Compensation Strategies for Common Challenges after Traumatic Brain Injury Compensation Strategies for Common Challenges after Traumatic Brain Injury Annette Pearson MS, LADC, CBIS Vinland National Center apearson@vinlandcenter.org 1 This is any one of us, with some area(s) of

More information

communication Tips for successful communication at all stages of Alzheimer's disease

communication Tips for successful communication at all stages of Alzheimer's disease communication Tips for successful communication at all stages of Alzheimer's disease Communication and dementia As the disease progresses, the communication skills of a person with Alzheimer's disease

More information

Integrated Neuropsychological Assessment

Integrated Neuropsychological Assessment Integrated Neuropsychological Assessment Dr. Diana Velikonja C.Psych Neuropsychology, Hamilton Health Sciences, ABI Program Assistant Professor, Psychiatry and Behavioural Neurosciences Faculty of Health

More information

Recovering from a Mild Traumatic Brain Injury (MTBI)

Recovering from a Mild Traumatic Brain Injury (MTBI) Recovering from a Mild Traumatic Brain Injury (MTBI) What happened? You have a Mild Traumatic Brain Injury (MTBI), which is a very common injury. Some common ways people acquire this type of injury are

More information

The Planning and Execution Assistant and Trainer (PEAT) The challenge of impaired executive functions

The Planning and Execution Assistant and Trainer (PEAT) The challenge of impaired executive functions The Journal of Head Trauma Rehabilitation, April 1997 The Planning and Execution Assistant and Trainer (PEAT) Richard Levinson, Attention Control Systems, Inc. Introduction Meet PEAT, the Planning and

More information

Memory booklet. RDaSH. Occupational therapy. Doncaster Community Integrated Services

Memory booklet. RDaSH. Occupational therapy. Doncaster Community Integrated Services Memory booklet Occupational therapy RDaSH Doncaster Community Integrated Services Contents Introduction 3 What is memory? 3 The memory process 4 Different types of memory 4 Everyday difficulties 5 Memory

More information

REHABILITATION OF EXECUTIVE DISORDERS

REHABILITATION OF EXECUTIVE DISORDERS REHABILITATION OF EXECUTIVE DISORDERS Deirdre Dawson, PhD, OT Reg (ON) Senior Scientist, Baycrest Associate Professor, University of Toronto 2nd Central East Stroke Network Symposium April 14 th, 2010

More information

Does the use of compensatory cognitive strategies improve employment outcomes in people with an acquired brain impairment?

Does the use of compensatory cognitive strategies improve employment outcomes in people with an acquired brain impairment? Does the use of compensatory cognitive strategies improve employment outcomes in people with an acquired brain impairment? Prepared by: Rosamaria Coster Rehabilitation Consultant (OT), CRS Australia Date:

More information

Attention & Memory Deficits in TBI Patients. An Overview

Attention & Memory Deficits in TBI Patients. An Overview Attention & Memory Deficits in TBI Patients An Overview References Chan, R., et.al.. (2003). Are there sub-types of attentional deficits in patients with persisting post- concussive symptoms? A cluster

More information

National Dissemination Center for Children with Disabilities

National Dissemination Center for Children with Disabilities Teaching Students with Disabilities Resources Developed by: National Dissemination Center for Children with Disabilities 1 Table of Contents* Disorder Page # Attention Deficit/Hyperactivity Disorder (AD/HD).3

More information

www.projectlearnet.org WHAT IS COGNITIVE INTERVENTION/REHABILITATION?

www.projectlearnet.org WHAT IS COGNITIVE INTERVENTION/REHABILITATION? Tutorial: Cognitive Intervention/Rehabilitation (See Tutorials on Cognition; Transfer/Generalization; Instructional Routines; Attention; Memory and Memory Problems; Organization; Problem Solving; Concrete

More information

Supporting Employee Success. A Tool to Plan Accommodations that Support Success at Work

Supporting Employee Success. A Tool to Plan Accommodations that Support Success at Work Supporting Employee A Tool to Plan Accommodations that Support at Work Supporting Employee A Tool to Plan Accommodations that Support at Work Table of Contents Background... Page 1 How the process works...

More information

Occupational Therapy Treatment for People with Cognitive Limitations: Position paper

Occupational Therapy Treatment for People with Cognitive Limitations: Position paper Occupational Therapy Treatment for People with Cognitive Limitations: Position paper Background The purpose of a position paper is to present the professional stance regarding a given topic. The Senior

More information

Presents. Brain Basics. A Seminar of Education and Understanding

Presents. Brain Basics. A Seminar of Education and Understanding Presents Brain Basics A Seminar of Education and Understanding Welcome to the Presentation. Brain Overview What Are The Stats? Brain Injury is the LEADING cause of death and disability in children, adolescents

More information

Memory, Behaviour, Emotional and Personality Changes after a Brain Injury

Memory, Behaviour, Emotional and Personality Changes after a Brain Injury Memory, Behaviour, Emotional and Personality Changes after a Brain Injury The consequences of a brain injury on any individual, family or relationship are far reaching. A brain injury not only impacts

More information

EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY

EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY Traumatic brain injury EMOTIONAL AND BEHAVIOURAL CONSEQUENCES OF HEAD INJURY Traumatic brain injury (TBI) is a common neurological condition that can have significant emotional and cognitive consequences.

More information

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Learn More at www.thespeechvine.com Communication Disorders Speech Disorders Articulation Apraxia of Speech Fluency/Stuttering Voice Language Disorders

More information

Executive Function Remediation/Compensation Strategies

Executive Function Remediation/Compensation Strategies Executive Function Remediation/Compensation Strategies In general: Osmosis won t work; teach the skills Keep in mind the concept of plasticity, the brains ability, through effort, positive reinforcement,

More information

MODULE I: COMMUNICATING WITH OLDER ADULTS

MODULE I: COMMUNICATING WITH OLDER ADULTS Navigator 2013: Module I: Communicating with Older Adults: Page 1 of 7 MODULE I: COMMUNICATING WITH OLDER ADULTS Summary This module focuses on communication between health care providers, patients, and

More information

Post-Acute Rehab: Community Re-Entry After Stroke? Sheldon Herring, Ph.D. Roger C. Peace Rehab Hospital Greenville Hospital System

Post-Acute Rehab: Community Re-Entry After Stroke? Sheldon Herring, Ph.D. Roger C. Peace Rehab Hospital Greenville Hospital System Post-Acute Rehab: Community Re-Entry After Stroke? Sheldon Herring, Ph.D. Roger C. Peace Rehab Hospital Greenville Hospital System 2014 Neurocognitive Deficits After Stroke: The Hidden Disability Sheldon

More information

Managing Executive Function Disorders. Donna Geffner, Ph.D., CCC-Sp/A St. John s s University, NY ASHA Convention 2007

Managing Executive Function Disorders. Donna Geffner, Ph.D., CCC-Sp/A St. John s s University, NY ASHA Convention 2007 Managing Executive Function Disorders Donna Geffner, Ph.D., CCC-Sp/A St. John s s University, NY ASHA Convention 2007 Executive Function Definition Executive function is the ability to do all that it takes

More information

Coping with memory problems: practical strategies

Coping with memory problems: practical strategies Coping with memory problems: practical strategies Introduction Memory impairment is one of the most common effects of acquired brain injury. Sadly there are no cures available, but there are a number of

More information

MEMORY MODULE A Training Module for Parents and Educators of Children with Traumatic Brain Injury.

MEMORY MODULE A Training Module for Parents and Educators of Children with Traumatic Brain Injury. MEMORY MODULE A Training Module for Parents and Educators of Children with Traumatic Brain Injury. Funded by an IDEA Discretionary Grant #2007-9911-22 Wisconsin Department of Public Instruction (http://www.dpi.wi.gov)

More information

Discharge planning. Rehabilitation Center at Scripps Memorial Hospital Encinitas. Discharge Planning. General rehab diagnosis

Discharge planning. Rehabilitation Center at Scripps Memorial Hospital Encinitas. Discharge Planning. General rehab diagnosis Discharge planning with Case Managers Paul Kelsey R.N., C.C.M Joan Wilson R.N.,C.R.R.N.,C.C.M Rehabilitation Center at Scripps Memorial Hospital Encinitas Discharge Planning There are no EASY rehab patients

More information

Documentation Requirements ADHD

Documentation Requirements ADHD Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task

More information

Going to School and Being Effective

Going to School and Being Effective Going to School and Being Effective Doreen Granpeesheh, Ph.D., B.C.B.A. Center for Autism and Related Disorders, Inc. Today s Presentation What is Applied Behavior Analysis? How does it apply to Autism?

More information

Memory: Changes, Causes, & Treatment: Everything you wanted to know about memory but were afraid to ask

Memory: Changes, Causes, & Treatment: Everything you wanted to know about memory but were afraid to ask Memory: Changes, Causes, & Treatment: Everything you wanted to know about memory but were afraid to ask Presentation for: Convention of the Episcopal Diocese of Newark Senior Ministries Laurie Durmaz,

More information

UNILATERAL SPATIAL NEGLECT Information for Patients and Families

UNILATERAL SPATIAL NEGLECT Information for Patients and Families UNILATERAL SPATIAL NEGLECT Information for Patients and Families What is unilateral spatial neglect? Unilateral spatial neglect (USN) is the inability to pay attention to things on the side that is affected

More information

ABA AND RDI. Therapy vs. RDI Life Style ABA

ABA AND RDI. Therapy vs. RDI Life Style ABA AND Therapy vs. Life Style Typically with parents hire a staff to work with their child. These therapists work with the child during scheduled therapy times. If parents work with their child, they need

More information

curveballs & pitfalls

curveballs & pitfalls Interpreting pediatric neuropsychological data: curveballs & pitfalls Jacobus Donders March 2, 2013 Disclosure Sponsored in part by a grant from the Mary Free Bed Guild Fund (#60). Speaker has no conflict

More information

A Guide for Enabling Scouts with Cognitive Impairments

A Guide for Enabling Scouts with Cognitive Impairments A Guide for Enabling Scouts with Cognitive Impairments What cognitive impairments are discussed in this manual? Autism Spectrum Disorder Attention Deficit Hyper Activity Disorder Depression Down Syndrome

More information

SAMPLE. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings. Interpretive Report. By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D.

SAMPLE. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings. Interpretive Report. By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Interpretive Report This Interpretive Report is intended for use by qualified assessors only.

More information

Executive functions: Stuss model

Executive functions: Stuss model Executive functions: Stuss model The model refers to frontal lobe functioning rather than executive functions; apologies to Don for interchanging the terms. Four functional domains Action regulation Executive

More information

Behaviour management following traumatic brain injury (TBI)

Behaviour management following traumatic brain injury (TBI) Behaviour management following traumatic brain injury (TBI) 24 March 2014 Jacqueline Woods Consultant Clinical Neuropsychologist Leeds Community Neurology Team E-mail: jacqueline.woods@nhs.net Ph: 0113

More information

Question Specifications for the Cognitive Test Protocol

Question Specifications for the Cognitive Test Protocol Question Specifications for the Cognitive Test Protocol Core Questions These are the 6 disability questions to be tested in the interview. All of the other questions in the cognitive test protocol are

More information

ADEPT Glossary of Key Terms

ADEPT Glossary of Key Terms ADEPT Glossary of Key Terms A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill,

More information

Neuropsychological Services at CARD

Neuropsychological Services at CARD Neuropsychological Services at CARD Objectives Who are we? What do we do? Why do providers refer to us? Case Example Who We Are Neuropsychologists: Rebecca Vaurio, Ph.D.; Renee Folsom, Ph.D., Garland Jones,

More information

Nonverbal Learning Disabilities

Nonverbal Learning Disabilities Nonverbal Learning Disabilities Classroom Challenges & Instructional Strategies Ellen Engstrom, M.A. Groves Academy Agenda NLD overview Subtype Model of NLD Strengths & challenges for students with NLD

More information

Functional Assessment Measures

Functional Assessment Measures Functional Assessment Measures FUNCTIONAL RATING SCALES This section highlights the assessment of functional limitations. Assessment of functional limitations is essential to help determine eligibility

More information

Effective Services for People Living with Brain Injury

Effective Services for People Living with Brain Injury Effective Services for People Living with Brain Injury Jean Capler, MSW, LCSW Local Support Network Leader The Rehabilitation Hospital of Indiana Resource Facilitation Plan for Today Brain Injury 101 Challenges

More information

Psychological and Neuropsychological Testing

Psychological and Neuropsychological Testing 2015 Level of Care Guidelines Psych & Neuropsych Testing Psychological and Neuropsychological Testing Introduction: The Psychological and Neuropsychological Testing Guidelines provide objective and evidencebased

More information

DEVELOPING A LOW COST BRAIN INJURY REHABILITATION PROGRAM: GUIDELINES FOR FAMILY MEMBERS

DEVELOPING A LOW COST BRAIN INJURY REHABILITATION PROGRAM: GUIDELINES FOR FAMILY MEMBERS DEVELOPING A LOW COST BRAIN INJURY REHABILITATION PROGRAM: GUIDELINES FOR FAMILY MEMBERS The day you waited for with such mixed feelings finally arrived: your family member was discharged from rehabilitation

More information

MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION. POLICY NUMBER: 8.01.19 CATEGORY: Therapy/Rehabilitation

MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION. POLICY NUMBER: 8.01.19 CATEGORY: Therapy/Rehabilitation MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION PAGE: 1 OF: 5 If the member's subscriber contract excludes coverage for a specific service it is not covered under that contract. In such cases, medical

More information

DRIVER REHABILITATION OVERVIEW

DRIVER REHABILITATION OVERVIEW DRIVER REHABILITATION OVERVIEW What is included in a Driving Evaluation? The purpose of the evaluation is to determine if the individual s medical condition, medications, functional limitations and/ or

More information

Functional Treatment Ideas

Functional Treatment Ideas I n t e r n a t i o n a l C l i n i c a l E d u c a t o r s, i n c. Functional Treatment Ideas and Strategies In Adult Hemiplegia s e c o n d e d i t i o n By Jan Davis, MS, OTR/L Video Registration No.

More information

Practice Test for Special Education EC-12

Practice Test for Special Education EC-12 Practice Test for Special Education EC-12 1. The Individualized Educational Program (IEP) includes: A. Written evaluation B. Assessment tests C. Interviews 2. Learning disabilities include: A. Cerebral

More information

The USPI Physician and Care Provider s Guide to Effective Communication

The USPI Physician and Care Provider s Guide to Effective Communication The USPI Physician and Care Provider s Guide to Effective Communication KNOW HOW PATIENTS WILL EVALUATE PROVIDER SKILLS The Clinician and Group CAHPS - Consumer Assessment of Healthcare Providers and Systems

More information

University of Toronto TEFL Online

University of Toronto TEFL Online University of Toronto TEFL Online 403 (v41) Reflection Journal Submission - Unit 4 Name: RAHEEL KHAN Score: 100% Passmark: 100% Attempted: Tuesday, February 11, 2014 Attempt Number: 3 Time Taken: 00:09:51

More information

The Executive Function Task Application Model (EFTAM): development and application

The Executive Function Task Application Model (EFTAM): development and application The Executive Function Task Application Model (EFTAM): development and application Charlie Chung 1, Alex Pollock 2, Tanya Campbell 3, Brian Durward 4 1 Occupational Therapy, NHS Fife, Dunfermline 2 Nursing

More information

Topic 1 Customer Relations and Rapport. Customer Service Versus Customer Relations

Topic 1 Customer Relations and Rapport. Customer Service Versus Customer Relations Topic 1 Customer Relations and Rapport Customer Service Versus Customer Relations Customer Service Versus Customer Relations Customer service and customer relations Customers and clients Business relationships

More information

Rehabilitation: A Journey to. Independence By: Lauren Smith, CCC-SLP, CBIS and Nicole Bylander, OTR/L, CBIS 5/5/16

Rehabilitation: A Journey to. Independence By: Lauren Smith, CCC-SLP, CBIS and Nicole Bylander, OTR/L, CBIS 5/5/16 Rehabilitation: A Journey to Independence By: Lauren Smith, CCC-SLP, CBIS and Nicole Bylander, OTR/L, CBIS Rehabilitation: A Journey to Independence Purpose: Describe the rehabilitation process and the

More information

Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych

Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych Most people living with epilepsy do not experience serious problems with their thinking. However, there are aspects of thinking that can be affected

More information

Communication Strategies for Primary Progressive Aphasia & FTD s:

Communication Strategies for Primary Progressive Aphasia & FTD s: Communication Strategies for Primary Progressive Aphasia & FTD s: Maura English Silverman, MS, CCC/SLP Triangle Aphasia Project FTD Conference July 12, 2011 summary Individuals with cognitive and communication

More information

Chapter 7: Memory. Memory

Chapter 7: Memory. Memory Chapter 7: Memory Case Study: H.M. and His Missing Memories Section 1: Memory Classifications and Processes Section 2: Three Stages of Memory Section 3: Forgetting and Memory Improvement Experiment: Applying

More information

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What

More information

1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136. Days and Hours: Monday Friday 8:30a.m. 6:00p.m. (305) 355 9028 (JMH, Downtown)

1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136. Days and Hours: Monday Friday 8:30a.m. 6:00p.m. (305) 355 9028 (JMH, Downtown) UNIVERSITY OF MIAMI, LEONARD M. MILLER SCHOOL OF MEDICINE CLINICAL NEUROPSYCHOLOGY UHEALTH PSYCHIATRY AT MENTAL HEALTH HOSPITAL CENTER 1695 N.W. 9th Avenue, Suite 3302H Miami, FL. 33136 Days and Hours:

More information

Memory Problems Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited

Memory Problems Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited Memory Problems Following Traumatic Brain Injury Patient Information Booklet Talis Consulting Limited What is Memory? Memory consists of several processes that work in different ways. In order to use your

More information

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013 Overview Neuropsychological Assessment in Stroke Brandon Ally, PhD Department of Neurology What is Neuropsychology Stroke Specific Neuropsychology Neuropsychological Domains Case Study What is Neuropsychology?

More information

CURRICULUM OVERVIEW EMPLOYABILITY SKILLS FOR ADULTS WITH LEARNING DIFFICULTIES/LEARNING DISABILITIES

CURRICULUM OVERVIEW EMPLOYABILITY SKILLS FOR ADULTS WITH LEARNING DIFFICULTIES/LEARNING DISABILITIES CURRICULUM OVERVIEW EMPLOYABILITY SKILLS FOR ADULTS WITH LEARNING DIFFICULTIES/LEARNING DISABILITIES The Employability Skills for Adults with Learning Difficulties/Learning Disabilities curriculum combines

More information

Neuro-rehabilitation in Stroke. Amit Kumar Neuro-Occupational Therapist

Neuro-rehabilitation in Stroke. Amit Kumar Neuro-Occupational Therapist Neuro-rehabilitation in Stroke Amit Kumar Neuro-Occupational Therapist Neuro-rehabilitation A process whereby patients who suffer from impairment following neurologic diseases regain their former abilities

More information

Critical Review: The efficacy of cognitive rehabilitation approaches for recovery of memory impairments following stroke

Critical Review: The efficacy of cognitive rehabilitation approaches for recovery of memory impairments following stroke Copyright 2007 by Coulas, V. Critical Review: The efficacy of cognitive rehabilitation approaches for recovery of memory impairments following stroke Coulas, V. M.Cl.Sc. (SLP) Candidate School of Communication

More information

Learning Disabilities: 101

Learning Disabilities: 101 Learning Disabilities: 101 Website: www.ldayr.org E-mail: info@ldayr.org 905-844-7933 x 23 By: Kelli Cote, Principal, Parent, LDAYR Director Shelley Henderson, Parent and LDAYR Director April 9, 2014 Learning

More information

Cornell Note Taking System (For Lecture or Reading)

Cornell Note Taking System (For Lecture or Reading) Cornell Note Taking System (For Lecture or Reading) Taking good notes is one of several keys to academic success. There are several reasons why developing an effective technique of note taking is important.

More information

These skills are presented as a hierarchy that is organized within a systematic framework.

These skills are presented as a hierarchy that is organized within a systematic framework. Counseling Microskills Microskills are the basic foundational skills involved in effective helping relationships. They are the foundational tools on which the success of interventions with clients may

More information

Returning to work after brain injury

Returning to work after brain injury Returning to work after brain injury Introduction There are many ways to approach returning to work after a brain injury and this factsheet provides some strategies that have been shown to enhance the

More information

Students are required to undertake placement activities in mixed gender environments which reflect the Australian health care context.

Students are required to undertake placement activities in mixed gender environments which reflect the Australian health care context. Introduction to inherent requirements for undergraduate Nursing course These inherent requirements apply to the following course: Bachelor of Nursing The School of Nursing at Avondale College of Higher

More information

Conflict Resolution for CBLE. Instructor

Conflict Resolution for CBLE. Instructor Conflict Resolution for CBLE Instructor Terminal Objective Upon completion of this module, the participant will be able to identify the phases of acting-out in conflict, and have an understanding of what

More information

Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric

Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric & NJ School Neuropsychologist www.brainbehaviorbridge.com

More information

Lecture 2, Human cognition

Lecture 2, Human cognition Human Cognition An important foundation for the design of interfaces is a basic theory of human cognition The information processing paradigm (in its most simple form). Human Information Processing The

More information

LECTURE AND NOTE TAKING

LECTURE AND NOTE TAKING LECTURE AND NOTE TAKING Goals of Note Taking Taking notes helps with classroom concentration, test preparation and for clues as to what the instructor feels is most important. Prepare to take effective

More information

Occupational Therapy in Cognitive Rehabilitation

Occupational Therapy in Cognitive Rehabilitation Occupational Therapy in Cognitive Rehabilitation Connie MS Lee Occupational therapist Queen Mary Hospital Hong Kong Cognition Cognition refers to mental processes that include the abilities to concentrate,

More information

Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness. Barbara Purvis

Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness. Barbara Purvis TECHNICAL ASSISTANCE C INFORMATION PERSONNEL TRAINING National Consortium on Deaf-Blindness info@nationaldb.org Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness

More information

Traumatic Brain Injury and Incarceration. Objectives. Traumatic Brain Injury. Which came first, the injury or the behavior?

Traumatic Brain Injury and Incarceration. Objectives. Traumatic Brain Injury. Which came first, the injury or the behavior? Traumatic Brain Injury and Incarceration Which came first, the injury or the behavior? Barbara Burchell Curtis RN, MSN Objectives Upon completion of discussion, participants should be able to Describe

More information

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings CDDH FACT SHEET Working with people with intellectual disabilities in healthcare settings People with intellectual disabilities have the same right as other community members to access community based

More information

Social Security Disability Resources For Self Advocacy

Social Security Disability Resources For Self Advocacy Social Security Disability Resources For Self Advocacy Introduction This guide is intended to help people with multiple sclerosis (MS) advocate effectively to obtain the Social Security Disability Insurance

More information

USING SOCIAL STORIES TO TEACH SOCIAL SKILLS: A Professional s Guide

USING SOCIAL STORIES TO TEACH SOCIAL SKILLS: A Professional s Guide USING SOCIAL STORIES TO TEACH SOCIAL SKILLS: A Professional s Guide By Marguerite O Hara University of Pittsburgh Table of Contents: What are Social Stories?... 2 Glossary... 3 Notes... 3 Case Study...

More information

Case Study: Jane Dhillon. 2. Why do I think Jane has a non-verbal learning disability?

Case Study: Jane Dhillon. 2. Why do I think Jane has a non-verbal learning disability? Case Study: Jane Dhillon 1. Background information on Jane Dhillon 2. Why do I think Jane has a non-verbal learning disability? Three issues in this course that relate to Jane: 3. Memory 4. Peer relationships

More information

SNIP Inclusion Training Toolkit Part 3: Using Visual Tools to Support Inclusion

SNIP Inclusion Training Toolkit Part 3: Using Visual Tools to Support Inclusion SNIP Inclusion Training Toolkit Part 3: Using Visual Tools to Support Inclusion 2/15/2013 Using Visual Tools to Support Inclusion Special Needs Inclusion Project Support for Families of Children with Disabilities

More information

Acceptance and Commitment Therapy with Treatment Resistant PTSD Clients. Michael P. Twohig, Ph.D. Associate Professor of Psychology

Acceptance and Commitment Therapy with Treatment Resistant PTSD Clients. Michael P. Twohig, Ph.D. Associate Professor of Psychology Acceptance and Commitment Therapy with Treatment Resistant PTSD Clients Michael P. Twohig, Ph.D. Associate Professor of Psychology C B T How did ACT develop? 1 2 3 Rule Governed Behavior Verbal humans

More information

Cognitive Rehabilitation of Blast Traumatic Brain Injury

Cognitive Rehabilitation of Blast Traumatic Brain Injury Cognitive Rehabilitation of Blast Traumatic Brain Injury Yelena Bogdanova, PhD VA Boston Healthcare System Rehabilitation Research & Development Boston University School of Medicine IOM Committee on Cognitive

More information

How to identify, approach and assist employees with young onset dementia: A guide for employers

How to identify, approach and assist employees with young onset dementia: A guide for employers How to identify, approach and assist employees with young onset dementia: A guide for employers What is dementia? Dementia involves the decline of cognitive functions. Young Onset Dementia, also known

More information

Occupational Therapy for People with Learning Disabilities throughout the Life Cycle: Position Paper

Occupational Therapy for People with Learning Disabilities throughout the Life Cycle: Position Paper Occupational Therapy for People with Learning Disabilities throughout the Life Cycle: Position Paper Occupational therapy is a health profession that is therapeuticrehabilitative-educational in nature.

More information

Substance Use and Abuse and Brain Injury Where to Start? Carolyn Lemsky, Ph.D., C.Psych.

Substance Use and Abuse and Brain Injury Where to Start? Carolyn Lemsky, Ph.D., C.Psych. Substance Use and Abuse and Brain Injury Where to Start? Carolyn Lemsky, Ph.D., C.Psych. 2009-2013 Substance use and Acquired Brain injury Research to Practice Network Where to get started? Provide an

More information

Brain Injury: Stages of Recovery

Brain Injury: Stages of Recovery Brain Injury: Stages of Recovery Recovery after brain injury is a process that occurs in stages. Some people move quickly through the stages, while others make slow, but steady gains. The Rancho Los Amigos'

More information

Basic Communication Skills for Coaches

Basic Communication Skills for Coaches Basic Communication Skills for Coaches Edmond Otis BS, MS, MFT Senior Lecturer in Health and Sport Science EIT - Eastern Institute of Technology eotis@eit.ac.nz or 06 974 8000 x 5413 Always remember that

More information

Measuring Outcomes in Brain Injury Rehabilitation. By: Kyle Haggerty, Ph.D.

Measuring Outcomes in Brain Injury Rehabilitation. By: Kyle Haggerty, Ph.D. Measuring Outcomes in Brain Injury Rehabilitation By: Kyle Haggerty, Ph.D. Learning Objectives What is Traumatic Brain Injury (TBI) Goals of Rehabilitation Measuring Outcomes in Brain Injury Rehabilitation

More information

Early Psychosis Initiative

Early Psychosis Initiative Early Psychosis Initiative Cognitive Remediation Pamela Withey Antoinette Redoblado Hodge Cognitive skills Attention/Concentration Processing Speed Working Memory Memory Spatial functions Executive functions

More information

Chapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening

Chapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening Chapter 4 COMMUNICATION SKILLS What You Will Learn The difference between verbal and nonverbal communication The difference between hearing and listening Factors that promote effective communication Barriers

More information

Copyright 2012. All rights reserved. Horizons Developmental Resource Center

Copyright 2012. All rights reserved. Horizons Developmental Resource Center Printed and bound in the United States of America. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,

More information

What Can Help Improve Social Interaction and Development?

What Can Help Improve Social Interaction and Development? What Can Help Improve Social Interaction and Development? Supporting social interaction is an important piece of the student s educational plan, as increasing social interaction and competency are vital

More information

Clinical reasoning in cognitive rehabilitation therapy

Clinical reasoning in cognitive rehabilitation therapy NeuroRehabilitation 34 (2014) 15 21 DOI:10.3233/NRE-131014 IOS Press 15 Clinical reasoning in cognitive rehabilitation therapy E.T. van Schouwen-van Kranen The Society for Cognitive Rehabilitation, Enkhuizen,

More information

Executive Problems Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited

Executive Problems Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited Executive Problems Following Traumatic Brain Injury Patient Information Booklet Talis Consulting Limited What are Executive Functions? Your brain performs a number of highly complex skills all the time.

More information

TBI TRAUMATIC BRAIN INJURY WITHIN THE MILITARY/VETERAN POPULATION

TBI TRAUMATIC BRAIN INJURY WITHIN THE MILITARY/VETERAN POPULATION TBI TRAUMATIC BRAIN INJURY WITHIN THE MILITARY/VETERAN POPULATION What is TBI? An external force that disrupts the normal function of the brain. Not all blows or jolts to the head result in a TBI. The

More information

THE COGNITIVE REHABILITATION Task Force of the

THE COGNITIVE REHABILITATION Task Force of the REVIEW ARTICLE (META-ANALYSIS) Evidence-Based Cognitive Rehabilitation: Updated Review of the Literature From 2003 Through 2008 Keith D. Cicerone, PhD, Donna M. Langenbahn, PhD, Cynthia Braden, MA, CCC-SLP,

More information