Size: px
Start display at page:

Download ""

Transcription

1 Cognition 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11 11

12 12

13 13

14 14 NEUROLOGIC MUSIC THERAPY AND COGNITIVE TRAINING* James C. Gardiner, Ph.D. ABPN Neuropsychologist INTRODUCTION: COGNITIVE TRAINING AND THE TRANSFORMATIONAL DESIGN MODEL (TDM) Page Transformational Design Model.. Foundation Principles of Cognitive Training. ATTENTION Principles of Attention Training NMT Exercises: Attention MEMORY Principles of Memory Training NMT Exercises: Memory

15 15 EXECUTIVE FUNCTION Principles of Executive Function Training NMT Exercises: Executive Function PSYCHOSOCIAL Principles of Psychosocial Training.. NMT Exercises: Psychosocial.. REFERENCES.....

16 16 APPLICATION OF THE TRANSFORMATIONAL DESIGN MODEL TO COGNITIVE REHABILITATION Area of Cognitive Functioning: 1. Assessment 2. Treatment Goal 3. Treatment Strategy 4. NMT Approach 5. Transfer 6. Evaluation ATTENTION Digit Span Forward Improve: Focus Attention Process Training Attention & Perception Training: Homework Repeat #1 Digit Span Backward Selective Attention Musical Sensory Orientation Exercises Trail Making Test Sustained Attention Training (MSOT) Letter-Number Sequencing Alternating Attention Musical Neglect Training (MNT) Auditory Perception Training (APT) Musical Attention Control Training (MACT) MEMORY Wechsler Memory Scale Improve: Recall Repetition Memory Training: Homework Repeat #1 Recognition Association Musical Mnemonics Training (MMT) Exercises Compensation Compensation Associative Mood and Memory Training (AMMT) EXECUTIVE Wisconsin Card Sort Test Improve: Goal setting Goal setting Executive Functions Training: Homework Repeat #1

17 17 FUNCTION Delis-Kaplan Executive Planning Planning Musical Executive Function Exercises Function System Organization Organization Skill Training Training (MEFT) Mazes; Trail Making Test Execution Initiation TinkerToy Test Adjustment Problem Solving PSYCHOSOCIAL Clinical Interview Improve: Acceptance Contribution To Life Psychosocial Behavior Training Homework Repeat #1 Minnesota Multiphasic Emotions Psychotherapy Music Psychotherapy and Exercises Personality Inventory2 Stress management Relaxation Counseling (MPC) Symptom Checklist 90-R Communication Communication Training Brief Symptom Inven.-18 Social Skills Social Skill Training Thematic Apperception Test Relationships Relationship Training

18 18 Foundation Principles of Cognitive Rehabilitation Research-Based. Cognitive rehabilitation needs to be founded on sound neuropsychological principles and based on outcome research (Cicerone et al., 2000; Gordon et al., 2006; Prigitano, 1999). Effectiveness and Limitations. Several reviews of cognitive rehabilitation research (Cicerone et al., 2000; Eslinger, et al., 2002; Gordon et al., 2006; Gordon & Hibbard, 1992; Rimmele & Hester, 1987; Wilson, 2009; and) concluded that rehabilitation has a measurable impact on a person's cognitive abilities, psychological adjustment and ability to function independently. Plasticity. It is important to recognize that the brain has the ability to reorganize after an injury in order to accomplish tasks by using new neural strategies (Goodwin, 1989; Loring, 1999). Assessment. Successful cognitive rehabilitation depends on formal assessment of all cognitive factors, including attention, spatial, memory, language, executive functioning, and psychosocial adjustment (Eslinger, et al., 2002; Lezak, 1995; Prigitano, 1999; Raskin & Mateer, 2000). Immediacy. Cognitive treatment is best when delivered as soon after the neurological injury as possible. Early intervention helps prevent dysfunctional patterns (e.g., lowered self-esteem, isolation, anger, depression, and a downward trend in cognitive abilities) from forming (Kay, 1993). Shaken Sense of Self. The first issue that needs attention in neurological rehabilitation is the person s disrupted identity. Self-awareness. Rehabilitation needs to deal with disorders of self-awareness (Prigitano, 1999; Bennett, et al, 1998). Deals With the Whole Person. Kay (1993) has introduced the idea that physical, psychological, and cognitive functions influence each other to produce changes in each area, as well as changes in the functional abilities of the person.

19 19 Treat Emotional Factors. A key principle in neurological rehabilitation, according to Prigitano (1999), is to be aware of and provide support for emotional reactions in the clients, their families, and in rehabilitation staff members. Begin With Basics. Gordon and Hibbard (1992) emphasize that treatment must be ordered in layers, beginning with the most basic skills such as attention and concentration, then progressing to more complex skills such as memory, verbal, language, visuospatial, executive function, and social behavior. Process-specific. Good cognitive rehabilitation efforts will be process-specific or directed at individual areas of cognitive functioning such as attention, memory, executive function, etc. (Bennett et al., 1998). Compensation. Wilson (2000) emphasizes that compensation (finding a new strategy for accomplishing mental tasks) is many times necessary when recovery from a neurological injury is not complete. Education. Educating persons about the nature of and the effects of neurological injuries is an important part of cognitive rehabilitation (Kay, 1993; Prigitano, 1999; Mateer, 2000). Family Involvement. One of the key factors in the success of cognitive rehabilitation is having a strong support system. It is vital to include family members and significant others in cognitive rehabilitation. Generalization. Outcome studies with cognitive rehabilitation have shown that the effects of training in the clinic or laboratory do not necessarily carry over into the real world. Evaluation. The treatment efficacy of each cognitive rehabilitation effort needs to be carefully evaluated, not only to discover the effectiveness of the treatment offered, but to add to the scientific knowledge of the field of cognitive rehabilitation (Prigitano, 1999).

20 20 Principles of Attention Training Neuroscience Model of Attention Functioning: Posner (2004) and colleagues summarize attention s systems in the brain as: Select and Focus: ability to choose an event, focus on it, and tune out everything else. Sustain: skill in concentrating as long as necessary to complete the task at hand. Switch: ability to move attention back and for the among two or more events. Rehabilitation Model of Attention Functions. Mateer (2000) and Sohlberg & Mateer (1989) provide the most widely accepted clinical model of attention. They divide attention into the following categories: Focused, which is the ability to respond discretely to specific stimuli (Mateer, 2000, p. 79). Sustained, which is the ability to maintain a consistent behavioral response during continuous and repetitive activity (Mateer, 2000, p. 79). Selective, the skill to maintain a behavioral or cognitive set in the face of competing stimuli (Mateer, 2000, p. 79). Alternating, the ability to shift focus of attention and move between tasks (Mateer, p. 79). Divided, the ability to respond simultaneously to multiple tasks (Mateer, 2000, p. 79). Multitasking is Accomplished Through Rapid Alternating Attention, Not Divided Attention. Rehabilitation Potential. While the attention system is particularly vulnerable to injury, this system also appears to be one that can be modified with targeted intervention. (Mateer, 2000, p. 86; Cicerone et al., 2000; Rimele & Hester, 1987; Sohlberg & Mateer, 1987; Ben-Yishay, Piasetsky, & Rattok, 1987). Foundation skill. Attention is a foundation skill that is necessary for good memory, executive function, communication, and executive control (Bennett, et al., 1998). Timing. Specific attention rehabilitation is recommended during post-acute rehabilitation, but not in acute care (Cicerone et al., 2000). Therapist Involvement. Cognitive therapists need to be involved with attention rehabilitation, monitoring progress, giving feedback, and teaching strategies. Stand-alone use of computers or other machines are not recommended for rehabilitating attention skills. (Cicerone et al., 2000; Weber, 1990).

21 21 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: SELECTIVE ATTENTION NMT Technique Used: Music Attention Control Training (MACT) Cognitive Area and Skill Targeted: Attention, selective Goal For Daily Living: Each participant will be able to successfully select a stimulus from the environment, stay focused on that stimulus, respond appropriately, and exclude input from competing stimuli. Clientele Description: Anyone who desires and needs to improve attention skills. Session Type: Group (2-15 persons) Equipment Needed: A variety of percussion instruments Step-By-Step Procedures: 1. The group is seated in a circle. 2. Rhythm instruments are distributed to the group. 3. Two persons are chosen from the group---a leader and a heckler. 4. Using drums or other rhythm instruments, the group leader plays a simple, sustained rhythm. 5. The group members are invited to join with the rhythm. 6. The heckler, who is given a loud, distinct instrument, attempts to disrupt the rhythm by playing a rhythm that is contrary to that of the leader. 7. The leader ends the rhythm. 8. Other group members are given the opportunity to be the leader and the heckler. 9. The group discusses the experience, from three angles being a group member, being a heckler, and being a leader. Adaptation #1: 1. Select two leaders and divide the group into two subgroups by numbering off etc. 2. Instruct all the #1s to follow leader #1 and all the #2s to follow leader #2. 3. Have each of the two leaders play a different rhythm for the group members to follow. 4. After the rhythms have finished, have the group discuss the experience.

22 22 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: ALTERNATING ATTENTION NMT Technique Used: Musical Attention Control Training (MACT) Cognitive Area and Skill Targeted: Attention, alternating Goal For Daily Living: Each participant will be able to alternate focusing his or her attention back and forth between two stimuli. Clientele Description: Anyone who desires and needs to improve attention skills. Session Type: Group (2-15 persons) Equipment Needed: A variety of percussion instruments Step-By-Step Procedures: 1. Arrange the group in a horse shoe shape and pass out rhythm instruments. 2. Have two leaders sitting facing the group. 3. Leader #1 will teach rhythm pattern #1. 4. Leader #2 will teach rhythm pattern #2. 5. Leader #1 will start the group and lead it through a few bars of the rhythm and stop. Without missing a beat, Leader #2 will lead the group with his or her rhythm, then stop after a few bars. Leader #1 will then begin again. They will switch back and forth until both leaders stop. Plan For Generalizing This Skill Into Everyday Life: The following homework assignment will be given to help the participants increase their everyday skill in alternating attention:

23 Play two songs at the same time. Listen to one for a few seconds, while you tune out the other one. Then switch your attention to the other song while you tune out the first one. Keep changing back and forth between the two songs. 23

24 24 THE HERE-AND-NOW SONG (A Chant, accompanied by rhythm instruments) I m Livin In The NOW, The HERE-AND-NOW! (Repeat) I Say To Myself, HERE S WHAT I M DOING! (Repeat) And Then I Say, THAT S WHAT I DID! (Repeat) The Past is Gone,

25 25 LET IT GO! (Repeat) I m Livin In The NOW, The HERE-AND-NOW! (Repeat)

26 26 Principles of Memory Rehabilitation Neuroscience Model of Memory Systems: Schacter, Wagner, & Buckner (2000): Working memory holds information for a few seconds until it is not needed. Semantic memory recalls information about the world. Episodic memory recalls personal experiences and events. Perceptual Representation System analyzes and compares new information. Procedural memory learns and recalls motor and cognitive skills. Functional Model of Memory Functioning. Memory theorists have included the following elements in their models of memory functioning: Sensory memory saves information in near-perfect form for a very short time, to hold information for selection and processing by the working memory system. (Parente & Anderson- Parente, 1989, p. 56). Working memory gives the ability to hold and manipulate information (Mateer, Sohlberg, & Cromean, 1987; Parente & Anderson-Parente, 1989; Schacter, Wagner, & Buckner, 2000; Baddeley, 2002). Semantic memory provides access to a wide range of organized information, including facts, concepts, and vocabulary (Schacter, Wagner, & Buckner, 2000, p. 632; Mateer, Sohlberg, & Comeam, 1987). Episodic memory stores and retrieves information about personal experiences (Schacter, Wagner, & Buckner, 2000). Procedural memory gives the ability to learning motor and mental skills (Schacter, Wagner, & Buckner, 2000). Prospective memory intitiates a specific action at a future designated time (Sohlberg et al., 1992, p.129). Conditions for Memory Training. Before commencing, memory rehabilitation must consider the nature of the patient s memory loss, other cognitive abilities, physical difficulties, social status, emotional state, and readiness for treatment (Tate, 1997; Laaksonen, 1994). Foundations For Memory Training. Sensory memory training begins with basic sensory skills in order to provide a foundation for improved memory (Parente & Anderson-Parente, 1989). Attention training is used to provide a foundation for better memory skills (Sohlberg & Mateer, 1989; Parente & Anderson- Parente, 1989; Kapur & Graham, 2002). Severe memory impairment. For persons with severe memory impairment, cognitive rehabilitation will not likely restore memory functioning (Cicerone et al, 2000; Rimmele & Hester, Persons with

27 27 severe memory deficits can benefit from environmental restructuring and compensation strategies (Wilson, 2000). Emotions. Memory and emotional functioning are closely linked in the brain (Markowitsch, 2000).

28 28 Compensation Strategies. Memory compensation strategies have proven effective. (Cicerone et al., 2000). Prosthetic memory aids are often used to compensate for memory loss. They include checklists, notebooks, electronic devices, recorders, computers, etc. (Parente & Anderson-Parente, 1989). Notebooks have been shown to be the most effective strategy in compensating for memory loss (Zencius, Wesolowski, & Burke, 1990 Domain-specific training with memory remediation replicates the demands of the real-world setting where the skills will later be used (Parente & Anderson-Parente, 1989). A-R-R-O-W B-A-S-E-S can be used to summarize and recall the major principles of memory functioning: Act on it---pay attention and be active. Repeat it over and over. Rhythm---make it bounce! Order the information so that it is meaningful to you. Write it down if necessary. Break up the practice sessions; rest, then practice more. Associate it with something familiar to you. Sense the information--see, hear, touch, taste, or smell it. Emotions---develop strong feelings about it. Sleep---use the power of deep sleep to enhance memory

29 29 A-R-R-O-W B-A-S-E-S M E M O R Y S O N G To the tune of Twinkle, Twinkle, Little Star Music by Wolfgang Amadeus Mozart Lyrics by James Gardiner, Beth Donelan, Sandy Machiels, and the Community Transitions Staff Act, Repeat, Repeat, Repeat, Rhythm, Order, Write It Neat. Break It Up, Associate, Sense It And Emotiate, Sleep On It And You ll Recall, A-R-R-O-W B-A-S-E-S Does It All!

30 30 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: LEARNING NAMES NMT Technique Used: Musical Mnemonics Training (MMT) Cognitive Area(s) and Skill(s) Targeted: Memory: Ability to recall names of persons they have met Goal For Daily Living: Group members will be able to recall the names of group members after the session. Their ability to recall the names of new persons they meet after the session will also be increased. Clientele Description: Anyone who desires and needs to improve memory skills. Session Type: Group (2-15 persons) Equipment Needed: A variety of percussion instruments Step-By-Step Procedures: 1. Pass out rhythm instruments. 2. Warm up the group with rhythm practice. 3. Demonstrate how rhythms can be applied to names. Example: George Washington, John F. Kennedy, and names of admired persons supplied by group members. 4. Leader demonstrates how her/his own name can be put to rhythm by starting rhythm, saying name repeatedly to rhythm, then stopping the group. 5. Each group member (a) makes up a rhythm to their name, (b) leads the group in chanting their name to the rhythm, and (c) stops the group with a signal when they are done. 6. When learning the names of others in the group, each group member (a) looks at the person whose name is being learned, (b) carefully studies the features of the person s face, (c) follows the rhythm on her or his own musical instrument, and (d) chants the name of the person.

31 31 Variations: 1. Have each person form an association device for their name, then have them share it with the group musically with action included. 2. Help each person form a melody for their name and use the melody to teach their name to the group through singing. Plan For Generalizing This Skill Into Everyday Life: 1. Introduce a new person to the group. Help each group member work on a strategy for recalling the new person s name. 2. Ask each client to meet three new persons before the next group session, learn each person s name, and report back to the group.

32 32 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: NAME THAT TUNE, HOTSEAT VERSION NMT Technique Used: Musical Mnemonics Training (MMT) Cognitive Area(s) and Skill(s) Targeted: Attention: Ability to focus and sustain attention. Memory: Ability to recall auditory and verbal information. Executive Function: Ability to make decisions and initiate behavior. Psychosocial: Ability to appropriately communicate with other persons. Goal For Daily Living: Participants will be able to listen attentively to important information and appropriately initiate actions regarding the information in a social setting. Clientele Description: Anyone who desires and needs to improve cognitive and interpersonal skills. Session Type: Group (2-15 persons) Equipment Needed: An electronic music player with speakers and a wide variety of recorded songs. Step-By-Step Procedures: 1. Group members take turns sitting in the Hot Seat, where they listen to one song and are asked to recall the title, artist and (if appropriate) composer of the song. 2. Three points are awarded for each correct answer (title, artist, composer). 3. If the person does not know any of the answers, they can ask the audience, and choose what they think is the best answer from the audience. If it is correct, they are awarded two points. 4. If the audience member is not correct, the contestant is then given two possible answers, and if they guess the right one, they are awarded one point. 5. After all group members have been given an equal number of opportunities in the Hot Seat, the points are tallied. The person with the most points wins.

33 33 Variations: 1. Present the group with categories of music such as big band, country/western, rock-n-roll, classical, blues, gospel, jazz, Latin, etc. When each person comes to the Hot Seat, they try to identify a song played from the category they choose. 2. If the title to the song is sung by the artist, the group leader (with forewarning to the group) points to the music speakers at the time the title is sung, in order to give group members a cue to concentrate on the music to identify the title.

34 34 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: NAME THAT TUNE, TEAM VERSION NMT Technique Used: Musical Mnemonics Training (MMT) Cognitive Area(s) and Skill(s) Targeted: Attention: Ability to focus and sustain attention. Memory: Ability to recall auditory and verbal information. Executive Function: Ability to make decisions inhibit, and initiate behavior. Psychosocial: Ability to appropriately communicate with other persons. Goal For Daily Living: Participants will be able to listen attentively to important information and appropriately initiate actions regarding the information in a social setting. Clientele Description: Anyone who desires and needs to improve cognitive and interpersonal skills. Session Type: Group (2-15 persons) Equipment Needed: An electronic music player with speakers and a wide variety of recorded songs. Step-By-Step Procedures: 1. Ask for volunteers for team captains. Have one for every 3-4 persons in the group. 2. Have captains choose up sides until everyone is chosen. 3. Assemble groups so that all members in each group can face each other and hear the music. 4. Play a song for all groups to hear. 5. When someone knows one or more of three possible pieces of information about the song (title, artist, and composer), they tell the team captain, who raises his or her hand. The first team captain to raise a hand gets called on for an answer. 6. The team gets one point for each correct answer (title, artist, or composer). If the answer is incorrect, the remaining teams compete for the chance to identify the song correctly.

35 7. If anyone calls out an answer without going through the team captain, that team is disqualified for that song. 8. An alarm will be set to go off when the allotted time for the session is up. The team with the most points when the alarm goes off wins. 35

36 36 Principles of executive function rehabilitation Definition. Executive function refers to a person s ability to formulate goals; to initiate behavior; to anticipate the consequences of actions; to plan and organize behavior according to spatial, temporal, topical, or logical sequences; and to monitor and adapt behavior to fit a particular task or context. (Cicerone et al., 2000, p. 1605). Anatomical Correlates. It is generally accepted that executive function is controlled primarily from the frontal lobes of the brain. Process Assessment. A detailed process analysis of the subject s problem-solving difficulty is necessary, in order to propose a plan of action to improve executive functioning. (Goldstein & Levin, 1987). Outcome Effectiveness. The best studies conducted in the area of executive functioning rehabilitation provide strong evidence that executive control skills improve as a result of formal problem-solving strategy training (Cicerone et al., 2000). Improvement with Music Therapy: A recent study by Thaut, et al. (2009) demonstrated that one session of Neurologic Music Therapy improved ability to switch back and forth between two mental concepts. Summary Strategy for Improving Executive Conrol: 1. Increase the client s awareness of the deficit. 2. Help the client observe the deficit in action. 3. Teach the person to prevent the behavior from happening.

37 37 NEUROLOGIC MUSIC THERAPY COGNITIVE REHABILITATION EXERCISE TITLE: GOAL SETTING SUPPORT NMT Technique Used: Musical Executive Function Training (MEFT) Cognitive Area and Skill Targeted: Executive Function: Goal Setting Goal For Daily Living: Each participant will be able to think ahead, set and reach a goal of her or his choice by receiving social support. Clientele Description: Anyone who desires to improve goal setting. Session Type: Group (2-15 persons) Equipment Needed: A variety of rhythm instruments in containers ready for easy distribution to the group. Step-By-Step Procedures: 1. In a group setting, assist the members in setting specific, behavioral goals of their choosing. 2. Distribute drums or other percussion instruments to the group members. 3. Assist each group member in developing a rhythm that allow them to chant her or his goal to the group. 4. Help the group join in the rhythm, chanting the goal with the person. 5. Process the thoughts of the group members after the goal chanting exercise.

38 38 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: GETTING ORGANIZED NMT Technique Used: Musical Executive Function Training (MEFT) Cognitive Area and Skill Targeted: Executive Function: Planning and Organization Goal For Daily Living: Participants will be able to encounter a disorganized situation, decide how to organize it, put the various components in order, use the objects for a meaningful purpose, and restore the objects to a meaningful order. Clientele Description: Anyone who desires and needs to improve executive function skills. Session Type: Group (2-15 persons) Equipment Needed: A variety of rhythm instruments, a basket to hold the instruments, and a table surface for organizing the instruments. Step-By-Step Procedures: 1. Place a plastic tub full of a variety of percussion instruments on a table. 2. Assign one to three (depending on the size of the group) group members to organize the instruments on the table. 3. Have them each choose an instrument, then together decide on and practice a rhythm. 4. Next, they choose an instrument for each group member, distribute the instruments, and teach the rhythm to the group. 5. After the group learns the rhythm, the two group members gather the instruments and place them back in order on the table. 6. Place the instruments back into the tub. 7. One to three more group members are chosen, and 2 through 6 are repeated.

39 39 Plan For Generalizing This Skill Into Everyday Life: 1. The group will discuss how the skills learned in the session can be used in everyday life. 2. The group members will be given a series of homework assignments to strengthen their organization skills (see following).

40 40 ORGNIZATION SONG (To the tune Rock Around The Clock ) Plan it out, Do it right, Check on it, and Clean it up. Plan it out, Do it right, Check on it, and Clean it up. We are (I am) very organized tonight (today)! (Repeat)

41 41 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: PROBLEM-SOLVING & ADJUSTMENT NMT Technique(s) Used: Musical Executive Function Training (MEFT); Problem-Solving Cognitive Area(s) and Skill(s) Targeted: Executive Function: Adjustment Goal For Daily Living: Participants will be able to effectively adjust when events do not go according to the original plan. Clientele Description: Anyone who desires and needs to improve attention/memory/cognitive/interpersonal skills. Session Type: Group (2-15 persons) Equipment Needed: A variety of rhythm instruments in containers ready for easy distribution to the group. Step-By-Step Procedures: 1. Hand out rhythm instruments to the group. 2. Explain the purpose and goal of the exercise. 3. Choose a group member to lead the group in a rhythm of their choice. 4. Choose another group member to be the nonconformist, who will play a different rhythm and try to disrupt the group. 5. Start the group process, initiated by the leader. 6. The disruptor begins a different rhythm. 7. The leader s job is to get the nonconformist to produce the rhythm being presented to the group. 8. Repeat 3-7 until every group member has had the opportunity to perform. Variations: Plan For Generalizing This Skill Into Everyday Life: Participants will be given a homework assignment designed to increase their problem-solving skills in everyday life.

42 42 Principles of psychosocial rehabilitation Model. Kay (1993) proposes that rehabilitation professionals educate patients and their families about symptoms, assist in managing a gradual process of improvement, involve the family or significant other in treatment, validate the subjective experience of the patient, help reestablish the shaken sense of self (p. 83), and treat the emotional problems at the same time as the cognitive difficulties. Group treatment is recommended for dealing with many psychosocial difficulties, including lack of social skills, communication problems, and emotional problems (Guzik, 1987). Social Skill Training. Giles and Clark-Wilson (1993) provide a comprehensive outline of methods for improving social skills after neurological injury. They advocate breaking behaviors into small components for attention in therapy, using behavioral techniques, using role playing, giving feedback from the group and leaders, and generalization of the behaviors into real-life settings. Nonverbal Communication Training. Giles and Clark-Wilson (1993) stress the importance of remediating non-verbal communication in the following areas: facial expression, gaze, gesture, posture and orientation, interpersonal space, proximity, physical contact, language-free elements of speech, and appearance. Conversational skills. In teaching social interaction abilities, Giles and Clark-Wilson (1993) advocate helping clients build skills in: social routines, attracting attention, initiating conversations, maintaining dialogue, listening, questioning, responding, and closing conversations. Dealing With Emotions. Depression is common with neurological injury and can be treated with medications, psychotherapy, cognitive therapy, behavioral interventions, grief management, group psychotherapy, and family interventions (Prigitano, 1999; Raskin & Stein, 2000). Other common emotional difficulties associated with neurological injury include anxiety, posttraumatic stress (Hovland & Raskin, 2000), irritability, and anger (Hovland & Mateer, 2000).Anger and frustration can be managed through environmental controls, cognitive behavior therapy, teaching coping strategies, and selfmonitoring. Family Intervention. Prigitano (1999) also considers it vital to work with family members who are involved in neurological rehabilitation.

43 43 NEUROLOGIC MUSIC THERAPY (NMT) COGNITIVE REHABILITATION (CR) EXERCISE TITLE: HOW THE BRAIN FUNCTIONS NMT Technique(s) Used: Musical Executive Function Training (MEFT) Cognitive Area(s) and Skill(s) Targeted: Attention: Ability to focus, alternate, and divide attention Memory: Ability to recall information that has recently been acquired. Executive Function: Initiation, reasoning, inhibition. Psychosocial: Emotional adjustment, communication skills, social support. Goal For Daily Living: 1. Each participant will appreciate the complexity and miraculous nature of the brain. 2. Each participant will understand how various sections of the brain work together to accomplish tasks. 3. Clients will increase their confidence in their mental abilities. Clientele Description: Anyone who desires and needs to improve cognitive functioning and interpersonal skills. Session Type: Group (6 or more persons)

COMPUTER-ADMINISTERED COGNITIVE REMEDIATION IN A FRAME OF HOLISTIC NEUROPSYCHOLOGICAL REHABILITATION: FORAMENREHAB PROGRAMS

COMPUTER-ADMINISTERED COGNITIVE REMEDIATION IN A FRAME OF HOLISTIC NEUROPSYCHOLOGICAL REHABILITATION: FORAMENREHAB PROGRAMS COMPUTER-ADMINISTERED COGNITIVE REMEDIATION IN A FRAME OF HOLISTIC NEUROPSYCHOLOGICAL REHABILITATION: FORAMENREHAB PROGRAMS Koskinen Sanna K Sarajuuri Jaana M Käpylä Rehabilitation Centre Nordenskiöldinkatu

More information

James F. Malec, PhD, ABPP-Cn, Rp Professor & Research Director PM&R, Indiana University School of Medicine Rehabilitation Hospital of Indiana

James F. Malec, PhD, ABPP-Cn, Rp Professor & Research Director PM&R, Indiana University School of Medicine Rehabilitation Hospital of Indiana James F. Malec, PhD, ABPP-Cn, Rp Professor & Research Director PM&R, Indiana University School of Medicine Rehabilitation Hospital of Indiana Indianapolis, IN Professor Emeritus of Psychology, Mayo Clinic,

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

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

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

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

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

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

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

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

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

Learning and cognitive effects of acquired brain injury caused by meningitis or septicaemia

Learning and cognitive effects of acquired brain injury caused by meningitis or septicaemia Learning and cognitive effects of acquired brain injury caused by meningitis or septicaemia Meningitis and septicaemia can be a cause of acquired brain injury (ABI). This is an injury to the brain that

More information

Traumatic Brain Injury

Traumatic Brain Injury Traumatic Brain Injury NICHCY Disability Fact Sheet #18 Updated, July 2014 Susan s Story Susan was 7 years old when she was hit by a car while riding her bike. She broke her arm and leg. She also hit her

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

Music for Babies and Children. It is impossible to define exactly what music is, although most people accept

Music for Babies and Children. It is impossible to define exactly what music is, although most people accept Music for Babies and Children By Dr. Lin Day, Baby Sensory It is impossible to define exactly what music is, although most people accept that it might be sound through singing or active music-making. What

More information

Traumatic Brain Injury

Traumatic Brain Injury Traumatic Brain Injury NICHCY Disability Fact Sheet #18 Resources updated, March 2011 Susan s Story Susan was 7 years old when she was hit by a car while riding her bike. She broke her arm and leg. She

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

Technology in Music Therapy and Special Education. What is Special Education?

Technology in Music Therapy and Special Education. What is Special Education? Technology in Music Therapy and Special Education What is Special Education? Disabilities are categorized into the following areas: o Autism, visual impairment, hearing impairment, deaf- blindness, multiple

More information

Returning to Work Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited

Returning to Work Following Traumatic Brain Injury. Patient Information Booklet. Talis Consulting Limited Returning to Work Following Traumatic Brain Injury Patient Information Booklet Talis Consulting Limited Returning to Work: Returning to work following a head injury is often seen as a very important goal

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

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

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

RESTORATIVE TECHNIQUES IN COGNITIVE REHABILITATION: PROGRAM DESIGN AND CLINICAL BENEFITS

RESTORATIVE TECHNIQUES IN COGNITIVE REHABILITATION: PROGRAM DESIGN AND CLINICAL BENEFITS RESTORATIVE TECHNIQUES IN COGNITIVE REHABILITATION: PROGRAM DESIGN AND CLINICAL BENEFITS In the treatment of traumatic brain injury, cognitive rehabilitation is an intervention that seeks to improve cognitive

More information

Social Service Agencies. Programs for Schools & Music Therapy. Outreach

Social Service Agencies. Programs for Schools & Music Therapy. Outreach Music Therapy Outreach Programs for Schools & Social Service Agencies Innovative and creative programs addressing the therapeutic needs of children, adolescents, and adults. Brooklyn-Queens Conservatory

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

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

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

Cognitive Rehabilitation Evidence- Based Practices. Cynthia Griggins, PhD Neuropsychologist, Neurological Institute UHCMC 1 Cognitive Rehabilitation Evidence- Based Practices Cynthia Griggins, PhD Neuropsychologist, Neurological Institute UHCMC 2 What is Cognitive Rehab? Goal: ameliorate injury-related cognitive deficits

More information

Attention, memory and learning and acquired brain injury. Vicki Anderson. Jamie M. Attention & learning: an information processing model

Attention, memory and learning and acquired brain injury. Vicki Anderson. Jamie M. Attention & learning: an information processing model Attention, memory and learning and acquired brain injury Vicki Anderson Jamie M. Childhood acquired amnesia Attention & learning: an information processing model MANAGEMENT Organising, problem solving

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

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

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

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

Working Memory and Learning

Working Memory and Learning Avner Stern, Ph.D. Licensed Psychologist, KS & MO Behavioral Health Specialists, Inc. 8400 W. 110 th St., Suite 230 Overland Park, KS 66210 913-906-9559 astern@bhsks.com Working Memory and Learning Avner

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

Northeast Texas Special Needs Conference Saturday, February 27, 2010

Northeast Texas Special Needs Conference Saturday, February 27, 2010 Northeast Texas Special Needs Conference Saturday, February 27, 2010 Music: Spirit of the Bells - Gnossienne 2006 graduate of Sam Houston State University with a Bachelor of Music in Music Therapy Interned

More information

ThisPersonal checking account lesson is designed to be for grades 9-12 Financial Literacy

ThisPersonal checking account lesson is designed to be for grades 9-12 Financial Literacy ThisPersonal checking account lesson is designed to be for grades 9-12 Financial Literacy classes. Financial Literacy is a state graduation requirement. 1 GOALS AND OBJECTIVES: The objective of this lesson

More information

Cognitive Rehabilitation Following Traumatic Brain Injury: Assessment to Treatment

Cognitive Rehabilitation Following Traumatic Brain Injury: Assessment to Treatment MOUNT SINAI JOURNAL OF MEDICINE 76:173 181, 2009 173 Cognitive Rehabilitation Following Traumatic Brain Injury: Assessment to Treatment Theodore Tsaousides, PhD, and Wayne A. Gordon, PhD Department of

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

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

Cognitive Remediation of Brain Injury

Cognitive Remediation of Brain Injury Cognitive Remediation of Brain Injury Amanda Sacks, PhD, ABPP-CN Weill Cornell Medical College Purpose 1. Outline possible cognitive deficits resulting from brain injury 2. Explain the role of cognitive

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

It s All in the Brain!

It s All in the Brain! It s All in the Brain! Presented by: Mari Hubig, M.Ed. 0-3 Outreach Coordinator Educational Resource Center on Deafness What is the Brain? The brain is a muscle In order to grow and flourish, the brain

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

3. A variety of materials are available so that children of all skill levels have something to play with.

3. A variety of materials are available so that children of all skill levels have something to play with. The Incredible Years BEST PRACTICES INVENTORY-R* DATE / / CLASSROOM ARRANGEMENT 1. The classroom has clearly defined and well-equipped learning centers. The number of children allowed in a center is limited

More information

The PEDS Model of Child Neuropsychological Rehabilitation

The PEDS Model of Child Neuropsychological Rehabilitation The PEDS Model of Child Neuropsychological Rehabilitation Jonathan Reed, Katie Byard and Howard Fine Recolo UK Ltd Introduction When a child suffers a traumatic brain injury (TBI) or a brain injury as

More information

MENTAL IMPAIRMENT RATING

MENTAL IMPAIRMENT RATING MENTAL IMPAIRMENT RATING Lev.II Curriculum Rev. 6/09 155 OBJECTIVES MENTAL AND BEHAVIORAL DISORDERS 1. Identify the axes used in the diagnostic and statistical manual of mental disorders - DSM. 2. Understand

More information

Introduction to Neuropsychological Assessment

Introduction to Neuropsychological Assessment Definitions and Learning Objectives Introduction to Neuropsychological Assessment Alan Sunderland Reader in Clinical Neuropsychology Neuropsychological assessment seeks to define cognitive disability in

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

Learning Styles and Aptitudes

Learning Styles and Aptitudes Learning Styles and Aptitudes Learning style is the ability to learn and to develop in some ways better than others. Each person has a natural way of learning. We all learn from listening, watching something

More information

Supporting the return to work of employees with depression or anxiety

Supporting the return to work of employees with depression or anxiety Supporting the return to work of employees with depression or anxiety Advice for employers Around one million Australian adults live with depression. Over two million have an anxiety disorder. On average,

More information

1. Emotional consequences of stroke can be significant barriers to RTW

1. Emotional consequences of stroke can be significant barriers to RTW Important Issues for Stroke Survivors to Consider When Returning to Work Rehabilitation Institute of Chicago National Institute on Disability and Rehabilitation Research 1 Stroke is a leading cause of

More information

EpicRehab, LLC To re c ogniz e a nd de v e lop the v a l u e in e a c h of us.

EpicRehab, LLC To re c ogniz e a nd de v e lop the v a l u e in e a c h of us. EpicRehab, LLC To re c ogniz e a nd de v e lop the v a l u e in e a c h of us. ABSTRACT Title: Situational Assessment as a Measure of Work-Related Executive Function Principal Investigator: Leonard N.

More information

IMPROVING YOUR EXPERIENCE

IMPROVING YOUR EXPERIENCE Comments trom the Aberdeen City Joint Futures Brain Injury Group The Aberdeen City Joint Futures Brain Injury Group is made up of representatives from health (acute services, rehabilitation and community),

More information

Assessment and Treatment of Cognitive Impairment after Acquired Brain Injury

Assessment and Treatment of Cognitive Impairment after Acquired Brain Injury Assessment and Treatment of Cognitive Impairment after Acquired Brain Injury Dr Brian O Neill, D.Clin.Psy. Brain Injury Rehabilitation Trust, Glasgow Honorary Research Fellow, University of Stirling Brain

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

Functions of the Brain

Functions of the Brain Objectives 0 Participants will be able to identify 4 characteristics of a healthy brain. 0 Participants will be able to state the functions of the brain. 0 Participants will be able to identify 3 types

More information

Holistic Music Therapy and Rehabilitation

Holistic Music Therapy and Rehabilitation Holistic Music Therapy and Rehabilitation Jennifer Townsend NMT, MT-BC Neurologic Music Therapist Music Therapist-Board Certified The National Flute Association August 15, 2009 From Social Science to Neuroscience

More information

Who We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression.

Who We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression. We Serve Adults with severe and persistent mental illnesses such as schizophrenia, bipolar disorder and major depression. We Do Provide a comprehensive individually tailored group treatment program in

More information

It can also be linked to someone s frustration at not being able to express themselves or perform at the level they previously expected.

It can also be linked to someone s frustration at not being able to express themselves or perform at the level they previously expected. The emotional and behavioural effects of Brian Injury can be the most difficult to understand and treat. Many of the people who sustain a brain injury are left with some form of emotional or behavioural

More information

Return to Work after Brain Injury

Return to Work after Brain Injury Return to Work after Brain Injury This section talks about return to work after head injury and what kind of difficulties people experience. It moves onto talking about what kind of help and support is

More information

Helping your child with Non-verbal Learning Disability

Helping your child with Non-verbal Learning Disability Helping your child with Non-verbal Learning Disability What is non-verbal learning disability? Non-verbal learning disability (NVLD) is a term used to describe a pattern of strengths and weaknesses in

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

Function (& other notes)

Function (& other notes) LAB 8. ANATOMY OF THE HUMAN BRAIN In this exercise you each will map the human brain both anatomy and function so that you can develop a more accurate picture of what s going on in your head :-) EXTERNAL

More information

Speech and language therapy after stroke

Speech and language therapy after stroke Stroke Helpline: 0303 3033 100 Website: stroke.org.uk Speech and language therapy after stroke Speech and language therapy (SLT) can help if you have communication problems or swallowing problems after

More information

Gestalt Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440

Gestalt Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440 Gestalt Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440 All Case Histories in this text are presented as examples only and any comparison which might

More information

Cognitive, or "Top-Down", Approaches to Intervention

Cognitive, or Top-Down, Approaches to Intervention Cognitive, or "Top-Down", Approaches to Intervention Cheryl Missiuna, School of Rehabilitation Science, and Neurodevelopmental Clinical Research Unit (NCRU)*, McMaster University Theresa Malloy-Miller,

More information

Behavior Rating Inventory of Executive Function BRIEF. Interpretive Report. Developed by. Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff

Behavior Rating Inventory of Executive Function BRIEF. Interpretive Report. Developed by. Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff Behavior Rating Inventory of Executive Function BRIEF Interpretive Report Developed by Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff Client Information Client Name : Sample Client Client ID

More information

BINSA Information on Mild Traumatic Brain Injury

BINSA Information on Mild Traumatic Brain Injury Mild traumatic brain injuries (MTBI) occur through sporting, car and workplace accidents. Mild brain injury is not easily diagnosed. This fact sheet explains how it may be recognised and assessed, and

More information

Part 1 Cognition and the Occupational Therapy Process

Part 1 Cognition and the Occupational Therapy Process Part 1 Cognition and the Occupational Therapy Process Part 1 delineates and describes the practice of occupational therapy in relation to the needs of people with cognitive impairments. It consists of

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Psychology Externship Program

Psychology Externship Program Psychology Externship Program The Washington VA Medical Center (VAMC) is a state-of-the-art facility located in Washington, D.C., N.W., and is accredited by the Joint Commission on the Accreditation of

More information

Characteristics of Auditory Learners:

Characteristics of Auditory Learners: Characteristics of Auditory Learners: Characteristics of Learning Styles They talk about what to do, about the pros and cons of a situation. They indicate emotion through the tone, pitch, and volume of

More information

Name Date Period Brain Orientation Unit 3 Self-Awareness Left/Right/Whole-Brain Assessment

Name Date Period Brain Orientation Unit 3 Self-Awareness Left/Right/Whole-Brain Assessment Left/Right/Whole-Brain Assessment In our search for a career that is best suited for us we must have a good understanding of our capabilities. A look at brain orientation should help us to better understand

More information

Strengthen Your Spirit

Strengthen Your Spirit Diabetes... Now What? Strengthen Your Spirit Self Assessment and Tools for Healthy Coping of Negative Emotions This product was developed by the Advancing Diabetes Self Management Program at Marshall University

More information

Adapting Mindfulness Practice for Clients with History of Cognitive Deficits and Substance Use Disorders

Adapting Mindfulness Practice for Clients with History of Cognitive Deficits and Substance Use Disorders Adapting Mindfulness Practice for Clients with History of Cognitive Deficits and Substance Use Disorders Thomas G. Beckers BS,LADC Vinland Center A Brief Moment of your time You are welcome to set aside

More information

Executive Function in Context: The Role of Stress and Vulnerability and Opportunities for Intervention. Stephanie M. Jones

Executive Function in Context: The Role of Stress and Vulnerability and Opportunities for Intervention. Stephanie M. Jones Ending Poverty: Integrating Behavioral and Social Sciences Executive Function in Context: The Role of Stress and Vulnerability and Opportunities for Intervention Stephanie M. Jones Harvard Graduate School

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

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

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

MISSOURI S Early Learning Standards

MISSOURI S Early Learning Standards Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings

More information

Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous.

Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous. Lesson plan 1: CHORD STRUMMING FOR THE BEGINNER Suitable for: Beginners with absolutely no previous experience. Beginners who appear particularly shy or nervous. Prerequisites: None General Objective:

More information

Module 5 Problem-Solving Treatment SECTION A Introduction

Module 5 Problem-Solving Treatment SECTION A Introduction Module 5 Problem-Solving Treatment SECTION A Introduction PST for Depression Brief Common sense Evidence-based Practical to apply Easily learned by therapist and patient High patient receptiveness and

More information

STROKE CARE NOW NETWORK CONFERENCE MAY 22, 2014

STROKE CARE NOW NETWORK CONFERENCE MAY 22, 2014 STROKE CARE NOW NETWORK CONFERENCE MAY 22, 2014 Rehabilitation Innovations in Post- Stroke Recovery Madhav Bhat, MD Fort Wayne Neurological Center DISCLOSURE Paid speaker for TEVA Neuroscience Program.

More information

The road to recovery. The support available to help you with your recovery after stroke

The road to recovery. The support available to help you with your recovery after stroke The road to recovery The road to recovery The support available to help you with your recovery after stroke We re for life after stroke Introduction Need to talk? Call our confidential Stroke Helpline

More information

Stephen L. Benson, Psy.D. November 17, 2015

Stephen L. Benson, Psy.D. November 17, 2015 Stephen L. Benson, Psy.D. November 17, 2015 Biomedical view of dementia Lyman (1989) suggested that the biomedical view of dementia includes three features: First, dementia is pathological and individual,

More information

INTERNATIONAL NEUROLOGIC MUSIC THERAPY TRAINING INSTITUTE

INTERNATIONAL NEUROLOGIC MUSIC THERAPY TRAINING INSTITUTE INTERNATIONAL NEUROLOGIC MUSIC THERAPY TRAINING INSTITUTE Academy Faculty: Michael H. Thaut, PhD, Corene P. Hurt-Thaut, PhD, Ruth Rice, DPT and Gerald McIntosh, MD; Assistant Faculty: Amy Marroquin, MT-BC,

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

Chapter 4: Eligibility Categories

Chapter 4: Eligibility Categories 23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.

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

For the Support Person

For the Support Person For the Support Welcome to this self-care guide and thank you for agreeing to act as a Support. Your involvement is an important part of the support for the person in recovery. You may be a relative, mental

More information

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

My Family FREE SAMPLE. This unit focuses on sequencing. These extension Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

More information

3030. Eligibility Criteria.

3030. Eligibility Criteria. 3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department

More information

Executive dysfunction after brain injury

Executive dysfunction after brain injury Executive dysfunction after brain injury Introduction Executive dysfunction is a term for the range of cognitive, emotional and behavioural difficulties which often occur after injury to the frontal lobes

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

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

FIGURE 10.1 This sample from the Pair Cancellation test (Woodcock-Johnson III Tests of Cognitive Abilities; Woodcock, McGrew, and Mather, 2001c)

FIGURE 10.1 This sample from the Pair Cancellation test (Woodcock-Johnson III Tests of Cognitive Abilities; Woodcock, McGrew, and Mather, 2001c) FIGURE 10.1 This sample from the Pair Cancellation test (Woodcock-Johnson III Tests of Cognitive Abilities; Woodcock, McGrew, and Mather, 2001c) shows how scanning cancellation tests with horizontally

More information

Background on Brain Injury

Background on Brain Injury CHAPTER 1 Background on Brain Injury In this chapter, you will: Read about Alberta s definition of Acquired Brain Injury and how that affects which supports you will be able to access. Learn about the

More information

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning

More information

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds

Letters and Sounds, Phase 1, Aspect 2 General Sound Discrimination Instrumental Sounds Tuning into Sounds Tuning into Sounds Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers. Organise an area so that the children sit facing a screen. Ensure there one set of

More information

Transitioning to the Nova Scotia Rehab Centre for Traumatic Brain Injury Patients & Families

Transitioning to the Nova Scotia Rehab Centre for Traumatic Brain Injury Patients & Families Patient & Family Guide 2016 Transitioning to the Nova Scotia Rehab Centre for Traumatic Brain Injury Patients & Families www.nshealth.ca Transitioning to the Nova Scotia Rehab Centre for Traumatic Brain

More information