Treat a wide range of cognitive skills including memory, problem solving, reasoning, and planning/organization with flexible, theme-based lessons. Calling on the Muse: Exercises to Unlock the Poet Within I think that I shall never see. well-disciplined creativity! How often has that thought crossed your mind? Results for Adults Cognition By Melissa Baker, Christine Johnson. The forty lessons are grouped by themes that represent common activities of daily living. The tasks and the items within the tasks are arranged in a hierarchy of difficulty and are highly- adaptable to individual client needs. Clients look at picture scenes, reading passages, and real- life visuals while the therapist presents the corresponding stimulus questions and directions. Each lesson is divided into two parts. Part I consists of a full- page picture scene with corresponding memory and rehearsal tasks. Clients study the picture scene, recall details of the scene, and follow directions using the scene. Questions are provided to help the client self- reference with the depicted scene. Skills addressed include: short- term auditory memoryshort- term visual memory (semantic rehearsal and scene/fact rehearsal)spatial orientationfollowing oral directionsepisodic memory. Part II expands the application of the theme to broader contexts that require problem solving and executive functions. A reading passage and a theme- based visual are used to develop skills in: timelines for organization and planningmath concepts (including time concepts)reasoning perspective- takingflexibility in thinkingpredicting Each lesson concludes with two or three suggestions for generalization tasks. Copyright © 2. 01. Components. 17. 0 pages. Through conscious effort, persons with brain injury can learn to rehearse, attend, concentrate, and manipulate information in working memory. With practice, such skills can become automatic again (Parente & Herrmann, 2. Meaningful items are processed more efficiently than non- meaningful items (Parente & Herrmann, 2. A fixated mind- set (cognitive rigidity), jumping to conclusions, selective screening out of information, and mistaking evidence for proof are common reasoning errors among persons with brain injury (Parente & Herrmann, 2. According to the Developmental Model of Recovery, rehearsal is the first stage of memory skill recovery and must precede higher- level memory strategy training (Parente & Hermann, 2. Rehearsal should be trained through scene rehearsal (recall details of a scene), spaced rehearsal (recall information at timed intervals), fact rehearsal, self- referencing (associate new information with old information), semantic rehearsal (associate a word with its synonym, homophone, etc.), and loci rehearsal (recall a location) (Parente & Hermann, 2. According to Laatsch et al. Adamovich, 2. 00. SPECT) imaging during cognitive rehabilitation revealed significant improvement following cognitive rehabilitation. SPECT data showed the most significant increase in cerebral blood flow redistribution during the treatment period compared with the no- treatment period. Data gathered from ASHA's National Outcomes Measurement Systems (NOMS) show that a large percentage of patients with TBI receiving speech- language pathology services made functional gains for memory (8. Weakness in the executive function/self- regulatory mechanism is central to many, if not most of the cognitive problems of persons with TBI, and should be addressed relatively early in the recovery process (Ylvisaker, Szekeres, & Feeney, 2. Results for Adults Cognition incorporates these principles and is also based on expert professional practice. Adamovich, B. L. B. Traumatic brain injury. In L. L. La. Pointe (Ed.), Aphasia and related neurogenic language disorders (3rd ed., pp. New York: Thieme. American Speech- Language- Hearing Association. Treatment efficacy summary: Cognitive- communication disorders resulting from traumatic brain injury. Available from www. Files/public/TESCognitive. Communication. Disorders. From. TBI. pdf. Parente, R., & Herrmann, D. Retraining cognition techniques and applications (2nd ed.). Austin, TX: Pro- Ed. Ylvisaker, M., Szekeres, S. F., & Feeney, T. Communication disorders associated with traumatic brain injury. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (5th ed., pp. Utilizing a few easy memory games can help your mind stay sharp. Try out a few of these games and discover how memory exercises improve retention. This is a team building exercise where group members need to solve a problem together. Only two people are involved in the actual task and they cannot be replaced. If you think your memory is going, try going for a bike ride, and if you think your problem solving skills are deteriorating with age, try some cognitive exercises. Guide your clients and groups through the problem solving process with the help of the Problem Solving Packet. Each page covers. Baltimore: Lippincott Williams & Wilkins. Author(s)Melissa Baker, Christine Johnson. Biography. Melissa Baker, MS, CCC- SLP, received her bachelor's degree from Indiana University in 1. Rush University in Chicago in 2. Melissa has worked in a variety of settings, including inpatient rehab, outpatient rehab, and acute care. She has extensive adult experience, including being a member of the brain injury team of a rehabilitation hospital and working on the medical/surgical floors of a level 1 trauma center. She gained research and product development experience as the test coordinator for Lingui. Systems and currently works for Genesis Health Systems in Davenport, Iowa. She has a special interest in the rehabilitation of cognitive- communication disorders following traumatic brain injury. Home - Kolbe. com. For Your Life. People who've taken the Kolbe Indexes have become more confident, more energetic, and more powerful - just from understanding their natural talents. Kolbe focuses on what's right with you and tells you how to build on it. Kolbe doesn't just help you achieve your goals; it helps you control your destiny. Problem-Based Learning and Adult English Language Learners Julie Mathews-Aydinli, Center for Adult English Language Acquisition, Center for Applied Linguistics.
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