Description

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Grounded in cutting-edge knowledge about cognitive function and recovery from brain injury, this practical reference and text builds on the authors' influential earlier work, Optimizing Cognitive Rehabilitation. It incorporates major advances in the field to provide a new framework for assessing patients and developing individualized rehabilitation plans. The distinguished authors present principles and procedures for promoting engagement, teaching cognitive strategies and discrete facts and routines, introducing external cognitive aids, and supporting patients' social competence. Additional topics include considerations for using computer-based training, managing functional cognitive symptoms, and providing cognitive rehabilitation in the inpatient setting. The book features detailed case illustrations and filled-out examples of 19 reproducible planning and progress monitoring forms. Blank forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

About the Author

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McKay Moore Sohlberg, PhD, CCC-SLP, is Professor of Communication Disorders and Sciences at the University of Oregon, where she has been teaching, conducting research, and providing clinical training since 1994. Dr. Sohlberg is known internationally for her pioneering work in the field of cognitive rehabilitation. She has published widely on the development and evaluation of treatments to assist people with acquired brain injury in managing cognitive impairments in order to function optimally in their communities. Dr. Sohlberg has contributed to a number of evidence-based practice guidelines supported by the Academy of Neurologic Communication Disorders and Sciences.
 
Justine Hamilton, MClSc, MBA, is Head of Course and Senior Lecturer in Speech Pathology at the School of Health, Medical, and Applied Sciences at Central Queensland University in Australia. Previously, she helped develop the first problem-based learning program in speech–language pathology in North America while on the faculty of McMaster University in Ontario, Canada. Ms. Hamilton's interests include assessment and treatment of aphasia and cognitive–communication disorders as well as objective measurement of meaningful, real-world outcomes.

Lyn S. Turkstra, PhD, is Assistant Dean and Professor in the Speech–Language Pathology Program at the School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada. She is a clinical speech–language pathologist by training and senior scholar in the field of acquired cognitive–communication disorders. Dr. Turkstra's research aims to advance our understanding of cognitive mechanisms underlying communication disorders, and to translate research findings into assessment and intervention methods that improve life participation for adolescents and adults with acquired brain injury. Dr. Turkstra has coauthored national and international practice guidelines in cognitive rehabilitation for both civilian and military populations.
 

Praise For…

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"The authors have not just updated their previous work, but have completely reconceptualized the field of cognitive rehabilitation. This much-needed book demonstrates the need to transcend traditional boundaries, such as those between restoration and compensation or between individual cognitive processes. It presents a truly holistic approach to rehabilitation that is always person centered and that focuses on functional changes and individual empowerment. This book will be required reading for any graduate student, intern, or postdoctoral fellow interested in learning the theory and practice of cognitive rehabilitation. Even as a practitioner of 30 years, I learned quite a lot that I will incorporate into my clinical work and future research studies. The volume is jam-packed with case studies, handouts, checklists, and planning sheets that allow clinicians to easily apply the models and frameworks in their daily sessions."--Sarah A. Raskin, PhD, Charles A. Dana Professor of Psychology and Neuroscience, Trinity College

"It has been challenging to develop a coherent approach to cognitive rehabilitation, considering the complexity of human cognition, the many conditions that can affect it, and the varied goals of those we treat. This book surely lives up to its title, providing an integrated, transformative vision for the field and a set of systematic principles to guide practice in the face of evolving evidence. The authors' clinical recommendations are grounded in current research on learning and neuroplasticity, and organized in consistent procedural frameworks that support the clinician’s skill development. Case examples help clarify complex points in assessment and treatment planning. This book is an essential support resource for rehabilitation science faculty and students, as well as clinicians in practice."--John Whyte, MD, PhD, Institute Scientist Emeritus, Moss Rehabilitation Research Institute

"This book is a 'must read' for students in the health professions and will make an excellent foundational text for cognitive rehabilitation courses. Students will benefit from the foci on person-centered care, everyday life goals, and transfer of learning, and from the generous use of case examples. Clinicians working with clients with acquired brain injury will appreciate the up-to-date evidence and practical examples. The book introduces the Rehabilitation Treatment Specification System (RTSS), an important framework for developing cognitive rehabilitation interventions, and provides examples of RTSS application throughout."--Deirdre R. Dawson, PhD, Professor Emeritus, Department of Occupational Science and Occupational Therapy, and Rehabilitation Sciences Institute, University of Toronto, Canada

"This remarkable book goes beyond a summary of current evidence-based practice to address the complexities of cognitive rehabilitation. It includes methods to adjust therapies in light of psychological, social, and cultural factors, and ways to provide meaningful, functional services in the acute care setting. While a number of books cover the process and/or rationale of cognitive rehabilitation (the 'what' and 'why'), few books cover implementation (the 'how'). Here you have in-depth coverage of all three, making this an indispensable resource for experienced clinicians, researchers, and students alike. A welcome addition to the literature that provides a roadmap for empowering and guiding clients toward functional change and increased well-being."--Donald L. MacLennan, MA, CCC-SLP, research speech–language pathologist, Minneapolis VA Health Care System