- ISBN: 9781606232873 | 1606232878
- Cover: Hardcover
- Copyright: 5/21/2009
From a well-known authority, this comprehensive yet accessible book shows how state-of-the-art research can be applied to help people with nonprogressive memory disorders improve their functioning and quality of life. Barbara Wilson describes a broad rang
Barbara A. Wilson, PhD, ScD, has worked in brain injury rehabilitation since 1979, at Rivermead Rehabilitation Centre in Oxford, Charing Cross Hospital in London, and the University of Southampton Medical School. She has also been a Senior Scientist at the Medical Research Council’s Cognition and Brain Sciences Unit in Cambridge since 1990. In 1996, Dr. Wilson established the Oliver Zangwill Centre for Neuropsychological Rehabilitation, a partnership between the local NHS Trust and the Medical Research Council, and serves as the Centre’s Director of Research. She holds or has held several grants to study new assessment and treatment procedures for people with nonprogressive brain injury and has written over 16 books, 8 widely used neuropsychological tests, and over 260 journal articles and chapters. Editor-in-Chief of the journal Neuropsychological Rehabilitation, she has served on the governing boards of the Encephalitis Society, the Academy for Multidisciplinary Neurotraumatology, and the World Federation for NeuroRehabilitation. Dr. Wilson has received numerous prestigious awards for her research and clinical contributions and is a Fellow of the British Psychological Society, the Academy of Medical Sciences, and the Academy of Social Sciences.
| Understanding Memory and Memory Impairments | p. 1 |
| What Do We Mean by Memory? | p. 1 |
| Time-Dependent Memory | p. 2 |
| The Type of Information to Be Remembered | p. 5 |
| Modality-Specific Memory | p. 8 |
| Stages in the Process of Remembering: Encoding, Storage, and Retrieval | p. 8 |
| Explicit and Implicit Memory | p. 11 |
| Retrospective and Prospective Memory | p. 12 |
| Retrograde and Anterograde Memory | p. 14 |
| A Brief Account of the Neuroanatomy of Memory | p. 16 |
| Recovery of Memory Functions after Brain Injuries | p. 18 |
| What Do We Mean by Recovery? | p. 18 |
| Mechanisms of Recovery | p. 20 |
| To What Extent Does Memory Recover? | p. 25 |
| Can We Improve on Natural Recovery? | p. 29 |
| Changes in Memory Functioning Following Intervention or Rehabilitation | p. 30 |
| Assessment for Rehabilitation | p. 34 |
| What Do We Mean by Assessment? | p. 34 |
| What Questions Should Be Asked in Assessments for Rehabilitation? | p. 35 |
| Which Aspects of Memory Should Be Assessed? | p. 38 |
| Behavioral Assessment Procedures for Identifying Memory Problems | p. 49 |
| Compensating for Memory Deficits with Memory Aids with Narinder Kapur | p. 52 |
| Typology of Memory Aids | p. 54 |
| Which Are the Most Frequently Used Memory Aids? | p. 55 |
| How Effective Are External Memory Aids? | p. 57 |
| Can We Predict Who Will Use External Memory Aids Efficiently? | p. 58 |
| Which Assessment Procedures Are Most Appropriate When Considering Patients for External Memory Aids? | p. 59 |
| Setting Up a Memory Aids Clinic | p. 60 |
| Which Types of Memory Aids Are Currently Available? | p. 64 |
| How Can We Best Teach People to Use External Memory Aids? | p. 67 |
| How Can We Best Measure the Effectiveness of External Memory Aids? | p. 70 |
| How Can We Bring About Compliance and Generalization in the Use of External Memory Aids? | p. 71 |
| How Will Advances in Technology Impact Memory Aids of the Future? | p. 71 |
| Mnemonics and Rehearsal Strategies in Rehabilitation | p. 74 |
| What Are Mnemonics? | p. 74 |
| Verbal Mnemonics | p. 74 |
| Visual Mnemonics | p. 77 |
| Motor Movements as a Memory Aid | p. 79 |
| How Successful Are Mnemonics in Memory Rehabilitation? | p. 80 |
| Advice When Using Mnemonics | p. 81 |
| What Do We Mean by Rehearsal Strategies? | p. 82 |
| Studies Evaluating PQRST | p. 83 |
| Why Does PQRST Work? | p. 86 |
| Using PQRST in Clinical Practice | p. 87 |
| New Learning in Rehabilitation: Errorless Learning, Spaced Retrieval (Expanded Rehearsal), and Vanishing Cues | p. 89 |
| What Is Errorless Learning? | p. 89 |
| Theoretical Underpinnings of EL Learning | p. 89 |
| EL Learning Studies with Memory-Impaired People | p. 92 |
| Does EL Learning Depend on Implicit or Explicit Memory? | p. 94 |
| What Is Spaced Retrieval (Expanded Rehearsal)? | p. 96 |
| Why Does Spaced Retrieval Work? | p. 97 |
| Spaced Retrieval Combined with EL Learning | p. 98 |
| Spaced Retrieval Alone | p. 99 |
| Using Spaced Retrieval in Clinical Practice | p. 100 |
| What Do We Mean by Vanishing Cues? | p. 101 |
| Studies Evaluating VC | p. 101 |
| How Does VC Work? | p. 102 |
| VC in Clinical Practice | p. 104 |
| Teaching Procedures or New Information through EL Learning, Spaced Retrieval, or VC | p. 105 |
| Memory Groups | p. 107 |
| Why Run Memory Groups? | p. 107 |
| How Should a Memory Group Be Structured? | p. 108 |
| Studies Evaluating Memory Groups | p. 110 |
| Self-Help and Support Groups | p. 112 |
| Memory Groups in Clinical Practice | p. 115 |
| Treating the Emotional and Mood Disorders Associated with Memory Impairment | p. 125 |
| Why Is It Important to Treat the Emotional and Mood Disorders Associated with Memory Impairment? | p. 125 |
| How Prevalent Are Emotional and Mood Disorders after Brain Injury? | p. 126 |
| Assessment of Emotional and Mood Disorders in People with Brain Injury | p. 130 |
| Group Treatments for Emotional and Mood Disorders in People with Memory Impairments | p. 135 |
| Individual Psychological Therapy for Emotional and Mood Disorders | p. 138 |
| Treatment of Emotional and Mood Disorders in Clinical Practice | p. 144 |
| Goal Setting to Plan and Evaluate Memory Rehabilitation | p. 147 |
| What Are Goals? | p. 147 |
| Why Use Goal Setting in Memory Rehabilitation? | p. 148 |
| Theories of Goal Setting | p. 151 |
| Identifying and Setting Goals: The Art of Negotiation | p. 152 |
| Goal Attainment as an Outcome Measure | p. 154 |
| Goal Setting in Clinical Practice | p. 155 |
| Putting It All Together | p. 163 |
| Before Starting a Memory Rehabilitation Program | p. 163 |
| First Steps in Planning a Memory Rehabilitation Program | p. 163 |
| Complementing the Neuropsychological Assessment with a Behavioral Assessment | p. 165 |
| Goal Setting | p. 170 |
| Selecting the Best Strategies to Achieve the Goals | p. 172 |
| The Example of Jay | p. 176 |
| Generalization or Transfer of Learning | p. 179 |
| A Framework for Planning a Rehabilitation Program | p. 180 |
| Final Thoughts and a General Summary | p. 184 |
| Principles of Good Rehabilitation | p. 184 |
| Does Rehabilitation Improve QOL? | p. 186 |
| Combining Theory and Practice | p. 190 |
| Summaries of Individual Chapters | p. 192 |
| Resources | p. 207 |
| References | p. 231 |
| Index | p. 275 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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