Skills, Routines, and Activity Patterns of Daily Living: A Functional Nested Approach

Mayer, Nathaniel H.; Keating, Daniel J.; Rapp, Dorrie

doi:10.1007/978-1-4613-2291-7_10

Cited by 18 publications

(11 citation statements)

References 4 publications

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“…This case study demonstrates successful application of the multicontext approach in teaching strategy use across different tasks and contexts with an individual 5 years post-TBI who had substantial impairments in executive functions, self-awareness, and occupational performance. Some intervention approaches assume that generalization of learning cannot occur, particularly with individuals who are several years post-brain injury (Mayer, Keating, & Rapp, 1986;Parish & Oddy, 2007). This case illustrates that if intervention activities are structured with generalization in mind, transfer of strategy use may be possible even 5 years post-injury.…”

Section: Discussionmentioning

confidence: 98%

Application of the Multicontextual Approach in Promoting Learning and Transfer of Strategy Use in an Individual with TBI and Executive Dysfunction

Toglia

Goverover²,

Johnston

et al. 2011

OTJR: Occupational Therapy Journal of Research

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The multicontext approach addresses strategy use and self-monitoring skills within activities and contexts that are systematically varied to facilitate transfer of learning. This article illustrates the application of the multicontext approach by presenting a case study of an adult who is 5 years post-traumatic brain injury with executive dysfunction and limited awareness. A single case study design with repeated pre-post measures was used. Methods to monitor strategy generation and specific awareness within intervention are described. Findings suggest improved functional performance and generalization of use of an external strategy despite absence of changes in general self-awareness of deficits. This case describes the multicontext intervention process and provides clinical suggestions for working with individuals with serious deficits in awareness and executive dysfunction following traumatic brain injury.

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Section: Discussionmentioning

confidence: 98%

Application of the Multicontextual Approach in Promoting Learning and Transfer of Strategy Use in an Individual with TBI and Executive Dysfunction

Toglia

Goverover²,

Johnston

et al. 2011

OTJR: Occupational Therapy Journal of Research

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show abstract

“…Many methods have been developed to address acquired cognitive deficits including (1) process-specific rehabilitation such as attention process training (Sohlberg & Mateer, 1989a), (2) skill-based training such as prospective memory training (Mayer, Keating, & Rapp, 1986), (3) compensatory strategy training such as use of a memory book system (Sohlberg & Mateer, 1989a, 1989b, and (4) metacognitive training such as providing rehabilitation interventions to improve a person's awareness of deficits and ability to self-monitor (Bewick et al, 1995).…”

Section: Utilizing Neuropsychological Assessment Findings In Planning a Cognitively Focused Outpatient Rehabilitation Programmentioning

confidence: 99%

Neuropsychological evaluation in rehabilitation planning and evaluation of functional skills

Bennett

2001

Archives of Clinical Neuropsychology

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This paper focuses on the benefits of neuropsychological assessment for evaluating a brain-injured person's functional abilities and rehabilitation needs. The importance of early assessment in addressing these goals is discussed. Strengths and weaknesses of neuropsychological assessment for predicting a person's ability to participate in normal activities of daily living are considered. Test data taken alone often lack ecological validity, but nevertheless, specific test findings can be used to predict functional skills. The ecological validity of neuropsychological testing can be extended by observing the patient's approach to tasks in the assessment environment and by observing the patient in his or her normal activities. Evaluation information obtained by allied rehabilitation professionals, including occupational and speech and language therapies, can be integrated with neuropsychological test data to both extend the generalizability of our findings and to validate hypotheses generated from our test data. The use of neuropsychological test data in planning a cognitive rehabilitation program is also considered.

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“…Wood (1988) suggested that, after brain injury, rituals and routines that were once automatized are disrupted, requiring the survivor to approach many self-care tasks as if they were new events to organize each time they are carried out. Looking beyond the survivor's level of independence in activities of daily living, treatment efforts to restore and link disrupted habit sequences address activity patterns of daily liVing (Davis & Radomski, 1989;Mayer, Keating, & Rapp, 1986). Similarly, teaching brain injUly survivors to use cognitive prostheses (e.g., notebooks, alarms, electronic data cards) in the context of personal, household, and work activities is a logical extension of traditional occupational therapy practice in which patients with physical limitations are taught to use adaptive equipment and technological aids to optimize occupational performance.…”

Section: Efforts Within Occupational Therapymentioning

confidence: 99%

Cognitive Rehabilitation: Advancing the Stature of Occupational Therapy

Radomski¹

1994

The American Journal of Occupational Therapy

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As occupational therapists, we can advance our stature in cognitive rehabilitation by first narrowing our scope of practice to become the team experts in compensatory strategy training, the domain of cognitive rehabilitation most consistent with our history and expertise. Supported and aided by our professional association, we must also intensify our contribution to this developing field through research and individual and professional involvement in transdisciplinary organizations. Increased involvement and leadership from occupational therapy promise to improve the prospect that cognitive rehabilitation services will improve day-to-day performance for survivors of brain injury.

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Skills, Routines, and Activity Patterns of Daily Living: A Functional Nested Approach

Cited by 18 publications

References 4 publications

Application of the Multicontextual Approach in Promoting Learning and Transfer of Strategy Use in an Individual with TBI and Executive Dysfunction

Application of the Multicontextual Approach in Promoting Learning and Transfer of Strategy Use in an Individual with TBI and Executive Dysfunction

Neuropsychological evaluation in rehabilitation planning and evaluation of functional skills

Cognitive Rehabilitation: Advancing the Stature of Occupational Therapy

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