By Gerald Goldstein (auth.), Barry A. Edelstein, Eugene T. Couture (eds.)
This booklet built out of the editors' longstanding curiosity within the retraining of traumatically brain-damaged adults and the administration in their habit by way of family. A look for correct experimental proof to help the scientific use of behavioral ideas for retrain ing, which begun in 1977, grew to become up little empirical aid. furthermore, the literature on retraining was once dispersed between numerous journals released in numerous nations. Nowhere was once there a compendium of literature that addressed problems with review and retraining. there has been no position to show if one desired to stream from a typical neuropsy chological review to the retraining of ability deficits printed within the evaluate. we've tried to edit a e-book that represents what we had was hoping to discover within the literature and will be utilized by execs in medical psychology, medical neuropsychology, rehabilitation drugs, actual remedy, speech treatment, and different disciplines that handle rehabilitation of brain-damaged adults-a publication that addresses determine ment and rehabilitation concerns and is adequately particular to provide the reader a place to begin in constructing behavioral evaluation and re habilitation courses. The publication includes conceptual foundations, re perspectives of analysis, descriptions of profitable rehabilitation courses, and comparatively certain ways to the retraining of particular talents. A shift from an assessment-based perform to 1 encompassing either prescriptive overview and therapy has turn into a famous transition within the neuropsychological literature and was once top articulated in a piece of writing by way of Gerald Goldstein in March of 1979.
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Extra info for Behavioral Assessment and Rehabilitation of the Traumatically Brain-Damaged
Absence of nonverbal oral apraxia 16. Marked improvement in speech resulting from positioning or pala tal lift 17. Patient's ability to profit from feedback, ability to follow instructions resulting in immediate improvement of performance 18. Patient's ability to self-correct 19. Skill of the speech/language pathologist responsible for therapy 20 Intensity of treatment (amount of time spent with patient in therapy per day) 21. Duration of treatment 22. Appropriateness of treatment From a probabilistic point of view, these are all valid predictors of patient response to treatment.
Although positively correlated with performance on tests of general language ability such a~ the Boston Diagnostic Aphasia Examination (Goodglass & LOUISE KENT-UDOLF· Education Service Center, Region II, Corpus Christi, Texas 78401. just how well the patient actually manages communicatively in his everyday environment. Although a functional description of the patient's communicative status may not provide a sufficient basis for the most appropriate choice of speechllanguage treatment strategies for him, such a description is useful for several reasons.
The literature on children tells us that severe academic problems are ahead for many "discharged as recovered" traumatically brain-injured children (Shaffer, Bijur, Chadwick, & Rutter, 1980). If these children have so much trouble in schoot we can only assume that adults also have difficulties when confronted with situations in which efficient new learning is essential. The residual problems of children are described as continuing manifestations of the postconcussion syndrome, impaired intelligence, speech and language deficits, and persistant reading and COMMUNCATION DISORDERS OF TRAUMATICALLY BRAIN-INJURED PERSONS 37 writing problems.
Behavioral Assessment and Rehabilitation of the Traumatically Brain-Damaged by Gerald Goldstein (auth.), Barry A. Edelstein, Eugene T. Couture (eds.)