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WALC 2 Cognitive Rehab
Workbook of Activities for Language and Cognition
Ages: 16-Adult   Grades: 11-Adult         

With 300 pages of exercises, you'll use this book for almost every client who needs help with attention, memory, sequential thought, and reasoning. 

Outcomes

  • Improve attention, concentration, and memory
  • Develop problem solving and reasoning
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Written in the best-selling format of the WALC series, these activities have:   

  • easy-to-read format
  • simple, concise language
  • consistent progression of complexity within and between tasks
  • application to a wide range of acquired cognitive-language disorders

Activities are organized into five skill areas:

Attention and Concentration
Simple, engaging activities help clients increase their attention and concentration.  Tasks include beginner-level math problems, word-search puzzles, crossword puzzles, and visual scanning exercises. 

Memory for General Information
Clients access remote memory to answer questions.  Skills in concrete and abstract reasoning, comprehension of sentences and short paragraphs, and word retrieval are reinforced.    

Visual and Auditory Memory
Learn memory strategies such as associations, chaining, and sequencing items.  Thirty pages of practice materials are included.

Sequential Thought
Improve organization by sequencing letters to form words; words in sentences; and the steps in completing daily activities.

Reasoning
This section has 100 pages of activities to improve reasoning, problem-solving, and personal insight.  The task content progresses from concrete to abstract in this general order: concrete and abstract categorization, logical conclusions, similarities and differences, opposites, inconsistencies in sentences, analogies, word deduction, proverbs, stating the problem, improving a situation, consequences, positive and negative viewpoints, multiple character viewpoints, and deduction puzzles.

 

Copyright © 2002

Components
301 pages, answer key
  • Communication, both verbal and nonverbal, is a fundamental human need.  Meeting this need by facilitating and enhancing communication in any form can be vital to a patient's well-being (NSA, 2005).
  • Speech-language pathologists' roles in treatment of individuals with cognitive-communication disorders include training discrete cognitive processes, teaching specific functional skills, and developing compensatory strategies and support systems (ASHA, 2005).
  • Evidence exists for the effectiveness of several forms of cognitive rehabilitation for people with stroke (remediation of language and perception after left and right hemisphere stroke, respectively) and traumatic brain injury (remediation of attention, memory, functional communication, and executive functioning) (Cicerone et al., 2000).
  • Reasoning, problem solving, and attention are all skills that are often damaged in individuals with traumatic brain injury.  One needs these skills to perform functional math tasks in order to participate in the community and workplace (Brookshire, 2003).
  • Rehabilitation is an important part of recovering from a stroke, and the goal is to regain as much independence as possible (NSA, 2005).

WALC 2 Cognitive Rehab incorporates these principles and is also based on expert professional practice.

References

American Speech-Language-Hearing Association (ASHA). (2005). Roles and responsibilities of speech-language pathologists in diagnosis, assessment, and treatment of individuals with cognitive-communication disorders [Position Statement]. Retrieved November 6, 2009, from www.asha.org/docs/pdf/PS2005-00110.pdf

Brookshire, R.H. (2003). Introduction to neurogenic communication disorders (6th ed.). St. Louis: Mosby.

Cicerone, K., Dahlberg, C., Kalmar, K., Langenbahn, D., Malec, J., Bergquist, T., . . . Morse, P.A. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81(12), 1596-1615.

National Stroke Association (NSA). (2005). Clinical guidelines for stroke rehabilitation and recovery. Retrieved November 6, 2009, from www.nhmrc.gov.au/publications/snyopses/_files/cp105.pdf

Author(s)

Kathryn J. Tomlin

Biography

Kathryn J. Tomlin, M.S., CCC-SLP, has been working with individuals with language and cognitive impairments since 1980.  The exercises and techniques in this book have evolved through her experiences.  She has worked as a speech-language pathologist in various settings.  In addition to working and writing, Kathy is actively involved in missions work around the world.

Kathy is a longtime author with LinguiSystems as WALC 2  was originally published in 1984.  Kathy is also the author of WALC 1, WALC 3, ACE 1, ACE 2, The Source for Memory Exercises, and The Source for Apraxia Therapy.  She has also co-authored The Source for Group Language Therapy and two chapters in the book Minor Head Trauma, Springer-Verlag, New York: 1993.

Introduction

WALC 2 was developed to provide stimulus materials to aid in the remediation of language and cognitive disorders in adolescents and adults.  The items in this workbook provide a structured approach for improving specific skills in target areas, although adaptations may be necessary to meet each client's needs.  All exercises within this workbook remediate a specific deficit, but also require skills in other areas of language and cognition in order to be completed appropriately.

  • Unit 1: Attention and Concentration
    Frequently, patients with neurological impairments exhibit difficulty in attending to or completing structured therapy tasks.  These exercises focus on attention & concentration skills enabling the client to complete the tasks with minimal challenges to his cognitive abilities.
  • Unit 2: Memory for General Information
    Since the general information questions elicit information from patients with various backgrounds, be aware of errors which occur as a result of a language or cognitive deficit versus responses which occur due to lack of familiarity with the targeted information or due to cultural factors.  Require the client to expand his responses, if appropriate, realizing that retrieval skills for words and information and comprehension of information and questions are necessary to respond accurately to these questions.
  • Unit 3: Visual and Auditory Memory
    These exercises do not focus on or necessitate normal interactive communication, but should be regarded as teaching strategies for memory.  Strategies such as "chunking" and visual imagery lend themselves to individual practice and drill rather than to turn-taking and pragmatic interaction.  So, be aware that these exercises should not be used exclusively to retrain memory, but should be incorporated with exercises that put memory to use in context.
  • Unit 4: Sequential Thought
    Sequential thought retraining emphasizes the reorganization and retraining of cognitive skills.
  • Unit 5: Reasoning
    The exercises have been sequenced in a hierarchical order so that a client begins to retrain thinking at a concrete level and progresses to an abstract reasoning level.  This facilitates the ability to organize information, solve problems, reason, and develop interpersonal insights. 

In summary, WALC 2 provides you with practical therapeutic materials for use in developing comprehensive individual intervention programs.  Sharing these exercises with clients' families helps to establish the importance of improving communication outside the therapy setting.

Kathy