Workbook of Activities for Language and Cognition
With 300 pages of exercises, you'll use this book for almost every client who needs help with attention, memory, sequential thought, and reasoning.
- Improve attention, concentration, and memory
- Develop problem solving and reasoning
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.
Improve organization by sequencing letters to form words; words in sentences; and the steps in completing daily activities.
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
- 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.
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