Workbook of Activities for Language and Cognition
Practice seven specific problem solving skills in isolation. Then, apply them to depicted situations and generate and evaluate solutions.
- Identify problems
- Generate and analyze solutions to problems
- Paraphrase and summarize information
Focus on the cognitive processes and strategies used in problem solving. Hundreds of problem scenarios are presented based on common themes of money, work, family and social relationships, health and safety, and sports and leisure. Multiple-choice and open-ended questions guide clients to practice the targeted skills.
The first section of the book gives practice in these skills:
Identify a problem statement based on a brief scenario. Generate a quick solution based on limited information.
Clients study scenarios based on everyday activities. Many of the scenarios are based on functional reading such as advertisements, receipts, prescription labels, and sports schedules. The activity questions prompt clients to think about details that will help solve the depicted problems.
Understanding & Applying Information
Identify information that is useful for problem-solving and apply it to depicted situations.
Paraphrasing & Summarizing
Clients restate information in their own words. In the process, they identify the most important information. This skill helps them arrive at quicker solutions in problem solving.
Clients learn to consider all the factors when they make inferences in a variety of depicted situations.
Clients consider the feelings of others and their own feelings as they analyze problems.
Clients weigh the solutions to problems, paying close attention to details.
The last section of the book gives practice in integrating the above skills. Real-life problems are presented in a brief article, similar to something you might read in a local newspaper. Clients use the information in the article, the corresponding picture, and their own experience to approach the problems effectively.
Copyright © 2003
- Problem-solving skills include identifying problems, goal setting, planning, strategic thinking, and generating alternative solutions (Kennedy & Coelho, 2005).
- Problem-solving difficulties are associated with neurological damage and disease (Ylvisaker & Feeney, 1998).
- Problem-solving skills are necessary to complete everyday tasks of daily living. In fact, deficits in problem solving may impact independent living more than physical or cognitive limitations (Lezak, Howieson, & Loring, 2004).
- Effective cognitive rehabilitation improves functioning in areas relevant to the individual's everyday life (Cicerone et al., 2000).
- 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).
WALC 3 Everyday Problem Solving 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 March 26, 2009 from www.asha.org/policy
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.
Kennedy, M.R., & Coelho, C. (2005). Self-regulation after traumatic brain injury: A framework for intervention of memory and problem solving. Seminars in Speech and Language, 26, 242-255.
Lezak, M.D., Howieson, D.B., & Loring, J.L. (2004). Neuropsychological assessment (4th ed.). New York: Oxford University Press.
Ylvisaker, M., & Feeney, T.J. (1998). Collaborative brain injury intervention. San Diego, CA: Singular.