Target specific high-level cognitive processes in your clients with executive function disorder with activities that can be individualized to their needs and interests.
- Determine which areas of executive function interventions are appropriate
- Use the Patient-Initiated Continuum to target high-level cognitive/language skills
- Clients improve their skills in self-regulation, time management, attention, organization, and memory
Executive functions perform a collective service that comes into play with all facets of cognitive processing. Patients with executive function disorders have difficulty with:
- planning and organization
- identifying what needs to be done
- carrying out the steps in an orderly way
- identifying the beginning tasks
- maintaining attention
- evaluating how they're doing on a task
- taking feedback or suggestions
This manual provides a structured framework for therapists to guide the evaluation process and treatment of patients with executive function disorders. The manual gives:
- information on the use of standardized and informal assessment tools to reflect the patient's real-life performance
- instruction in the use of the Patient-Initiated Continuum (PIC) to involve the patient as a stakeholder in therapy and to quantify patient improvement
- thorough explanations of the processes of time management, attention (five forms), goal-directed behavior, and memory
- activities to systematically target self-assessment, time management, attention (five forms), goal-directed behavior, and memory
- examples of goals and written reports
- documentation requirements
Copy the activity pages or print them from the FREE CD. Extra helps include:
- patient history form
- patient self-assessment checklists
- patient performance checklist
- time management templates
- 65 pages of reproducible activities
- answer key
Copyright © 2003
- Executive functions are a group of cognitive skills localized in the frontal lobe structures. Deficits in executive functioning involve both discrete skills and the processes that control the use of these skills (Cicerone et al., 2000).
- Executive function deficits, including weakness in the areas of self-awareness, goal setting, and strategic thinking, are often among the most debilitating problems following brain injury (ASHA, 2003).
- In assessing and treating executive function deficits, it is important to collaborate with the patient in selecting goals, testing treatment hypotheses, identifying strategic compensations, and monitoring results (ASHA, 2003; Cicerone et al., 2000).
- Effective intervention is measured by the reduction of supports needed by the individual with a disability (ASHA, 2003).
The Source for Executive Function Disorders incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2003). Rehabilitation of children and adults with cognitive-communication disorders after brain injury [Technical Report]. Retrieved March 10, 2009, from www.asha.org/policy
Cicerone, K., Dahlberg C., Kalmar K., Langenbahn, D., Malec, J., Bergquist, T., . . . Morse, P. (2000). Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical Medicine & Rehabilitation, 81(12), 1596-1615.