Get 360 large-size cards featuring high-quality, realistic photos and stimuli on the back. Check out the reasonable price!
- Increase level of independence
- Improve problem-solving skills and flexibility in thinking
- Respond appropriately to safety situations
- Develop abstract reasoning
- Improve organizational skills
The photos show people of all ages engaged in everyday activities as well as some photos of everyday environs. The cards are divided into five sections:
- Problem Solving: Photos depict 112 dangerous situations or safety issues, such as stopping on the highway and leaving shoes in a hallway. Five stimulus items on the back of each card ask the client to identify the problem; tell why it is a problem; and use flexibility in thinking, predicting, and reasoning to further discuss the problem or safety issue.
- Abstract Reasoning – Comparing/Contrasting: 60 cards give the client practice comparing and contrasting objects and human traits. Six stimulus items on the back of each card ask the client to name similarities and differences, state the category, add to the category, and answer generalization questions about the items.
- Abstract Reasoning – Making Inferences: 30 cards require the client to make correct inferences and predictions about the photos.
- Abstract Reasoning – Odd One Out: 30 cards have four photos each on them. Five stimulus items on the back of each card help the client determine which photo doesn't belong and explain why.
- Sequencing: 128 photos are divided into 17 four-step and 10 six-step functional sequences familiar to everyday life. Six stimulus items are presented on the back of the first card in each set.
The cards are adaptable to many therapy needs. Use them to spark discussion, strengthen conversational skills, and develop cognitive skills.
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- Intervention should address processing varied types of information in various activities and settings (e.g., ability to attend to, perceive, organize, and remember verbal and nonverbal information, including social cues, reasoning, and problem solving) (ASHA, 2004).
- Problem-solving skills include identifying problems, goal setting, planning, strategic thinking, and generating alternative solutions (Kennedy & Coelho, 2005).
- 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).
- Adults with traumatic brain injury performed significantly worse than age-matched controls on complex tasks of sequencing items. Adults with TBI verbalized that they recognized they had made a mistake but could not independently fix the error (Shum, Gill, Banks, Maujean, Griffin, & Ward, 2009).
Just for Adults Photo Cards 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 May 3, 2010, from www.asha.org/docs/pdf/PS2005-00110.pdf
American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology. Retrieved May 3, 2010, from www.asha.org/docs/pdf/PP2004-00191.pdf
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.
Shum, D., Gill, H., Banks, M., Maujean, A., Griffin, J., & Ward, H. (2009). Planning ability following moderate to severe traumatic brain injury: Performance on a 4-disk version of the tower of London. Brain Impairment, 10(3), 320-324.