Effective Learning After Brain Injury provides clear guidance on delivering productive educational programmes for adolescents and adults with acquired brain injury (ABI). It will be an invaluable resource for general facilitators, clinicians and practitioners who provide educational opportunities in brain rehabilitation day centres and for those delivering education in forensic settings.
Effective Learning After Brain Injury provides clear guidance on delivering productive educational programmes for adolescents and adults with acquired brain injury (ABI). It will be an invaluable resource for general facilitators, clinicians and practitioners who provide educational opportunities in brain rehabilitation day centres and for those delivering education in forensic settings.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Graham Lowings is a clinical psychologist and neuropsychologist. He has led a team of neuropsychologists working in inpatient, outpatient and community settings with people who have acquired brain injury. He is a director of Psychological Assistance Limited. Beth Wicks is an Education Consultant, specialising in acquired brain injury. She is a board member of the International Paediatric Brain Injury Society, a member of the Criminal Justice and Acquired Brain Injury Interest Group and an adviser to a number of other charitable organisations.
Inhaltsangabe
Introduction Part one: The Brain and How it May be Damaged 1. Brain Anatomy and Functions 2. Acquired Brain Injury (ABI) 3. Developmental Issues Part Two: Brain Injuries and Neuropsychological Impairments 4. Physical, Sensory, Perceptual and Mood Deficits 5. Attention Deficits 6. Memory Deficits 7. Executive Function Deficits 8. Speed of Information Processing Deficits 9. Speech and Communication Deficits Part Three: Managing Neuropsychological Difficulties 10. Understanding Neuropsychological Assessments 11. Managing Behaviours 12. Some General Learning Strategies 13. Basing Cognitive Profiles on Neuropsychological Assessments 14. Individual Education Plans Part Four: Appendices Appendix A Strategies for Attention Deficits Appendix B Strategies for Memory Deficits Appendix C Strategies for Executive Function Deficits Appendix D Strategies for Speed of Information Processing Deficits Appendix E Strategies for Language and Communication Deficits Appendix F Case Studies Appendix G ABC Chart Appendix H ABCIO Chart Appendix I Sample Individual Education Plans
Introduction Part one: The Brain and How it May be Damaged 1. Brain Anatomy and Functions 2. Acquired Brain Injury (ABI) 3. Developmental Issues Part Two: Brain Injuries and Neuropsychological Impairments 4. Physical, Sensory, Perceptual and Mood Deficits 5. Attention Deficits 6. Memory Deficits 7. Executive Function Deficits 8. Speed of Information Processing Deficits 9. Speech and Communication Deficits Part Three: Managing Neuropsychological Difficulties 10. Understanding Neuropsychological Assessments 11. Managing Behaviours 12. Some General Learning Strategies 13. Basing Cognitive Profiles on Neuropsychological Assessments 14. Individual Education Plans Part Four: Appendices Appendix A Strategies for Attention Deficits Appendix B Strategies for Memory Deficits Appendix C Strategies for Executive Function Deficits Appendix D Strategies for Speed of Information Processing Deficits Appendix E Strategies for Language and Communication Deficits Appendix F Case Studies Appendix G ABC Chart Appendix H ABCIO Chart Appendix I Sample Individual Education Plans
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