Neuropsychological rehabilitation: State of the science

Abstract

Neuropsychological rehabilitation is concerned with the amelioration of cognitive, emotional, psychosocial, and behavioural deficits caused by an insult to the brain. Major changes in the field have occurred over the past decade or so. In 2011, Wilson published an article titled 'Cutting edge developments in neuropsychological rehabilitation and possible future directions', in which 10 of the most important changes in neuropsychological rehabilitation over the previous 5 years were described. This article is an update of those changes: some of the topics in the 2011 article have been omitted, others added, and the order of importance has been changed. For the most part, the developments described relate to the rehabilitation of adults with non-progressive brain injury, the exceptions being a development for people with dementia and another relates to children. Topics considered are new assessment procedures, new treatment strategies for cognitive and emotional problems, recognition of the need to find new ways to evaluate the efficacy of rehabilitation, and evidence for the effectiveness of comprehensive-holistic rehabilitation.

Psychiatric Aspects of Herpes Simplex Encephalitis, Tick-Borne Encephalitis and Herpes Zoster Encephalitis Among Immunocompetent Patients

“…Several specialists are often engaged in the management of persisting emotional, cognitive and behavioral disorders. The importance of comprehensive neuropsychological treatment cannot be overestimated; it consists of various methods such as cognitive therapy, selfmonitoring, bio-feedback, compassion-focused therapy, music therapy, virtual reality assessment, language re-learning for people with post-encephalitic deficits, therapy focused on problem-solving to enhance executive functioning, interpersonal problem-solving behaviors in naturalistic simulations and several others [41]. Neurorehabilitation leads to improvements in coping skills, offering an opportunity for greater independence in everyday life.…”

Development of a Neuropsychological Rehabilitation Program for Executive Functions in Students with Developmental Dyslexia

“…This process of strategy internalization is recommended by the different models of self-regulated learning (Zimmerman, 2002;Pin-trich, 2000;Rosário, 2004), and EF intervention (Dawson & Guare, 2010;Mason et al, 2012;Harris et al, 2012). In addition, as currently believed, the NR must produce changes in areas that are important to a patient's daily life, that is, it must have ecological value (Wilson, 2013;Rosenblum, Frisch, Deutsh-Castel, & Josman, 2014). Additionally, the selected educational models of self-regulated learning predict three phases for the resolution of a task, engaging different EF components in each one of them: planning (task analysis), execution (acting, monitoring, and controlling) and evaluation (self-reflection) (Pintrich, 2000;Zimmerman, 2002;Rosário, 2004).…”

Maumahara Papahou: A mobile augmented reality memory treasure box based on Māori mnemonic aids

“…Assistive technology for cognition typically focuses on specific personal needs, such as speech recognition for people with visual impairments and digital assistants for people with memory impairments (Lopresti, Mihailidis, & Kirsch, 2004). For memory impairments, such as those occurring with TBI, a strong focus of rehabilitation (Wilson, 2013) and assistance (De Joode, Van Heugten, Verhey, & Van Boxtel, 2010) is on prospective memory, helping with task planning, scheduling and reminders. Mobile technology is predominantly being explored for cognitive support for complex-task completion, scheduling and navigation (Chu, Brown, Harniss, Kautz, & Johnson, 2014).…”