APPROACH RATIONALE FOR SELECTION ATTRIBUTES SAMPLE SAMPLE TREATMENT PROGRAMS COGNITIVE Pre-requisites FUNCTIONAL DOMAIN DOMAIN Direct attention demo's impaired attention (1 Decontextualized Reading AIM/APT Attention training or more domains) on neurocognitive (strategy training Participating in paired with testing adds contextualized conversations strategies attention as a primary component), Attending to complaint hindering progress (drills), Top-down lecture screen time; Able to devote (strategies) Note-taking time to HW exercises (drill comprehensive, Writing Restorative completion) Metacognitive wants improvement in a Quasi-contextualized Managing Reading: CampusReader strategies, Attention,Memory, Strategy particular task or activity Top-down, concussive PQRST, SQ3R Executive function Instruction unable to meet the demands comprehensive or symptoms Writing: graphic organizer (cornell Task-specific of a specific task modular, Reading strategies can be appears to benefit from self compensatory Writing SCAN strategy: – used to monitoring Recalling Does the sentence make sense? carrying a basic level of location of items Does it connect to my thesis or out specific tasks insight into deficit and Task completion main idea? – can be created for task engagement Do I need to add information? all sorts of tasks receives and Notice any errors. implements strategy in comprehension decontextualized setting Memory strategies: visual imagery, strategy deficits are not severe verbal elaboration, retrieval strategy enough to preclude retaining the techniques strategies strategy between clinic visits when memory sufficient training using SI and Problem solving: Goal Management strategies support. Although individuals with Training, problem-solving therapy, dementia may benefit from time pressure management communication metacognitive strategies, caution Self monitoring: WSTC, error strategy should be used to ensure the verbal mediation Task-general memory demands of the strategy Self-monitoring for need to take strategies can be are realistic for the individual. breaks – used across Using positive self-talk to stay different tasks or engaged with a tough task: can do “I circumstances this!” with it! “Stick monitoring Self-evaluation of performance: “How or goal am I doing?” completion Elements of Goal Management strategies Training: Stop, define the task, list solving steps, learn steps, do it, check strategies Social communication: example strategies include repeating the question to help focus your answer,
APPROACH RATIONALE FOR SELECTION Pre-requisites ATTRIBUTES SAMPLE FUNCTIONAL DOMAIN SAMPLE TREATMENT PROGRAMS COGNITIVE DOMAIN Direct attention training paired with strategies demo's impaired attention (1 or more domains) on neurocognitive testing attention as a primary complaint hindering progress screen time; Able to devote time to HW exercises (drill completion) Decontextualized (strategy training adds contextualized component), (drills), Top-down (strategies) comprehensive, Restorative Reading Participating in conversations Attending to lecture Note-taking Writing AIM/APT Attention Metacognitive Strategy Instruction Task-specific strategies – can be used to carrying out specific tasks – can be created for all sorts of tasks comprehension strategy strategy strategies memory strategies communication strategy Task-general strategies – can be used across different tasks or circumstances monitoring or goal completion strategies solving strategies wants improvement in a particular task or activity unable to meet the demands of a specific task appears to benefit from self monitoring a basic level of insight into deficit and task engagement receives and implements strategy in decontextualized setting deficits are not severe enough to preclude retaining the strategy between clinic visits when sufficient training using SI and support. Although individuals with dementia may benefit from metacognitive strategies, caution should be used to ensure the memory demands of the strategy are realistic for the individual. Quasi-contextualized Top-down, comprehensive or modular, compensatory Managing symptoms Reading Writing Recalling location of items Task completion Reading: CampusReader strategies, PQRST, SQ3R Writing: graphic organizer (cornell SCAN strategy: Does the sentence make sense? Does it connect to my thesis or main idea? Do I need to add information? Notice any errors. Memory strategies: visual imagery, verbal elaboration, retrieval techniques Problem solving: Goal Management Training, problem-solving therapy, time pressure management Self monitoring: WSTC, error verbal mediation Self-monitoring for need to take breaks Using positive self-talk to stay engaged with a tough task: “I can do this!” “Stick with it! Self-evaluation of performance: “How am I doing?” Elements of Goal Management Training: Stop, define the task, list steps, learn steps, do it, check Social communication: example strategies include repeating the question to help focus your answer, Attention,Memory, Executive function concussive