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Semin Speech Lang 2005; 26(4): 268-279
DOI: 10.1055/s-2005-922105
Copyright © 2005 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA.

Instructional Techniques in Cognitive Rehabilitation: A Preliminary Report

McKay Moore Sohlberg1 , Laurie Ehlhardt2 , Mary Kennedy3
  • 1University of Oregon, Eugene, Oregon
  • 2Teaching Research Institute, Western Oregon University; Eugene, Oregon
  • 3University of Minnesota-Minneapolis, Minneapolis, Minnesota
Further Information

Publication History

Publication Date:
09 November 2005 (online)

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ABSTRACT

Instruction is an essential component of effective cognitive rehabilitation, which requires teaching or reteaching a variety of skills and concepts to people with compromised learning. Currently, the field lacks a cohesive set of principles to guide clinicians’ instructional behaviors. A review of the literature in related fields, in conjunction with findings in neuropsychology, reveals evidence-based principles that lead to effective instructional design and implementation. This article summarizes this work and attempts to provide clinicians with principles to guide their treatment planning when training or teaching clients with cognitive-communication disorders.

KEYWORDS

Acquired brain injury - memory rehabilitation - direct instruction - strategy training - errorless learning - distributed practice - spaced retrieval

REFERENCES

1 Meta-analysis is a process by which quantitative research findings on a prescribed topic are aggregated and statistically analyzed to determine the magnitude of difference or “effect size” between experimental and control groups (Gall, Borg, and Gall, 1996 [26b]).

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Laurie EhlhardtPh.D. 

Teaching Research Institute, Western Oregon University

99 West 10th Avenue, Suite 370, Eugene, OR 97401

Email: ehlhardtl@wou.edu

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