Effective Learning after Acquired Brain Injury : A practical guide to support adults with neurological conditions book cover
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Effective Learning after Acquired Brain Injury
A practical guide to support adults with neurological conditions





ISBN 9781138816619
Published January 26, 2016 by Routledge
180 Pages

 
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Book Description

Effective Learning After Acquired Brain Injury provides clear guidance on delivering productive educational programmes for adolescents and adults with acquired brain injury (ABI). Written for the non-specialist, the book provides an accessible overview of the neuropsychological deficits resulting from ABI and the ways in which these can affect an individual’s ability to learn and to benefit from educational programmes.

This is the first book of its kind to focus on the adaptation of educational programmes for adults rather than children. The authors explain how to take the results of a neuropsychological assessment as a guide in order to construct a cognitive profile and to create individually tailored educational plans and rehabilitation programmes. They also describe specific strategies that can be taught or utilised, and ways in which they can be set out in a simple plan. The book includes an extensive collection of resources which can be reproduced for the reader’s own use.

Effective Learning After Acquired Brain Injury will be an invaluable resource for general facilitators, clinicians and practitioners who provide educational opportunities in rehabilitation centres for individuals with a variety of neurological conditions, and also for those delivering education in forensic settings. It will maximise the quality of teaching, and the person’s potential to learn, and improve the success rate of rehabilitation programmes and those aimed at reducing offending.

Table of Contents

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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Author(s)

Biography

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.

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Author - Dr Graham  Lowings
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Dr Graham Lowings

Consultant Clinical Neuropsychologist, NHS & Psychological Assistance Limited
Nottingham

Learn more about Dr Graham Lowings »

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