Neuropsychological Rehabilitation The International Handbook

[Silvina Spindler]

Dividedinto sections, the first part looks at general issues in neuropsychological rehabilitation including theories and models, assessment and goal setting. The book goes on to examine the different populations referred for neuropsychological rehabilitation and then focuses on the rehabilitation of first cognitive and then psychosocial disorders. New and emerging approaches such as brain training and social robotics are also considered, alongside an extensive section on rehabilitation around the world, particularly in under-resourced settings. The final section offers some general conclusions and an evaluation of the key issues in this important field.

This is a landmark publication for neuropsychological rehabilitation. It is the standalone reference text for the field as well as essential reading for all researchers, students and practitioners in clinical neuropsychology, clinical psychology, occupational therapy, and speech and language therapy. It will also be of great value to those in related professions such as neurologists, rehabilitation physicians, rehabilitation psychologists and medics.

Barbara A. Wilson is a Clinical Neuropsychologist who has worked in brain injury rehabilitation for 40 years. She has won many awards for her work including an OBE for services to rehabilitation and four lifetime achievement awards, one each from the British Psychological Society, the International Neuropsychological Society, the National Academy of Neuropsychology and The Encephalitis Society. The Division of Neuropsychology has named a prize after her, the Barbara A. Wilson prize for distinguished contributions to neuropsychology. She is honorary professor at the University of Hong Kong, the University of Sydney and the University of East Anglia.

Caroline van Heugten is Professor of Clinical Neuropsychology at the School for Mental Health and Neuroscience at the Maastricht University Medical Center and the department of Neuropsychology & Psychopharmacology at Maastricht University, Maastricht, the Netherlands. Her main research interest is in neuropsychological rehabilitation including assessment and treatment. Over the past five years she was leader of two national research programs on rehabilitation. Caroline is the initiator and director of the Limburg Brain Injury Center.

"The Neuropsychological Handbook is ambitious in presenting a wealth of state-of-the-art, evidence-based material to guide clinicians in understanding, assessing and treating the broad range of acquired and progressive neurogenic conditions that they encounter. Every topical area is grounded in available theory and research with an accessible bent on how to apply the information to practice. My copy is quickly becoming well used."

"This book is the most comprehensive textbook on neuropsychological rehabilitation and the first to adopt a global perspective. In accessible chapters, it addresses the state of the art of evidence-based neuropsychological interventions and innovative therapeutic approaches in a wide range of clinical populations, covering the whole lifespan. It is the authoritative reference book for clinicians and researchers."

Roy P.C. Kessels, Professor of Neuropsychology, Radboud University, Nijmegen, the Netherlands, Clinical Neuropsychologist, Radboud University Medical Center, Nijmegen, the Netherlands, Scientific advisor Vincent van Gogh Institute for Psychiatry, Venray, the Netherlands

Rebecca serves in the role of Clinical Professor at the Indiana University Department of Speech, Language and Hearing Sciences. Her primary clinical teaching responsibilities are in the areas of acquired neurogenic speech, language and cognitive-linguistic disorders. Graduate course teaching has included: Medical Speech Pathology, Cognitive Disorders in Brain Injury and Disease, and Motor Speech Disorders. She has provided service in the adult rehabilitation arena for 37 years, in the roles of therapist, administrator, clinical supervisor, and teacher. Rebecca served on Executive Councils in numerous roles for two state associations, including chair of the Board of Directors for the Brain Injury Association of Indiana, Indiana Speech and Hearing Association, and currently works as an active contributing member on committees for national and international associations. She has presented regionally, nationally and internationally, and has co-authored several research papers, book chapters, as well as co-authoring the 2012 ACRM publication, Cognitive Rehabilitation Manual.

Eberle, R.D. (2019). Cognitive-Neuropsychological approach to intervention. In J.S. Damico and M.J. Ball (Eds.), The SAGE Encyclopedia of Human Communication Sciences and Disorders. SAGE Publications Inc., Thousand Oaks, CA.

The effectiveness of neuropsychological rehabilitation is supported by the evidence found in previous reviews, but there is a lack of research regarding the effectiveness of remotely conducted neuropsychological rehabilitation. This review aimed to identify and evaluate the results of studies investigating the effectiveness of teleneuropsychological rehabilitation.

A total of 14 randomized controlled studies were included in the synthesis (9 for children/adolescents, 5 for adults). The most common type of intervention was computerized cognitive training with regular remote contact with the therapist (seven studies). Regarding children and adolescents, the evidence for the effectiveness was found only for these types of interventions with improvements in cognitive outcomes. The results regarding the family-centered interventions were mixed with improvements only found in psychosocial outcomes. No support was found for the effectiveness of interventions combining cognitive and motor training. Regarding adults, all included studies offered support for the effectiveness, at least to some extent. There were improvements particularly in trained cognitive functions. Long-term effects of the interventions with generalization to global functioning remained somewhat unclear.

Remote interventions focused on computerized cognitive training are promising methods within teleneuropsychological rehabilitation. However, their impact on long-term meaningful, everyday functioning remained unclear. More research is needed to reliably assess the effectiveness of teleneuropsychological interventions, especially with more comprehensive approaches.

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account.Find out more about saving content to Dropbox.

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account.Find out more about saving content to Google Drive.

Do you have any conflicting interests? *Conflicting interests helpClose Conflicting interests help Please list any fees and grants from, employment by, consultancy for, shared ownership in or any close relationship with, at any time over the preceding 36 months, any organisation whose interests may be affected by the publication of the response. Please also list any non-financial associations or interests (personal, professional, political, institutional, religious or other) that a reasonable reader would want to know about in relation to the submitted work. This pertains to all the authors of the piece, their spouses or partners.

The mission of our postdoctoral fellowship programs is to provide an organized sequence of experiential and didactic education and training activities in diverse rehabilitation settings and with focused supervision and mentoring. Our programs focus on adult rehabilitation populations with a wide range of injuries, illnesses, disabilities, and acute and chronic health conditions.

Interviews and weekly didactics will be conducted virtually. Monthly seminars and periodic division meetings may be virtual or in-person based on meeting size and in accordance with Johns Hopkins Medicine (JHM) policies. Inpatient clinical services and supervision continue to be provided in person. Some inpatient team meetings are virtual. Outpatient clinical services and supervision are conducted in-person and virtually in accordance with patient needs, insurance policies, and JHM policies. All trainees are provided with personal protective equipment and training to conduct these activities.

You must complete all doctoral degree requirements, including dissertation and predoctoral internship, before the start of the program to be eligible for postdoctoral training. Proof of degree completion, a transcript or an official letter from your director of clinical training, must be received, ideally at least 30 days before your start date.

3a8082e126