I: Introductory Considerations.- 1. Introduction.- 2. Neuropsychological Assessment of Brain Behavior Relationships: An Introduction.- Neuropsychologic Assessment.- Conclusion.- References.- 3. Behavioral and Cognitive Deficits in Cerebrovascular Accident and Closed Head Injury: Implications for Cognitive Rehabilitation.- The Natural History of Cerebrovascular Accident.- The Natural History of Closed Head Injury.- An Introduction to Multivariate Statistics.- Past Applications of Multivariate Statistics in Neuropsychology.- Methods.- Results.- Discussion.- References.- 4. Emotional Consequences of Brain Injury.- Emotional Consequences of Head Injury.- Suggestions for Treatment.- Assessment of Emotional Consequences of Brain Injury.- Conclusions.- References.- Concluding Remarks.- II: Conceptualizing Cognitive Dysfunction.- 5. Principles of Cognitive Rehabilitation.- Principles of Neurotraining.- Conclusions.- References.- 6. A Conceptual Framework for Interventive Cognitive Neuropsychology.- References.- 7. The Relevance of Brain-Behavior Relationships for Rehabilitation.- Mechanisms of Recovery.- Environmental Influence.- The Dynamics Underlying Functional Organization.- References.- 8. Language-Cognitive Disorganization Following Closed Head Injury: A Conceptualization.- References.- 9. Cognitive Perceptual Motor Evaluation Research Findings for Adult Head Injuries.- Methodology.- Results.- Discussion.- Summary.- References.- 10. Cognitive and Neuropsychological Aspects of Affective Change Following Traumatic Brain Injury.- Neural Systems Mediating Emotional Behavior.- The Role of Cognition.- Clinical Syndromes of Cognitive-Affective Behavior Following Traumatic Brain Injury.- References.- Concluding Remarks.- III: Interventive Strategies.- 11. The Systematic Remediation of Specific Disorders: Selected Applications of Methods Derived in a Clinical Research Setting.- Treating Perceptual Disorders in Right Brain Damaged Stroke Patients.- Rehabilitation of Attentional Disorders in Traumatic Brain Injured Patients.- References.- 12. Techniques and Application of Simultaneous Information Processing.- Interventive Techniques.- Summary.- References.- 13. The Retraining of Frontal Lobe Dysfunction.- The Retaining of Cognitive Deficits Associated with Frontal Injury: A Case Example.- Does Cognitive Training Generalize?.- Typical Problems and Solutions Encountered in the Retraining of Frontal Lobe Dysfunction.- References.- 14. The Use of Electronic Games in Cognitive Rehabilitation.- Background.- Reasons for Popularity of Video Games.- Home Video Games in Rehabilitation Settings.- Recording Results of Video-Game Retraining.- Research on Video Games.- Expanding the Role of Video Games in Rehabilitation Settings.- The Future.- References.- Additional Suggested Readings.- Concluding Remarks.- Contributors.
The present volume has come about through an awareness of the absence of any cohesive and substantive source on the treatment of cognitive dysfunction following brain insult. I initiated the devel opment of our annual symposium Models and Techniques of Cognitive Rehabilitation, on which the present volume is based, so as to educate myself, as well as others, about the state of the art in modifying cognitive processes in the brain, injured. I became aware of the need for interventive strategies for the brain, injured while a graduate student. Brain functions had, for a long time, always fascinated me, but from an academic perspective. I was confronted with the clinical consequences of brain injury while administering batteries of neuro psychological tests, and this experience added another dimension to my interest in brain functions. I felt grossly inadequate because I was able to rather eloquently describe changes in brain-behavior relations with neuropsychological tests, but could only generate re commendations based solely on the use of compensatory strategies and occasionally on some unfounded, and probably naive, remedial guess. A literature search at this time yielded devastating, little informa tion. The next several years were characterized by a pseudo-obsession, occurring at times without total awareness, with methods and tech niques which might alter impaired brain-behavior relations. Completing graduate school, however, required that these thoughts take a secondary position relative to more typical graduate student thoughts.
Springer Book Archives