Example: dental hygienist

Lisa Arnold - Affiliated Rehab

LinguiSystems, 4th AvenueEast Moline, IL 61244800-776-4332 Copyright 2003 LinguiSystems, of our products are copyrighted to protect the fine work of our may only copy the client materialsas needed for your own use withclients. Any other reproduction or distribution of the pages in this bookis prohibited, including copying theentire book to use as another primarysource or master in the 10: 0-7606-0506-8 ISBN 13: 978-0-7606-0506-6 Lisa ArnoldSkill Areas: language, cognition, memoryAges:young adult/adultFAX:800-577-4555E-mail: Arnold , , CCC-SLP, received her undergraduate and gradu-ate training at the University of Georgia, Athens, Georgia. She hasworked in a variety of settings, including a community speech andhearing center, acute and Rehab hospitals, public school systems, pri-vate practice, and home health care agencies. She is currently aspeech-language pathologist at Griffin-Spalding County Public Schoolsin Griffin, Georgia.

Lisa Arnold, M.Ed., CCC-SLP, received her undergraduate and gradu- ate training at the University of Georgia, Athens, Georgia. She has worked in a variety of settings, including a community speech and

Tags:

  Training, Sial, Arnold, Lisa arnold

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Lisa Arnold - Affiliated Rehab

1 LinguiSystems, 4th AvenueEast Moline, IL 61244800-776-4332 Copyright 2003 LinguiSystems, of our products are copyrighted to protect the fine work of our may only copy the client materialsas needed for your own use withclients. Any other reproduction or distribution of the pages in this bookis prohibited, including copying theentire book to use as another primarysource or master in the 10: 0-7606-0506-8 ISBN 13: 978-0-7606-0506-6 Lisa ArnoldSkill Areas: language, cognition, memoryAges:young adult/adultFAX:800-577-4555E-mail: Arnold , , CCC-SLP, received her undergraduate and gradu-ate training at the University of Georgia, Athens, Georgia. She hasworked in a variety of settings, including a community speech andhearing center, acute and Rehab hospitals, public school systems, pri-vate practice, and home health care agencies. She is currently aspeech-language pathologist at Griffin-Spalding County Public Schoolsin Griffin, Georgia.

2 Lisa is also the author of The Source for AphasiaTherapy and The Long-Term Care the AuthorPage layout by Denise L. KellyCover design by Mike PaustianIllustrations by Tami Schmidt and Margaret WarnerIntroduction.. 5 Chapter 1: Orientation.. 7 Client Questionnaire .. 8 Orientation to Immediate Environment and Recent Happenings .. 11 Temporal Orientation Skills .. 16 Spatial Orientation .. 24 Orientation to Past and Present Events .. 39 Further Activities for Caregivers .. 46 Chapter 2: Memory.. 47 Immediate Memory/Digit Sequences .. 48 Immediate Memory/Word Sequences .. 55 Short-Term Memory Skills .. 63 Classified Ads .. 64 Newspaper Advertisements .. 65 Telephone Messages .. 67 Long-Term Memory Skills .. 68 Further Activities for Caregivers .. 70 Chapter 3: Organization.. 71 Sequential Organization .. 72 Household .. 73 Community .. 76 Health .. 79 Social.

3 83 Categorical Organization .. 87 Expressive Categorization.. 91 Further Activities for Caregivers .. 93 Chapter 4: Verbal Problem Solving.. 94 Problem-Solving Situations .. 95 Medical Situations .. 96 Safety Situations .. 98 Household Situations .. 100 Daily Living Situations .. 102 Financial Situations.. 104 Community Situations.. 106 Further Activities for Caregivers .. 108 Table of ContentsWALC 53 Copyright 2003 LinguiSystems, 5: Abstract Reasoning.. 109 Comparing Picture Pairs and Comparing Word Pairs.. 110 Comprehending Figurative Language .. 120 Explaining and Using Figurative Language.. 129 Interpreting Others' Emotions .. 131 Expressing Personal Feelings .. 137 Describing Emotional Situations .. 141 Further Activities for Caregivers .. 143 Chapter 6: Writing.. 144 Tracing/Copying the Alphabet .. 145 Copying Single Words .. 148 Writing Single Words.

4 152 Copying Short Phrases .. 157 Writing Short Phrases .. 161 Copying Sentences .. 164 Writing Sentences .. 169 Functional Writing Tasks .. 174 Further Activities for Caregivers .. 175 Answer Key.. 176 Table of Contents, continuedWALC 54 Copyright 2003 LinguiSystems, Workbook for Language Activities and Cognition 5(WALC 5) was developed to increase cognitiveskills for higher-level language processes in clients who have had neurological incidents. Your clients should find these language tasks fun and interesting because they come from their own daily activities in the following sections are easily adaptable for a wide variety of adult age chapter includes compensatory strategies to help clients achieve success during language remediation and throughout their lives. OrientationThis section focuses on increasing your client s knowledge and level of awareness of his immediate environment, of the events that led him to his current situation, and of the remote happenings of his past that may have been lost.

5 A client questionnaire is located on page 8 of this section. The questionnaire is an easy way to collect vital information that may be usedto individualize each client s therapy. MemoryThis section is a good starting point for clients who have decreased memory and attention skills. You may want to begin therapy by explaining to your clients how important it is to focus their attention and concentration. It is sometimes helpful to equate this type of attention and concen-tration to the type teachers demand during school years. Organizationand Verbal Problem SolvingThese sections deal with everyday living experiences and new problems your clients may face following neurological incidents. Completion of these two sections will help clients who have deficits in these areas become more independent. Abstract ReasoningThis section can be a very positive portion of the therapeutic process.

6 Clients and caregivers alike will have a strong interest in this area as they are surprised at how often people use abstract reasoning in everyday life. This skill seems to be taken for granted until it is identified as a deficit area for a client. WritingWriting tasks are included for clients with higher levels of cognitive functioning. It is quite appropriate for them to begin writing again. Oftentimes, clients have written their own checks and taken care of family business prior to their neurological incidents. They may feel a loss when this activity is taken away from them. It is an empowering experience for clients to take back former responsibilities. This section provides practice writing from a language enrichment perspective as well as a mechanical and visual perception 5has been a vital tool for me in cognitive therapy with the geriatric population.

7 It has livenedup therapy sessions and has brought the geriatric population very close to my heart. Hopefully, as youuse this manual, you'll learn more about yourself as a clinician and will come to appreciate the uniquerewards gained from serving anyone who needs neurological 55 Copyright 2003 LinguiSystems, chapter focuses on decreasing your client s confusion following a neurologicalincident. It has been designed to increase your client s knowledge and level of aware-ness of those areas that may have been lost, such as: his immediate environment the events that led him to his current situation more remote happenings of his pastThe activities in this section are intended to be meaningful, functional, and practical toyour client. Therefore, a client questionnaire is included at the beginning of this chapterto be completed by a member of your client s family or a close associate if no family isavailable.

8 The information you receive on this questionnaire is crucial to the successfultherapeutic application of this section targets your client s memory skills and provides a passageway into thesecond section dealing with memory and attention skills. In fact, in the ideal situation,Chapters 1 and 2 may be used together to provide a more thorough therapeutic applicationin the initial stages of this type of cognitive Client Questionnaire .. 8 Orientation to Immediate Environment and Recent Happenings .. 11 Temporal Orientation Skills .. 16 Spatial Orientation .. 24 Orientation to Past and Present Events .. 39 Further Activities for Caregivers .. 46 WALC 57 Copyright 2003 LinguiSystems, 11 OrientationFull Name of Client _____ Phone _____Address _____Date of Birth _____ Place of Birth _____Past Addresses (city and state only) _____Education_____Occupation_____People Family(Provide names, ages, occupations, children, and cities where they live.)

9 _____Friends_____Medical Personnel(doctors, nurses, therapists, etc.) _____Chapter 1 - OrientationWALC 58 Copyright 2003 LinguiSystems, Questionnaire(To be completed by family members knowledgeable of the client s life experiences)Note: Successful completion of this questionnaire is essential for the therapist to decrease the client s confusion and disorientation. Please provide very complete answers when responding to each question.)Home EnvironmentDescription(Include special rooms, colors, and any unusual features of client s home.)_____Car(Provide a description.) _____Pets(Provide names and descriptions.) _____Entertainment(Provide client s favorites in each area.)TV Shows/TV Stars_____Movies/Movie Stars_____Music/Radio Stations_____Books/Magazines_____Sports_ ____Chapter 1 - OrientationWALC 59 Copyright 2003 LinguiSystems, Questionnaire,continuedChapter 1 - OrientationWALC 510 Copyright 2003 LinguiSystems, Questionnaire,continuedHobbies_____Other Entertainment_____FoodsLikes_____Dislike s_____Favorite Restaurants_____Special Memories(Provide special dates, memorable vacations, notable accomplishments, etc.

10 _____Other_____Form completed by_____Date_____Your relationship to the client _____Chapter 1 - OrientationWALC 511 Copyright 2003 LinguiSystems, to Immediate Environment and Recent HappeningsObjectiveto increase orientation skills for the immediate environment and recent eventsStimuliauditoryInstructionsBegin therapy with the appropriate level of complexity depending on your client s current level of cognitive may be reproduced to give to the family to help orient the client throughout the information from the client questionnaire to determine appropriate answers to each question. Blanks are provided in the multiple-choicequestions (pages 13 and 14) so you can offer your client personalized answer Strategies Orient your client to person, place, and time at intervals through-out therapy and instruct the family to do this throughout each day. Prepare a small orientation notebook for your client to refer to daily.


Related search queries