Core Concepts in Neurorehabilitation
Description & Order Information
Highly Recommended as Prerequisite for Applied SPCCs
Edited by Gordon Muir Giles, PhD, DipCOT, OTR/L, FAOTA
Order #3019
Earn .7 AOTA CEUs (7 NBCOT PDUs/7 contact hours)
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Lesson 1: Neuroanatomy
Authors
Fred Feuchter, PhD and Gordon Muir Giles, PhD, Dip,COT, OTR, FAOTA
Learning Objectives
After reading this material and completing the examination, the reader will be able to:
- Identify the basic structure of the cerebrum,
- Identify the basic subcomponents and organization of a neuron,
- Identify the way in which experiences and behavior patterns can affect the expression of genes,
- Identify the layered structure of typical isocortex,
- Identify primary unimodal and heteromodal cortex,
- Recognize the organization and the role of neural networks in brain functioning,
- Identify the components and brain structures involved in attention, and
- Recognize the organization and key features of the cerebral blood supply.
Lesson 2: Core Concepts in Neurocognition
Author
Gordon Muir Giles, PhD, DipCOT, OTR, FAOTA
Learning Objectives
After reading this material and completing the examination, the reader will be able to:
- Differentiate among the epidemiology of cognitive disorders following stroke, traumatic brain injury (TBI), and dementia;
- Recognize the evidence suggesting that specialized intervention programs result in improved outcomes in TBI, stroke, and dementia;
- Identify the evidence suggesting that cognitive disorders influence outcome in terms of activities of daily living (ADL) functioning and quality of life in stroke, TBI, and dementia;
- Identify how adequate cognitive evaluation can inform the development of retraining programs that take into account the client's learning ability; and
- Recognize the recent orientation of cognitive retraining as process specific and related to specific skills that are functionally relevant to the client.
Lesson 3: Habit, Routine, and Context in Neurorehabilitation
Author
Gordon Muir Giles, PhD, DipCOT, OTR, FAOTA
Learning Objectives
After reading this material and completing the examination, the reader will be able to:
- Recognize the role of habits and routines in daily functioning
- Distinguish between the cognitive demands of habitual behaviors and those of novel problem solving
- Identify Prochaska and DiClemente's model of readiness for change (Prochaska & DiClemente, 1983; Prochaska, DiClemente, & Norcross, 1992);
- Recognize the role of motivational interviewing in developing motivation for change;
- Recognize the cognitive impairments that may affect the ability to develop or change habits in clients with traumatic brain injury (TBI), stroke, or dementia; and
- Recognize the attitudes and behaviors of clients who successfully change behavior.
Lesson 4: Psychosocial Practice Essentials in Neurorehabilitation: Stress, Coping, and Adaptation
Author
Linda L. Levy, MA, OTR/L, FAOTA
Learning Objectives
After reading this material and completing the examination, the reader will be able to:
- Identify the best practices within the psychosocial dimension of neurocognitive disability;
- Recognize the essential elements of theoretical and empirical literature in stress, coping, and adaptation as they support practice in the psychosocial domain of intervention in occupational therapy;
- Differentiate between involuntary coping mechanisms and voluntary coping mechanisms in adaptation to neurocognitive disability;
- Differentiate between "bad" denial (Levels 1, 2, 3) and "good" denial (Level 4) in adaptation to neurocognitive disability;
- Recognize at a beginning level the dynamics of the "difficult" client in the rehabilitative setting;
- Differentiate an understanding of adaptive and maladaptive coping mechanisms and behaviors that are fundamental to intervention in occupational therapy;
- Identify essential elements of an evidenced-based model that articulates the essential role occupational therapy plays in the psychosocial domain of neurocognitive rehabilitation; and
- Recognize how to apply Occupational Therapy Practice Framework (American Occupational Therapy Association [AOTA], 2002) concepts and terminology to processes of psychosocial intervention in neurocognitive rehabilitation.
Additional Information
Ways to order: Call 877-404-AOTA (2682) Mon.-Fri., 8:30 a.m. -5:00 p.m. EST, Fax 301-206-9789, or order online by clicking the Order Now link above or one of the product links below.
Order courses individually (Core SPCC is prerequisite for all Applied SPCCs) or save up to 20% when you order the SPCCs in the sets below.
Individual SPCC
· Core SPCC: Core Concepts in Neurorehabilitation (Order #3019)
Core and 1 Applied SPCC
· Core and Dementia (Order #3022K)
· Core and Stroke (Order #3021K)
· Core and Traumatic Brain Injury (Order #3020K)
Core and 2 Applied SPCCs
· Core, Dementia, and Stroke (Order #3021K2)
· Core, Dementia, and Traumatic Brain Injury (Order #3022K2)
· Core, Stroke, and Traumatic Brain Injury (Order #3020K2)
Core and All 3 Applied SPCCs
· Core, Dementia, Stroke, and Traumatic Brain Injury (Order #3019K)
Return Policy
If you are not completely satisfied with your purchase, return it within 30 days of the invoice date for a full refund on the price of the product(s). Returns received between 30 and 90 days are subject to a 10% restocking fee, unless due to damage, defect, or incorrect shipment. Items must be returned in saleable condition.
Self-Paced Clinical Course returns are charged a 10% administrative fee regardless of the return date. No refunds are issued after 90 days. Shipping and handling charges are not refundable. These policies do not apply to bookstores.
Non-Degree Credit from Colorado State University. These SPCCs have also been approved to receive non-degree graduate credits from Colorado State University. Information regarding cost and application to Colorado State will be included with your materials.