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Physical Recovery
Published in Stijn Geerinck, Reconstructing Identity After Brain Injury, 2022
Every day, my schedule was filled with various forms of therapy: occupational therapy, physical therapy, speech therapy and neurotherapy – truly, I became part of a therapeutic community! The latter was an advanced form of brain training with exercises to improve memory, concentration, searching connections, problem solving, spatial awareness and logical thinking. My results were meticulously registered and compared over time. Together, these were important parameters to eventually determine my level of disability and to see whether I would be suited for work or not. This mattered a great deal to me, as I did all that I could to be able to work again, with the help of An, Sofie and Annelies, my neurotherapists who were very patient and supportive. I wrote down my lesson preparations and filled in the gaps of my existing course material. If I could finish the schedule in time, I would be able to cover the entire mandatory curriculum for the non-confessional ethics course with subjects of my own choosing. I would be able to get back to work well-prepared – a huge relief, given that I would return as a different person to my pupils. My personality might have remained intact, but my circumstances as a teacher had thoroughly changed. This was especially so at the time of the Great Relapse, when I failed to stick to the schedule, thus aggravating the fears and doubts about getting back to work after all the effort I had put into allaying them. Once again, however, neurotherapy and the therapists managed to pull me through it.
STRIVE Principles
Published in James Crossley, Functional Exercise and Rehabilitation, 2021
Emerging neuroscience provides amazing new insights into how neurons network during movement. This knowledge can be applied to training, to design exercises that engage the neurology as well as the physiology, exploiting the brains remarkable ability to adapt and learn. Whilst neuroscience is still in its infancy, the evidence seems to suggest that to engage the brain, training should be: Subconsciously ControlledTask-OrientatedReactiveIntelligently VariedEmotionalIn the following sections, we analyze each of these STRIVE principles, discussing how they inform exercise and program design.
Remediating Brain Instabilities in a Neurology Practice
Published in Hanno W. Kirk, Restoring the Brain, 2020
Are we able to remediate everyone? No (see Tables 8.1 and 8.2). While this form of neurotherapy likely benefits us all, not all of us are suited to the therapy. It takes commitment, time, engagement with the process, patience in the chair (up to 50 minutes), and some patients need to rely on others to drive them to their brain training appointments. At some level a surrender is required to the mystery that remains in regard to the, as yet unidentified, full power of the brain to heal itself. There are also individuals who are fully identified with their disorder; to heal would threaten their sense of identity. Last but not least, not all insurance carriers cover the service. When we started incorporating neurofeedback in our practice, no insurance carrier covered the service. Today more are providing coverage. The cost effectiveness of brain training cannot be denied; fewer emergency room visits, fewer physician visits, and reduced drug prescriptions are immediate benefits.
A randomized control trial of the effects of home-based online attention training and working memory training on cognition and everyday function in a community stroke sample
Published in Neuropsychological Rehabilitation, 2022
Polly V. Peers, Sarah F. Punton, Fionnuala C. Murphy, Peter Watson, Andrew Bateman, John Duncan, Duncan E. Astle, Adam Hampshire, Tom Manly
A number of studies have addressed whether intensive, computerized “brain training” is of significant benefit in the general population as assessed on standardized cognitive tasks. Whilst some have claimed there are indeed gains (e.g., Jaeggi et al., 2008; Penner et al., 2012) a number of authors have argued that these are quite narrowly restricted to tasks similar to those practised in the training (so-called “near transfer” effects) and that evidence for “far transfer” is scant (e.g., Owen et al., 2010; Redick et al., 2013; Shipstead et al., 2012). With due caveats about the range of functions that we measured and the type and “dose” of training applied, the current study is consistent with the latter camp in suggesting no convincing “far transfer” from daily cognitive training to standardized cognitive tasks in an unselected community stroke sample with many well-preserved cognitive abilities.
Older adults’ experiences and perceptions of living with Bomy, an assistive dailycare robot: a qualitative study
Published in Assistive Technology, 2022
Norina Gasteiger, Ho Seok Ahn, Christine Fok, JongYoon Lim, Christopher Lee, Bruce A. MacDonald, Geon Ha Kim, Elizabeth Broadbent
An aging global population presents new challenges for supporting the health requirements of older people. Older adults often experience difficulties living with age-related physical and cognitive disabilities. This can place physical, emotional and financial burdens on families and residential care services. Activities such as brain training, social engagement and aging-in-place may help to prevent cognitive decline and promote functioning (Clare et al., 2010; Klimova et al., 2017; Krueger et al., 2009). Self-supported aging-in-place or within aged-care communities has positive benefits for social connection, social inclusion and the quality of life for older people (Barrett et al., 2012; Horner & Boldy, 2008). This is because aging-in-place ensures continuity of environment and promotes independent-living within the community, but with some assistance (Barrett et al., 2012; Horner & Boldy, 2008).
Professional Perspectives on Supporting Those with Alcohol-Related Neurocognitive Disorders: Challenges & Effective Treatment
Published in Alcoholism Treatment Quarterly, 2021
Robert M. Heirene, Bev John, Marie O’Hanrahan, Ioannis Angelakis, Gareth Roderique-Davies
Neuropsychological interventions were recommended by six participants. A variety of specific strategies were promoted or reported to be in use currently, including EL, “brain training”, and memory training exercises. One participant also recommended integrating cognitive rehabilitation exercises into daily activities: One of our most recent, patients, it was quite clear he absolutely abhorred the context of being in a classroom situation, and anything that smelled of that. So, all those exercises were carried out in the context of daily living, so, for example, if he went out shopping with a support worker, she would be asking him to remember the names of the streets they had just walked down or went to, he would be asked to remember the names of the things on the shopping list, and for him to make the order and, you know, choose the things in the shop from his memory …