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There Is a Shelter Dog in My College Classroom
Published in Lori R. Kogan, Phyllis Erdman, Career Paths in Human-Animal Interaction for Social and Behavioral Scientists, 2021
I was trained as a neuropsychologist. The field of neuropsychology aims to study the interaction between the brain, nervous system, cognition, and behavior. After many years in research, I decided to combine my love of science with my love of teaching and accepted a position as a tenure-track assistant professor of psychology. Although some of the courses that I was charged to teach were within my field of expertise (e.g., biological psychology, psychopharmacology), other courses required a lot of preparation. One of them was “Learning”, a class which Focuses on the theoretical basis of human learning. The field encompasses complex theories, principles and terminology (e.g., classical and operant conditioning), but it also offers practical tools that are relevant to many situations, conditions, and species. Specifically, the processes that govern human learning are the same ones that affect animal learning.
Consultation with Sports Organizations
Published in Mark R. Lovell, Ruben J. Echemendia, Jeffrey T. Barth, Michael W. Collins, Traumatic Brain Injury in Sports, 2020
W. Gary Snow, Kenneth C. Kutner, Ronnie Barnes
The team physician will, like the athletic trainer, be a person with whom the neuropsychologist will want to develop a good working relationship. The team physician often makes the final decision about whether the athlete has recovered sufficiently to return to competition. Despite the contributions which neuropsychology has made to the understanding of the effects of mild brain injury, many team physicians are skeptical concerning the need for neuropsychological assessment. Without a good relationship, the recommendations of the neuropsychologist may be disregarded, and the success of a concussion monitoring program may be jeopardized. The neuropsychologist should be prepared to educate the team physician about the role which neuropsychological evaluation can play, and to demonstrate how such assessment may make the physician’s role easier (for example, by quantifying cognitive loss and documenting cognitive recovery). The neuropsychologist needs to appreciate the pressures and responsibilities of the physician’s role. It is important to develop clear expectations about the role of each professional. A clear process about how to communicate findings to the player and coach, and how to keep each other informed, will also facilitate the success of such programs.
The role of neuropsychology in understanding, assessing, and managing sport-related concussions
Published in Gordon A. Bloom, Jeffrey G. Caron, Psychological Aspects of Sport-Related Concussions, 2019
Dave Ellemberg, Veronik Sicard, Adam Harrison, Jacob J. M. Kay, Robert Davis Moore
Neuropsychology is the scientific study of human brain functioning. Clinical neuropsychologists study how behavior and cognition are influenced by the brain’s functioning and are concerned with the diagnosis and treatment of the behavioral and cognitive deficits caused by neurological disorders. Neuropsychologists have spearheaded the scientific and clinical research aimed at identifying the consequences of concussion, proper injury management, and the return to learn and play regimen (Ott, Bailey, & Broshek, 2018). They developed clinical assessment tools to identify cognitive deficits caused by concussion and to track injury recovery. With distinct training in brain-behavior relationships, psychological assessment, and psychometrics, neuropsychologists are uniquely qualified to evaluate an athlete’s cognitive, emotional, and psychological status following a concussion. In fact, in most Canadian provinces and territories, as well as in many states of the United States, the assessment of cognitive and psychological disorders caused by a neurological disorder is an act that is reserved to the clinical neuropsychologists.
Designing stroke services for the delivery of cognitive rehabilitation: A qualitative study with stroke rehabilitation professionals
Published in Neuropsychological Rehabilitation, 2023
Isabelle Jeffares, Niamh A. Merriman, Frank Doyle, Frances Horgan, Anne Hickey
Participants voiced concerns relating to the assessment of post-stroke cognitive impairment and the delivery of cognitive rehabilitation, which could be greatly facilitated by improving access to psychology and neuropsychology services. Future studies could explore these resourcing issues with policy-makers and funders, to determine whether increased investment in psychology and neuropsychology can be addressed in a systematic and cost-effective manner. Ideally, community stroke rehabilitation services would include specialist stroke rehabilitation teams, competent in the delivery of cognitive rehabilitation. Increased resourcing of hospital and community stroke rehabilitation services is needed to facilitate routine cognitive screening practices and consistency in the delivery of cognitive rehabilitation interventions.
Cognitive recovery of children and adolescents with moderate to severe TBI during inpatient rehabilitation
Published in Disability and Rehabilitation, 2022
Laura S. Blackwell, Yuri Shishido, Robyn Howarth
Data was collected from children admitted to an inpatient rehabilitation program as part of a large Children’s Hospital. The inpatient program is a 28-bed unit where patients receive 24-h nursing care as well as at least 3 h of rehabilitation therapies (physical, occupational, speech therapy), 7 days per week. The program also includes a number of additional supportive therapies and treatment (e.g., psychology, neuropsychology, child life, etc.). Study participants included a diverse sample of 178 pediatric patients aged 3–20 years who sustained a mild complicated (mild TBI with neuroimaging findings) to severe TBI and required inpatient rehabilitation. Seventy-six patients were excluded from the original data set as they did not have a primary diagnosis of TBI and/or had incomplete or missing data. The final data set included 101 patients. Of note, there was notable missing data for a subset of these patients, including preinjury functioning measures (n = 31) and various medical information (e.g., GCS, EVD placement, seizures); however, these patients completed all other measures and were included in the analyses.
Program evaluation of in-patient treatment units for adults with acquired brain injury and challenging behavior
Published in Brain Injury, 2022
Alison D. Cox, Madeline Pontone, Karl F. Gunnarsson
When challenging behavior becomes problematic to the point where caregivers, as well as some agencies, are unable to provide support, the patient is commonly referred to a service provider specializing in neurobehavioral rehabilitation. Neurobehavioral rehabilitation is a transdisciplinary approach built on behavior analysis, neuropsychology, and social learning (12). The rehabilitation approach focuses on reequipping the person with a brain injury with the ability to adaptively engage with their environment using relearned social and functional skills (13). A large literature base exists on the efficacy of neurobehavioral rehabilitation on various topographies of challenging behavior such as aggression, self-injurious behavior, lack of engagement in rehabilitation, and lack of insight (14). Despite behavior analysis’ capacity to facilitate overcoming barriers to treatment success (i.e., challenging behavior), the literature on neurobehavioral rehabilitation does not outline specifically how these interventions are evaluated or established.