Encyclopedia of Clinical Neuropsychology

Editors: Jeffrey Kreutzer, John DeLuca, Bruce Caplan

Academic Techniques

Living reference work entry
DOI: https://doi.org/10.1007/978-3-319-56782-2_9049-2

Definition

Academic techniques are a set of rehabilitation strategies that are aimed at facilitating learning. While there are a myriad of techniques available to aid in learning, evidence continues to grow for the effectiveness of specific instructional strategies. These strategies assist individuals with cognitive impairments in learning new information and skills. Various models for improving learning and memory have been developed, some of which include TEACH-M(Task Analysis, Errorless learning, Assessment, Cumulative review, High rates of correct practice, Metacognitive strategies); PQRST (Preview, Question, Read, State, and Test); and the pediatric neurocognitive intervention (PNI) methods.

Historical Background

Much of the research for academic techniques and strategies stems from the special education field, which utilizes such techniques to teach those with learning disabilities (Sohlberg et al. 2005). Researchers in the neuropsychology field have continued to build upon such...

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References and Readings

  1. Ciaramelli, E., Neri, F., Marini, L., & Braghittoni, D. (2015). Improving memory following prefrontal cortex damage with the PQRST method. Frontiers in Behavioral Neuroscience, 9 (211), 1–9. doi:10.3389/fnbeh.2015.00211.Google Scholar
  2. Ehlhardt, L. A., Sohlberg, M. M., Glang, A., & Albin, R. (2005). TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions. Brain Injury, 19 (8), 569–583. doi:10.1080/002699050400013550.CrossRefPubMedGoogle Scholar
  3. Ehlhardt, L. A., Sohlberg, M. M., Kennedy, M., Coelho, C., Ylvisaker, M., Turkstra, L., & Yorkston, K. (2008). Evidence-based practice guidelines for instructing individuals with neurogenic memory impairments: What have we learned in the past 20 years? Neuropsychological Rehabilitation, 18 (3), 300–342. doi:10.1080/09602010701733190.CrossRefPubMedGoogle Scholar
  4. Glang, A., Ylvisaker, M., Stein, M., Ehlhardt, L., Todis, B., & Tyler, J. (2008). Validated instructional practices: Application to students with traumatic brain injury. The Journal of Head Trauma Rehabilitation, 23 (4), 243–251. doi:10.1097/01.HTR.0000327256.46504.9f.CrossRefPubMedGoogle Scholar
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  6. Raskin, S. A. (2010). Current approaches to cognitive rehabilitation. In C. L. Armstrong, L. Morrow, C. L. Armstrong, & L. Morrow (Eds.), Handbook of medical neuropsychology: Applications of cognitive neuroscience (pp. 505–517). New York: Springer Science + Business Media. doi:10.1007/978-1-4419-1364-7_28.CrossRefGoogle Scholar
  7. Sohlberg, M. M., Ehlhardt, L., & Kennedy, M. (2005). Instructional techniques in cognitive rehabilitation: A preliminary report. Seminars in Speech and Language, 26 (4), 268–279. doi:10.1055/s-2005-922105.CrossRefPubMedGoogle Scholar
  8. Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research & Practice, 14 (3), 129–140. doi:10.1207/sldrp1403_1.CrossRefGoogle Scholar
  9. Wilson, B. A. (2009). Memory rehabilitation: Integrating theory and practice. New York: The Guilford Press.Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Graduate Institute of Professional PsychologyUniversity of HartfordWest HartfordUSA