Memory Rehabilitation Integrating Theory and Practice

Memory Rehabilitation Integrating Theory and Practice

Barbara A. Wilson, Ph.D., Sc.D.

Despite the publication of a number of books and chapters on neuropsychological and cognitive rehabilitation in the past 15 or 20 years, there have been relatively few books published that have focused specifically on the topic of memory rehabilitation . Neuropsychologist Barbara Wilson's new book on memory rehabilitation addresses this notable gap and provides a concise but up-to-date review of the topic for neuropsychologists, clinical psychologists, and other professionals dealing with the improvement of memory functioning in individuals with various types of memory disorders.

Item: MERE
Price: $48.00
Quantity Add to wish list

Full Description

From a well-known authority, this comprehensive yet accessible book shows how state-of-the-art research can be applied to help people with nonprogressive memory disorders improve their functioning and quality of life.

Dr. Barbara Wilson describes a broad range of interventions, including compensatory aids, learning strategies, and techniques for managing associated anxiety and stress. She reviews the evidence base for each clinical strategy or tool and offers expert guidance on how to assess patients, set treatment goals, develop individualized rehabilitation programs, and conduct memory groups. The book also provides essential background knowledge on the nature and causes of memory impairment.

ISBN# ISBN 978-1-60623-287-3
Pages 284 Pages Size: 6" x 9"
Year June 2009


Barbara A. Wilson, Ph.D., Sc.D.

Dr. Wilson has worked in brain injury rehabilitation since 1979, at Rivermead Rehabilitation Centre in Oxford, Charing Cross Hospital in London, and the University of Southampton Medical School. She has also been a Senior Scientist at the Medical Research Council's Cognition and Brain Sciences Unit in Cambridge since 1990.

In 1996, Dr. Wilson established the Oliver Zangwill Centre for Neuropsychological Rehabilitation, a partnership between the local NHS Trust and the Medical Research Council, and serves as the Centre's Director of Research. She holds or has held several grants to study new assessment and treatment procedures for people with nonprogressive brain injury and has written over 16 books, 8 widely used neuropsychological tests, and over 260 journal articles and chapters. Editor-in-Chief of the journal Neuropsychological Rehabilitation, she has served on the governing boards of the Encephalitis Society, the Academy for Multidisciplinary Neurotraumatology, and the World Federation for NeuroRehabilitation. Dr. Wilson has received numerous prestigious awards for her research and clinical contributions and is a Fellow of the British Psychological Society, the Academy of Medical Sciences, and the Academy of Social Sciences.



Chapter 1. Understanding Memory and Memory Impairments

Chapter 2. Recovery of Memory Functions after Brain Injuries

Chapter 3. Assessment for Rehabilitation

Chapter 4. Compensating for Memory Deficits with Memory Aids, with Narinder Kapur

Chapter 5. Mnemonics and Rehearsal Strategies in Rehabilitation

Chapter 6. New Learning in Rehabilitation: Errorless Learning, Spaced Retrieval and Vanishing Cues

Chapter 7. Memory Groups

Chapter 8. Treating the Emotional and Mood Disorders Associated with Memory Impairment

Chapter 9. Goal Setting to Plan and Evaluate Memory Rehabilitation

Chapter 10. Putting It All Together

Chapter 11. Final Thoughts and a General Summary



Sample excerpt. Preview only – please do not copy

Chapter 9: Goal Setting to Plan and Evaluate Memory Rehabilitation

What Are Goals?

The Concise Oxford English Dictionary (1999) defines a goal as “the object of a person’s ambition or effort; a destination; an aim” (p. 505). Ylvisaker and Feeney (2000) suggested that “rehabilitation needs to involve personally meaningful themes, activities, settings and interactions.” Wade (1999), discussing rehabilitation goals in particular, indicated that “a goal is the state or change in state that is hoped or intended for an intervention or course of action to achieve” (p. 2). In practice, for our purposes, a goal is something the individual in receipt of and participating in rehabilitation wants to achieve, and subsequent actions will be relevant and meaningful to this person when they reflect his or her longer term aims. Although other people, who may be family members or therapists involved in the particular therapy program, may help in the achievement of goals by their efforts and support, their actions in this process are not regarded as goals.


Houts and Scott (1975) and McMillan and Sparkes (1999) proposed several principles of the goal- planning approach to rehabilitation. First, the patient should be involved in setting goals. Second, the goals set should be reasonable and client centered. Third, they should describe the patient’s behavior when a goal is reached. Fourth, the method to be used in achieving the goals should be presented in such detail that anyone reading the plan would know what to do. McMillan and Sparks summarized the principles of Houts and Scott and added to them, suggesting that goals should

(1) be client centered,

(2) be realistic and potentially attainable during admission,

(3) be clear and specific,

(4) have a definite time deadline, and (5) be measurable.

Send to friend

: *
: *
: *