Cognitive Rehabilitation Triple Play

Cognitive Rehabilitation Triple Play

Lawrence S. Dilks, Ph.D. and Kimberly S. Hutchinson, Ph.D.

This is a 3-volume set by Lawrence S. Dilks, Ph.D., and Kimberly Hutchinson, Ph.D., that has been developed for clinicians. The set features exercises and activities that can be timed (stopwatch included), print-ready on a flashdrive, that address: attention, concentration, processing speed, categorization, sequencing, awareness, neglect, working memory, reasoning, judgment, humor, language, planning ability, impulse control, and stress/anger management. The contents are designed to assist persons with neurological impairments in the recovery process in areas of: orientation, attention and concentration, processing speed, memory, executive functions, language redevelopment, visual perception, anxiety and depression.

Regularly $215.00, SAVE $40 when you buy the Set!!

Items that come with the three-volume set include:

  • 1 CD or 1 USB Drive (containing all exercises in PDF format from Workbooks)
  • 1 Stopwatch

Check out the new Tip Card -- EXECUTIVE FUNCTIONS -- by the same authors. Use it as a vital addition to the clinical process.

Item: CREX3
Price: $215.00
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Full Description

The two-workbook set, Cognitive Rehabilitation for Executive Functions, has practical intervention exercises focusing on the reconstruction of brain executive functions. The clinical approaches used address the following functions: attention, concentration, processing speed, categorization, sequencing, awareness, neglect, working memory, reasoning, judgment, humor, language, planning ability, impulse control, and stress/anger management.

Within the two-workbook set, each chapter begins with a brief overview, followed with a description of the realm of functioning to be covered, concluding with 1-2 page exercises that can be performed by a paraprofessional or family member. Every exercise only takes a few minutes to complete and can be arranged to supplement other forms of intervention. All of the exercises have been developed and proven through years of practical application with inpatient and outpatient clients in Rehabilitation.

The Practical Guide to Cognitive Rehabilitation For Clinicians was developed by experts in cognitive rehabilitation who recognized the limits of many cognitive rehabilitation programs due to insurance limits and shortened hospital stays. Developing worksheets and exercises based on available research on brain injury and neuroscience, they have created a practical workbook that addresses the areas most commonly affected by a variety of neurological conditions, including traumatic and acquired brain injuries.

Item CREX3

9781931117692-Two Volume Set



Two-Volume Set -- Volume 1-188 pages, Volume 2 -236 pages

Practical Guide-203 pages

All Volumes are 8.5x11, softcover

Year 2016


Kimberly S. Hutchinson, Ph.D.,

She is a Clinical Psychologist with Counseling Services in Lake Charles, Louisiana and Physical Rehabilitation Services at Lake Charles Memorial Hospital. She graduated from Barry University, Villanova University, and Fielding Graduate University. Kim taught at Barry University and has a research interest in rehabilitation and is completing a fellowship in Neurocognitive Rehabilitation at Lake Charles Memorial Hospital.

Lawrence S. Dilks, Ph.D.,

He is a Clinical Neuropsychologist who has a private practice with Counseling Services in Lake Charles Louisiana and serves as the head of the Department of Neuropsychology with the Physical Rehabilitation Service at Lake Charles Memorial Hospital. He graduated from Truman State University, Kansas State at Pittsburg and The University of Southern Mississippi. Larry served four years as an Army Clinical Psychologist. He taught at Northwestern and McNeese State Universities. In the past 37 years, Larry has focused on helping individuals overcome psychological and cognitive impairments with the primary goal of maintaining as much independence as possible.


Table of Contents of Cognitive Rehabilitation Two-Volume Set

Chapter 1. Forward and Introduction

Chapter 2. Attention and Concentration

Chapter 3. Processing Speed

Chapter 4. Categorization: Similar and Different

Chapter 5. Sequencing

Chapter 6. Awareness and Neglect

Chapter 7. Working Memory

Chapter 8. Reasoning and Judgment

Chapter 9. Humor

Chapter 10. Appropriate use of Language

Chapter 11. Planning Ability: Making good Choices

Chapter 12. Impulse Control and Socially Appropriate Behavior

Chapter 13. Problem Solving

Chapter 14. Stress Management

Chapter 15. Anger Management

Chapter 16. Extra Exercises

Chapter 17. Glossary

Chapter 18. Resources and Bibliography

Table of Contents of Practical Guide to Cognitive Rehabilitation

About the Authors

About the Foreword


Chapter 1 Orientation

Chapter 2 Attention & Concentration

Chapter 3 Processing Speed

Chapter 4 Memory

Chapter 5 Executive Functions

Chapter 6 Language Redevelopment

Chapter 7 Visual Perception

Chapter 8 Anxiety & Depression

Chapter 9 Extra Activities


From Cognitive Rehabilitation for Executive Functions

Establishing a Philosophy of Intervention

The implementation of a cognitive rehabilitation program should not be a haphazard activity but rather a considered process that has a desired outcome and is centered on the wellbeing of the patient.

In the implementation of therapeutic activities for either an inpatient unit or an outpatient clinic we strongly recommend all therapist, weather licensed professionals or family members, be guided by the philosophies and writings of Beatrice Wright and adopt the 20 Value Laden Principles as put forth in her 1983 work. As many individuals conducting interventions are unaware of these guiding principles they are represented below.

1. Every individual needs respect and encouragement; the presence of disability, no matter how severe, does not alter these fundamental rights.

2. The severity of a handicap can be increased or diminished by environmental conditions.

3. Issues of coping and adjusting to a disability cannot be validly considered without examining reality problems in social and physical environment.

4. The assets of the person must receive considerable attention in the rehabilitation effort.

5. The significance of a disability is affected by the personís feelings about the self and his or her situation.

6. The active participation of the client in the planning and execution of the rehabilitation program is to be sought out as fully as possible.

7. The client is seen not as an isolated individual but as a part of a larger group that includes other people, often the family.

8. Because each person has unique characteristics and each situation itís own properties, variability is required in rehabilitation.

9. Predictor variables, based on group outcomes in rehabilitation, should be applied with caution to the individual case.

10. All phases of rehabilitation have psychological aspects.

11. Interdisciplinary and interagency collaboration and coordination of services are essential.

12. Self-help organizations are important allies in the rehabilitation effort.

13. In addition to the special problems of particular groups, rehabilitation clients commonly share certain problems by virtue of their disadvantaged and devalued position.

14. It is essential that society as a whole continuously and persistently strives to provide the basic means toward the fulfillment of the lives of all its inhabitants, including those with disabilities.

15. Involvement of the client with the general life of the community is a fundamental principle guiding decisions concerning living arrangements and the use of resources.

From Practical Guide to Cognitive Rehabilitation:

This book was born of necessity. The authors were faced with providing cognitive rehabilitation to both an inpatient and an outpatient setting. Additionally, patients, clients and families require explanations of the purpose and logic of the ongoing interventions and would frequently interrupt treatment to request information. Many in patient consumers obtained services for only a brief period of time, typically two to three weeks. The interventions were intense and commercially prepared products were rapidly extinguished as well as prohibitively expensive. Out of necessity (some would suggest desperation), the authors began to develop cognitive rehabilitation worksheets based on the available research surrounding brain injury, special education, developmental disorders and neuroscience. The research directly related to outcomes for cognitive interventions is mixed and limited in scope. Hopefully this situation will improve in the near future.

These were the circumstances that led to the development of a workbook that would offer a brief explanation of the realm of impairment followed by exercises and worksheets for consumers. We have provided a number of exercises in different realms that offer a choice to the therapist and the consumer. Not all exercises will be appropriate for every client; therefore, pick and choose the exercises that best address the specific needs of the person you are working with. Enclosed are activities for approximately two weeks, which is the average length of stay on a rehabilitation unit. The authors have discovered progress is most rapid and rapport at their best under the following circumstances: the therapist uses distributive practice, offers liberal verbal reinforcement, modifies activities as appropriate, focuses on practical outcomes, is personally involved, has a relationship with the family and is transparent in interventions. Be creative and never give up.

The tasks included are specifically designed for intervention, not as assessment tools and should not be used for diagnostics. Don't hesitate to modify a task if it benefits the consumer.

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