{"product_id":"memory-impairment-and-occupation-isbn-9781119708865","title":"Memory Impairment and Occupation","description":"\u003cb\u003eMEMORY IMPAIRMENT \u003csmall\u003eAND\u003c\/small\u003e OCCUPATION\u003c\/b\u003e \u003cp\u003e\u003cb\u003eApply the latest evidence-based knowledge of human memory in your occupational therapy practice.\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eMemory is among the core components of the human experience. We draw continuously on memory in our everyday lives, facilitating our daily routines and building on our past experiences to improve our future occupational performance. \u003c\/p\u003e\u003cp\u003eMemory loss impairs human occupation in myriad ways. \u003ci\u003eMemory Impairment and Occupation: A Guide to Evaluation and Treatment\u003c\/i\u003e is a practical, evidence-based guide that is essential reading for occupational therapists, providing ways forward for those working with memory impaired individuals. There are chapters on concepts of memory, memory development throughout the lifespan, amnesia in traumatic brain injury, dementia and post-traumatic stress disorders, memory impairments in children and adolescents, adults with acquired brain injury, and older people. The book draws on the latest evidence from cognitive neuroscience, while maintaining a consistent focus on the distinct theoretical contributions of occupational therapy and occupational science. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eMemory Impairment and Occupation: A Guide to Evaluation and Treatment\u003c\/i\u003e readers will also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePoints for discussion, case studies, activities and simulation activities that can be used in personal study, in-service training, or university tutorials and seminars\u003c\/li\u003e \u003cli\u003eLucid outlines of relevant neuroanatomy\u003c\/li\u003e \u003cli\u003eAn innovative ‘memory checklist’ that can be used as part of task analysis when working with people with memory impairments\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eMemory Impairment and Occupation:\u003c\/i\u003e \u003ci\u003eA Guide to Evaluation and Treatment\u003c\/i\u003e is ideal for occupational therapy clinicians and students concerned with the assessment and treatment of people with memory impairments. It will also be of interest to physicians, psychologists, speech and language therapists, and all those working with this population. \u003c\/p\u003e\u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eAcknowledgements xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Concepts of Memory 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Learning and Memory 1\u003c\/p\u003e \u003cp\u003eNeurophysiological Mechanisms of Learning and Memory 2\u003c\/p\u003e \u003cp\u003eLong-Term Potentiation 4\u003c\/p\u003e \u003cp\u003eOccupation and Neural Plasticity 5\u003c\/p\u003e \u003cp\u003eHistorical Theories of Memory 6\u003c\/p\u003e \u003cp\u003eAssociationism and Occupation 6\u003c\/p\u003e \u003cp\u003eSchema Theory 6\u003c\/p\u003e \u003cp\u003eInformation Processing Approaches 8\u003c\/p\u003e \u003cp\u003eLevels of Memory Processing 11\u003c\/p\u003e \u003cp\u003eThe Case of Henry Molaison 13\u003c\/p\u003e \u003cp\u003eTaxonomies of Memory 17\u003c\/p\u003e \u003cp\u003eTulving’s Hierarchy of Procedural, Semantic and Episodic Memory 18\u003c\/p\u003e \u003cp\u003eThe Relationship Between Episodic and Semantic Memory 20\u003c\/p\u003e \u003cp\u003eVulnerability of Episodic Memory 21\u003c\/p\u003e \u003cp\u003eEpisodic Memory and Human Occupation 22\u003c\/p\u003e \u003cp\u003eWorking Memory 22\u003c\/p\u003e \u003cp\u003eThe Atkinson and Shiffrin Model of Working Memory 22\u003c\/p\u003e \u003cp\u003eThe Multicomponent Model of Working Memory 24\u003c\/p\u003e \u003cp\u003eProspective Memory 27\u003c\/p\u003e \u003cp\u003eTowards a Culturally Situated Understanding of Memory 34\u003c\/p\u003e \u003cp\u003eConclusion 35\u003c\/p\u003e \u003cp\u003ePoints for Discussion 36\u003c\/p\u003e \u003cp\u003eActivities 36\u003c\/p\u003e \u003cp\u003eReferences 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Memory and Occupation Across the Lifespan 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMemory in Infancy 44\u003c\/p\u003e \u003cp\u003eImplicit Memory in Infancy 46\u003c\/p\u003e \u003cp\u003eEcological Model of Infant Memory: The Task of Crawling and the Development of Memory 46\u003c\/p\u003e \u003cp\u003eAutobiographical Memory in Infants 48\u003c\/p\u003e \u003cp\u003eInfantile Amnesia 48\u003c\/p\u003e \u003cp\u003eEpisodic Memory in Children 54\u003c\/p\u003e \u003cp\u003eSource Memory and Infantile Amnesia 55\u003c\/p\u003e \u003cp\u003eWorking Memory from Ages 5 to 1256 Development of Declarative and Procedural Memory 60\u003c\/p\u003e \u003cp\u003eEnvironmental Factors Affecting Declarative Memory 64\u003c\/p\u003e \u003cp\u003eMemory in Adolescence 65\u003c\/p\u003e \u003cp\u003eDevelopment of the Neocortex and Hippocampus 65\u003c\/p\u003e \u003cp\u003eDevelopment of Prospective Memory in Adolescence 66\u003c\/p\u003e \u003cp\u003eThe Use of Memory Strategies 66\u003c\/p\u003e \u003cp\u003eThe Growth of ‘Metamemory’ 68\u003c\/p\u003e \u003cp\u003eDeclarative Metamemory 68\u003c\/p\u003e \u003cp\u003eProcedural Metamemory 69\u003c\/p\u003e \u003cp\u003eMemory in the Ageing Person69\u003c\/p\u003e \u003cp\u003eThe Centrality of Occupation 69\u003c\/p\u003e \u003cp\u003eWorking Memory in Alzheimer’s Type Dementia 69\u003c\/p\u003e \u003cp\u003eSelective Impairment of Divided Attention: Implications for Occupational Performance 71\u003c\/p\u003e \u003cp\u003eCognitive Decline with Age in Pre-industrial and Industrial Societies 73\u003c\/p\u003e \u003cp\u003eChanges in Prospective Memory: Implications for Occupational Performance 74\u003c\/p\u003e \u003cp\u003eEvidence from the ‘Enriched Environments’ Paradigm 76\u003c\/p\u003e \u003cp\u003eThe Socio-economic Gradient in Dementia 77\u003c\/p\u003e \u003cp\u003eConclusion 83\u003c\/p\u003e \u003cp\u003ePoints for Discussion 83\u003c\/p\u003e \u003cp\u003eActivities 84\u003c\/p\u003e \u003cp\u003eReferences 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Memory Impairments 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAmnesia 90\u003c\/p\u003e \u003cp\u003ePost-traumatic Amnesia 91\u003c\/p\u003e \u003cp\u003eRetrograde Amnesia 92\u003c\/p\u003e \u003cp\u003eTemporal Gradient in Retrograde Amnesia 92\u003c\/p\u003e \u003cp\u003eExplaining Retrograde Amnesia 94\u003c\/p\u003e \u003cp\u003eAnterograde Amnesia 97\u003c\/p\u003e \u003cp\u003eExplaining Anterograde Amnesia 97\u003c\/p\u003e \u003cp\u003eKey Characteristics of Amnesia 98\u003c\/p\u003e \u003cp\u003eAlzheimer’s Type Dementia 99\u003c\/p\u003e \u003cp\u003ePrevalence 99\u003c\/p\u003e \u003cp\u003eAetiology 99\u003c\/p\u003e \u003cp\u003eTreatment 102\u003c\/p\u003e \u003cp\u003eMemory in Alzheimer’s Type Dementia 103\u003c\/p\u003e \u003cp\u003ePost-traumatic Stress Disorder 111\u003c\/p\u003e \u003cp\u003e‘Dual Representation’ Approach to Memory in Post-traumatic Stress Disorder 111\u003c\/p\u003e \u003cp\u003eConclusion 113\u003c\/p\u003e \u003cp\u003ePoints for Discussion 114\u003c\/p\u003e \u003cp\u003eCase Study Vignette 114\u003c\/p\u003e \u003cp\u003eActivities 114\u003c\/p\u003e \u003cp\u003eActivity 1 114\u003c\/p\u003e \u003cp\u003eActivity 2 115\u003c\/p\u003e \u003cp\u003eActivity 3 115\u003c\/p\u003e \u003cp\u003eReferences115\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Occupational Therapy Assessment, Goal Setting and Action Planning with the Person with Memory Impairment 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessment of Memory Impairment and the Philosophy of Occupational Therapy 120\u003c\/p\u003e \u003cp\u003eConceptual Practice Models 121\u003c\/p\u003e \u003cp\u003eModel of Human Occupation 121\u003c\/p\u003e \u003cp\u003eEcological Systems Model 122\u003c\/p\u003e \u003cp\u003ePerson-Environment-Occupation Model 123\u003c\/p\u003e \u003cp\u003eCanadian Model of Occupational Performance 124\u003c\/p\u003e \u003cp\u003eKawa Model 124\u003c\/p\u003e \u003cp\u003eFunctional Information Processing Model 25\u003c\/p\u003e \u003cp\u003eAllen’s Cognitive Levels 125\u003c\/p\u003e \u003cp\u003eFunctional Information Processing Model Assessment Tools 125\u003c\/p\u003e \u003cp\u003eLanguage Issues and the Functional Information Processing Model 127\u003c\/p\u003e \u003cp\u003eFrames of Reference 127\u003c\/p\u003e \u003cp\u003eGeneral Principles of Memory Assessment 128\u003c\/p\u003e \u003cp\u003eInformant-Based Measures 128\u003c\/p\u003e \u003cp\u003eCarer Burden 129\u003c\/p\u003e \u003cp\u003eCognitive Rehabilitation in Occupational Therapy 136\u003c\/p\u003e \u003cp\u003eMemory Checklist: An Occupation-Focused Approach to Assessment of Memory Impairment 137\u003c\/p\u003e \u003cp\u003eGoal Setting for the Person with Memory Impairment 138\u003c\/p\u003e \u003cp\u003eGoal Attainment Scaling 141\u003c\/p\u003e \u003cp\u003eABCDE Approach 142\u003c\/p\u003e \u003cp\u003eConclusion 145\u003c\/p\u003e \u003cp\u003eActivities 146\u003c\/p\u003e \u003cp\u003eCase Study Vignette 1 146\u003c\/p\u003e \u003cp\u003eCase Study Vignette 2 147\u003c\/p\u003e \u003cp\u003eCase Study Vignette 3 147\u003c\/p\u003e \u003cp\u003eReferences 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Occupational Therapy Action Planning and Treatment Implementation for Children and Adolescents with Memory Impairment 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory Impairments in the Classroom 152\u003c\/p\u003e \u003cp\u003eWorking Memory in Mathematics Performance 159\u003c\/p\u003e \u003cp\u003eAttention Deficit\/Hyperactivity Disorder and Working Memory Impairments 163\u003c\/p\u003e \u003cp\u003eOppositional Defiant Disorder and Working Memory 164\u003c\/p\u003e \u003cp\u003eMemory and Stressful Life Events in Children and Adolescents 168\u003c\/p\u003e \u003cp\u003eCaR-FA-X 169\u003c\/p\u003e \u003cp\u003eConclusion 172\u003c\/p\u003e \u003cp\u003eActivities 172\u003c\/p\u003e \u003cp\u003eCase Study Vignette 1 172\u003c\/p\u003e \u003cp\u003eCase Study Vignette 2 173\u003c\/p\u003e \u003cp\u003eReferences 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Occupational Therapy Action Planning and Treatment Implementation for Adults with Memory Impairment Following Acquired Brain Injury 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTraumatic Brain Injury and Acquired Brain Injury 178\u003c\/p\u003e \u003cp\u003ePost-traumatic Amnesia in Traumatic Brain Injury 182\u003c\/p\u003e \u003cp\u003eTask Analysis in Traumatic Brain Injury 185\u003c\/p\u003e \u003cp\u003eErrorless Learning 188\u003c\/p\u003e \u003cp\u003eSituated Learning in Traumatic Brain Injury 190\u003c\/p\u003e \u003cp\u003eAdaptations in Acquired Brain Injury 191\u003c\/p\u003e \u003cp\u003eThe Nature of Memory Impairment in Traumatic Brain Injury 192\u003c\/p\u003e \u003cp\u003eCognitive Rehabilitation 194\u003c\/p\u003e \u003cp\u003eUse of Assistive Technology 197\u003c\/p\u003e \u003cp\u003eMethod of Loci 198\u003c\/p\u003e \u003cp\u003eConclusion 200\u003c\/p\u003e \u003cp\u003eActivities 201\u003c\/p\u003e \u003cp\u003eCase Study Vignette 1 201\u003c\/p\u003e \u003cp\u003eSimulation Task 1 201\u003c\/p\u003e \u003cp\u003eSimulation Task 2 202\u003c\/p\u003e \u003cp\u003eCase Study Vignette 2 202 References 202\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Occupational Therapy Action Planning and Treatment Implementation for Older Adults with Memory Impairment 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMemory Impairments and Occupational Performance 208\u003c\/p\u003e \u003cp\u003eOccupational Therapy as a Non-pharmacological Treatment in Dementia 209\u003c\/p\u003e \u003cp\u003eOld and New Cultures of Dementia Care 211\u003c\/p\u003e \u003cp\u003eHome Environmental Skill-Building Program, Care of Persons with Dementia in Their Environments and Tailored Activity Program 211\u003c\/p\u003e \u003cp\u003eGaps Between Evidence and Practice 216\u003c\/p\u003e \u003cp\u003eReduced Awareness, Anosognosia, Lack of Insight and Social Cognition in Memory Impairment 217\u003c\/p\u003e \u003cp\u003eCognitive Rehabilitation in Dementia Treatment 219\u003c\/p\u003e \u003cp\u003eCognitive Rehabilitation, Cognitive Training and Cognitive Stimulation Therapy 222\u003c\/p\u003e \u003cp\u003eError less Learning in Dementia 224\u003c\/p\u003e \u003cp\u003eTreatment of Behavioural and Psychological Symptoms Linked to Dementia 224\u003c\/p\u003e \u003cp\u003eImpact of the Environment on People with Dementia 226\u003c\/p\u003e \u003cp\u003eConclusion 230\u003c\/p\u003e \u003cp\u003eActivity 230\u003c\/p\u003e \u003cp\u003eReferences 231\u003c\/p\u003e \u003cp\u003eIndex 235\u003c\/p\u003e \u003cp\u003e\"This well-researched book is an asset to those interested in gaining a deeper understanding of memory and the evidence supporting clients with memory deficits. Each chapter contains tables and illustrations that enhance the reader’s knowledge. Chapters begin with an overview of the chapter and conclude with a summary of key points. The learning activities at the end of each chapter serve as valuable tools for clinicians to weave the information into practice. Faculty may use this book as a recommended reference to supplement students’ learning about memory deficits. When teaching students task-based approaches for clients with memory deficits, these learning activities are time-saving.\u003c\/p\u003e \u003cp\u003eMemory helps us assess the past and the present to engage in activities. \u003ci\u003eMemory Impairment and Occupation: A Guide to Evaluation and Treatment\u003c\/i\u003e offers a wealth of knowledge and practical guidance for practitioners. The numerous studies referenced throughout the book lay a foundation of evidence for practitioners to expand their repertoire of interventions to help clients with memory deficits engage in activity.\"\u003c\/p\u003e \u003cp\u003e\u003ci\u003eHeidi Horwitz, Department of Occupational Therapy, College of Public Health and Health Profession, University of Florida, Gainesville, FL, USA\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eJonathon O’Brien, SROT, PhD,\u003c\/b\u003e is a lecturer in occupational therapy at the University of Liverpool, UK. Prior to this, he was employed by the National Health Service for fifteen years, working as an occupational therapy team leader in stroke and complex rehabilitation for several years. He maintains an honorary contract to work in the National Health Service and has also been a member of the editorial board of the \u003ci\u003eBritish Journal of Occupational Therapy.\u003c\/i\u003e   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eApply the latest evidence-based knowledge of human memory in your occupational therapy practice.\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eMemory is among the core components of the human experience. We draw continuously on memory in our everyday lives, facilitating our daily routines and building on our past experiences to improve our future occupational performance. \u003c\/p\u003e\u003cp\u003eMemory loss impairs human occupation in myriad ways. \u003ci\u003eMemory Impairment and Occupation: A Guide to Evaluation and Treatment\u003c\/i\u003e is a practical, evidence-based guide that is essential reading for occupational therapists, providing ways forward for those working with memory impaired individuals. There are chapters on concepts of memory, memory development throughout the lifespan, amnesia in traumatic brain injury, dementia and post-traumatic stress disorders, memory impairments in children and adolescents, adults with acquired brain injury, and older people. The book draws on the latest evidence from cognitive neuroscience, while maintaining a consistent focus on the distinct theoretical contributions of occupational therapy and occupational science. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eMemory Impairment and Occupation: A Guide to Evaluation and Treatment\u003c\/i\u003e readers will also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePoints for discussion, case studies, activities and simulation activities that can be used in personal study, in-service training, or university tutorials and seminars\u003c\/li\u003e \u003cli\u003eLucid outlines of relevant neuroanatomy\u003c\/li\u003e \u003cli\u003eAn innovative ‘memory checklist’ that can be used as part of task analysis when working with people with memory impairments\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eMemory Impairment and Occupation:\u003c\/i\u003e \u003ci\u003eA Guide to Evaluation and Treatment\u003c\/i\u003e is ideal for occupational therapy clinicians and students concerned with the assessment and treatment of people with memory impairments. It will also be of interest to physicians, psychologists, speech and language therapists, and all those working with this population.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989606744293,"sku":"NP9781119708865","price":62.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119708865.jpg?v=1761784785","url":"https:\/\/k12savings.com\/products\/memory-impairment-and-occupation-isbn-9781119708865","provider":"K12savings","version":"1.0","type":"link"}