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Cognitive remediation in traumatic brain injury: update and issues
1Head Trauma Program, Rusk Institute of Rehabilitation Medicine, New York, NY 10010.
Archives of Physical Medicine and Rehabilitation
|February 1, 1993
Summary
Cognitive Remediation (CR) offers a promising approach to address cognitive deficits after traumatic brain injury. Integrating concepts from instructional psychology and focusing on self-awareness can enhance CR effectiveness.
Area of Science:
- Neuroscience
- Psychology
- Rehabilitation Medicine
Background:
- Traumatic brain injury (TBI) frequently results in persistent cognitive impairments.
- Cognitive Remediation (CR) is an evolving therapeutic strategy targeting these deficits.
- Current CR approaches can be enhanced by interdisciplinary insights.
Purpose of the Study:
- To explore the integration of emerging concepts into Cognitive Remediation.
- To highlight the importance of instructional psychology principles for CR.
- To advocate for a holistic approach in CR interventions.
Main Methods:
- Review and synthesis of current literature on Cognitive Remediation.
- Identification of relevant concepts from instructional psychology (e.g., scaffolding, metacognition, generalization).
- Discussion of the role of psychological factors (awareness, self-concept, self-efficacy) in CR.
Main Results:
- Instructional psychology offers valuable frameworks like scaffolding and metacognition to improve CR.
- Generalization of learned skills is a critical factor for CR success.
- Psychological factors such as self-awareness and self-efficacy significantly influence CR outcomes.
Conclusions:
- Cognitive Remediation requires a systematic and evolving approach.
- Integrating principles from instructional psychology can optimize CR.
- A holistic strategy addressing cognitive and psychological factors is essential for effective CR after TBI.