Lisa Arnold - Affiliated Rehab

Lisa Arnold

Skill Areas: language, cognition, memory

Ages:

young adult/adult

LinguiSystems, Inc. 3100 4th Avenue East Moline, IL 61244

800-776-4332

FAX: 800-577-4555 E-mail: service@ Web:

Copyright ? 2003 LinguiSystems, Inc.

All of our products are copyrighted to protect the fine work of our authors. You may only copy the client materials as needed for your own use with clients. Any other reproduction or distribution of the pages in this book is prohibited, including copying the entire book to use as another primary source or "master" copy.

Printed in the U.S.A.

ISBN 10: 0-7606-0506-8 ISBN 13: 978-0-7606-0506-6

About the Author

Lisa Arnold, M.Ed., CCC-SLP, received her undergraduate and graduate training at the University of Georgia, Athens, Georgia. She has worked in a variety of settings, including a community speech and hearing center, acute and rehab hospitals, public school systems, private practice, and home health care agencies. She is currently a speech-language pathologist at Griffin-Spalding County Public Schools in Griffin, Georgia. Lisa is also the author of The Source for Aphasia Therapy and The Long-Term Care Companion.

Page layout by Denise L. Kelly Cover design by Mike Paustian Illustrations by Tami Schmidt and Margaret Warner

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 1: Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Client Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Orientation to Immediate Environment and Recent Happenings . . . . . . . . . . . . . . . . . . . . . . . . . 11 Temporal Orientation Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Spatial Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Orientation to Past and Present Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Further Activities for Caregivers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Chapter 2: Memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Immediate Memory/Digit Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Immediate Memory/Word Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Short-Term Memory Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Classified Ads. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Newspaper Advertisements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Telephone Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Long-Term Memory Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Further Activities for Caregivers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Chapter 3: Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Sequential Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Household . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Social . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Categorical Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Expressive Categorization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Further Activities for Caregivers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Chapter 4: Verbal Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Problem-Solving Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Medical Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Safety Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Household Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Daily Living Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Financial Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Community Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Further Activities for Caregivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

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Copyright ? 2003 LinguiSystems, Inc.

Table of Contents, continued

Chapter 5: Abstract Reasoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Comparing Picture Pairs and Comparing Word Pairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Comprehending Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Explaining and Using Figurative Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Interpreting Others' Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Expressing Personal Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Describing Emotional Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Further Activities for Caregivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Chapter 6: Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Tracing/Copying the Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Copying Single Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Writing Single Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Copying Short Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Writing Short Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Copying Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Writing Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Functional Writing Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Further Activities for Caregivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

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Copyright ? 2003 LinguiSystems, Inc.

Introduction

The Workbook for Language Activities and Cognition 5 (WALC 5) was developed to increase cognitive skills for higher-level language processes in clients who have had neurological incidents. Your clients should find these language tasks fun and interesting because they come from their own daily experiences.

The activities in the following sections are easily adaptable for a wide variety of adult age groups. Each chapter includes compensatory strategies to help clients achieve success during language remediation and throughout their lives.

? Orientation This section focuses on increasing your client's knowledge and level of awareness of his immediate environment, of the events that led him to his current situation, and of the remote happenings of his past that may have been lost. A client questionnaire is located on page 8 of this section. The questionnaire is an easy way to collect vital information that may be used to individualize each client's therapy.

? Memory This section is a good starting point for clients who have decreased memory and attention skills. You may want to begin therapy by explaining to your clients how important it is to focus their attention and concentration. It is sometimes helpful to equate this type of attention and concentration to the type teachers demand during school years.

? Organization and Verbal Problem Solving These sections deal with everyday living experiences and new problems your clients may face following neurological incidents. Completion of these two sections will help clients who have deficits in these areas become more independent.

? Abstract Reasoning This section can be a very positive portion of the therapeutic process. Clients and caregivers alike will have a strong interest in this area as they are surprised at how often people use abstract reasoning in everyday life. This skill seems to be taken for granted until it is identified as a deficit area for a client.

? Writing Writing tasks are included for clients with higher levels of cognitive functioning. It is quite appropriate for them to begin writing again. Oftentimes, clients have written their own checks and taken care of family business prior to their neurological incidents. They may feel a loss when this activity is taken away from them. It is an empowering experience for clients to take back former responsibilities. This section provides practice writing from a language enrichment perspective as well as a mechanical and visual perception perspective.

WALC 5 has been a vital tool for me in cognitive therapy with the geriatric population. It has livened up therapy sessions and has brought the geriatric population very close to my heart. Hopefully, as you use this manual, you'll learn more about yourself as a clinician and will come to appreciate the unique rewards gained from serving anyone who needs neurological rehabilitation.

Lisa

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Copyright ? 2003 LinguiSystems, Inc.

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