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Neuropsychology of Aging

presented by Rob Winningham

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Disclosure Statement:

Financial: Rob Winningham has a financial relationship with Scientific Advisor for Linked Senior, Speaker/Teacher for Activity Connection, Speaker and content developer for Masterpiece Living, and Partner with Northwest Rehab & Wellness who products and services are mentioned in this course. Rob Winningham receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Rob Winningham has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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How do we know what the underlying neurological causes of cognitive impairment (or unwanted behaviors) are? How do we know when a patient is capable of learning a new compensatory strategy or motor skill? In this course, we will discuss how and why cognitive abilities change, with normal aging and various types of dementia. How executive functioning (e.g., attention, inhibition, awareness) is related to one’s ability to learn, remember, and control his/her behavior is explored. Strategies for therapists and others to modify their interventions to maximize cognitive ability and therapeutic outcomes will be presented. This course is the second of a five-part series.

Meet Your Instructor

Rob Winningham, Ph.D.

Dr. Rob Winningham has 25 years of experience researching human memory and has largely focused on older adults and ways to enhance their mental functioning and quality of life. He creates brain stimulation activities for over 10,000 retirement communities and rehabilitation facilities as a part of Dr. Rob’s Cranium Crunches on activityconnection.com and helps create…

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Chapters & Learning Objectives

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1. How and Why We Successfully Encode New Memories

In order to understand why we sometimes fail to make new memories, we must explore how we successfully make them. A classic memory study that launched modern memory research and understanding will be explored in an effort to build foundational knowledge that can be used to customize interventions. Making new memories requires rehearsal and attention, requirements that can be targeted.

2. Don’t Overwhelm Clients’ Working Memory

It is easy to overwhelm clients’ working memory, especially if they are experiencing cognitive impairment. It is important to understand the limits of working memory and other cognitive resources, in an effort to maximize therapeutic outcomes. We will explore how instructions and feedback need to be altered when working with cognitively impaired individuals.

3. Three Memory Processes

The three memory processes are explored, as all memory failures are a failure of one of those processes. First, we encode new memories. Second, we store them over time. Third, we retrieve previously encoded memories. Any memory failure is a failure of one those three processes. Being aware of the above not only help us understand why memory failures might be occurring but also suggest possible intervention approaches.

4. Three Types of Memory

There are three types of memories and two classes of memories. It is important to understand how these types and classes of memories are affected by dementia and cognitive impairment. Choosing the best intervention often requires knowledge a client’s ability to make each of these types of memories.

5. Taking Advantage of Intact Procedural Memories

One of the three types of memories, procedural memory, can be made in most clients who have dementia. Often this ability is the only way to help more cognitively impaired clients learn new behaviors and compensatory strategies. Thus, the possibilities and limitations of making new procedural memories, including looking at a client’s approach to tasks and assessing their sequencing in Activities of Daily Living, will be examined.

More Courses in this Series

Overview of Memory and Cognition Changes with Aging

Presented by Rob Winningham, Ph.D.

Overview of Memory and Cognition Changes with Aging

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Memory ability is determined by a multitude of factors, many of which are under our control. There are a number of problems that need to be addressed, including what factors can be manipulated, which interventions will be effective and for whom, all in an effort to maximize cognitive ability and therapeutic outcomes for all clients. We will discuss the Reserve Hypothesis, explanations as to why people who are more cognitively engaged have better cognitive ability, and whether we can intervene and help people improve their cognitive abilities. Dosing and prognoses, as a function of the severity of cognitive impairment, will also be addressed. This course is the first of a five-part series.

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Practical Strategies for Working with Cognitively Impaired Individuals

Presented by Rob Winningham, Ph.D.

Practical Strategies for Working with Cognitively Impaired Individuals

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Many times cognitively impaired patients are unable to learn basic ideas and compensatory strategies, which impedes progress in learning new motor behaviors and reduces the ultimate efficacy of therapy. In this course, we will discuss many strategies and interventions designed to enhance some patients’ abilities to encode new declarative memories. We will discuss short-term strategies that can be used without cognitive rehabilitation, and then we will discuss longer-term interventions. We will also work to overcome the possible challenge of creating interventions that yield improvements that generalize beyond the specific task or exercise done in the clinic. This course is the third of a five-part series.

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Cognitive Rehab Strategies: Home Exercises, Individual & Group Therapy

Presented by Rob Winningham, Ph.D.

Cognitive Rehab Strategies: Home Exercises, Individual & Group Therapy

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
There is increasing evidence supporting the efficacy of cognitive rehabilitation interventions and cognitive stimulation programming. In this course, we will discuss some of that evidence and then explore a wide range of materials that can be used by therapists, caregivers, and others. It is important to know which types of exercises will exercise which cognitive abilities and parts of the brain, so as to target areas that need to be improved. Best practices will also be discussed to give attendees a wide range of skills and knowledge related to cognitive rehabilitation. This course is the fourth of a five-part series.

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Responding to Unwanted Behaviors & Motivating Clients in Therapy

Presented by Rob Winningham, Ph.D.

Responding to Unwanted Behaviors & Motivating Clients in Therapy

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
Motivation is possibly the best predictor of therapeutic success among older adults with or without cognitive impairment. However, most therapists and practitioners have very little training in the psychology of motivation and how to maximize it. In this course, we will explore factors that affect motivation, including depression. Theories of motivation that can be used to design many interventions to maximize patient motivation for and engagement in the therapeutic process are discussed. Caregivers and medical professionals need as many tools as possible when it comes to reducing unwanted behaviors commonly seen in people who have dementia. We will discuss how memory ability and behavior affect the level of care needed and how to manage behavioral challenges to maximize independence and safety. Using the knowledge of these cognitive and behavioral changes, many techniques will be offered for preventing and responding to emotional outbursts and behavioral problems (e.g., redirection, knowing the person, music therapy and other more). This course is the fifth of a five-part series.

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