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This book developed out of the editors' longstanding interest in
the retraining of traumatically brain-damaged adults and the
management of their behavior by family members. A search for
relevant experimental evidence to support the clinical use of
behavioral principles for retrain ing, which began in 1977, turned
up little empirical support. Moreover, the literature on retraining
was dispersed among a variety of journals published in various
countries. Nowhere was there a compendium of literature that
addressed issues of assessment and retraining. There was no place
to turn if one wanted to move from a standard neuropsy chological
evaluation to the retraining of skill deficits revealed in the
evaluation. We have attempted to edit a book that represents what
we had hoped to find in the literature and could be used by
professionals in clinical psychology, clinical neuropsychology,
rehabilitation medicine, physical therapy, speech therapy, and
other disciplines that address rehabilitation of brain-damaged
adults-a book that addresses assess ment and rehabilitation issues
and is sufficiently detailed to offer the reader a starting point
in developing behavioral assessment and re habilitation programs.
The book contains conceptual foundations, re views of research,
descriptions of successful rehabilitation programs, and relatively
detailed approaches to the retraining of specific skills. A shift
from an assessment-based practice to one encompassing both
prescriptive assessment and treatment has become a recognized
transition in the neuropsychological literature and was best
articulated in an article by Gerald Goldstein in March of 1979."
This book developed out of the editors' longstanding interest in
the retraining of traumatically brain-damaged adults and the
management of their behavior by family members. A search for
relevant experimental evidence to support the clinical use of
behavioral principles for retrain ing, which began in 1977, turned
up little empirical support. Moreover, the literature on retraining
was dispersed among a variety of journals published in various
countries. Nowhere was there a compendium of literature that
addressed issues of assessment and retraining. There was no place
to turn if one wanted to move from a standard neuropsy chological
evaluation to the retraining of skill deficits revealed in the
evaluation. We have attempted to edit a book that represents what
we had hoped to find in the literature and could be used by
professionals in clinical psychology, clinical neuropsychology,
rehabilitation medicine, physical therapy, speech therapy, and
other disciplines that address rehabilitation of brain-damaged
adults-a book that addresses assess ment and rehabilitation issues
and is sufficiently detailed to offer the reader a starting point
in developing behavioral assessment and re habilitation programs.
The book contains conceptual foundations, re views of research,
descriptions of successful rehabilitation programs, and relatively
detailed approaches to the retraining of specific skills. A shift
from an assessment-based practice to one encompassing both
prescriptive assessment and treatment has become a recognized
transition in the neuropsychological literature and was best
articulated in an article by Gerald Goldstein in March of 1979."
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