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Cognitive Impairments: Memory, Screening, and Intervention

presented by Karen L. McCulloch, PhD, PT, MS, NCS(E), FAPTA, FACRM

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Target Audience:

Disclosure Statement:

Financial: Karen McCulloch receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Nonfinancial:  Karen McCulloch has no competing nonfinancial 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 [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:

The purpose of this course is to provide an overview of the different ways that memory may be described and highlight common memory impairments that occur as a result of neurologic disease or injury. Particular emphasis will be placed on the procedural/non-procedural memory distinction as it relates to improving motor function in patients seen in rehabilitation.

Meet Your Instructor

Karen L. McCulloch, PhD, PT, MS, NCS(E), FAPTA, FACRM

Karen L. McCulloch is a professor in physical therapy in the Division of Physical Therapy, Department of Health Sciences, School of Medicine at University of North Carolina at Chapel Hill, where she has taught entry-level and advanced-level students in neurorehabilitation since 1993. She has served in multiple roles within the Academy of Neurologic Physical Therapy,…

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Chapters & Learning Objectives

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1. Memory Definition and Types

This chapter answers the question, "What is memory?" The taxonomy of memory (Squire) is covered. The instructor discusses ways to describe memory, including: time-based (working, short-term, long-term; retro and anterograde amnesia), content based (episodic, visuospatial, phonological), and systems (declarative/non-declarative).

2. Screening for Memory Impairments

This chapter covers simple screening tools that identify memory impairments. Relative lack of clear procedural memory tests is discussed, as well as collaboration with OT, neuropsychology/psych, or speech-pathologist to understand memory strengths/deficits.

3. Intervention in the Presence of Memory Impairment

This chapter covers structuring therapy – when memory is expected to improve and when memory is not expected to improve or may worsen. A case example is discussed that describes the training approach to capitalize on procedural memory as a relative strength.

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