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Browse PlansRob Winningham
PhD
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 more than 10,000 retirement communities and rehabilitation facilities as a part of Dr. Rob's Cranium Crunches on activityconnection.com and helps create cognitive stimulation video games for linkedsenior.com and other companies.
Dr. Winningham has served as dean of the College of Liberal Arts and Sciences and chair of the Behavioral Sciences Divisions at Western Oregon University, where he is also a professor in both the psychological science and gerontology departments. Dr. Winningham received his PhD in neuroscience from Baylor University. He has trained thousands of professionals to offer high-quality cognitive rehabilitation and therapy programs. In addition to publishing many peer-reviewed articles in the area of human memory, Dr. Winningham has been invited to give well over 1,000 invited presentations about memory and aging at various conferences and workshops. His book Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Baywood Publishing in 2010, and his latest book, Cranium Crunches, was published in 2016.
Courses with Rob Winningham
Browse Course CatalogBest Practice in Dual-Tasking: Examination Through Intervention
Presented by Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CFPS, CSRP, FAPTA and Rob Winningham, PhD
Best Practice in Dual-Tasking: Examination Through Intervention
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 111 Minutes; Learning Assessment Time: 53 Minutes
Until now, dual-tasking has felt unwieldy and difficult to translate. Dual-tasking (DT) has the ability to transform many of your patients' lives from being clinically capable to becoming real-world actualized.
This first course of a two-part series will guide attendees through the science and application of dual-tasking. Drs. Rob Winningham and Mike Studer will present the evidence for examining your patient's dual-task tolerance and capturing their improvement over time. In addition, the instructors will translate the science of dual-tasking into numerous practical interventions. Attendees will be exposed to each of the four modes of DT interference (cognitive, manual, visual, and auditory). Be prepared to absorb specific practical tips in testing, educating, and distracting your patients right away!
Learning Objectives
Until now, dual-tasking has felt unwieldy and difficult to translate. Dual-tasking (DT) has the ability to transform many of your patients' lives from being clinically capable to becoming real-world actualized.
This first course of a two-part series will guide attendees through the science and application of dual-tasking. Drs. Rob Winningham and Mike Studer will present the evidence for examining your patient's dual-task tolerance and capturing their improvement over time. In addition, the instructors will translate the science of dual-tasking into numerous practical interventions. Attendees will be exposed to each of the four modes of DT interference (cognitive, manual, visual, and auditory). Be prepared to absorb specific practical tips in testing, educating, and distracting your patients right away!
Learning Objectives
- Determine three key points of clinical relevance of dual-tasking (DT) across the lifespan
- Determine four modalities of DT interference or modes of distraction
- Analyze three objective measures of DT
- Produce four clinical indicators that DT intervention is resulting in patient improvement
- Select the methods and applications of DT cost calculation
Translating Dual-Tasking Into Clinical Practice: Geriatrics and Neurology
Presented by Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CFPS, CSRP, FAPTA and Rob Winningham, PhD
Translating Dual-Tasking Into Clinical Practice: Geriatrics and Neurology
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 97 Minutes; Learning Assessment Time: 53 Minutes
This second course of a two-part series will guide attendees through the science and application of dual-tasking (DT) in persons with known neurologic impairment. Drs. Mike Studer and Rob Winningham will present the evidence for examining dual-task tolerance in cases of stroke, mild cognitive impairment, Parkinson's disease, and concussion. Attendees will receive specific interventions and prescriptions for each of the conditions featured. This course promises to demystify DT and elevate your practice from good to great in your application of DT in the clinic.
Learning Objectives
This second course of a two-part series will guide attendees through the science and application of dual-tasking (DT) in persons with known neurologic impairment. Drs. Mike Studer and Rob Winningham will present the evidence for examining dual-task tolerance in cases of stroke, mild cognitive impairment, Parkinson's disease, and concussion. Attendees will receive specific interventions and prescriptions for each of the conditions featured. This course promises to demystify DT and elevate your practice from good to great in your application of DT in the clinic.
Learning Objectives
- Determine three key points of clinical relevance of DT across the four neurologic conditions
- Distinguish four modalities of DT interference or modes of distraction
- Analyze three objective measures of DT
- Produce four clinical indicators that DT intervention is resulting in patient improvement
- Correlate the unique attributes of DT intervention across each of the four neurologic conditions
The Power of Self-Efficacy Translated: Ready for Clinical Practice
Presented by Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CFPS, CSRP, FAPTA and Rob Winningham, PhD
The Power of Self-Efficacy Translated: Ready for Clinical Practice
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 60 Minutes; Learning Assessment Time: 33 Minutes
This course series will help practitioners maximize therapeutic outcomes by improving patient motivation and engagement. Attendees will learn how to motivate patients who don't seem willing to do the work necessary to benefit from therapy or improve their quality of life. Much of the course will focus on identifying low self-efficacy and ways to increase it. Many different intervention ideas will be shared so professionals can customize their approach based on unique patient characteristics. Increased self-efficacy has been shown to improve patients' engagement, outcome attainment, and quality of life.
Learning Objectives
This course series will help practitioners maximize therapeutic outcomes by improving patient motivation and engagement. Attendees will learn how to motivate patients who don't seem willing to do the work necessary to benefit from therapy or improve their quality of life. Much of the course will focus on identifying low self-efficacy and ways to increase it. Many different intervention ideas will be shared so professionals can customize their approach based on unique patient characteristics. Increased self-efficacy has been shown to improve patients' engagement, outcome attainment, and quality of life.
Learning Objectives
- Analyze factors that influence patient motivation
- Distinguish between general self-efficacy and domain-specific self-efficacy
- Determine correlates of self-efficacy
- Deduce low self-efficacy in patients
The Power of Self-Efficacy Translated: Practical Interventions
Presented by Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CFPS, CSRP, FAPTA and Rob Winningham, PhD
The Power of Self-Efficacy Translated: Practical Interventions
Subscribe now, and access clinical education
and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 66 Minutes; Learning Assessment Time: 33 Minutes
This course series will help practitioners maximize therapeutic outcomes by improving patient motivation and engagement. Attendees will learn how to motivate patients who don't seem willing to do the work necessary to benefit from therapy or improve their quality of life. Much of the course will focus on identifying low self-efficacy and ways to increase it. Many different intervention ideas will be shared so professionals can customize their approach based on unique patient characteristics. Increased self-efficacy has been shown to improve patients' engagement, outcome attainment, and quality of life.
Learning Objectives
This course series will help practitioners maximize therapeutic outcomes by improving patient motivation and engagement. Attendees will learn how to motivate patients who don't seem willing to do the work necessary to benefit from therapy or improve their quality of life. Much of the course will focus on identifying low self-efficacy and ways to increase it. Many different intervention ideas will be shared so professionals can customize their approach based on unique patient characteristics. Increased self-efficacy has been shown to improve patients' engagement, outcome attainment, and quality of life.
Learning Objectives
- Distinguish the importance of health literacy and knowledge when trying to maximize patient motivation
- Prepare at least four ways to maximize patient self-efficacy to facilitate a patient's participation in rehabilitation and daily activities
- Deduce low self-efficacy in patients
- Implement strategies to challenge maladaptive attributions in order to maximize self-efficacy and motivation
Overview of Memory and Cognition Changes with Aging
Presented by Rob Winningham, PhD
Overview of Memory and Cognition Changes with Aging
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and patient education—anytime, anywhere—with video instruction from
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Video Runtime: 74 Minutes; Learning Assessment Runtime: 39 Minutes
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.
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.
Neuropsychology of Aging
Presented by Rob Winningham, PhD
Neuropsychology of Aging
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Video Runtime: 78 Minutes; Learning Assessment Runtime: 47 Minutes
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.
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.
Practical Strategies for Working with Cognitively Impaired Individuals
Presented by Rob Winningham, PhD
Practical Strategies for Working with Cognitively Impaired Individuals
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 67 Minutes; Learning Assessment Runtime: 33 Minutes
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.
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.
Cognitive Rehab Strategies: Home Exercises, Individual & Group Therapy
Presented by Rob Winningham, PhD
Cognitive Rehab Strategies: Home Exercises, Individual & Group Therapy
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 86 Minutes; Learning Assessment Runtime: 33 Minutes
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.
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.
Responding to Unwanted Behaviors & Motivating Clients in Therapy
Presented by Rob Winningham, PhD
Responding to Unwanted Behaviors & Motivating Clients in Therapy
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 92 Minutes; Learning Assessment Runtime: 33 Minutes
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.
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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