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Core Concepts in Neurorehabilitation: In four lessons, review how neuroanatomical changes affect both cognition and function, taking into account the extent and type of brain damage as well as the preexisting characteristics, personality, and behavior of the client. Study interventions that reduce the cognitive, functional, and behavioral consequences of neurological injury. Review central nervous system anatomy and systems that, when damaged by dementia, stroke, or TBI, result in behavior changes. Examine evidence supporting specialized intervention programs; evidence suggesting that cognitive disorders influence outcomes in terms of functioning and quality of life; an evidenced-based model that articulates the role of occupational therapy in neurocognitive rehabilitation; the role of habits and routines in daily functioning; best practices within the psychosocial dimension of neurocognitive disability; and much more.

Diagnosis-Specific SPCCs

Neurorehabilitation for Dementia: In three lessons, review occupational performance issues associated with primary degenerative dementia, current evidence related to occupational therapy, and link symptoms and behaviors with neurophysiological changes. Learn to differentiate reversible from irreversible dementia, and gain an understanding of the caregiver role. Review components of a comprehensive functional evaluation for clients with dementia; progression of dementia; client factors in mental function, mobility, process skills, and communication in initial dementia; client factors, performance skills and patterns, and contextual factors that affect occupational performance for clients with advanced dementia; and characteristics of therapeutic interventions.

Neurorehabilitation for Stroke: In three lessons follow an epidemiologic overview of the different types of stroke. Review elements of occupational therapy intervention in acute, inpatient rehabilitation, and community settings. Focus on strategies that promote social participation and engagement in occupation. Examine interventions appropriate to different levels of care; performance skills and performance areas to observe in the community; intervention strategies for driving, returning to work, home modifications, and leisure; domains of concern for the community-dwelling client; and potential barriers to engaging in desired occupations.

Important Note: As of March 1, 2009, the registration process for the Colorado State University (CSU) Nondegree Graduate Credit will change. Click here for details.