Earn CE Credit With AJOT Articles!
Learn about tested treatment strategies by reading AJOT articles in your area of practice. Become an evidence-based practitioner and demonstrate your knowledge by passing the course exam. Articles have been selected for their relevance to practice, fresh ideas, and strong evidence supporting treatment and the distinct value of OT.
Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)
This evidence-based review was conducted to determine which interventions are effective in improving occupational performance after stroke. Forty-six articles met the inclusion criteria and were examined. Interventions for the following impairments were reviewed: general cognitive deficits, executive dysfunction, apraxia, memory loss, attention deficits, visual field deficits (included because of their close relationship with neglect), and unilateral neglect. Evidence is available from a variety of clinical trials to guide interventions regarding general cognition, apraxia, and neglect. The evidence regarding interventions for executive dysfunction and memory loss is limited. There is insufficient evidence regarding impairments of attention and mixed evidence regarding interventions for visual field deficits. The effective interventions have some commonalities, including being performance focused, involving strategy training, and using a compensatory as opposed to a remediation approach. The implications of the findings for practice, research, and education are discussed.
Glen Gillen, EdD, OTR, FAOTA, is Associate Professor of Rehabilitation and Regenerative Medicine (Occupational Therapy), Programs in Occupational Therapy, Columbia University Medical Center, Columbia University, New York, NY; Dawn M. Nilsen, EdD, OT/L, is Assistant Professor of Rehabilitation and Regenerative Medicine (Occupational Therapy), Columbia University Medical Center, New York, NY. Jessica Attridge, MS, OTR, Erasmia Banakos, MS, OTR, Marie Morgan, MS, OTR, Lauren Winterbottom, MS, OTR, and Wesley York, MS, OTR, were Graduate Students, Programs in Occupational Therapy, Columbia University, New York, NY, at the time of this review
Following this course, the learner will be able to:
· Explain how the evidence-based review process informs practice, education and research.
· Discriminate between the various cognitive interventions and appraise their strengths, weakness, and level of evidence.
· Describe evidence based intervention plan to improve occupational performance for those with cognitive impairments after stroke
Learning Level: Intermediate
Target Audience: Occupational Therapists and Occupational Therapy Assistants
Content Focus: Category 1: Domain of OT; Category 2: OT Process: Intervention