Neistadt M E
Occupational Therapy Department, School of Health and Human Services, University of New Hampshire, Durham 03824.
Am J Occup Ther. 1994 Mar;48(3):225-33. doi: 10.5014/ajot.48.3.225.
Occupational therapy for adults with perceptual dysfunction secondary to diffuse acquired brain injury from trauma or anoxia often includes remedial retraining with treatment tasks, like construction of puzzles, to provide clients with practice in deficit perceptual skills. Therapists using this approach assume that adults with brain injury learn specific perceptual skills from retraining exercises and can transfer those skills across all activities (including self-care and community living activities) that require those skills. This review of outcome studies about remedial perceptual retraining for adults with diffuse acquired brain injury suggests that those learning assumptions hold true only for clients with localized lesions and preserved abstract reasoning who have been explicitly taught to transfer learning across a variety of treatment activities. Recommendations about ways to assess clients' learning potential and appropriateness for remedial retraining include keeping track of the number of repetitions clients need to relearn functional tasks and systematically varying functional tasks during training to see how easily clients can transfer learning across variations of the same task.
对于因创伤或缺氧导致弥漫性获得性脑损伤而出现感知功能障碍的成年人，职业治疗通常包括使用治疗任务进行补救性再训练，比如拼图搭建，以便为客户提供缺乏的感知技能的练习。采用这种方法的治疗师假定，患有脑损伤的成年人可以从再训练练习中学到特定的感知技能，并能将这些技能应用于所有需要这些技能的活动（包括自我护理和社区生活活动）中。这篇关于对患有弥漫性获得性脑损伤的成年人进行补救性感知再训练的结果研究综述表明，那些学习假设仅适用于患有局部性病变且保留抽象推理能力、并已被明确教导如何在各种治疗活动中迁移学习的客户。关于评估客户学习潜力和补救性再训练适宜性的方法的建议包括，记录客户重新学习功能性任务所需的重复次数，以及在训练过程中有系统地改变功能性任务，以观察客户能够多轻松地将学习迁移到同一任务的不同变体中。
