CE Introduction The recent proliferation of technologies such as smart phones and tablets demonstrates the relative ease with which most consumers learn to operate and integrate these devices and myriad apps into their daily lives with minimal or no instruction. However, for people with cognitive challenges resulting from acquired brain injury ... SIG News
SIG News  |   June 01, 2013
CE Introduction
Author Affiliations & Notes
  • Laurie Ehlhardt Powell
    University of Oregon, Center on Brain Injury Research and Training, Eugene, OR
Article Information
SIG News
SIG News   |   June 01, 2013
CE Introduction
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2013, Vol. 23, 48. doi:10.1044/nnsld23.2.48
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2013, Vol. 23, 48. doi:10.1044/nnsld23.2.48
The recent proliferation of technologies such as smart phones and tablets demonstrates the relative ease with which most consumers learn to operate and integrate these devices and myriad apps into their daily lives with minimal or no instruction. However, for people with cognitive challenges resulting from acquired brain injury (ABI), the successful, routine use of these mainstream technologies as assistive technology for cognition (ATC) often requires systematic assessment and instruction. Unfortunately, rehabilitation professionals find it challenging to incorporate ATC-related work routinely into their practice, citing as constraints both lack of proficiency with the devices and apps and lack of confidence in assessment and instructional methods. This series introduces current practices in ATC assessment and instruction following ABI.
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