Pub Date : 1900-01-01DOI: 10.1093/med/9780197521571.003.0006
R. Ferguson, K. Gillock
In this visit, of Memory and Attention Adaptation Training (MAAT), the clinician will first review the survivor’s homework, asking about what strategies the survivor has used since the prior visit and how successful they have been. Specifically, both will review how keeping a schedule is improving daily task performance and follow through and review of memory routines. The clinician will then introduce the external strategies of external cueing and distraction reduction (auditory and visual distractions) and will advise the survivor to limit multitasking, which adversely affects the learning of new information, and reduce use of electronic devices and social media, especially passive scrolling through social media pages. The rationale for and concepts involved in activity scheduling and pacing are explained to the survivor. The survivor is asked to apply the chosen compensatory strategy and practice it, and homework is assigned.
{"title":"Visit 5","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521571.003.0006","DOIUrl":"https://doi.org/10.1093/med/9780197521571.003.0006","url":null,"abstract":"In this visit, of Memory and Attention Adaptation Training (MAAT), the clinician will first review the survivor’s homework, asking about what strategies the survivor has used since the prior visit and how successful they have been. Specifically, both will review how keeping a schedule is improving daily task performance and follow through and review of memory routines. The clinician will then introduce the external strategies of external cueing and distraction reduction (auditory and visual distractions) and will advise the survivor to limit multitasking, which adversely affects the learning of new information, and reduce use of electronic devices and social media, especially passive scrolling through social media pages. The rationale for and concepts involved in activity scheduling and pacing are explained to the survivor. The survivor is asked to apply the chosen compensatory strategy and practice it, and homework is assigned.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129675982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521571.003.0007
R. Ferguson, K. Gillock
In Visit 6, survivors are introduced to their first combined internal and external strategies: active listening and verbal rehearsal for socializing. Active listening is a compensatory strategy used in MAAT to help reduce social avoidance due to cognitive difficulties. Active listening involves using basic interviewing methods, such as summarizing and clarifying what one heard, so that survivors can compensate for parts of conversation they may miss. It presents an opportunity to clarify and “verbally rehearse” the conversational point to register and encode that point. Verbal rehearsal also provides a strategy to help become re-engaged in previously avoided social activity. Three steps can be taken to aid with active listening skills: (1) review nonverbal behaviors and paralinguistic tone; (2) review summarization (when the listener repeats back a summary of what it is they believed they heard, thus rehearsing the message); and (3) review clarification to seek assurance that what was heard was the intended message. Further, fatigue management and sleep improvement are highlighted if relevant to the survivor, with the rationale of using simple behavior change to minimize the potential impact of sleep problems and fatigue on cognitive function.
{"title":"Visit 6","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521571.003.0007","DOIUrl":"https://doi.org/10.1093/med/9780197521571.003.0007","url":null,"abstract":"In Visit 6, survivors are introduced to their first combined internal and external strategies: active listening and verbal rehearsal for socializing. Active listening is a compensatory strategy used in MAAT to help reduce social avoidance due to cognitive difficulties. Active listening involves using basic interviewing methods, such as summarizing and clarifying what one heard, so that survivors can compensate for parts of conversation they may miss. It presents an opportunity to clarify and “verbally rehearse” the conversational point to register and encode that point. Verbal rehearsal also provides a strategy to help become re-engaged in previously avoided social activity. Three steps can be taken to aid with active listening skills: (1) review nonverbal behaviors and paralinguistic tone; (2) review summarization (when the listener repeats back a summary of what it is they believed they heard, thus rehearsing the message); and (3) review clarification to seek assurance that what was heard was the intended message. Further, fatigue management and sleep improvement are highlighted if relevant to the survivor, with the rationale of using simple behavior change to minimize the potential impact of sleep problems and fatigue on cognitive function.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131587502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521526.003.0001
R. Ferguson, K. Gillock
During Visit 1, Clinicians and survivors review the introduction and overview of MAAT and the eight-session training schedule. The education component covers cancer background, significance, and causes topics as well as helping survivors recognize that not all memory/attention failures are cancer/treatment related (re-attribution). MAAT highlights the important rationale that, while we can’t know at the causes of cancer-related memory problems, we do know that factors such as stress, fatigue, and the divided attention of busy, daily life also contribute to memory problems—and we can change environment, stress response, and manage fatigue through the use of compensatory strategies aimed a minimizing the effects of memory failures. Self-awareness is introduced, and self-monitoring forms are explained and assigned for homework in order to identify the environmental, affective, and cognitive antecedents of memory failures in daily life. Survivors are guided through a Progressive Muscle Relaxation procedure and instructed for home practice with a provided recording.
{"title":"Visit 1","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521526.003.0001","DOIUrl":"https://doi.org/10.1093/med/9780197521526.003.0001","url":null,"abstract":"During Visit 1, Clinicians and survivors review the introduction and overview of MAAT and the eight-session training schedule. The education component covers cancer background, significance, and causes topics as well as helping survivors recognize that not all memory/attention failures are cancer/treatment related (re-attribution). MAAT highlights the important rationale that, while we can’t know at the causes of cancer-related memory problems, we do know that factors such as stress, fatigue, and the divided attention of busy, daily life also contribute to memory problems—and we can change environment, stress response, and manage fatigue through the use of compensatory strategies aimed a minimizing the effects of memory failures. Self-awareness is introduced, and self-monitoring forms are explained and assigned for homework in order to identify the environmental, affective, and cognitive antecedents of memory failures in daily life. Survivors are guided through a Progressive Muscle Relaxation procedure and instructed for home practice with a provided recording.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121698969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521526.003.0002
R. Ferguson, K. Gillock
In Visit 2, the survivor and clinician review homework from Visit 1. Any difficulty in applying compensatory strategies is reviewed and problem-solved. A review of memory and attention problem records is aimed at identifying themes in memory and attention failures (e.g., verbal-auditory, visual-attention, recall of written or auditory information, ability to follow instruction) while acknowledging the role of environmental factors and inner physical and emotional states (e.g., anxiety, frustration, fatigue, hunger, pain, etc.). A review of progressive muscle relaxation sets the stage for learning quick relaxation. An important internal strategy—self-instructional training—is reviewed and rehearsed so that the survivor can apply it in daily life in a practical way.
{"title":"Visit 2","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521526.003.0002","DOIUrl":"https://doi.org/10.1093/med/9780197521526.003.0002","url":null,"abstract":"In Visit 2, the survivor and clinician review homework from Visit 1. Any difficulty in applying compensatory strategies is reviewed and problem-solved. A review of memory and attention problem records is aimed at identifying themes in memory and attention failures (e.g., verbal-auditory, visual-attention, recall of written or auditory information, ability to follow instruction) while acknowledging the role of environmental factors and inner physical and emotional states (e.g., anxiety, frustration, fatigue, hunger, pain, etc.). A review of progressive muscle relaxation sets the stage for learning quick relaxation. An important internal strategy—self-instructional training—is reviewed and rehearsed so that the survivor can apply it in daily life in a practical way.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126901657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521526.003.0007
R. Ferguson, K. Gillock
The first goal of the penultimate visit is to review active listening and verbal rehearsal skills for socializing by asking about what strategies were used, for what, when, and where and modifying as needed. The second goal is to review fatigue management and sleep quality improvement by asking what strategies were used, for what, when, and where and modifying as needed. The third goal is to introduce the internal strategy of visualization, including the rationale and reviewing visual–auditory associations. Emphasizing novelty and humor to evoke emotion and deepen memory is also covered. The strategies taught are simple visualization, name–face mnemonic, and the method of loci. The final goal, as customary, is to assign homework, including identifying, practicing, and applying relevant visualization strategies “in the real world.”
{"title":"Visit 7","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521526.003.0007","DOIUrl":"https://doi.org/10.1093/med/9780197521526.003.0007","url":null,"abstract":"The first goal of the penultimate visit is to review active listening and verbal rehearsal skills for socializing by asking about what strategies were used, for what, when, and where and modifying as needed. The second goal is to review fatigue management and sleep quality improvement by asking what strategies were used, for what, when, and where and modifying as needed. The third goal is to introduce the internal strategy of visualization, including the rationale and reviewing visual–auditory associations. Emphasizing novelty and humor to evoke emotion and deepen memory is also covered. The strategies taught are simple visualization, name–face mnemonic, and the method of loci. The final goal, as customary, is to assign homework, including identifying, practicing, and applying relevant visualization strategies “in the real world.”","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126074998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521571.003.0004
R. Ferguson, K. Gillock
In this visit, survivors review their practice, their response to quick relaxation, and their overall ability to use relaxation skills in a practical way since the prior visit. They also review their use of self-instructional training, review homework, and discuss any other memory and attention problems they’ve noticed. Visit 3 involves reviewing verbal rehearsal strategies (verbal rehearsal, spaced rehearsal, chunking, and rhymes) and selecting one to focus on. The survivor learns how to identify and challenge thinking that leads to excessive stress or erodes emotional strength and resilience and to practice the new memory and attention strategy by applying in daily life. The clinician introduces and teaches cognitive restructuring techniques of probability estimation and decatastrophizing.
{"title":"Visit 3","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521571.003.0004","DOIUrl":"https://doi.org/10.1093/med/9780197521571.003.0004","url":null,"abstract":"In this visit, survivors review their practice, their response to quick relaxation, and their overall ability to use relaxation skills in a practical way since the prior visit. They also review their use of self-instructional training, review homework, and discuss any other memory and attention problems they’ve noticed. Visit 3 involves reviewing verbal rehearsal strategies (verbal rehearsal, spaced rehearsal, chunking, and rhymes) and selecting one to focus on. The survivor learns how to identify and challenge thinking that leads to excessive stress or erodes emotional strength and resilience and to practice the new memory and attention strategy by applying in daily life. The clinician introduces and teaches cognitive restructuring techniques of probability estimation and decatastrophizing.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114098876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521571.003.0009
R. Ferguson, K. Gillock
In Visit 8, the last MAAT visit, the clinician emphasizes the theme of maintaining continuous mastery and refinement of MAAT principles and adaptive skills going forward in life. Visit 8 begins with a review of visualization and the degree to which visualization methods are useful and practical for the survivor. After discussion about specific experiences with visualization (modifying as necessary), discussion is turned to developing a plan to maintain the new behaviors and attitudes toward self-managing CRCI in daily life. Emphasis is placed on the notion that MAAT is not completed; rather, Visit 8 represents “the end of the beginning.” Continuous application and use of MAAT compensatory strategies will become more routine with time, and this requires maintenance of awareness and use. Cognitive performance failures will likely wax and wane due to numerous factors, including the chronic nature of CRCI. Constructing the maintenance plan entails reviewing each of the adaptive strategies with the survivor and completing a provided form. In addition, the clinician and survivor identify a schedule of at least monthly review of the survivor workbook to help maintain and adapt MAAT skills with changes in life. They also identify sources of social support to help the survivor maintain consistency. Finally, the clinician and survivor may identify a schedule of follow-up or “booster” visits to reinforce maintenance.
{"title":"Visit 8","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521571.003.0009","DOIUrl":"https://doi.org/10.1093/med/9780197521571.003.0009","url":null,"abstract":"In Visit 8, the last MAAT visit, the clinician emphasizes the theme of maintaining continuous mastery and refinement of MAAT principles and adaptive skills going forward in life. Visit 8 begins with a review of visualization and the degree to which visualization methods are useful and practical for the survivor. After discussion about specific experiences with visualization (modifying as necessary), discussion is turned to developing a plan to maintain the new behaviors and attitudes toward self-managing CRCI in daily life. Emphasis is placed on the notion that MAAT is not completed; rather, Visit 8 represents “the end of the beginning.” Continuous application and use of MAAT compensatory strategies will become more routine with time, and this requires maintenance of awareness and use. Cognitive performance failures will likely wax and wane due to numerous factors, including the chronic nature of CRCI. Constructing the maintenance plan entails reviewing each of the adaptive strategies with the survivor and completing a provided form. In addition, the clinician and survivor identify a schedule of at least monthly review of the survivor workbook to help maintain and adapt MAAT skills with changes in life. They also identify sources of social support to help the survivor maintain consistency. Finally, the clinician and survivor may identify a schedule of follow-up or “booster” visits to reinforce maintenance.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128011655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1093/med/9780197521526.003.0004
R. Ferguson, K. Gillock
In Visit 4, the survivor and clinician focus on four goals. First, they conduct a review of the verbal rehearsal strategies taught in the last visit—which verbal rehearsal strategies were used, for what, when, and where, and modify as needed. Second, the clinician and survivor work together to review the cognitive restructuring skills of realistic probabilities and decatastrophizing, primarily reviewing how helpful these methods are in re-thinking memory problems or barriers, and which method appeared to aid coping. Next, the external strategies of keeping a schedule and memory routines are taught, including the rationale for keeping a day planner; simplifying the schedule; and assuring daily review of the schedule. Finally, memory routines are discussed and homework is assigned to apply a chosen compensatory strategies.
{"title":"Visit 4","authors":"R. Ferguson, K. Gillock","doi":"10.1093/med/9780197521526.003.0004","DOIUrl":"https://doi.org/10.1093/med/9780197521526.003.0004","url":null,"abstract":"In Visit 4, the survivor and clinician focus on four goals. First, they conduct a review of the verbal rehearsal strategies taught in the last visit—which verbal rehearsal strategies were used, for what, when, and where, and modify as needed. Second, the clinician and survivor work together to review the cognitive restructuring skills of realistic probabilities and decatastrophizing, primarily reviewing how helpful these methods are in re-thinking memory problems or barriers, and which method appeared to aid coping. Next, the external strategies of keeping a schedule and memory routines are taught, including the rationale for keeping a day planner; simplifying the schedule; and assuring daily review of the schedule. Finally, memory routines are discussed and homework is assigned to apply a chosen compensatory strategies.","PeriodicalId":300136,"journal":{"name":"Memory and Attention Adaptation Training","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134358172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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