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Systematic Instruction Part 1: Training Techniques that Generalize When Clients Have Acquired Memory Impairments

presented by McKay Sohlberg

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Disclosure Statement:

Financial: McKay Sohlberg receives an honorarium from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: McKay Sohlberg has no non-financial interests or relationships with MedBridge.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
This course with Dr. McKay Sohlberg is the first in a two-part series exploring systematic instruction for patients experiencing acquired memory and learning impairments. It provides a detailed rationale for why SLPs need to be skilled educators, reviews relevant memory theory and evidence base, and provides detailed instruction on a systematic instruction framework. The principles detailed in this course can be applied to teaching clients to use assistive technology, metacognitive strategies or activities of daily living.

Meet Your Instructor

McKay Sohlberg, PhD, CCC-SLP, F-ASHA

McKay Moore Sohlberg, PhD, CCC-SLP has been teaching and conducting research at the University of Oregon since 1994. She is the proud director of the Communication Disorders and Sciences program. Professor Sohlberg is known internationally for her pioneering work in the field of cognitive rehabilitation. Her research focuses on the development and evaluation of interventions…

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Chapters & Learning Objectives

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1. Rationale for Utilizing Systematic Instruction

Why is learning to become a great instructor as an SLP important? In the first chapter of this course, Dr. McKay Sohlberg describes how systematic instruction is an essential skill for the implementation of a range of therapy targets and rehabilitation approaches for acquired memory impairments.

2. Memory Theory

In the second chapter of this course, Dr. Sohlberg reviews key theories of memory and memory research that underlie and inform systematic instruction practice. Types of memory, the stages of remembering, and milestone studies are covered.

3. Instruction Framework

Once participants have a grasp of the rationale for use of systematic instruction in clinical practice, and the theory behind it, the next step is to review an overall framework of instruction. This framework emphasizes repeated planning, implementation, and evaluation phases of instruction.

4. Instructional Techniques

In the final lecture-based portion of this course, Dr. Sohlberg provides instruction and examples of typical session components, including the development and use of task analyses, error minimization techniques, stimuli elaboration, and generalization facilitation.

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