Barbara A. Wilson, PhD, ScD, has worked in brain injury rehabilitation since 1979, at Rivermead Rehabilitation Centre in Oxford, Charing Cross Hospital in London, and the University of Southampton Medical School. She has also been a Senior Scientist at the Medical Research Council’s Cognition and Brain Sciences Unit in Cambridge since 1990. In 1996, Dr. Wilson established the Oliver Zangwill Centre for Neuropsychological Rehabilitation, a partnership between the local NHS Trust and the Medical Research Council, and serves as the Centre’s Director of Research. She holds or has held several grants to study new assessment and treatment procedures for people with nonprogressive brain injury and has written over 16 books, 8 widely used neuropsychological tests, and over 260 journal articles and chapters. Editor-in-Chief of the journal Neuropsychological Rehabilitation, she has served on the governing boards of the Encephalitis Society, the Academy for Multidisciplinary Neurotraumatology, and the World Federation for NeuroRehabilitation. Dr. Wilson has received numerous prestigious awards for her research and clinical contributions and is a Fellow of the British Psychological Society, the Academy of Medical Sciences, and the Academy of Social Sciences.

Understanding Memory and Memory Impairments	p. 1
What Do We Mean by Memory?	p. 1
Time-Dependent Memory	p. 2
The Type of Information to Be Remembered	p. 5
Modality-Specific Memory	p. 8
Stages in the Process of Remembering: Encoding, Storage, and Retrieval	p. 8
Explicit and Implicit Memory	p. 11
Retrospective and Prospective Memory	p. 12
Retrograde and Anterograde Memory	p. 14
A Brief Account of the Neuroanatomy of Memory	p. 16
Recovery of Memory Functions after Brain Injuries	p. 18
What Do We Mean by Recovery?	p. 18
Mechanisms of Recovery	p. 20
To What Extent Does Memory Recover?	p. 25
Can We Improve on Natural Recovery?	p. 29
Changes in Memory Functioning Following Intervention or Rehabilitation	p. 30
Assessment for Rehabilitation	p. 34
What Do We Mean by Assessment?	p. 34
What Questions Should Be Asked in Assessments for Rehabilitation?	p. 35
Which Aspects of Memory Should Be Assessed?	p. 38
Behavioral Assessment Procedures for Identifying Memory Problems	p. 49
Compensating for Memory Deficits with Memory Aids with Narinder Kapur	p. 52
Typology of Memory Aids	p. 54
Which Are the Most Frequently Used Memory Aids?	p. 55
How Effective Are External Memory Aids?	p. 57
Can We Predict Who Will Use External Memory Aids Efficiently?	p. 58
Which Assessment Procedures Are Most Appropriate When Considering Patients for External Memory Aids?	p. 59
Setting Up a Memory Aids Clinic	p. 60
Which Types of Memory Aids Are Currently Available?	p. 64
How Can We Best Teach People to Use External Memory Aids?	p. 67
How Can We Best Measure the Effectiveness of External Memory Aids?	p. 70
How Can We Bring About Compliance and Generalization in the Use of External Memory Aids?	p. 71
How Will Advances in Technology Impact Memory Aids of the Future?	p. 71
Mnemonics and Rehearsal Strategies in Rehabilitation	p. 74
What Are Mnemonics?	p. 74
Verbal Mnemonics	p. 74
Visual Mnemonics	p. 77
Motor Movements as a Memory Aid	p. 79
How Successful Are Mnemonics in Memory Rehabilitation?	p. 80
Advice When Using Mnemonics	p. 81
What Do We Mean by Rehearsal Strategies?	p. 82
Studies Evaluating PQRST	p. 83
Why Does PQRST Work?	p. 86
Using PQRST in Clinical Practice	p. 87
New Learning in Rehabilitation: Errorless Learning, Spaced Retrieval (Expanded Rehearsal), and Vanishing Cues	p. 89
What Is Errorless Learning?	p. 89
Theoretical Underpinnings of EL Learning	p. 89
EL Learning Studies with Memory-Impaired People	p. 92
Does EL Learning Depend on Implicit or Explicit Memory?	p. 94
What Is Spaced Retrieval (Expanded Rehearsal)?	p. 96
Why Does Spaced Retrieval Work?	p. 97
Spaced Retrieval Combined with EL Learning	p. 98
Spaced Retrieval Alone	p. 99
Using Spaced Retrieval in Clinical Practice	p. 100
What Do We Mean by Vanishing Cues?	p. 101
Studies Evaluating VC	p. 101
How Does VC Work?	p. 102
VC in Clinical Practice	p. 104
Teaching Procedures or New Information through EL Learning, Spaced Retrieval, or VC	p. 105
Memory Groups	p. 107
Why Run Memory Groups?	p. 107
How Should a Memory Group Be Structured?	p. 108
Studies Evaluating Memory Groups	p. 110
Self-Help and Support Groups	p. 112
Memory Groups in Clinical Practice	p. 115
Treating the Emotional and Mood Disorders Associated with Memory Impairment	p. 125
Why Is It Important to Treat the Emotional and Mood Disorders Associated with Memory Impairment?	p. 125
How Prevalent Are Emotional and Mood Disorders after Brain Injury?	p. 126
Assessment of Emotional and Mood Disorders in People with Brain Injury	p. 130
Group Treatments for Emotional and Mood Disorders in People with Memory Impairments	p. 135
Individual Psychological Therapy for Emotional and Mood Disorders	p. 138
Treatment of Emotional and Mood Disorders in Clinical Practice	p. 144
Goal Setting to Plan and Evaluate Memory Rehabilitation	p. 147
What Are Goals?	p. 147
Why Use Goal Setting in Memory Rehabilitation?	p. 148
Theories of Goal Setting	p. 151
Identifying and Setting Goals: The Art of Negotiation	p. 152
Goal Attainment as an Outcome Measure	p. 154
Goal Setting in Clinical Practice	p. 155
Putting It All Together	p. 163
Before Starting a Memory Rehabilitation Program	p. 163
First Steps in Planning a Memory Rehabilitation Program	p. 163
Complementing the Neuropsychological Assessment with a Behavioral Assessment	p. 165
Goal Setting	p. 170
Selecting the Best Strategies to Achieve the Goals	p. 172
The Example of Jay	p. 176
Generalization or Transfer of Learning	p. 179
A Framework for Planning a Rehabilitation Program	p. 180
Final Thoughts and a General Summary	p. 184
Principles of Good Rehabilitation	p. 184
Does Rehabilitation Improve QOL?	p. 186
Combining Theory and Practice	p. 190
Summaries of Individual Chapters	p. 192

Resources	p. 207
References	p. 231
Index	p. 275
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