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dc.contributor.authorTryssenaar, Joyce.en_US
dc.date.accessioned2009-07-09T18:49:30Z
dc.date.available2009-07-09T18:49:30Z
dc.date.issued1990-07-09T18:49:30Z
dc.identifier.urihttp://hdl.handle.net/10464/2135
dc.description.abstractThe purpose of this study was to assess the efficacy of the Process Specific Approach to cognitive rehabilitation for a client with schizophrenia who has attentional deficits. The study was a single case experimental design which followed a variation of the multiple baseline approach. Prior to training of the attentional deficit, multiple baseline assessments were completed. These included an ov:erview of the sUbject's information processing ability, random measures of attention and a genera.l level of functioning in living, learning and working environments. During the re-training, attention tests were administered at the completion of each attention component. A general functional evaluation through interviews and a measure of information processing ability were. completed after the re-training was concluded. The results of the study demonstrate a significant i'mprovement in attention and memory measures. Qualitative data indicate si·gni.ficant others observed improvements in performance in r livi'ng, learning and working environments. The results suggest this approach to cognitive rehabilitation was effective with this subject and further research to establish generalizability is recommended.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectSchizophrenia--Psychological aspects.en_US
dc.subjectCognition disorders.en_US
dc.subjectAttention-deficit hyperactivity disorder.en_US
dc.titleThe efficacy of cognitive retraining of attentional deficits for a client who has schizophreniaen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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