Cognitive Intervention Strategies
GUIDING PRINCIPLES:
 Dual Cognitive Support: provide support at both encoding and retrieval. Achieve
successful encoding and ensure compatibility of cues at encoding and retrieval.
 Errorless Learning: refers to teaching strategies which prevent (or minimize) errors
during learning. Works well for face-name associations but less effective for learning
complex routes or routines.
 Effortful Processing: Requires more active processing of associations, fewer prompts.
 Multimodal encoding: Include multiple sensory modalities at encoding.
Compensatory Strategies
Restorative Strategies
 Spaced retrieval: Shaping paradigm practice at successfully recalling information
over successively longer time periods.
 Vanishing cues: Errorless and effortful.
 Forward cues: Trial starts with either no
Visual Imagery – simultaneous
assistance or the most minimal prompt. The
association of new verbal material
level of prompting is increased until the
(semantic memory) and visual
correct answer is given.
information during encoding
 Mnemonics – visual imagery, storytelling,
chunking, first letter cueing, retracing
Asking questions and paraphrasing when (preferably combined with other methods
learning. Focus on single tasks.
such as expanding rehearsal/repeated
presentation/vanishing cues).
 External strategies:
 Semantic elaboration: semantic support
Memory aids such as electronic/memory
provided at encoding and retrieval. E.g.
notebooks, calendars, notes etc.
categorising an apple as a fruit, followed by
the provision of category cues at retrieval.
Environmental cues such as visual
 Subject performed tasks: participant enacts
schedules, aids or prompts. Procedural
a task at the time of encoding as well as
training in teaching complex skills.
receiving verbal instruction.
 Procedural memory: Chaining, prompting
To teach use of environmental cues, use
& fading, modelling, action-based learning.
prompting & fading, modelling,
errorless learning, chaining.
 Internal strategies:
Semantic classification within the
context (e.g. target word: carrot;
additional cue: vegetable).
Aim: To teach patients new ways of
performing cognitive tasks by changing
everyday memory behaviour – so that they can
‘work around’ cognitive deficits
Aim: To enhance functioning in specific cognitive
domains, with the goal of returning cognitive function
to pre-morbid levels.