Functional Cognition and Occupational Therapy

Section I. Foundations

1. Understanding Functional Cognition
2. Functional Cognition in the Health Care System

Section II.A. Assessment: Introduction to Principles of Assessment

3. Principles of Functional-Cognitive Assessment
4. The Cognitive-Functional Evaluation Framework
5. Occupational Profile: The Anchor of Functional-Cognitive Assessment
6. Baseline Cognitive Screening Tools

Section II.B. Assessment: Functional Cognition in the Community and IADLs: Performance-Based Assessment Tools

7. The Executive Function Performance Test
8. Weekly Calendar Planning Activity
9. The Multiple Errands Test - Revised
10. Complex Task Performance Assessment
11. The Actual Reality Assessment
12. Performance Assessment of Self-Care Skills

Section II.C. Assessment: Functional Cognition in the Home and ADLs: Performance-Based Assessment Tools

13. ADL-Focused Occupation-Based Neurobehavioral Evaluation: The A-ONE
14. Cognitive Performance Test
15. Assessment of Motor and Process Skills
16. Cognitive Domain-Specific Testing to Support Interpretation of Performance

Section III. Intervention

17. Intervention Selection: Learning and Concepts of Transfer
18. The Neurofunctional Approach
19. Cognitive Orientation to daily Occupational Performance
20. The Multicontext Approach
21. Cognitive Disabilities Model: Intervention for Clients With Dementia

Functional cognition describes the ability to participate in everyday activities, combining the constructs of function and cognition. Substantial literature now exists to support assessment and intervention methods for functional–cognitive deficits, and policymakers are increasingly requiring improved methods to track functional cognition and address it across health changes. This is the first comprehensive text to focus on methods to assess and develop interventions for people with functional–cognitive impairments.

Numerous videos, practical how-to information, theoretical bases, OTPF–3 alignment, and current evidence guide students and clinicians in integrating assessment information into the context of clinical care. Readers can immediately apply what they learn to those with whom they work.