Cognitive dysfunction and intervention tasks impeded
| Cognitive domains | Intervention tasks impeded | Accommodation strategies |
| Executive function 14 38 56 | Anticipating future consequences of behaviour14 56
Executive planning skills16 57 58 Decision-making/decisional balance14 16 57 58 Self-regulation50 Logical reasoning50 | Associating behaviour with situational cues (anticipating risky situations)60 97
Consciously linking actions to a triggering cue (storytelling techniques using imagery)60 Planning (identifying and organising steps required to meet goal)16 97 Valuing future events (recognising the benefits of drug treatment)16 |
| Attention 14 38 50 54 | Sustained attention/concentration over long sessions38
Motivation to engage50 Listening skills50 Emotion regulation15 | Shortening the length of sessions (less than an hour per session)15 38 98
Increasing the frequency of sessions (more than once per week)38 64 98 Distributed practice (spreading out information across sessions)63 98 Agreed on signal (identifying need for a break)38 Structured sessions (well-organised objectives shared with patients)50 65–67 99 Introducing new information during closure (foreshadow content of next session)36 |
| Memory 16 50 54 | Recalling reasons for past behaviour50
Remembering cues to reduce risk behaviour50 Recollecting information from previous sessions35 Learning new information50 | Memory aids (reminders and cues to be used between sessions)38 100
Example: therapy notebooks, electronic memory devices, SMS messages, calendars and alarms38 50 59 68 69 71–74 76 77 Summarising and reiterating information (frequent review throughout sessions)38 68 97 Prospective memory (emphasising routine, developing cues and elaborating on positive health behaviours)60 97 99 100 Environmental engineering (preparing for adverse events)35 97 99 100 |
| Information processing 38 54 | Processing written materials15
Managing complex language50 Accurate interpretation of feedback54 Understanding the consequences of behaviour50 | Multimodal presentation of material (verbal, visual and hands-on)15 38 50 78–81
Simple language (clear, concrete examples aligned with the level of health literacy)15 50 65 71 83 84 97 Presenting information more slowly (allowing extra time for responses)38 50 65 71 80 82 83 97 Assessment with immediate feedback (oral and written clarification of material)50 85–89 |
SMS, short message service.