Technology Serving Consciousness

Cognition

Naming Race

In the Stage One third condition, you give the client an area to focus on; rich in visual stimuli which is known to him. Picture books are good sources of variegated imagery. Tell the client that you will watch the clock, and count the number of items he can name in one minute. Run one minute of the three minute condition while counting his recounting of things he sees. Notice whether the client is moving in an order over the area, whether he begins to slow by the end of a minute, if he is naming details, and if he is describing (using adjectives).

This condition is focused on the amount of items named. Order, pace, cognition, and accuracy are all aspects which will help speed up the client’s delivery. You may observe the first minute how your client is reacting to the task, and then begin coaching him on ways he may speed up. All the while, remember that a speedy delivery is not a manic, or stressed delivery, and that if the client feels stressed, you may choose to back up to the first exercise until he gets more comfortable with the expectations of this task.

I will often ask the client to be aware of three factors in this naming exercise. First, I have him pre-visualize the flow of his delivery. E.g. "I am going to start at the top left, and work my way down the page. Then over to the right and back up again." Secondly, I instruct the client to place his vision directly upon the item being named, and not to look ahead of his words. This will help to formalize the link between the image of the thing and its name. Thirdly, I explain that a steady pace will let him be more successful in this exercise than a mad rush at the beginning and a lot of faltering by the end.

Write down the results at the end of each naming race. Give due honor for the client’s successes and growth. This condition is to be done regularly until your client reaches his target amount. Keeping tabs on progress will generate the competitive spirit.

Variation: In the first minute you may give the client a wide and varied range to name from. In the second, you narrow that range and ask for a more detailed focus. The final minute is spent naming all the parts of a single object. Usually, with coaching, the client will be able to name at least as many items in the final minute as he was calling out in the first.

Naming Walk/Drive

This is a commonly assigned home game for clients in stage one of Beta training. It can also be adapted to office use.

Go for a 10 to 20 minute walk through your neighborhood or wherever, (morning is an excellent time to use this as a wake-up exercise). As you walk, notice what is around you and describe it in great detail- out loud. This can be to yourself if others are around, but move your lips and speak the words. Do not just think them. Notice when you have stopped describing and see how long ago you lost contact. The objective is to complete the entire walk without losing contact.

Similarly, this is a good exercise to do when driving a car. Keep focused externally, describing the situation around the vehicle.

- In the office you can have the client face out the window and describe what she sees to you, without stop, for an entire condition. Ask them to describe only what they see, and to leave their opinions out of the monologue. I will sometimes tell the client I’ve closed my eyes and will use her voice as my eyes, sometimes asking questions of greater detail about aspects which interest me. If there is no window, then there is a book, or the room itself to be described. When she feels like she has run out of things to describe, I ask the client to take a slow, relaxed breath and begin describing finer details. There are endless layers of explanation we can make about our mere immediate environment.

Look-See-Say Naming

A short game you can play with the client as a warm-up for cognition. You describe something (without naming it) in your given environment. The client’s goal is to find that item with his eyes, name it, and provide three further details about the thing you described. Sometimes I play so that when they have named and broken their item down, then it is their turn to describe the object for me to locate. And we trade off roles throughout the condition.

Listen Claps

Explain to the client that he will be listening to you speak, and he is to clap his hands once for every noun you say. Of course you may pick what kind of word he will be clapping for.

Direction Draw

Give your client paper and a pencil. Graph paper is best for this condition. Give the client three specific directions which you want them to perform on the paper. Then when you say go, they may enact those directions, while restating them aloud. When they have performed those three directions, say "Good Job," and give them a new set of instructions. Whole scenes can be created this way. Be very specific in your instruction. E.g. "Start five squares down from the top of the page, and draw a straight line down 7 squares. Pick up your pencil." That is one direction. With the impulsive clients, it is sometimes more important that they do not begin until you have said "Go," than it is that they draw what you said exactly to specification.

Misinformation

The trick-question section of listening. Talk about a topic which your client knows about. Invite her at the beginning to stop you and ask questions if they have any. Then you may begin to ramble, stating, mainly the truth. You will diverge from the truth occasionally, and if you get away with it; turn yourself in, so that she knows you, "Got her." Lots of fun, and she will surely be listening closely to details.

Multi-Task

As your client writes, you may add a cognitive challenge by asking him to speak aloud the word that he is writing, as he writes it. Or he may simultaneously attend to how many breath cycles he has completed; he may use the counter for this aspect.

Math 15

Here’s a brainteaser. Take 9 cards, numbered 1 through 9 and lay them upon the table in a three-down/ three-across grid. Work with the placement of the cards so that any direction you process in will add up to 5. Ex: three cards across will equal five if added. Three cards down will equal five. The down row next to that will equal five when added.

Listing

Write out 20 things in your home from memory. Add the name of the room that item will be found in. For each item named, write three parts or details of that thing- from memory.

Boggle

Take a long word (E.g. electroencephalograph) and write as many smaller words from it as can be found in the given time. The trainer may choose to challenge his client to a race. See who can make the most words in a minute.

Growing Words

Begin with a list of all the letters. Have the client write a noun word for each of the letters. Then have the client write two descriptive words about each of the words he has created in his alphabet list. He may then write a sentence for each of the word-groups he has made. Then the sentences may be woven together into a story. Of course, all this exercise will take longer than one condition; so this is a good writing project to be carried out during the first stage of training. The client may discover that creative writing is not hard, and can even be fun.

"Detective (Client’s Name)"

Your little detective is to observe an item which you bring in (toys or candy are excellent because the client can take that home when he’s finished in the session). Explain to him the Five W’s (who, what, where, when, why) and How. Now on a long condition, have the client ask and answer as many questions- using the Five W’s and How format- as he may discern from the object. The answers are written out on paper. At the end of the condition, he has solved the mystery and earned his reward.

Outline Grids

Draw a grid with three blocks across the top, and three blocks going down. Now pick a topic. For instance: Music. In the three top blocks, the client may write three styles of music. And in the three vertical blocks, you may write three aspects of music (try using the Five W’s and How). Now you have an X and Y axis for your grid. Have the client fill in the empty blocks with relevant information.

For example:  In the box which joins "Rock and Roll" and "Recording Artists," your client will write the names of a few musicians who make Rock music. The box joining "Rock and Roll" and "Songs" can have the names of a few of the songs by each of those artists.

-Additional:  Now that the client has jotted down clear notes about a subject, he may take that information and form it into clear sentences and paragraphs,.ending with a whole, orderly expository paper. The only extra knowledge the client may need is about:

The Three T’s:

1. Tell them what you are going to tell them (introduction)

2. Tell them (body)

3. Tell them what you told them (conclusion)