Evaluations and Interventions of Thinking Problems for Children, Adults, & Seniors
Evaluations and Interventions of Thinking Problems for Children, Adults, & Seniors

News

2016 Walk To End Alzheimer's-Northwest Suburban

 

The Thomson Memory Center participated in their first walk on September 24, 2016 at Busse Woods in Elk Grove Village, Illinois. The team dedicated the walk to, practice founder, Dr. Christina Blodgett Dycus' grandmother, Ethelyn Thomson. We raised a total of $2375, which exceeded our $2000 goal! A huge thanks to Callie Cane for organizing the walk for the group.

Oak Brook Office Opening

 

We are very excited to announce the opening of our newest location in Oak Brook, IL! Still offering the same great quality neuropsychological services as our other locations, our new Oak Brook office will open in August 2016 at 700 Commerce Dr. Ste 500 in Oak Brook, IL 60523.

 

 

Early Diagnosis & Intervention of Dyslexia Can Narrow Achievement Gap

 

According to a new study by researchers at the University of California-Davis and Yale University, if we can identify children having dyslexia (reading disorder) as early as first grade, we can narrow or perhaps even close the achievement gap.

 

According to their study, it is no longer acceptable to wait until a child is older to diagnose them as having dyslexia, for example, after third grade.

 

"If the persistent achievement gap between dyslexia and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition," says Emilio Ferrer, a psychology professor at the University of California-Davis.

 

Dyslexia is one of the many issues that Thomson Memory Center can evaluate and diagnose for your child.

 

Source: University of California-Davis. "Early intervention in dyslexia can narrow achievement gap: Intervention should begin in first grade, or earlier." ScienceDaily, 2 November 2015. <www.sciencedaily.com/releases/2015/11/151102184216.htm>.

 

 

Decline in Awareness of Memory Loss

 

A new study by Rush University Medical Center in Chicago found that people who will develop dementia begin to lose awareness of their memory problems 2-3 years before the onset of the disorder.

 

Of the 239 study participants diagnosed with dementia, memory awareness was stable and then began to drop sharply an average of 2.6 years before the onset of the disorder.

 

This study showcases the difficulty of obtaining accurate and reliable information from those who have lost awareness of their changes in thinking. Access to family and friends can be invaluable for healthcare professionals.

 

TMC strives to work with loved ones in order to get a better diagnosis and treatment plan for those with Dementia.

 

Source: American Academy of Neurology (AAN). (2015, August 26). Awareness of memory loss may decline two-three years before dementia onset.

 

Problem Solving Therapy Vs. Supportive Therapy

New research published in the American Journal of Geriatric Psychiatry studied the effectiveness of Problem Solving Therapy (PST) versus Supportive Therapy (ST) in reducing suicidal ideation in depressed older adults with executive dysfunction.

After an intervention of 12 weekly sessions of PST or ST, participants were measured with the suicide item of the Hamilton Depression Rating Scale (HDRS).

The Problem Solving Therapy group had a greater rate of improvement (60.4 %) compared to the Supportive Therapy group (44.6 %).

Problem Solving Therapy is an integral component of TMC's Cognitive Rehabilitation Program.

Source: American Journal of Geriatric Psychiatry. Problem-Solving Therapy Reduces Suicidal Ideation in Depressed Older Adults with Executive Dysfunction. (30 July 2015). URL: http://www.ajgponline.org/articles/S1064-7481(15)00224-9/abstract?rss=yes

 

ADHD: Classroom Interventions Can Help

A recent study by researchers at University of Exeter found simple classroom interventions may reduce the impact of ADHD without the use of drugs.

The review found no-drug interventions in schools may be effective in improving outcomes, like performance on standardized tests for kids with ADHD.

Although more research is needed, the study holds promise for further examination of effective classroom interventions and shifting social attitudes toward ADHD and other learning disabilities.

From a healthcare to the classroom perspective, it is important parents understand their child's diagnosis and work to advocate for the proper educational settings and interventions.

Thomson Memory Center is dedicated to helping patients and their families identify the most effective interventions and environments necessary for success.

Source: University of Exeter. (2015, July 1). Simple classroom measures may reduce the impact of ADHD: But more robust research is needed to identify best approach. ScienceDaily -www.sciencedaily.com/releases/2015/07/150701214531.htm

LOCATIONS

(Click on a location for a map)

 

Hoffman Estates/South Barrington

2300 Barrington Rd. Ste 400

Hoffman Estates, IL 60169

 

Lake in the Hills

1301 Pyott Rd. Ste 103

Lake in the Hills, IL 60156

 

St. Charles

100 Illinois St. Ste 200

St. Charles, IL 60174

 

Highland Park

480 Elm Pl. Ste 202

Highland Park, IL 60035

 

Chicago- Uptown

4646 N. Marine Dr. Ste A-6150

Chicago, IL 60640

(Office inside Weiss Memorial Hospital)

 

Oak Brook

700 Commerce Dr. Ste 500
Oak Brook, IL 60523
 
 

Office: (847) 469-7537

Fax: (847) 469-7540

Email: info@thomsonmemory.com

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2015 Thomson Memory Center