We like to stay-up-to date with academic research and how it’s translated into practical tools for rehabilitation psychology.

We’re pleased to provide copies of relevant articles written by members of the wider neuropsychological rehabilitation community in this section (all permissions gratefully acknowledged), as well as links to useful websites with articles.


We are committed to pushing up standards in paediatric neurorehabilitation by creating good quality evidence and data. Here is a selection of pioneering research projects we have been involved with.











We recently worked with the University of Bath and University of Exeter, to test the feasibility of using a Single-Case Experimental Design (SCED) in routine rehabilitation practice.

The participant was a 10-year-old boy with cerebral palsy who also had epilepsy and fatigue. He had average IQ but impairments in vision, attention and memory. His attainment was 2 years below his chronological age. He attended mainstream school. Improvement of his engagement in learning tasks was a key priority. His physical rehab involved 1- hour a day in a standing frame.

The rehab and education team investigated whether a change in the physical demands of his timetable and standing practice would help him better engage. They found that his engagement improved when his standing practice was alternated across the week between morning and afternoon. This was when compared with him standing routinely in the afternoon only. Family and teachers subsequently decided to continue alternating the standing session.

It’s important to say that for clinical reasons a true experimental design was not used. This means that, although there his engagement improved, it was not possible to attribute that directly to his changed schedule.

We believe that more such studies are needed to decide whether it is feasible to use SCED in routine practice. We continue to develop SCEDs in our service to build the evidence to decide this.

Download the full study here.