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.







Working with the University of Bristol, our aim was to explore clinical hypotheses in assessment data.

We analysed data which Recolo’s associates have collected through routine clinical practice, of 150 children with brain injuries. The children were aged from 0-18 yrs, with both traumatic and non-traumatic brain injury types, ranging from mild to severe.

Preliminary analysis of our outcome data regarding the a priori hypotheses, provided evidence of the relationship between cognitive, emotional, social and educational measures of brain injured children.

Once further analysis is complete, recommendations from the project will feed in to an improved Recolo database that will allow for targeted case and item-specific analysis.

Download the full study here.