The symptoms of cognitive impairment in the elderly will cause the memory and cognitive ability of the brain to decline, which in turn will lead to the degeneration of brain function and the person will be mentally diminished. The assessment of cognitive impairment mainly relies on clinical neuropsychological examination, through the assessment can provide objective basis for diagnosis, treatment, efficacy observation and judgment of prognosis. Commonly used assessment methods include: 1. Screening method A rapid neurological screening test is used to detect the presence of cognitive impairment in general. Commonly used screening scales for cognitive function include the Simple Mental State Examination Scale and the Cognitive Ability Screening Scale. 2.Specific tests are used to evaluate a specific type of cognitive impairment in detail. 3.Sets of tests A set of standardized tests is mainly used for the quantitative determination of cognitive function in a comprehensive manner. Commonly used are neuropsychological test sets, cognitive test sets for Lowenstein’s occupational therapy, etc. 4.Functional examination method The degree of cognitive dysfunction can be evaluated by directly observing the patient engaging in activities of daily living. Commonly used are the neurobehavioral assessment for occupational therapy and activities of daily living, etc. (1) Basic skills training In therapeutic training, each component of attention should be trained in a graded manner from easy to difficult. Basic skills training includes reaction time training, attention stability, selectivity, transferability and distribution training. (2) Intra-assistance training mobilizes the patient’s own factors and learns some ways to control the attention disorder by himself. (3) Adaptive adjustment includes homework adjustment and environmental adjustment. 2.Memory training (1) Some countermeasures to improve or compensate for memory impairment by mobilizing one’s own factors and replacing the damaged function with less damaged or normal function. These include repetition, visual imagery, semantic fine processing, first word mnemonics, etc. (2) External assistance with the help of others or other objects to help people with memory deficits. By prompting, the inconvenience to daily life due to memory impairment is minimized. External aids to memory can be divided into storage tools such as notebooks, tape recorders, time schedules, computers, etc.; cueing tools such as chime watches, timers, alarm clocks, calendars, pagers, message machines, iconic postings; verbal or visual cues, etc. (3) environmental adjustments to adjust the environment is to reduce the load of memory. Including the environment should be simplified as much as possible, such as the room should be neat, furniture and clutter should not be too much; remind patients with eye-catching signs, etc. 3.Numeracy training The training program is built on the basis of correct diagnosis and typing. For example, patients with frontal lobe miscalculation should use control strategies to improve attention deficits and reduce persistence. Patients with spatial dyscalculia are often associated with unilateral spatial neglect. A pin scratching task, graphic copying, visual search task, line segmentation task, and clock drawing task can be used to help improve unilateral spatial neglect. Reading notation labeling techniques are also used to help patients with spatial agnosia to read. The training includes number concept, calculation load, arithmetic facts, arithmetic rules, mental arithmetic, estimation, and daily living (financial management) skills training, etc. See the Cognitive Rehabilitation Workstation Training System for details. 4.Thinking training Let patients do some simple analysis, judgment, reasoning and calculation training. Reasonably arrange the time for brain activities to train the patient’s thinking activities. For example, let the patient try to say something related to a certain object or animal, such as “What are the characteristics of a cat and what does it do”? Let the patient read the newspaper, listen to the radio, watch TV, etc. Help the patient to understand the contents and discuss them with him/her. 5. Training for perceptual disorders (1) Somatic composition disorder training to identify the body parts of the self and the object, the concept of left and right of the body, etc. (2) Unilateral neglect training through visual scanning training, sensory arousal training, etc. (3) Spatial relationship syndrome is trained by combining basic skill training and functional training. (5) Patients with aphasia object loss can be trained with various matching reinforcement related to objects, such as graphic-character matching, similar matching of graphics, sound-graph matching, graphic pointing, etc. (6) Aphasia For patients with ideational aphasia, story-picture sequencing can be used. The complexity of the storyline can be gradually increased according to the patient’s progress. Since there is no effective treatment for cognitive dysfunction, which imposes a heavy burden on both families and society, quality and effective rehabilitation training for cognitive dysfunction becomes crucial.