Citation

Séguin M, Lahaie A, Matte-Gagné C, Beauchamp MH. Ann. Phys. Rehabil. Med. 2018; 61(4): 189-196.

Affiliation

Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Sainte-Justine Hospital Research Center, Montreal, Quebec, Canada. Electronic address: miriam.beauchamp@umontreal.ca.

Copyright

(Copyright © 2018, Elsevier Publishing)

DOI

10.1016/j.rehab.2017.05.001

PMID

28673512

Abstract

BACKGROUND: Attention deficits are common after pediatric Traumatic Brain Injury (TBI); they complicate return to activities of daily living and disrupt socioacademic reintegration. Yet, clinicians in rehabilitation settings have limited access to cognitive remediation protocols for which feasibility has been demonstrated.

OBJECTIVE: The aim of this study was to evaluate the feasibility of intensive attention process training program Ready! Set? Let's Train! (RST), based on an adaptation of the Attention Process Training-I program.

MATERIALS AND METHODS: In a randomized controlled trial, participants with attention deficits were assigned to receive the attention process training intervention (RST) or Homework Assistance (HWA). Pre- and post-intervention assessments consisted of standardized attentional and executive tests and a behavior checklist.

RESULTS: Analyses conducted for 17 participants (RST, n=8; HWA, n=9; mean age 14.70±2.17 years, 11 males) indicated the study was successful in that it showed improvements in working memory (F(14)=5.44, P=0.04; η(2)=0.19), inhibition (F(14)=10.18, P=0.007; η(2)=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η(2)=0.57).

CONCLUSIONS: These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.

Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Language: en

Keywords

Attention; Children; Cognitive rehabilitation program; Executive functions; Traumatic brain injury