Cognitive-behavioral remediation of problem solving deficits in children with acquired brain injury

Suzman, Katherine B.; Morris, Robin D.; Morris, Mary; Milan, Michael A.

doi:10.1016/s0005-7916(97)00023-2

Cited by 43 publications

(24 citation statements)

References 9 publications

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“…On the basis of the limited evidence to date, Kennedy et al [2008], in a recent systematic review of treatment for executive dysfunction after TBI, concluded that there was insufficient evidence to make clinical recommendations for children. Despite the limited support for treatment of executive dysfunction in children with ABI, the are a number of relevant case studies examining treatment of executive dysfunction in children with ABI [Crowley and Miles, 1991;Glang et al, 1992;Suzman et al, 1997;Selznick and Savage, 2000;Feeney and Ylvisaker, 2003;Feeney and Ylvisaker, 2006], as well as several larger group studies examining strategies to improve executive functioning in children without brain injury [Swanson and Hoskyn, 1998]. These studies will be outlined later.…”

Section: Executive Functioningmentioning

confidence: 99%

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Cognitive rehabilitation for children with acquired brain injury

Slomine

Locascio

2009

Dev Disabil Res Revs

105

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Cognitive deficits are frequent consequences of acquired brain injury (ABI) and often require intervention. We review the theoretical and empirical literature on cognitive rehabilitation in a variety of treatment domains including attention, memory, unilateral neglect, speech and language, executive functioning, and family involvement/education. Because there are more well-designed studies examining the efficacy of cognitive rehabilitation in adults with brain injury, the major findings from this body of literature are also highlighted. In addition, given that similar cognitive and behavioral concerns are often apparent in children with certain neurodevelopmental disorders, selected literature focusing on interventions for these groups of children is included. Limitations and challenges inherent in examining cognitive interventions in children with ABI are also discussed. Overall, despite the growing body of literature examining the efficacy of cognitive rehabilitation in children with ABI, there continues to be a great need to develop well-designed studies to examine the efficacy of these interventions.

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Section: Executive Functioningmentioning

confidence: 99%

“…The efficacy of a problem solving training program, which employed many of these components, was examined in a small group of children following ABI [Suzman et al, 1997]. Results revealed that this training technique improved performance on a computer-based problem-solving task.…”

Section: Executive Functioningmentioning

confidence: 99%

Cognitive rehabilitation for children with acquired brain injury

Slomine

Locascio

2009

Dev Disabil Res Revs

105

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“…21 Problem-solving training has demonstrated promise in various clinical populations [22][23][24][25][26] ; however, it has only been preliminarily explored in pediatric TBI. [27][28][29][30][31][32][33][34] In a small randomized trial of children aged 5 to 17 years (N = 32), findings showed that family-centered online problem-solving therapy improved internalizing behavioral problems after severe TBI. 32 Initial evidence suggests that problem-solving interventions can also be delivered effectively through a web-based portal directly to children with TBI.…”

Section: Discussionmentioning

confidence: 99%

Online Problem-Solving Therapy for Executive Dysfunction After Child Traumatic Brain Injury

2013

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT:Cognitive and behavioral problems after pediatric traumatic brain injury lead to poor functioning across multiple settings and can persist long-term after injury. Executive dysfunction is particularly common; however, there is a paucity of evidence-based interventions to guide treatment. WHAT THIS STUDY ADDS:This study is among the largest randomized controlled trials performed in pediatric traumatic brain injury. It demonstrates the ability to use an online problemsolving-based intervention to improve caregiver ratings of executive dysfunction within 12 months after injury. abstract OBJECTIVE: Executive dysfunction after traumatic brain injury (TBI) in children is common and leads to significant problems in functioning across multiple settings. The objective of this study was to evaluate the efficacy of a web-based counselor-assisted problem solving (CAPS) intervention compared with an Internet resource comparison (IRC) for treatment of executive dysfunction within 12 months after complicated mild to severe TBI in adolescents. We hypothesized that CAPS would significantly improve parent ratings of executive dysfunction compared with an IRC. METHODS:Participants included 132 adolescents aged 12 to 17 years who sustained a complicated mild to severe TBI within 1 to 6 months before study enrollment. Study design was a multisite, assessorblinded, randomized controlled trial. Study sites included 3 tertiary pediatric hospitals and 2 tertiary general medical centers. The main outcome measure was primary caregiver Behavioral Rating Inventory of Executive Function Global Executive Composite at baseline and 6-month follow-up. Generalized linear models that controlled for baseline scores were used to compare the CAPS and IRC scores. RESULTS:In older teens, the CAPS group showed significant improvement in executive function behaviors at 6-month follow-up compared with the IRC group (F = 6.74, P = .01, Cohen' s d = 0.63). CONCLUSIONS:Findings indicate that web-based CAPS improves primary caregiver-rated executive functioning within the first 12 months after TBI in older adolescents. Future research needs to define the optimal timing after injury for delivery of CAPS and characteristics of individuals and families who are most likely to benefit from CAPS. Pediatrics 2013;132:e158-e166 AUTHORS:

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“…Similarly, Suzman et al [68] used an intervention consisting of several training "modules" focusing on metacognitive, self-instructional, self-regulation training, attribution and reinforcement, and administered using a computerized problem-solving program. The authors reported substantial gains on trained tasks, as well as improvements on some of the postintervention standardized tests of problem-solving.…”

Section: Cognitive Interventionsmentioning

confidence: 99%