Cognitive Intervention for Attention and Executive Function Impairments in Children With Traumatic Brain Injury: A Pilot Study

Treble‐Barna, Amery; Sohlberg, McKay Moore; Harn, Beth; Wade, Shari L.

doi:10.1097/htr.0000000000000200

Cited by 31 publications

(27 citation statements)

References 54 publications

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“…Detailed results of changes in neurobehavioral measures following the AIM intervention are provided elsewhere. 44 The results from the present subsample who underwent MRI are generally consistent with results from the total sample and are summarized in Table 3. Briefly, the TBI group showed significantly poorer performance at time 1 relative to the HC group on the TEA-Ch Code Transmission subtest and the D-KEFS Color-Word Interference Test Inhibition/Switching and Trail Making Test Number-Letter Switching scores.…”

Section: Neurobehavioral Measuressupporting

confidence: 81%

Changes in Structural Connectivity Following a Cognitive Intervention in Children With Traumatic Brain Injury

Yuan

Treble‐Barna

Sohlberg

et al. 2016

Neurorehabil Neural Repair

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Section: Neurobehavioral Measuressupporting

confidence: 81%

Changes in Structural Connectivity Following a Cognitive Intervention in Children With Traumatic Brain Injury

Yuan

Treble‐Barna

Sohlberg

et al. 2016

Neurorehabil Neural Repair

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“…Moreover, the BRIEF has been used as an effective measure to monitor change in executive function after an intervention which suggests its valid use among parents who know their child’s condition. [43] Second, the use of special education services and ADHD diagnosis are only two measures of ecological validity and there can be variability in how these children come to the attention of professionals. [44] For example, parental education attainment and advocacy can affect referrals to school and mental health professionals.…”

Section: Discussionmentioning

confidence: 99%

The Behavior Rating Inventory of Executive Function (BRIEF) to Identify Pediatric Acute Lymphoblastic Leukemia (ALL) Survivors At Risk for Neurocognitive Impairment

Viola

Balsamo

Neglia

et al. 2017

Journal of Pediatric Hematology/Oncology

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Neurocognitive problems, including executive dysfunction, are potential late effects of pediatric acute lymphoblastic leukemia (ALL) treatment. Surveillance for neurocognitive impairment in a timely and efficient manner is imperative to ongoing clinical care. We sought to determine if the Behavior Rating Inventory of Executive Function (BRIEF) Parent Form identified leukemia survivors with cognitive impairment. In this 28-site cross-sectional study, parents of 256 children, a mean of 8.9 ± 2.2 years after treatment for standard-risk precursor-B ALL and in first remission, completed the BRIEF. We used a multivariate logistic regression to calculate the association between elevated scores on three composite BRIEF indices (Behavioral Regulation Index (BRI), Metacognition Index (MI), Global Executive Composite (GEC)) and special education and Attention-Deficit/Hyperactivity Disorder (ADHD) outcomes. All BRIEF index scores were significantly associated with receipt of special education services or ADHD. The BRI was most strongly associated with ADHD (OR = 4.33; 95% confidence interval (95% CI) = 1.72 – 10.9). The GEC was most strongly associated with ADHD (OR = 4.46, 95% CI 1.77 – 11.22). Elevated scores on the BRIEF GEC were associated with low sensitivity (24.1 – 39.1) for detecting the outcomes but better specificity (range 87.7 – 89.3). These results suggest that the parent-completed BRIEF is associated with clinical outcomes but is not a sensitive tool to identify leukemia survivors that require a comprehensive neuropsychological assessment.

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“…E-mail alerts from the searched database until 22nd June 2017 revealed two additional articles (33,34). An inquiry in the expert network of the authors yielded four more articles that met inclusion criteria (35)(36)(37)(38). Finally, another three articles (39)(40)(41) that met the eligibility criteria were found in reference lists of the previously included articles.…”

Section: Study Selectionmentioning

confidence: 99%

Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: A systematic review

et al. 2018

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Available evidence suggests that multi-component rehabilitation, e.g. combining metacognition/strategy use and drill-based training is most promising, as it can lead to improvements in both cognitive and psychosocial functioning of children with ABI. Intervention setting and duration may play a role. Conclusions remain tentative due to small sample sizes of included studies heterogeneity regarding outcome measures, intervention and therapist variables, and patient characteristics.

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Cognitive Intervention for Attention and Executive Function Impairments in Children With Traumatic Brain Injury: A Pilot Study

Abstract: The study provides preliminary evidence for the effectiveness of AIM in improving parent-reported EFs and personalized real-world goal attainment in children with TBI.

Cited by 31 publications

References 54 publications

Changes in Structural Connectivity Following a Cognitive Intervention in Children With Traumatic Brain Injury

Changes in Structural Connectivity Following a Cognitive Intervention in Children With Traumatic Brain Injury

The Behavior Rating Inventory of Executive Function (BRIEF) to Identify Pediatric Acute Lymphoblastic Leukemia (ALL) Survivors At Risk for Neurocognitive Impairment

Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: A systematic review

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