Empowering preadolescents with ABI through metacognition: Preliminary results of a randomized clinical trial

Abstract

The aim of this randomized clinical trial study was to evaluate the efficacy of an intervention program based on social mediation, cooperative learning and metacognition (Metacognitive Dimension) in preadolescents with acquired brain injury (ABI). Participants/Methods: Participants were 29 ABI preadolescents: 14 in the experimental group and 15 in the control group (average age, 10.4 y.o.; average time of lesion, 5.3 years). Evaluations were conducted 3 months after the start of the intervention, using the Evaluation Scale of Elementary School Learning Strategies (ESESLS) to assess metacognitive strategies, Self-Concept Scale for Children (SCSC) and Behavioral Rating Inventory of Executive Functions (BRIEF). Results: The experimental group had superior outcomes to the control. The results of metacognitive strategies (ESESLS) and self-concept (SCSC) were better in the experimental than in the control group (p < 0.05). BRIEF did not reveal any significant differences between the groups, although we observed better results in the experimental group for 5 sub items of the scale, in the broader index and global executive composite score. Conclusion: Three months of an intervention based on cooperative learning helped preadolescents with acquired brain injury develop metacognitive strategies and improve self-concept, thereby helping empower the preadolescents in their social relationships.

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

“…A total of 11 examined full texts met all eligibility criteria. The authors specifically want to remark on the exclusion of studies into familycentred interventions (see for example (27)(28)(29)(30)(31)) and on a peer-supported metacognition intervention (32). While these studies examine cognitive functioning as one of their primary outcome measures, the interventions themselves were mainly focused on finding the best intervention context (i.e.…”

“…While these studies examine cognitive functioning as one of their primary outcome measures, the interventions themselves were mainly focused on finding the best intervention context (i.e. familycentred or clinician delivered) (27), or were directed at family problem-solving and communication (28)(29)(30)(31) or cooperative learning and social mediation (32). While these studies give a good indication that family and/or peer involvement can be beneficial for rehabilitation after paediatric ABI, it would not be clear whether an effect of the intervention would have been the result of the intervention itself or of the system involved.…”

A Parenting Program to Reduce Disruptive Behavior in Hispanic Children with Acquired Brain Injury: A Randomized Controlled Trial Conducted in Mexico

“…5 The results suggest that children with ABI require more than authoritative parenting practices to improve self-regulation. Braga et al 68 and Chan and Fong 69 found improvements in self-regulation after an intervention in which participants learned metacognitive and problem-solving strategies. These interventions were applied directly to the children in face-toface group sessions that took place twice a week.…”

“…These interventions were applied directly to the children in face-toface group sessions that took place twice a week. 68,69 Poor self-regulation in childhood is a predictor of a variety of mental health problems in adulthood. 8 Hence, it is important to find effective interventions to improve emotional, cognitive, and behavioral self-regulation in children with ABI.…”

“…Face-to-face sessions directly with children to train them in metacognitive and problem-solving strategies could be implemented to improve self-regulation. 68,69 Future studies could improve behavior at school by implementing positive behavior support and ABI psychoeducation in this setting. For example, In Mexico the Unit of Support Services for Regular Education (USAER) or Unit of Special Education and Inclusive Education (UDEEI) provide some schools with teachers who work with students that have special needs in the regular classroom.…”