Rehabilitation of everyday memory deficits in paediatric brain injury: Self-instruction and diary training

Abstract

Memory problems that interfere with everyday living are frequently reported in children who have sustained acquired brain injury (ABI), but their nature and rehabilitation is under-researched. This study aimed to (1) determine neuropsychological correlates of everyday memory deficits in children with ABI, and (2) investigate the effectiveness of a newly developed programme for their rehabilitation. We assessed everyday memory, verbal memory, attention and behaviour in 15 children with ABI. The children attended the everyday memory rehabilitation programme: six weekly sessions that involved diary training, self-instruction training and case examples. At the onset we found that everyday memory problems were related to impaired attention and behavioural difficulties. On completion of the programme there was a significant increase in children's abilities to perform daily routines that demanded recall of information and events. In addition, children used diaries more frequently. Moreover, significant secondary gains were found in attention and mood (anxiety and depression). In conclusion, the results provided preliminary evidence that our six week programme could be effective in reducing everyday memory difficulties and improving psychological well-being in children with ABI.

The Immediate and Sustained Positive Effects of Meditation on Resilience Are Mediated by Changes in the Resting Brain

“…Second, we cautiously assume that the diary writing in the control group might have enhanced language-related connectivity after the intervention. Some studies also demonstrated the effects of diary training at the cognitive and behavioral levels (Ho et al, 2011; Travers, 2011). The fronto-temporal rsFC has been known for its role in the language network; in particular, decoupling between ACC-temporal gyrus connectivity is associated with auditory hallucinations in individuals with schizophrenia (Stamatakis et al, 2005).…”

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

“…External aids with and without metacognition/strategy use External aids seemed mainly useful when the treatment goal is to improve specific daily life cognitive functions, such as everyday memory (67). External aids in combination with metacognition/strategy use have additional positive effects on some cognitive functions and limited areas of psychosocial functioning (68), again supporting the use of multi-component interventions. Given that only two studies investigated external aids either alone or in a multi-component intervention, results remain preliminary.…”

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