Theory of Mind after Pediatric Traumatic Brain Injury: A Scoping Review

Ju, Narae; Guo, Sunny; Juan, Valerie San; Brown, Sage; Lai, Ka Wing; Yeates, Keith Owen; Graham, Susan A.

doi:10.1089/neu.2020.7365

Cited by 2 publications

(1 citation statement)

References 91 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After TBI, social impairment is often a consequence of social cognition deficits ( Feeney and Achilich, 2014 ). The review by Ju et al (2021) provides evidence that disruption in ToM plays a key role in the difficulties in social functioning of children and adolescents with TBI. Deficits in ToM have been found related to others cognitive problems such as dysexecutive behavior, and both are significant predictors of less social participation ( Westerhof-Evers et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of training in expressing positive emotions, reacting to change and greeting peers after childhood traumatic brain injury: a single-case experimental study

et al. 2023

View full text Add to dashboard Cite

BackgroundSocial cognitive deficits are common after traumatic brain injury (TBI). The participant in this single-case experimental design (SCED) was 7 years old when he sustained a severe TBI. After 2 years in rehabilitation, he continues to show deficits in social cognition.ObjectiveTo determine the effectiveness of three interventions, each aimed at improving a behavior altered by social cognition deficits. These behaviors were: (1) expression of positive emotions, (2) reacting to changes in plans, and (3) greeting classmates.MethodAn A-B-A’ design was used for each behavior. In addition, each behavior was targeted with a rehabilitation program applied over 10 sessions.ResultsFor the first behavior, changes between phases B-A’ (NAP = 0.712) and A-A’ (NAP = 0.864) indicated improvements in the child’s ability to express positive emotions. In the second behavior, changes in the intensity of reactions between phases B and A’ (NAP = 0.815) and A vs. A’ (NAP = 0.834) indicated that the child adapted to changes in a plan and to unexpected situations in a more adaptive way. For the third behavior, changes in the number of greetings between phases A and B (NAP = 0.883) and A vs. A’ (NAP = 0.844) suggested that during the third phase of the study, the participant fully acquired the habit of greeting peers and increased his interactions with others.ConclusionWhile the participant showed improvements in all three targeted behaviors, due to the complexity of the third behavior, it is recommended that in future research, the intervention targeting social interactions should be applied over a longer timeframe to ensure that improvements are more stable in the long term.

show abstract

Section: Introductionmentioning

confidence: 99%