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Table 14.18 Other Attention-Focused Interventions for the Rehabilitation of Attention Deficits in Children Post ABI

Author Year

Country

Study Design

Sample Size

Methods Outcome

Treble-Barna et al. (2016)

USA

PCT

N=24

 

Population: TBI=13, Healthy Controls=11; TBI Group: Mean Age=13.11yr; Gender: Male=4, Female=9; Mean Time Post-Injury=5.2yr; Severity: Mild=5, Moderate=2, Severe=6. Healthy Controls: Mean Age=13.47yr; Gender: Male=4, Female=7.

Intervention: TBI participants underwent the Attention Improvement and Management program (AIM) combining metacognitive strategy training and attention tasks for approximately 18 wk. Outcomes were assessed at pre and post intervention.

Outcome Measure: The Test of Everyday Attention for Children (TEA-Ch), Delis–Kaplan Executive Function System (D-KEFS),  The Behavior Rating Inventory of Executive Function (BRIEF).

1.       There were no significant differences between groups from pre to post for Sky Search score and walk/don’t walk (all p>0.050) of TEA-Ch; however, the TBI group improved significantly compared to the healthy controls on the TEA-Ch code transmission (p=0.014) from pre to post treatment.

2.       There was no significant difference between groups from pre to post in all components of the D-KEFS (all p≥0.157) and child reported BRIEF (all p≥0.095).

3.       All components of the parent reported BRIEF of the TBI group from pre to post improved significantly compared to healthy controls (all p≤0.001).

 

Galbiati et al. (2009)

Italy

PCT

N=65

 

Population: TBI; Experimental Group (n=40): Mean Age=13.9yr; Gender: Male=30, Female=10; Mean Time Post Injury=6.8mo; GCS Score=<8. Controls (n=25): Mean Age=15.5yr; Gender: Male=16, Female=9; Mean Time Post Injury=9.7mo; GCS Score=<8.

Intervention: Patients assigned to the experimental group received attention-specific neuropsychological training which included the use of picture and vignette interpretation, answering open and closed questions, providing suggestions for attention management and computer-based attention tasks. Controls did not receive any form of training. Each session lasted 45 min and took place 4/wk for 6 mo. Assessments were conducted at baseline, discharge, and 1 yr follow-up.

Outcome Measure: Wechsler Intelligence Scale for Children-Revised (WISC–R), Wechsler Adult Intelligence Scale-Revised (WAIS–R), Continuous Performance Test II (CPT II), Vineland Adaptive Behavior Scales (VABS).

1.       The experimental group demonstrated significantly greater improvements compared to controls on numerous CPT II scales including Omission, Standard Error, Risk-taking and on the Overall Index (all p<0.001), and Commission and Hit Reaction Time (both p<0.050). No differences were found on the Hit Block or Hit Reaction Time interstimulus intervals measure (p>0.050).

2.       No significant differences were found between groups in Intelligence Quotient (IQ) (WISC-R & WAIS-R) from baseline to follow-up (p>0.050).

3.       Parent reports in all three VABS domains (communication, daily living skills, social skills) improved significantly from baseline to follow-up compared to parents of control patients (all p<0.001).

4.       Experimental group patients improved significantly in verbal IQ (VIQ) (p<0.001), performance IQ (PIQ) and full IQ (FIQ) at follow-up (both p<0.0001). Controls improved in FIQ (p=0.005) and PIQ (p=0.002) but not in VIQ (p=0.068).