Background : The review of trauma screening tools for children and adolescents indicates a need for developmentally and linguistically appropriate, globally applicable, free, and easily accessible trauma screening instruments. Objective : The aim of this study is to adapt the Global Psychotrauma Screen (GPS) for children and adolescents in the United States. Method : Using the modified Delphi method, this study included the GPS Expert Consensus (GPS-EC) and the GPS Stakeholder Consensus (GPS-SC) substudies. In the GPS-EC, ten reviewers who specialize in trauma services independently revised the GPS child and adolescent versions in four rounds. In the GPS-SC, a stratified minimum sample of children and adolescents ( n = 24) and their parents ( n = 24) were interviewed to collect feedback on the revised GPS versions. Results : In the GPS-EC Round 1, a low level of consensus was observed on the anxiety (restlessness) and depression (loss of interest) items. In Round 2, a high level of consensus was achieved on all but PTSD hypervigilance and detachment, and CPTSD self-concept items. Round 3 indicated a low level of consensus on the exposure and functioning items. Full consensus was achieved in Round 4 on all items. In the GPS-SC, children had more difficulties than adolescents with the exposure, dissociation, and risk-protection items. Conclusions : Based on the results of this study, the semantic adaptation process concluded with implementation of six decisions on the final GPS versions for children and adolescents: adding a non-binary gender choice for adolescents; removing the exposure section; using a full-sentence structure for children and a phrase structure for adolescents; retaining the two-part items on PTSD intrusion and avoidance, retaining self-blame but removing other-blame in the PTSD-blame item; providing specific descriptions of depersonalization and derealization in the dissociation items; and removing risk-protection and functioning items for children.
Objectives: To investigate if errorless learning applied by carer(s) in an everyday setting can reduce the frequency of everyday memory problems following severe traumatic brain injury (TBI). Research design: Multiple baseline single case experimental design. Methods and procedures: A patient with severe memory impairment, six years post TBI was recruited via an outpatient neurorehabilitation clinic. ABA analysis was conducted using daily frequency counts of everyday memory problems as an index of change. Experimental intervention: Errorless learning delivered by the patient's carer, aimed at reducing the occurrence of identified everyday memory problems. The carer was guided in treatment implementation by an Occupational Therapist. Main outcomes and results: Incidence of frequently occurring memory lapses was significantly reduced (p < 0.001) and this was maintained at 3 months post intervention. Conclusion: This study highlights the potential clinical value of errorless learning with self-generated cues applied by carers within an everyday setting.
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