Academic outcome in pediatric ischemic stroke

Champigny, Claire; Deotto, Angela; Westmacott, Robyn; Dlamini, Nomazulu; Desrocher, Mary

doi:10.1080/09297049.2020.1712346

Cited by 15 publications

(10 citation statements)

References 52 publications

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“…Common at-risk etiologies, include neonatal stroke, hypoxic ischemic encephalopathy (HIE), as well as congenital heart disease (CHD) and preterm birth (Dimitropoulos et al, 2013;McQuillen et al, 2003;Miller et al, 2005;Nelson & Lynch, 2004). These conditions can lead to physical and cognitive disability, (Fuentes et al, 2016;Gaynor et al, 2015;Steinman et al, 2009;Westmacott et al, 2009) and significant challenges in social-emotional, behavioural, and academic functioning (Bellinger & Newburger, 2010;Champigny et al, 2020;Gomes et al, 2014;Marlow et al, 2005;Roberts et al, 2019;Williams et al, 2017a;Zhu et al, 2016). Despite improved survival rates of children following neonatal brain injury and serious congenital or early medical conditions, higher rates of neurocognitive, social-emotional, and behavioural challenges remain unchanged over the past 20 years (Calderon & Bellinger, 2015;Williams et al, 2017a).…”

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confidence: 99%

Transdiagnostic feasibility trial of internet-based parenting intervention to reduce child behavioural difficulties associated with congenital and neonatal neurodevelopmental risk: introducing I-InTERACT-North

Burek

Ford

Hooper

et al. 2020

The Clinical Neuropsychologist

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Objective: We examined feasibility and acceptability of an adapted telepsychological parent-child intervention to improve parenting skills and reduce emotional and behavioural difficulties in Canadian families of children at-risk for poor neurodevelopment given congenital or neonatal conditions. Preliminary program efficacy outcomes are also described. Methods: Twenty-two families of children between the ages of 3-8 years with histories of neonatal stroke, hypoxic ischemic encephalopathy (HIE) and serious congenital and neonatal conditions [(congenital heart disease (CHD) or prematurity)] consented to participate in an adapted telepsychological parenting skills training program (I-InTERACT-North). The program helps parents develop positive parenting skills to improve parenting competence and child behaviour through 7 online psychoeducational modules completed independently and 7 videoconference sessions with a therapist. Videoconference sessions include live coaching to support application of skills. Feasibility (i.e., number of participants eligible, consented, refused), adherence (i.e., completion time, retention rates), acceptability (i.e., website experience questionnaire, therapist and parent semi-structured interviews), and preliminary efficacy (i.e., observational coding of parenting skill, self-reported parent competence, parent-reported child behaviour) data were collected. Results: Nineteen of the 22 families (86%) enrolled completed the program in an average of 10 weeks (range: 6-17 weeks). Parents and therapists reported high overall satisfaction with the program ARTICLE HISTORY

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confidence: 99%

Transdiagnostic feasibility trial of internet-based parenting intervention to reduce child behavioural difficulties associated with congenital and neonatal neurodevelopmental risk: introducing I-InTERACT-North

Burek

Ford

Hooper

et al. 2020

The Clinical Neuropsychologist

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“…We first aim to examine if our sample differs from normative expectations (i.e., the population test mean). We predict there will be significant differences between the performance in our lesioned sample and normative expectations based on past work (e.g., Anderson et al, 2009;Champigny et al, 2020), but acknowledge these differences may be small following work that has found consistent, small differences between lesioned populations and normative expectations (e.g., Peterson et al, 2019). We then aim to expand knowledge of the contribution of AgeL for outcomes and examine if AgeL is a reliable predictor of academic skills outcomes in a lifespan sample, while accounting for relevant covariates.…”

Section: Present Studymentioning

confidence: 82%

“…Importantly, the WRAT is a screening tool of academic abilities and there are several other measures that may offer a more in-depth analysis of academic abilities beyond word-reading, spelling, and math. The WRAT has been used in several other studies to examine academic abilities after brain injury (e.g., Anderson et al, 2009; Ballantyne et al, 2008; Champigny et al, 2020; Max et al, 2010; Mosch et al, 2005) and the use of this measure allows us to expand on these studies and offer a lifespan perspective. Future work could benefit from examining more detailed subsections of academic skills.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, does brain injury pose a risk for decreased academic skills when compared to what would be expected? Some work has shown that early brain injury is a risk factor for deficits in academic skills (e.g., Aram & Ekelman, 1988; Champigny et al, 2020; Deotto et al, 2019; Jacomb et al, 2018). For instance, children with early brain injury (i.e., prebirth to late childhood) tend to perform significantly lower on measures of academic skills when compared to normative populations (Anderson et al, 2009; Champigny et al, 2020).…”

Section: Factors Associated With Academic Skills Outcomesmentioning

confidence: 99%

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Academic skills after brain injury: A lifespan perspective.

Sullivan¹,

Bowren²,

Bruss³

et al. 2022

Neuropsychology

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Objectives: This study investigated academic skills outcomes after brain injury and identified the influence of age and injury factors across the lifespan. Method: Our sample included 651 participants with focal brain lesions. Math, reading, and spelling data from the Wide Range Achievement Test (WRAT) were used as the academic skills outcomes. Age of lesion onset ranged from 0 to 85 years old. Linear regressions were conducted to identify the relation between age and injury factors and academic skills outcomes. Lesionsymptom mapping was conducted to identify the brain areas that, when lesioned, were associated with deficits in academic skills. Results: A quadratic model of age of lesion onset significantly predicted math (R 2 = .28, p < .001), reading (R 2 = .29, p < .001), and spelling outcomes (R 2 = .32, p < .001), while accounting for various covariates. Education, sex, lesion size and laterality, etiology, and seizure history were additional reliable predictors of academic skills outcomes across the lifespan. Academic skill deficits were associated with damage to various brain areas across the left-hemisphere frontal, temporal, and parietal lobes, the insular area, and left-and right-hemisphere white matter. Conclusions: This study supports age of lesion onset as a relevant predictor of academic skills after brain injury in a lifespan sample. Several other variables (e.g., education, sex, lesion characteristics, and seizure history) are notable in the prediction of outcomes across the lifespan. Future work could investigate more diverse samples and emphasize recruitment of early onset injuries to examine generalizability and potential critical periods for academic skills.

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“…Besides motor deficits, stroke patients have also been reported to show deficits in terms of executive function, processing speed, attention, and memory [4], [22]. Among them, attention impairment is the most common post-stroke neuropsychological change [23].…”

Section: Discussionmentioning

confidence: 99%

Development of a Brain-Computer Interface-Based Symbol Digit Modalities Test and Validation in Healthy Elderly Volunteers and Stroke Patients

Chen

Gao

2022

IEEE Trans. Neural Syst. Rehabil. Eng.

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Standard cognitive assessment tools often involve motor or verbal responses, making them impossible for severely motor-disabled individuals. Brain-computer interfaces (BCIs) are expected to help severely motor-impaired individuals to perform cognitive assessment because BCIs can circumvent motor and verbal requirements. Currently, the field of research to develop cognitive tasks based on BCI is still in its nascent stage and needs further development. This study explored the possibility of developing a BCI version of symbol digit modalities test (BCI-SDMT). Steady-state visual evoked potential (SSVEP) was adopted to build the BCI and a 9-target SSVEP-BCI was realized to send examinees' responses.A training-free algorithm (i.e., filter bank canonical correlation analysis) was used for SSVEP identification. Thus, examinees are able to start the proposed BCI-SDMT immediately. Eighty-nine healthy elderly volunteers and 9 stroke patients were enrolled to validate the technical feasibility of the developed BCI-SDMT. For all participants, the average recognition accuracies of the developed BCI and BCI-SDMT were 93.89 ± 8.48% and 92.58 ± 10.52%, respectively, were considerably above the chance level (i.e., 11.11%). These results indicated that both healthy elderly volunteers and stroke patients could elicit sufficient SSVEPs to control the BCI. Furthermore, patient use of the developed BCI-SDMT was unaffected by the presence of motor impairment. They could understand instructions, pair numbers with specific symbols, and send commands using the BCI. The proposed BCI-SDMT can be used as a

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Academic outcome in pediatric ischemic stroke

Cited by 15 publications

References 52 publications

Transdiagnostic feasibility trial of internet-based parenting intervention to reduce child behavioural difficulties associated with congenital and neonatal neurodevelopmental risk: introducing I-InTERACT-North

Transdiagnostic feasibility trial of internet-based parenting intervention to reduce child behavioural difficulties associated with congenital and neonatal neurodevelopmental risk: introducing I-InTERACT-North

Academic skills after brain injury: A lifespan perspective.

Development of a Brain-Computer Interface-Based Symbol Digit Modalities Test and Validation in Healthy Elderly Volunteers and Stroke Patients

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