Memory outcomes following cognitive interventions in children with neurological deficits: A review with a focus on under-studied populations

Abstract

Given the primary role of memory in children's learning and well-being, the aim of this review was to examine the outcomes of memory remediation interventions in children with neurological deficits as a function of the affected memory system and intervention method. Fifty-seven studies that evaluated the outcome of memory interventions in children were identified. Thirty-four studies met the inclusion criteria, and were included in a systematic review. Diverse rehabilitation methods for improving explicit and implicit memory in children were reviewed. The analysis indicates that teaching restoration strategies may improve, and result in the generalisation of, semantic memory and working memory performance in children older than 7 years with mild to moderate memory deficits. Factors such as longer protocols, emotional support, and personal feedback contribute to intervention efficacy. In addition, the use of compensation aids seems to be highly effective in prospective memory tasks. Finally, the review unveiled a lack of studies with young children and the absence of group interventions. These findings point to the importance of future evidence-based intervention protocols in these areas.

Effects of the EXAT neuropsychological multilevel intervention on behavior problems in children with executive function deficits

“…A comprehensive or holistic approach to the rehabilitation of EF aims to overcome the limitations of exercise or drill-based approaches to paediatric rehabilitation, and to support generalization to everyday life (see Butler, 2007). Psychosocial adjustment and functioning, along with the use of compensation aids, are considered critical parts of holistic rehabilitation (Butler, 2007;Schaffer & Geva, 2016). Further, Limond, Adlam, and Cormack (2014) and Wilson (2013) suggest that the developmental needs of both the child and the family should be met by taking into account the cognitive, emotional, social, and functional aspects of EF development.…”

Memory, Executive Skills, and Psychosocial Phenotype in Children with Pharmacoresponsive Epilepsy: Reactivity to Intervention

“…The specific neuropsychological profile includes short-term memory deficits (STM; auditory, verbal, and visual), working memory (WM), and auditory verbal long-term memory (LTM) deficits with preserved long-term visual memory skills (5, 7, 9, 11, 12). The cluster of deficits points to a modality issue, underscoring a particular sensitivity in coding and memorizing auditory verbal material as compared with non-verbal or visual stimuli (5, 8, 11, 13).…”

“…In addition, EF that play significant roles in memory functions (20, 21) and in memory rehabilitation (12) frequently demonstrate deficits in pharmacoresponsive epilepsies (especially absence and self-limited epilepsy of childhood) (12, 21, 22). …”

“…In the past 8 years, however, five reviews of cognitive interventions in children were conducted (12, 31–34), as well as one meta-analysis (35), and one review on the applicability of cognitive rehabilitation for children with acquired brain injury (ABI) (36). …”

“…Also, these studies focused on a pediatric population with ABI. As far as we know, no memory rehabilitation for children with epilepsy was published yet (12). Therefore, we thought that focusing on memory rehabilitation on this understudied population is important.…”