Online Family Problem Solving for Adolescent Traumatic Brain Injury

Impacto da Tecnologia Assistiva em indivíduos com Dislexia: uma Revisão Sistemática

“…Por outro lado, uma mais valia, porque poderão desempenhar um papel muito relevante ao nível do suporte social -assumido como um dos aspetos fortes para o sucesso da reabilitação (Wade & Hung, 2015).…”

Reflections on the physical, executive developmental and systems applied framework in child neuropsychological rehabilitation

“…school, college, therapy team). Examples of what regulation might look like include provision of training, supervision and therapeutic reflective spaces for teams to support communication and a shared understanding of the impact of brain injury on functioning and development across different environments, inclusion of systems and routines to promote structure and predictability for the young person and those supporting them, and antecedent management of behavioural and emotional dysregulation (Braga et al, 2005; Wade & Hung, 2015; Watson et al, 2015).…”

“…Limond et al’s (2014) Paediatric Neuropsychology Intervention (PNI) model proposes that child neuropsychological rehabilitation should include interventions that promote a child’s cognitive development and skill-building of identified weak cognitive networks. Research into cognitive rehabilitation for children is categorised into drill-based repeated practice training, mostly delivered via computerised ‘brain training’ games or on paper targeting a specific cognitive function, working memory, for example; metacognitive and strategy use, to prompt children to ‘think about their thinking’; and the use of external aids, for example, the consistent use of smart phones and notes and reminders to compensate for cognitive difficulties (Hellgren et al, 2015; Resch et al, 2018; Wade & Hung, 2015). Research has highlighted the importance of considering the dynamic and changing nature of brain and cognitive development and changing developmental needs of children (Camm et al, 2020) and that cognitive interventions are most promising when they are intensive, appropriate for the developmental stage of the child and provided in a family- or peer-supported context (Resch et al, 2018).…”