Social Participation and Navigation (SPAN) program for adolescents with acquired brain injury: Pilot findings.

Wade, Shari L.; Bedell, Gary; King, Jessica; Jacquin, Michele; Turkstra, Lyn S.; Haarbauer‐Krupa, Juliet; Johnson, Jarrett L.; Salloum, Ralph; Narad, Megan E.

doi:10.1037/rep0000187

Cited by 27 publications

(55 citation statements)

References 56 publications

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“…In particular, 6 studies focused on the Counselor-Assisted Problem Solving (CAPS) intervention [53, 54, 56, 69–71], 2 studies on the Online Family Problem-Solving (OFPS) program [55, 72], and 4 studies on the Teen Online Problem-Solving (TOPS) intervention [22, 23, 57, 58]. The remaining 2 studies focused on the Social Participation and Navigation (SPAN) intervention [48, 73], a training aimed at improving social abilities in children with TBI or brain tumor.…”

Section: Resultsmentioning

confidence: 99%

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Remote Technology-Based Training Programs for Children with Acquired Brain Injury: A Systematic Review and a Meta-Analytic Exploration

Corti

Oldrati

Oprandi

et al. 2019

Behavioural Neurology

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Introduction. Multidisciplinary rehabilitation interventions are considered to be a need for children with acquired brain injury (ABI), in order to remediate the important sequelae and promote adjustment. Technology-based treatments represent a promising field inside the rehabilitation area, as they allow delivering interventions in ecological settings and creating amusing exercises that may favor engagement. In this work, we present an overview of remote technology-based training programs (TP) addressing cognitive and behavioral issues delivered to children with ABI and complement it with the results of a meta-analytic exploration. Evidence Acquisition. We performed the review process between January and February 2019. 32 studies were included in the review, of which 14 were further selected to be included in the meta-analysis on TP efficacy. Evidence Synthesis. Based on the review process, the majority of TP addressing cognitive issues and all TP focusing on behavioral issues were found to be effective. Two meta-analytic models examining the means of either cognitive TP outcomes or behavioral TP outcomes as input outcome yielded a nonsignificant effect size for cognitive TP and a low-moderate effect size for behavioral TP. Additional models on outcomes reflecting the greatest beneficial effects of TP yielded significant moderate effect sizes for both types of TP. Nevertheless, consistent methodological heterogeneity was observed, pointing to cautious interpretation of findings. A subgroup analysis on visuospatial skill outcomes showed a smaller yet significant effect size of cognitive TP, with low heterogeneity, providing a more reliable estimation of overall cognitive TP effects. Conclusions. Promising results on remote cognitive and behavioral TP efficacy emerged both at the review process and at the meta-analytic investigation. Nevertheless, the high heterogeneity that emerged across studies prevents us from drawing definite conclusions. Further research is needed to identify whether specific training characteristics and population subgroups are more likely to be associated with greater training efficacy.

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Section: Resultsmentioning

confidence: 99%

“…Moreover, 4 records from software programs' website [44–47] were found. One more article meeting the eligibility criteria was found from expert network [48], leading to a total of 32 studies considered for this work. Figure 1 depicts the study inclusion procedure.…”

Section: Methodsmentioning

confidence: 99%

Remote Technology-Based Training Programs for Children with Acquired Brain Injury: A Systematic Review and a Meta-Analytic Exploration

Corti

Oldrati

Oprandi

et al. 2019

Behavioural Neurology

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“…Limited access to psychological services has fuelled increasing interest in implementing technology to broaden intervention options. Some studies involved telephone-based [18–21] or computer-based [22, 23] interventions, while others employed diverse technologies such web-based programs [24, 25], mobile applications [26], videogames [27], and virtual reality [28].…”

Section: Resultsmentioning

confidence: 99%

Psychological Intervention in Traumatic Brain Injury Patients

Gómez-de-Regil

Estrella-Castillo

Vega-Cauich³

2019

Behavioural Neurology

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Objective. To provide a brief and comprehensive summary of recent research regarding psychological interventions for patients surviving a traumatic brain injury. Methods. A bibliographical search was performed in PubMed, Cochrane Library, PsycNET, Scopus, ResearchGate, and Google Scholar online databases. Analysis included distribution by year of publication, age stage of participants (paediatric, adult), location of the research team, study design, type of intervention, and main outcome variables. Results. The initial search eliciting 1541 citations was reduced to 62 relevant papers. Most publications had adult samples (88.7%). The United States outstands as the country with more research (58.1%); Latin America countries provided no results. Cognitive behavioural therapy (CBT) was the most widely used approach for treatment of (sub)clinical mental disturbances (41.9%). Neuropsychological interventions were scarce (4.8%). Outcome measures included psychiatric disorders (e.g., posttraumatic stress disorder (PTSD), depression, and anxiety) (37.1%), postconcussive symptoms (16.1%), cognitive and functional deficits (48.1%), and social and psychological dimensions (62.9%). Conclusions. CBT outstands as the preferred therapeutic approach for treating behavioural and emotional disturbances. Also, other related therapies such as dialectical behaviour, mindfulness, and acceptance and commitment therapies have been proposed, and probably in the years to come, more literature regarding their effectiveness will be available. On the other hand, evidence showed that interventions from the field of neuropsychology are minimal if compared with its contribution to assessment. Future research should be aimed at performing studies on more diverse populations (e.g., nonmilitary communities and paediatric and Latin American populations) and at controlling designs to examine the therapeutic efficacy of psychotherapeutic and neurocognitive rehabilitation interventions and compare amelioration by injury severity, age of patients, and clinical profile, in the hopes of creating better guidelines for practitioners.

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“…More recently, peer support interventions have been used to support increased social participation and effective social goal setting using the Social Participation and Navigation (SPAN) program for adolescents with acquired brain injury. 91 In this program, adolescents are provided with online resources to support social participation and social goal setting. The adolescents also participate in Skype interactions with peer coaches who support the participants in identifying social goals, developing a plan of goaldirected behavior, and identifying and addressing barriers if goals were not achieved.…”

Section: Peer Involvementmentioning

confidence: 99%

“…Additionally, the adolescent participants reported greater confidence in their ability to participate socially and develop social participation goals and plans. 91 There is also literature to support the efficacy of arts-based interventions focusing on theater skills training to facilitate social skills and participation for youth with TBI. Two studies reported on an intervention during which participants met daily for 4 hours over a period of 3 weeks in a theater skills program that focused on enhancing five main abilities including (1) collaboration, (2) self-awareness/ awareness of others and the environment, (3) relaxation, (4) listening, and (5) curiosity and imagination.…”

Section: Peer Involvementmentioning

confidence: 99%

A Conceptual Framework of Social Communication: Clinical Applications to Pediatric Traumatic Brain Injury

Wiseman-Hakes

Kakonge

Doherty³

et al. 2020

Semin Speech Lang

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Social communication impairments are common following pediatric traumatic brain injury (TBI) and can lead to social isolation, and poor social outcomes. Social communication has been documented as a persistent area of need in terms of proper assessment and intervention; however, this is not consistently addressed in clinical practice. While there is a body of evidence regarding social communication impairments and pediatric TBI, this area is not yet fully understood and remains underrecognized. To meet this gap, we provide a conceptual framework of social communication from a neurodevelopmental perspective, which can be applied to better understand the social communication impairments associated with pediatric TBI. We propose a general model of social communication with component constructs and consideration of internal factors such as sex and gender. These can inform considerations, clinical applications, and future research in assessment and evidence-based interventions within the domain of social communication.

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Social Participation and Navigation (SPAN) program for adolescents with acquired brain injury: Pilot findings.

Cited by 27 publications

References 56 publications

Remote Technology-Based Training Programs for Children with Acquired Brain Injury: A Systematic Review and a Meta-Analytic Exploration

Remote Technology-Based Training Programs for Children with Acquired Brain Injury: A Systematic Review and a Meta-Analytic Exploration

Psychological Intervention in Traumatic Brain Injury Patients

A Conceptual Framework of Social Communication: Clinical Applications to Pediatric Traumatic Brain Injury

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