The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: a controlled clinical trial

Chan, Donna; Fong, Kenneth N. K.

doi:10.3109/09638288.2011.556207

Cited by 27 publications

(29 citation statements)

References 42 publications

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“…Chan and Fong (2011) reported that a metacognitive problem-solving skills-training program resulted in a significant improvement in parent ratings of their children's executive function difficulties relative to both baseline ratings and to a control group. A study of 14 preadolescents with TBI versus a matched injured control group showed improvements in several aspects of executive functioning, as rated by parents, following an intervention program involving social mediation, cooperative learning, and metacognitive learning (Braga, Rossi, Moretto, da Silva, & Cole, 2012).…”

Section: Adhdmentioning

confidence: 96%

Contribution of Rating Scales to Intervention for Executive Dysfunction

Isquith

Roth

Kenworthy

et al. 2014

Applied Neuropsychology: Child

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Executive dysfunction is present in children, adolescents, and adults with a wide range of clinical conditions. A growing body of literature has demonstrated the usefulness of rating scales designed to gauge executive functioning in everyday life. In this article, we discuss evidence supporting the use of such rating scales to assess intervention outcome, how they may inform development of interventions, and how comparing rater perspectives can assess awareness of cognitive dysfunction. We provide an example of how an executive function rating scale helped define intervention targets and measured outcomes in a recently published real-world intervention for children with autism spectrum disorder. Rating scales of executive function provide valuable information with respect to treatment planning and assessment of intervention outcome.

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Section: Adhdmentioning

confidence: 96%

Contribution of Rating Scales to Intervention for Executive Dysfunction

Isquith

Roth

Kenworthy

et al. 2014

Applied Neuropsychology: Child

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“…21 Problem-solving training has demonstrated promise in various clinical populations [22][23][24][25][26] ; however, it has only been preliminarily explored in pediatric TBI. [27][28][29][30][31][32][33][34] In a small randomized trial of children aged 5 to 17 years (N = 32), findings showed that family-centered online problem-solving therapy improved internalizing behavioral problems after severe TBI. 32 Initial evidence suggests that problem-solving interventions can also be delivered effectively through a web-based portal directly to children with TBI.…”

Section: Discussionmentioning

confidence: 99%

Online Problem-Solving Therapy for Executive Dysfunction After Child Traumatic Brain Injury

2013

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT:Cognitive and behavioral problems after pediatric traumatic brain injury lead to poor functioning across multiple settings and can persist long-term after injury. Executive dysfunction is particularly common; however, there is a paucity of evidence-based interventions to guide treatment. WHAT THIS STUDY ADDS:This study is among the largest randomized controlled trials performed in pediatric traumatic brain injury. It demonstrates the ability to use an online problemsolving-based intervention to improve caregiver ratings of executive dysfunction within 12 months after injury. abstract OBJECTIVE: Executive dysfunction after traumatic brain injury (TBI) in children is common and leads to significant problems in functioning across multiple settings. The objective of this study was to evaluate the efficacy of a web-based counselor-assisted problem solving (CAPS) intervention compared with an Internet resource comparison (IRC) for treatment of executive dysfunction within 12 months after complicated mild to severe TBI in adolescents. We hypothesized that CAPS would significantly improve parent ratings of executive dysfunction compared with an IRC. METHODS:Participants included 132 adolescents aged 12 to 17 years who sustained a complicated mild to severe TBI within 1 to 6 months before study enrollment. Study design was a multisite, assessorblinded, randomized controlled trial. Study sites included 3 tertiary pediatric hospitals and 2 tertiary general medical centers. The main outcome measure was primary caregiver Behavioral Rating Inventory of Executive Function Global Executive Composite at baseline and 6-month follow-up. Generalized linear models that controlled for baseline scores were used to compare the CAPS and IRC scores. RESULTS:In older teens, the CAPS group showed significant improvement in executive function behaviors at 6-month follow-up compared with the IRC group (F = 6.74, P = .01, Cohen' s d = 0.63). CONCLUSIONS:Findings indicate that web-based CAPS improves primary caregiver-rated executive functioning within the first 12 months after TBI in older adolescents. Future research needs to define the optimal timing after injury for delivery of CAPS and characteristics of individuals and families who are most likely to benefit from CAPS. Pediatrics 2013;132:e158-e166 AUTHORS:

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“…These interventions were applied directly to the children in face-toface group sessions that took place twice a week. 68,69 Poor self-regulation in childhood is a predictor of a variety of mental health problems in adulthood. 8 Hence, it is important to find effective interventions to improve emotional, cognitive, and behavioral self-regulation in children with ABI.…”

Section: Disruptive Behavior At Schoolmentioning

confidence: 99%

A Parenting Program to Reduce Disruptive Behavior in Hispanic Children with Acquired Brain Injury: A Randomized Controlled Trial Conducted in Mexico

Arana

Catroppa

Yáñez-Téllez

et al. 2019

Developmental Neurorehabilitation

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Children with acquired brain injury (ABI) are at risk of impairments in self-regulation and disruptive behavior. We aimed to investigate the effectiveness of the Signposts program to reduce disruptive behavior and improve self-regulation in Hispanic children with ABI, and reduce parental stress and improve parenting practices. Using a randomized controlled trial design, we assigned children (n = 71) and their parents to Signposts or generic telephone support. Blinded assessors conducted assessments at pre-intervention, immediately post-intervention, and at 3 months post-intervention. Signposts was effective in reducing dysfunctional parenting practices. Further, when analyzing participants at risk of behavioral disturbance (n = 46), Signposts was effective in reducing child disruptive behavior in the home environment and emotional self-regulation. No differences were found for parental stress, parent sense of competence, child disruptive behaviors at school, and child cognitive and behavioral selfregulation. The reduction in disruptive behavior was associated with the implementation of authoritative parenting practices (external regulation), and not associated with child self-regulation. ARTICLE HISTORY

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The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: a controlled clinical trial

Abstract: The results of this study supported the use of explicit problem-solving skills training to improve daily functioning for children with ABI, and the need for a larger-scale, randomised controlled study with long-term follow-up.

Cited by 27 publications

References 42 publications

Contribution of Rating Scales to Intervention for Executive Dysfunction

Contribution of Rating Scales to Intervention for Executive Dysfunction

Online Problem-Solving Therapy for Executive Dysfunction After Child Traumatic Brain Injury

A Parenting Program to Reduce Disruptive Behavior in Hispanic Children with Acquired Brain Injury: A Randomized Controlled Trial Conducted in Mexico

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