Training to Optimize Learning After Traumatic Brain Injury

Skidmore, Elizabeth R.

doi:10.1007/s40141-015-0081-6

Cited by 20 publications

(13 citation statements)

References 78 publications

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“…A reduction in the number of targets would decrease the amount of contextual interference. Although it is well established that high contextual interference situations result in positive transfer of learning in a healthy system (Battig, 1979;MaGill & Hall, 1990;Shea & Morgan, 1979) more research is needed to identify the optimal balance of contextual interference to facilitate learning following a brain injury (Skidmore, 2015). Prior MLG studies ranged from 15 to 30 items trained at one time.…”

Section: Introductionmentioning

confidence: 99%

Motor learning guided treatment for acquired apraxia of speech

Johnson

2017

Speech, Language and Hearing

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Purpose: The purpose of this study was to expand the evidence on the effectiveness of motor learning guided approach for the treatment of acquired apraxia of speech. This study investigated the influence of practice frequency and number of targets per practice set on transfer of speech motor learning. Method: This is a multiple baseline single-case study across two treatment cycles involving two individuals with chronic acquired apraxia of speech. Treatment Cycle 1 investigated the influence of self-controlled practice on speech motor learning through two conditions of practice. Treatment Cycle 2 investigated the influence of number of targets on transfer of learning. Results: There was a treatment effect for both participants in both treatment cycles. In Treatment Cycle 1, both participants demonstrated speech motor learning on treated stimuli in all practice conditions and no transfer of learning to untrained phrases. In Treatment Cycle 2, the number of targets was reduced. A change in speech motor learning was demonstrated by both participants on the trained phrases as well as a transfer of learning as measured by performance on untrained set of phrases. Conclusion: The outcomes of this study contribute to the growing evidence supporting the effectiveness of motor learning guided treatment for acquired apraxia of speech.

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Section: Introductionmentioning

confidence: 99%

Motor learning guided treatment for acquired apraxia of speech

Johnson

2017

Speech, Language and Hearing

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“…[6] A recent Cochrane review showed that in comparison with standard physiotherapy or placebo, people who repetitively performed functional tasks showed small improvements in upper-limb function and walking. [6] Similar positive evidence has been shown for repetitive task training in people with TBI for acquiring and retaining specific skills, [7] and in people with multiple sclerosis repetitive exercise training has been shown to positively influence many outcomes including walking. [8] Providing cues to encourage, guide and praise people undergoing therapy or rehabilitation is considered a key component of therapy and is thought to improve learning.…”

Section: Introductionmentioning

confidence: 68%

“…6 3/4 studies rated as serious, 1/4 studies rated as no risk of bias and 1/5 studies rated as very serious risk of bias so overall judged to be serious risk of bias. 7 3/4 studies rated to be very serious risk of bias 8 No explanation was provided 9 7/10 studies rated as serious risk of bias, 1/10 studies rated as very serious risk of bias and 2/10 studies rated as no risk of bias…”

Section: Declarations Of Interestmentioning

confidence: 99%

Effectiveness of external cues to facilitate task performance in people with neurological disorders: a systematic review and meta-analysis

Harrison

Laver

Ninnis

et al. 2018

Disability and Rehabilitation

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Providing cues to encourage successful task performance is a core component of rehabilitation, however there is limited evidence on the type of cueing or which tasks benefit most from external cueing. Low-quality evidence suggests there may be a beneficial effect of cueing (any type) on walking speed. Sufficiently powered randomised controlled trials are needed to inform therapists of the most effective cueing strategies to improve activity performance in populations with a neurological disorder. Implications for rehabilitation Providing cues is a core component of rehabilitation and may improve successful task performance and activities in people with neurological conditions including stroke, Parkinson's disease, Alzheimer's disease, traumatic brain injury, and multiple sclerosis, but evidence is limited for most neurological conditions with much research focusing on stroke and Parkinson's disease. Therapists should consider using a range of different types of cues depending on the aims of treatment and the neurological condition. There is currently insufficient evidence to suggest one form of cueing is superior to other forms. Therapists should appreciate that responding optimally to cues may take many sessions to have an effect on activities such as walking. Further studies should be conducted over a longer timeframe to examine the effects of different types of cues towards task performance and activities in people with neurological conditions.

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“…For example, several frequently occurring pathophysiological consequences of TBI (e.g., hypoxia, seizure activity) disproportionately affect the structure and function of the hippocampus, making hippocampal damage one of the most likely consequences of injury (Tate and Bigler, 2000 ; Vespa et al, 2010 ; Atkins, 2011 ; Palacios et al, 2013 ; Sharp et al, 2014 ; Irimia and Van Horn, 2015 ). These hippocampal-dependent declarative memory deficits are of high functional significance, as they can interfere with rehabilitation efforts and community reintegration and independence following TBI (Skidmore, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Relational Memory at Short and Long Delays in Individuals With Moderate-Severe Traumatic Brain Injury

Morrow

Dulas

Cohen

et al. 2020

Front. Hum. Neurosci.

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Memory deficits are a common and frequently-cited consequence of moderate-severe traumatic brain injury (TBI). However, we know less about how TBI influences relational memory, which allows the binding of the arbitrary elements of experience and the flexible use and recombination of relational representations in novel situations. Relational memory is of special interest for individuals with TBI, given the vulnerability of the hippocampus to injury mechanisms, as well as a growing body of literature establishing the role of relational memory in flexible and goal-directed behavior. In this study, participants with and without a history of moderate-severe TBI completed a continuous relational memory task for face-scene pairings. Participants with TBI exhibited a disruption in relational memory not only when tested after a delay, but also when tested with no experimenter-imposed delay after stimulus presentation. Further, canonical assessments of working and episodic memory did not correspond with performance on the face-scene task, suggesting that this task may tap into relational memory differently and with greater sensitivity than standardized memory assessments. These results highlight the need for rigorous assessment of relational memory in TBI, which is likely to detect deficits that have specific consequences for community reintegration and long-term functional outcomes.

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Training to Optimize Learning After Traumatic Brain Injury

Cited by 20 publications

References 78 publications

Motor learning guided treatment for acquired apraxia of speech

Motor learning guided treatment for acquired apraxia of speech

Effectiveness of external cues to facilitate task performance in people with neurological disorders: a systematic review and meta-analysis

Relational Memory at Short and Long Delays in Individuals With Moderate-Severe Traumatic Brain Injury

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