一项针对青少年在线问题解决的随机试验，以改善儿童创伤性脑损伤后执行功能缺陷。
A randomized trial of teen online problem solving for improving executive function deficits following pediatric traumatic brain injury.
机构信息
Department of Pediatrics, Cincinnati Children's Hospital Medical Center, and College of Medicine, University of Cincinnati, Cincinnati, Ohio 45229, USA.
出版信息
J Head Trauma Rehabil. 2010 Nov-Dec;25(6):409-15. doi: 10.1097/HTR.0b013e3181fb900d.
OBJECTIVE
To examine the efficacy of teen online problem solving (TOPS) in improving executive function (EF) deficits following traumatic brain injury (TBI) in adolescence.
METHODS
Families of adolescents (aged 11-18 years) with moderate to severe TBI were recruited from the trauma registry of 2 tertiary-care children's hospitals and then randomly assigned to receive TOPS (n = 20), a cognitive-behavioral, skill-building intervention, or access to online resources regarding TBI (Internet resource comparison; n = 21). Parent and teen reports of EF were assessed at baseline and a posttreatment follow-up (mean = 7.88 months later).
RESULTS
Improvements in self-reported EF skills were moderated by TBI severity, with teens with severe TBI in the TOPS treatment reporting significantly greater improvements than did those with severe TBI in the Internet resource comparison. The treatment groups did not differ on parent ratings of EF at the follow up.
CONCLUSIONS
Findings suggest that TOPS may be effective in improving EF skills among teens with severe TBI.
目的
研究青少年在线问题解决（TOPS）在改善青少年创伤性脑损伤（TBI）后执行功能（EF）缺陷方面的疗效。
方法
从 2 家三级儿童医院的创伤登记处招募了患有中重度 TBI 的青少年（年龄 11-18 岁）的家庭，并随机分配接受 TOPS（n=20）、认知行为、技能培养干预或访问 TBI 的在线资源（互联网资源比较；n=21）。在基线和治疗后随访（平均 7.88 个月后）评估家长和青少年的 EF 报告。
结果
自我报告的 EF 技能的改善受到 TBI 严重程度的调节，TOPS 治疗中患有重度 TBI 的青少年的报告显示出显著更大的改善，而互联网资源比较中患有重度 TBI 的青少年则没有。在随访时，EF 的父母评分两组之间没有差异。
结论
研究结果表明，TOPS 可能对改善重度 TBI 青少年的 EF 技能有效。
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