准备！开始？让我们开始训练吧！：强化注意力训练计划的可行性及其对儿童外伤性脑损伤的有益效果。
Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury.
机构信息
Department of Psychology, University of Montreal, Montreal, Quebec, Canada; Sainte-Justine Hospital Research Center, Montreal, Quebec, Canada; Le Bouclier Rehabilitation Center, Saint-Jérôme, Quebec, Canada.
Le Bouclier Rehabilitation Center, Saint-Jérôme, Quebec, Canada.
出版信息
Ann Phys Rehabil Med. 2018 Jul;61(4):189-196. doi: 10.1016/j.rehab.2017.05.001. Epub 2017 Jul 1.
BACKGROUND
Attention deficits are common after pediatric Traumatic Brain Injury (TBI); they complicate return to activities of daily living and disrupt socioacademic reintegration. Yet, clinicians in rehabilitation settings have limited access to cognitive remediation protocols for which feasibility has been demonstrated.
OBJECTIVE
The aim of this study was to evaluate the feasibility of intensive attention process training program Ready! Set? Let's Train! (RST), based on an adaptation of the Attention Process Training-I program.
MATERIALS AND METHODS
In a randomized controlled trial, participants with attention deficits were assigned to receive the attention process training intervention (RST) or Homework Assistance (HWA). Pre- and post-intervention assessments consisted of standardized attentional and executive tests and a behavior checklist.
RESULTS
Analyses conducted for 17 participants (RST, n=8; HWA, n=9; mean age 14.70±2.17 years, 11 males) indicated the study was successful in that it showed improvements in working memory (F(14)=5.44, P=0.04; η=0.19), inhibition (F(14)=10.18, P=0.007; η=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η=0.57).
CONCLUSIONS
These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.
背景
小儿创伤性脑损伤（TBI）后常出现注意力缺陷；它们使日常生活活动的恢复复杂化，并扰乱社会学术的重新融合。然而，康复环境中的临床医生获得已证明具有可行性的认知矫正方案的机会有限。
目的
本研究旨在评估基于注意力过程训练计划 Attention Process Training-I 改编的强化注意力过程训练计划 Ready! Set? Let's Train!（RST）的可行性。
材料和方法
在一项随机对照试验中，注意力缺陷的参与者被分配接受注意力过程训练干预（RST）或家庭作业援助（HWA）。干预前后评估包括标准化注意力和执行功能测试以及行为检查表。
结果
对 17 名参与者（RST，n=8；HWA，n=9；平均年龄 14.70±2.17 岁，11 名男性）进行的分析表明，该研究成功地表明工作记忆（F(14)=5.44，P=0.04；η=0.19）、抑制（F(14)=10.18，P=0.007；η=0.75）和认知灵活性（F(14)=5.36，P=0.04；η=0.57）得到了改善。
结论
这些发现表明，对注意力和执行功能进行联合的特定过程和元认知策略训练具有积极的支持作用。
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