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Lundi : 8h-18h30
Mardi : 8h-17h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h30-12h30 et 13h-14h30
Attention,
Votre centre de documentation sera fermé ce lundi 26 août.
Également, ce mercredi 28 août il sera fermé de 12 à 13h.
Enfin, ce jeudi 29 août il ouvrira à 14h45.
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Détail de l'auteur
Auteur Annie Lahaie |
Documents disponibles écrits par cet auteur
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Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury / Marilou Séguin in Annals of physical and rehabilitation medicine, Vol. 61, n°4 (Juillet 2018)
[article]
Titre : Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury Type de document : texte imprimé Auteurs : Marilou Séguin ; Annie Lahaie ; Célia Matte-Gagné ; Miriam H. Beauchamp Année de publication : 2018 Article en page(s) : p. 189-196 Note générale : Doi : 10.1016/j.rehab.2017.05.001 Langues : Anglais (eng) Mots-clés : Cognitive rehabilitation program Traumatic brain injury Children Attention Executive functions Résumé : 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; η2=0.19), inhibition (F(14)=10.18, P=0.007; η2=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η2=0.57).
Conclusions
These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.Permalink : ./index.php?lvl=notice_display&id=80590
in Annals of physical and rehabilitation medicine > Vol. 61, n°4 (Juillet 2018) . - p. 189-196[article] Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury [texte imprimé] / Marilou Séguin ; Annie Lahaie ; Célia Matte-Gagné ; Miriam H. Beauchamp . - 2018 . - p. 189-196.
Doi : 10.1016/j.rehab.2017.05.001
Langues : Anglais (eng)
in Annals of physical and rehabilitation medicine > Vol. 61, n°4 (Juillet 2018) . - p. 189-196
Mots-clés : Cognitive rehabilitation program Traumatic brain injury Children Attention Executive functions Résumé : 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; η2=0.19), inhibition (F(14)=10.18, P=0.007; η2=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η2=0.57).
Conclusions
These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.Permalink : ./index.php?lvl=notice_display&id=80590 Exemplaires (1)
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