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Executive functions and attention 7 years after severe childhood traumatic brain injury : Results of the Traumatisme Grave de l’Enfant (TGE) cohort / Clément Le Fur in Annals of physical and rehabilitation medicine, Vol. 63, n°4 (Juillet 2020)
[article]
Titre : Executive functions and attention 7 years after severe childhood traumatic brain injury : Results of the Traumatisme Grave de l’Enfant (TGE) cohort Type de document : texte imprimé Auteurs : Clément Le Fur ; Hugo Câmara-Costa ; Leila Francillette ; Marion Opatowski ; Anna Toure ; Dominique Brugel ; Anne Laurent-Vannier ; Philippe Meyer ; Laurence Watier ; Georges Dellatolas ; Mathilde Chevignard Année de publication : 2020 Article en page(s) : p. 270-279 Note générale : doi.org/10.1016/j.rehab.2019.09.003 Langues : Anglais (eng) Mots-clés : Severe traumatic brain injury Child Adolescent Long-term outcome Executive functions Résumé : Objectives
Severe childhood traumatic brain injury (TBI) leads to long-standing executive function and attention deficits, with negative consequences for participation, academic outcome and independence. This study aimed to assess executive function and attention 7 years after severe childhood TBI in comparison with a matched control group and to investigate associated factors.
Methods
Children (< 15 years) with severe accidental TBI consecutively admitted in a single trauma center over 3 years were included in the Traumatisme Grave de l’Enfant (TGE) prospective longitudinal study. Of the 81 children initially included, 65 survived. At 7 years post-TBI, executive functions and attention were assessed in 27 participants (42 % of the 65 survivors) by using a combination of computerized tasks from the Test of Attentional Performance (TAP) and the Behavioral Rating of Executive Functions (BRIEF) questionnaire. Patients were compared to a group of 27 typically developing controls who were matched for sex, age and parental education level.
Results
Among the 27 participants, mean (SD) age at injury was 7.7 (4.6) years, and mean length of coma 5.6 (4.6) days. Regarding the TAP, the number of errors was significantly higher (P = 0.003) and reaction time marginally slower (P = 0.08) in the TBI than control group. The BRIEF questionnaire completed by parents indicated significantly more executive difficulties in the TBI than control group (Behavior Regulation Index, P = 0.005; Metacognitive index, P = 0.02; Global Executive Composite, P = 0.012). Correlations between BRIEF and TAP scores did not reach statistical significance. BRIEF total score was correlated moderately with length of coma (r = 0.40, P = 0.037), and TAP scores were correlated with the Full-Scale Intellectual Quotient (total number of errors: r = -0.48; P = 0.01; mean reaction time: r = −0.51; P = 0.009).
Conclusions
Executive and attention deficits were evident 7 years after severe childhood TBI. Computerized tasks and questionnaires provide complementary and non-redundant information. Systematic long-term follow-up should be provided until the transition to adulthood, to assess ongoing development and to implement timely tailored interventions.Permalink : ./index.php?lvl=notice_display&id=90823
in Annals of physical and rehabilitation medicine > Vol. 63, n°4 (Juillet 2020) . - p. 270-279[article] Executive functions and attention 7 years after severe childhood traumatic brain injury : Results of the Traumatisme Grave de l’Enfant (TGE) cohort [texte imprimé] / Clément Le Fur ; Hugo Câmara-Costa ; Leila Francillette ; Marion Opatowski ; Anna Toure ; Dominique Brugel ; Anne Laurent-Vannier ; Philippe Meyer ; Laurence Watier ; Georges Dellatolas ; Mathilde Chevignard . - 2020 . - p. 270-279.
doi.org/10.1016/j.rehab.2019.09.003
Langues : Anglais (eng)
in Annals of physical and rehabilitation medicine > Vol. 63, n°4 (Juillet 2020) . - p. 270-279
Mots-clés : Severe traumatic brain injury Child Adolescent Long-term outcome Executive functions Résumé : Objectives
Severe childhood traumatic brain injury (TBI) leads to long-standing executive function and attention deficits, with negative consequences for participation, academic outcome and independence. This study aimed to assess executive function and attention 7 years after severe childhood TBI in comparison with a matched control group and to investigate associated factors.
Methods
Children (< 15 years) with severe accidental TBI consecutively admitted in a single trauma center over 3 years were included in the Traumatisme Grave de l’Enfant (TGE) prospective longitudinal study. Of the 81 children initially included, 65 survived. At 7 years post-TBI, executive functions and attention were assessed in 27 participants (42 % of the 65 survivors) by using a combination of computerized tasks from the Test of Attentional Performance (TAP) and the Behavioral Rating of Executive Functions (BRIEF) questionnaire. Patients were compared to a group of 27 typically developing controls who were matched for sex, age and parental education level.
Results
Among the 27 participants, mean (SD) age at injury was 7.7 (4.6) years, and mean length of coma 5.6 (4.6) days. Regarding the TAP, the number of errors was significantly higher (P = 0.003) and reaction time marginally slower (P = 0.08) in the TBI than control group. The BRIEF questionnaire completed by parents indicated significantly more executive difficulties in the TBI than control group (Behavior Regulation Index, P = 0.005; Metacognitive index, P = 0.02; Global Executive Composite, P = 0.012). Correlations between BRIEF and TAP scores did not reach statistical significance. BRIEF total score was correlated moderately with length of coma (r = 0.40, P = 0.037), and TAP scores were correlated with the Full-Scale Intellectual Quotient (total number of errors: r = -0.48; P = 0.01; mean reaction time: r = −0.51; P = 0.009).
Conclusions
Executive and attention deficits were evident 7 years after severe childhood TBI. Computerized tasks and questionnaires provide complementary and non-redundant information. Systematic long-term follow-up should be provided until the transition to adulthood, to assess ongoing development and to implement timely tailored interventions.Permalink : ./index.php?lvl=notice_display&id=90823 Exemplaires (1)
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Exclu du prêtInfluence of non-contextual auditory stimuli on navigation in a virtual reality context involving executive functions among patients after stroke / Mélanie Cogné in Annals of physical and rehabilitation medicine, Vol. 61, n°6 (Novembre 2018)
[article]
Titre : Influence of non-contextual auditory stimuli on navigation in a virtual reality context involving executive functions among patients after stroke Type de document : texte imprimé Auteurs : Mélanie Cogné ; Marie-Hélène Voilleau ; Evelyne Klinger ; Pierre-Alain Joseph Année de publication : 2018 Article en page(s) : p. 372-379 Note générale : Doi : 10.1016/j.rehab.2018.01.002 Langues : Anglais (eng) Mots-clés : Spatial navigation Virtual reality VAP-S Auditory stimuli Executive functions Inhibit Résumé : Background
Topographical disorientation is frequent among patients after a stroke and can be well explored with virtual environments (VEs). VEs also allow for the addition of stimuli. A previous study did not find any effect of non-contextual auditory stimuli on navigational performance in the virtual action planning-supermarket (VAP-S) simulating a medium-sized 3D supermarket. However, the perceptual or cognitive load of the sounds used was not high.
Objective
We investigated how non-contextual auditory stimuli with high load affect navigational performance in the VAP-S for patients who have had a stroke and any correlation between this performance and dysexecutive disorders.
Methods
Four kinds of stimuli were considered: sounds from living beings, sounds from supermarket objects, beeping sounds and names of other products that were not available in the VAP-S. The condition without auditory stimuli was the control. The Groupe de réflexion pour l’évaluation des fonctions exécutives (GREFEX) battery was used to evaluate executive functions of patients.
Results
The study included 40 patients who have had a stroke (n=22 right-hemisphere and n=18 left-hemisphere stroke). Patients’ navigational performance was decreased under the 4 conditions with non-contextual auditory stimuli (P<0.05), especially for those with dysexecutive disorders. For the 5 conditions, the lower the performance, the more GREFEX tests were failed. Patients felt significantly disadvantaged by the non-contextual sounds sounds from living beings, sounds from supermarket objects and names of other products as compared with beeping sounds (P<0.01). Patients’ verbal recall of the collected objects was significantly lower under the condition with names of other products (P<0.001). Left and right brain-damaged patients did not differ in navigational performance in the VAP-S under the 5 auditory conditions.
Conclusions
These non-contextual auditory stimuli could be used in neurorehabilitation paradigms to train patients with dysexecutive disorders to inhibit disruptive stimuli.Permalink : ./index.php?lvl=notice_display&id=82387
in Annals of physical and rehabilitation medicine > Vol. 61, n°6 (Novembre 2018) . - p. 372-379[article] Influence of non-contextual auditory stimuli on navigation in a virtual reality context involving executive functions among patients after stroke [texte imprimé] / Mélanie Cogné ; Marie-Hélène Voilleau ; Evelyne Klinger ; Pierre-Alain Joseph . - 2018 . - p. 372-379.
Doi : 10.1016/j.rehab.2018.01.002
Langues : Anglais (eng)
in Annals of physical and rehabilitation medicine > Vol. 61, n°6 (Novembre 2018) . - p. 372-379
Mots-clés : Spatial navigation Virtual reality VAP-S Auditory stimuli Executive functions Inhibit Résumé : Background
Topographical disorientation is frequent among patients after a stroke and can be well explored with virtual environments (VEs). VEs also allow for the addition of stimuli. A previous study did not find any effect of non-contextual auditory stimuli on navigational performance in the virtual action planning-supermarket (VAP-S) simulating a medium-sized 3D supermarket. However, the perceptual or cognitive load of the sounds used was not high.
Objective
We investigated how non-contextual auditory stimuli with high load affect navigational performance in the VAP-S for patients who have had a stroke and any correlation between this performance and dysexecutive disorders.
Methods
Four kinds of stimuli were considered: sounds from living beings, sounds from supermarket objects, beeping sounds and names of other products that were not available in the VAP-S. The condition without auditory stimuli was the control. The Groupe de réflexion pour l’évaluation des fonctions exécutives (GREFEX) battery was used to evaluate executive functions of patients.
Results
The study included 40 patients who have had a stroke (n=22 right-hemisphere and n=18 left-hemisphere stroke). Patients’ navigational performance was decreased under the 4 conditions with non-contextual auditory stimuli (P<0.05), especially for those with dysexecutive disorders. For the 5 conditions, the lower the performance, the more GREFEX tests were failed. Patients felt significantly disadvantaged by the non-contextual sounds sounds from living beings, sounds from supermarket objects and names of other products as compared with beeping sounds (P<0.01). Patients’ verbal recall of the collected objects was significantly lower under the condition with names of other products (P<0.001). Left and right brain-damaged patients did not differ in navigational performance in the VAP-S under the 5 auditory conditions.
Conclusions
These non-contextual auditory stimuli could be used in neurorehabilitation paradigms to train patients with dysexecutive disorders to inhibit disruptive stimuli.Permalink : ./index.php?lvl=notice_display&id=82387 Exemplaires (1)
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Exclu du prêtReady! 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)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt