Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury

Abstract 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 an 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 behaviour checklist. Results Analyses were conducted for 17 participants (RST, n = 8; HWA, n = 9; mean age 14.70 ± 2.17 years, 11 males) indicating the study was successful in that it showed improvements in working memory ( F (14) = 5.44, P = 0.04; η 2 = 0.19), inhibition ( F (14) = 10.18, P = 0.007; η 2 = 0.75) and cognitive flexibility ( F (14) = 5.36, P = 0.04; η 2 = 0.57). Conclusions These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.