Training of attention and memory deficits in children with acquired brain injury
This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI). Aim: The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT‐C) programme for children with ABI can be integrated in the child’s school, (2) whether...
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| Veröffentlicht in: | Acta Paediatrica 2010-02, Vol.99 (2), p.230-236 |
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| creator | Sjö, N Madsen Spellerberg, S Weidner, S Kihlgren, M |
| description | This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI).
Aim: The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT‐C) programme for children with ABI can be integrated in the child’s school, (2) whether supervision in the school‐setting maintains the child’s motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method.
Methods: Seven children with memory and/or attention deficits after ABI were trained with AMAT‐C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions.
Results: Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted.
Conclusion: Provision of AMAT‐C training and supervision at the child’s school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory. |
| doi_str_mv | 10.1111/j.1651-2227.2009.01587.x |
| format | Article |
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Aim: The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT‐C) programme for children with ABI can be integrated in the child’s school, (2) whether supervision in the school‐setting maintains the child’s motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method.
Methods: Seven children with memory and/or attention deficits after ABI were trained with AMAT‐C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions.
Results: Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted.
Conclusion: Provision of AMAT‐C training and supervision at the child’s school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory.</description><identifier>ISSN: 0803-5253</identifier><identifier>EISSN: 1651-2227</identifier><identifier>DOI: 10.1111/j.1651-2227.2009.01587.x</identifier><identifier>PMID: 19900175</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Acquired ; Adolescent ; Attention ; Biological and medical sciences ; Brain ; Brain Injuries - psychology ; Brain Injuries - rehabilitation ; Child ; Children ; Cognitive ; Executive Function ; Female ; General aspects ; Humans ; Injury ; Learning ; Male ; Medical sciences ; Memory Disorders - etiology ; Memory Disorders - rehabilitation ; Motivation ; Neuropsychological Tests ; Pilot Projects ; Program Evaluation ; Schools ; Surveys and Questionnaires ; Treatment Outcome</subject><ispartof>Acta Paediatrica, 2010-02, Vol.99 (2), p.230-236</ispartof><rights>2009 The Author(s)/Journal Compilation © 2009 Foundation Acta Pædiatrica</rights><rights>2015 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4687-e8de1a74171c0e70a7f5cc868e44143ce8b33f193dd1ba37861b577f0b7f71c83</citedby><cites>FETCH-LOGICAL-c4687-e8de1a74171c0e70a7f5cc868e44143ce8b33f193dd1ba37861b577f0b7f71c83</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fj.1651-2227.2009.01587.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fj.1651-2227.2009.01587.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=22288663$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/19900175$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sjö, N Madsen</creatorcontrib><creatorcontrib>Spellerberg, S</creatorcontrib><creatorcontrib>Weidner, S</creatorcontrib><creatorcontrib>Kihlgren, M</creatorcontrib><title>Training of attention and memory deficits in children with acquired brain injury</title><title>Acta Paediatrica</title><addtitle>Acta Paediatr</addtitle><description>This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI).
Aim: The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT‐C) programme for children with ABI can be integrated in the child’s school, (2) whether supervision in the school‐setting maintains the child’s motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method.
Methods: Seven children with memory and/or attention deficits after ABI were trained with AMAT‐C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions.
Results: Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted.
Conclusion: Provision of AMAT‐C training and supervision at the child’s school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory.</description><subject>Acquired</subject><subject>Adolescent</subject><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Brain</subject><subject>Brain Injuries - psychology</subject><subject>Brain Injuries - rehabilitation</subject><subject>Child</subject><subject>Children</subject><subject>Cognitive</subject><subject>Executive Function</subject><subject>Female</subject><subject>General aspects</subject><subject>Humans</subject><subject>Injury</subject><subject>Learning</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Memory Disorders - etiology</subject><subject>Memory Disorders - rehabilitation</subject><subject>Motivation</subject><subject>Neuropsychological Tests</subject><subject>Pilot Projects</subject><subject>Program Evaluation</subject><subject>Schools</subject><subject>Surveys and Questionnaires</subject><subject>Treatment Outcome</subject><issn>0803-5253</issn><issn>1651-2227</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqNkEFv0zAYhi0EYmXwF5AviFOCHcf-nAOHaoOBGKOaOk3iYjmOw1wSZ7MTrf33c2hVrvPFlr7neT_rRQhTktN0Pm1yKjjNiqKAvCCkygnlEvLtC7Q4Dl6iBZGEZbzg7AS9iXFDSMGqUrxGJ7SqCKHAF2i1Dtp55__gocV6HK0f3eCx9g3ubT-EHW5s64wbI3YemzvXNcF6_OjGO6zNw-SCbXA9Z6T5Zgq7t-hVq7to3x3uU3Tz9cv67Ft2-evi-9nyMjOlkJBZ2ViqoaRADbFANLTcGCmkLUtaMmNlzVhLK9Y0tNYMpKA1B2hJDW1SJDtFH_e592F4mGwcVe-isV2nvR2mqKDkggCFZ5CMSSqAF4mUe9KEIcZgW3UfXK_DTlGi5uLVRs39qrlfNRev_hWvtkl9f1gy1b1t_ouHphPw4QDoaHTXBu2Ni0cuJUopBEvc5z336Dq7e_YH1HK1nF_Jz_a-i6PdHn0d_ioBDLi6vbpQq98_buHn-VpdsyfxmK1S</recordid><startdate>201002</startdate><enddate>201002</enddate><creator>Sjö, N Madsen</creator><creator>Spellerberg, S</creator><creator>Weidner, S</creator><creator>Kihlgren, M</creator><general>Blackwell Publishing Ltd</general><general>Blackwell</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>7TK</scope></search><sort><creationdate>201002</creationdate><title>Training of attention and memory deficits in children with acquired brain injury</title><author>Sjö, N Madsen ; Spellerberg, S ; Weidner, S ; Kihlgren, M</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4687-e8de1a74171c0e70a7f5cc868e44143ce8b33f193dd1ba37861b577f0b7f71c83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Acquired</topic><topic>Adolescent</topic><topic>Attention</topic><topic>Biological and medical sciences</topic><topic>Brain</topic><topic>Brain Injuries - psychology</topic><topic>Brain Injuries - rehabilitation</topic><topic>Child</topic><topic>Children</topic><topic>Cognitive</topic><topic>Executive Function</topic><topic>Female</topic><topic>General aspects</topic><topic>Humans</topic><topic>Injury</topic><topic>Learning</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Memory Disorders - etiology</topic><topic>Memory Disorders - rehabilitation</topic><topic>Motivation</topic><topic>Neuropsychological Tests</topic><topic>Pilot Projects</topic><topic>Program Evaluation</topic><topic>Schools</topic><topic>Surveys and Questionnaires</topic><topic>Treatment Outcome</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sjö, N Madsen</creatorcontrib><creatorcontrib>Spellerberg, S</creatorcontrib><creatorcontrib>Weidner, S</creatorcontrib><creatorcontrib>Kihlgren, M</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>Neurosciences Abstracts</collection><jtitle>Acta Paediatrica</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sjö, N Madsen</au><au>Spellerberg, S</au><au>Weidner, S</au><au>Kihlgren, M</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Training of attention and memory deficits in children with acquired brain injury</atitle><jtitle>Acta Paediatrica</jtitle><addtitle>Acta Paediatr</addtitle><date>2010-02</date><risdate>2010</risdate><volume>99</volume><issue>2</issue><spage>230</spage><epage>236</epage><pages>230-236</pages><issn>0803-5253</issn><eissn>1651-2227</eissn><abstract>This pilot study concerns cognitive rehabilitation of children with acquired brain injury (ABI).
Aim: The aim is threefold; to determine (1) whether the Amsterdam Memory and Attention Training for Children (AMAT‐C) programme for children with ABI can be integrated in the child’s school, (2) whether supervision in the school‐setting maintains the child’s motivation throughout the training programme and (3) whether positive changes in memory, attention and executive functions are found with this implementation of the training method.
Methods: Seven children with memory and/or attention deficits after ABI were trained with AMAT‐C. Measures used were programme evaluation questions, neuropsychological tests and a questionnaire concerning executive functions.
Results: Overall, children, parents and trainers were satisfied with the programme and the children were motivated throughout the programme. The children showed significant improvements in neuropsychological subtests, primarily in tests of learning and memory. No overall change in executive functions was noted.
Conclusion: Provision of AMAT‐C training and supervision at the child’s school appears to ensure (1) satisfaction with the programme, (2) sustaining of motivation and (3) improvements in learning and memory.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>19900175</pmid><doi>10.1111/j.1651-2227.2009.01587.x</doi><tpages>7</tpages></addata></record> |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Alma/SFX Local Collection |
| subjects | Acquired Adolescent Attention Biological and medical sciences Brain Brain Injuries - psychology Brain Injuries - rehabilitation Child Children Cognitive Executive Function Female General aspects Humans Injury Learning Male Medical sciences Memory Disorders - etiology Memory Disorders - rehabilitation Motivation Neuropsychological Tests Pilot Projects Program Evaluation Schools Surveys and Questionnaires Treatment Outcome |
| title | Training of attention and memory deficits in children with acquired brain injury |
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