Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury - 18/06/18

Doi : 10.1016/j.rehab.2017.05.001

Marilou Séguin ^a,^b,^c, Annie Lahaie ^c, Célia Matte-Gagné ^d, Miriam H. Beauchamp ^a,^b,^⁎
^a Department of Psychology, University of Montreal, Montreal, Quebec, Canada
^b Sainte-Justine Hospital Research Center, Montreal, Quebec, Canada
^c Le Bouclier Rehabilitation Center, Saint-Jérôme, Quebec, Canada
^d Department of Psychology, Laval University, Quebec, Canada

^⁎Corresponding author. University of Montreal, Department of Psychology, C.P. 6128, Succursale Centre-Ville, Montreal, Quebec, Canada, H3C 3J7.University of Montreal, Department of Psychology, C.P. 6128, Succursale Centre-Ville, Montreal, Quebec, Canada, H3C 3J7.

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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 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).