Rehabilitation of executive skills post-childhood traumatic brain injury (TBI): A pilot intervention study

References

• Davis MJ, Vogel L. Neurological assessment of the child with head trauma. Journal of Dentistry for Children 2005; 62(2)93–96
   Google Scholar
• Cicerone K, Tupper D. Neuropsychological rehabilitation: Treatment on errors in everyday function. The neuropsychology of everyday life: Issues in development and rehabilitation, D Tupper, K Cicerone. Kluwer Academic Publishers, Boston, MA 1990; 71–291
   Google Scholar
• Milner B, Petrides M. Behavioural effects of frontal lesions in man. Trends in Neuroscience 1984; 7: 403–407
   Web of Science ®Google Scholar
• Walsh KW. Neuropsychology: A clinical approach. Churchill Livingston, New York 1978
   Google Scholar
• Anderson P. Assessment and development of executive function (EF) during childhood. Child Neuropsychology 2002; 8: 71–82
   PubMed Web of Science ®Google Scholar
• Welsh MC, Pennington BF. Assessing frontal lobe functioning in children: Views from developmental psychology. Development Neuropsychology 1988; 4: 199–230
   Web of Science ®Google Scholar
• Anderson V, Anderson P, Northam E, Jacobs R, Catroppa C. Development of executive functions through late childhood and adolescence: An Australian sample. Developmental Neuropsychology 2001; 20: 385–406
   PubMed Web of Science ®Google Scholar
• Kelly TP. The development of executive function in school-aged children. Clinical Neuropsychological Assessment 2000; 1: 38–55
   Google Scholar
• Dennis M. Language and the young damaged brain. Clinical neuoropsychology and brain function: Research, measurement and practice, T Boll, B Bryant. American Psychological Association, Washington 1989; 495–503
   Google Scholar
• Ewing-Cobbs L, Barnes M, Fletcher JM, Levin HS, Swank PR, Song J. Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury. Developmental Neuropsychology 2004; 25: 107–133
   PubMed Web of Science ®Google Scholar
• Cronin AF. Traumatic brain injury in children: Issues in community function. American Journal of Occupational Therapy 2000; 55: 377–384
   Web of Science ®Google Scholar
• Taylor GH, Alden J. Age-related differences in outcomes following childhood brain insults: An introduction and overview. Journal of the International Neuropsychological Society 1997; 3: 555–567
   PubMedGoogle Scholar
• Anderson V, Catroppa C. Recovery of executive skills following paediatric traumatic brain injury (TBI): A two year follow-up. Brain Injury 2005; 19: 459–470
   PubMed Web of Science ®Google Scholar
• Catroppa C, Anderson V, Stargatt R. prospective analysis of the recovery of attention following pediatric head injury. Journal of the International Neuropsychological Society 1999; 5: 48–57
   PubMed Web of Science ®Google Scholar
• Dennis M, Barnes MA, Donnelly RE, Wilkinson M, Humphreys RP. Appraising and managing knowledge: Metacognitive skills after childhood head injury. Developmental Neuropsychology 1996; 12: 77–103
   Web of Science ®Google Scholar
• Dykeman BF. School-based interventions for treating social adjustment difficulties in children with traumatic brain injury. Journal of Instructional Psychology 2003; 30: 225–230
   Google Scholar
• Garth J, Anderson VA, Wrennall J. Executive functions following moderate to severe frontal lobe injury: Impact of injury and age at injury. Pediatric Rehabilitation 1997; 1: 99–108
   PubMedGoogle Scholar
• Fenwick T, Anderson V. Impairments of attention following childhood traumatic brain injury. Child Neuropsychology 1999; 5: 213–223
   PubMed Web of Science ®Google Scholar
• Levin HS, Song J, Scheibel RS, Fletcher JM, Harward H, Lilly MM, Goldstein F. Concept formation and problem-solving following closed head injury in children. Journal of the International Neuropsychological Society 1997; 3: 598–607
   PubMedGoogle Scholar
• Pentland L, Todd JA, Anderson V. The impact of head injury severity on planning ability in adolescence: A functional analysis. Neuropsychological Rehabilitation 1998; 8: 301–317
   Web of Science ®Google Scholar
• Ruff RM, Niemann H. Cognitive rehabilitation versus day treatment in head-injured adults: Is there an impact on emotional and psychosocial adjustment? Brain Injury 1990; 4: 339–347
   Google Scholar
• Todd J, Anderson V, Lawrence J. Planning skills in head injured children. Neuropsychological Rehabilitation 1996; 6: 81–99
   Web of Science ®Google Scholar
• Cannon W, Rosenbleuth A. The supersensitivity of denervated structures. Macmillan, New York 1949
   Google Scholar
• Kolb B, Gibb R. Neuroplasticity and recovery of function after brain injury. Cognitive neurorehabilitation, D Stuss, G Winocur, I Robertson. Cambridge University Press, New York 1999
   Google Scholar
• Kolb B, Wishaw Q. Fundamentals of human neuropsychology, 4th. W.H. Freeman, New York 1996
   Google Scholar
• Laurence S, Stein D. Recovery after brain damage and the concept of localisation of function. Recovery from brain damage, S Finger. Plenum Press, New York 1978; 369–407
   Google Scholar
• Rothi L, Horner J. Restitution and substitution: Two theories of recovery with application to neurobehavioral treatment. Journal of Clinical Neuropsychology 1983; 3: 73–81
   Web of Science ®Google Scholar
• Lashley K. Brain mechanisms and intelligence. University of Chicago Press, Chicago 1929
   Google Scholar
• Luria AR. Restoration of function after brain injury. Macmillan, New York 1963
   Google Scholar
• Stuss DT, Mateer CA, Sohlberg MM. Innovative approaches to frontal lobe deficits. Brain injury rehabilitation, clinical considerations, MAJ Finlayson, SH Garner. Williams & Wilkins, Baltimore 1994; 212–237
   Google Scholar
• Kazdin AE. Behavior modification in applied settings, 3rd. The Dorsey Press, Chicago, IL 1984
   Google Scholar
• Mateer C. The rehabilitation of executive disorders. Cognitive neurorehabilitation, DT Stuss, G Winocur, IH Robertson. Cambridge University Press, Cambridge 1999; 314–332
   Google Scholar
• Beardmore S, Tate R, Liddle B. Does information and feedback improve children's knowledge and awareness of deficits after traumatic brain injury? Neuropsychological Rehabilitation 1999; 9: 45–62
   Google Scholar
• Ponsford J, Sloan S, Snow P. Traumatic brain injury: Rehabilitation for everyday adaptive living. Lawrence Erlbaum Associates, Hove, UK 1995
   Google Scholar
• Sterling L. Students with acquired brain injuries in primary and secondary schools. Draft Report of the Project by the Head Injury Council of Australia 1994
   Google Scholar
• Crowley JA, Miles MA. Cognitive remediation in paediatric head-injury: A case study. Journal of Paediatric Psychology 1991; 16: 611–627
   PubMed Web of Science ®Google Scholar
• Selznick L, Savage RC. Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury. Behavioral Interventions 2000; 15: 243–260
   Web of Science ®Google Scholar
• Feeney TJ, Ylvisaker M. Context-sensitive behavioural supports for young children with TBI. Short-term effects and long-term outcome. Journal of Head Trauma and Rehabilitation 2003; 18: 33–51
   PubMed Web of Science ®Google Scholar
• Mottram L, Berger-Gross P. An intervention to reduce disruptive behaviours in children with brain injury. Pediatric Rehabilitation 2004; 7: 133–143
   PubMedGoogle Scholar
• Wilson BA, Emslie H, Quirk K, Evans J. Reducing everyday memory and planning problems by means of a pager system: A randomised control crossover study. Journal of Neurology, Neurosurgery and Psychiatry 2001; 70: 477–482
   Google Scholar
• Neimeier P, Kreutzer JS, Taylor LA. Acute cognitive and neurobehavioural intervention for individuals with acquired brain injury: Preliminary outcome data. Neuropsychological Rehabilitation 2005; 15: 129–146
   PubMed Web of Science ®Google Scholar
• Ponsford J, Willmott C, Rothwell A, Cameron P, Ayton G, Nelms R, Curran C, Ng K. Impact of early intervention on outcome after mild traumatic brain injury in children. Pediatrics 2001; 108: 1297–1303
   PubMed Web of Science ®Google Scholar
• Thompson J. Rehabilitation of high schooled individuals with traumatic brain injury through utilization of an attention training program. Journal of the International Neuropsychological Society 1995; 1: 149
   Google Scholar
• Thompson J, Kerns K. Mild traumatic brain injury in children. Neuropsychological management of mild traumatic brain injury, SA Raskin, CA Mateer. Oxford University Press, New York 2000; 233–251
   Google Scholar
• Glang A, Singer G, Cooley E, Tish N. Tailoring direct instruction techniques for use with elementary students with TBI. Journal of Head Trauma Rehabilitation 1992; 7: 93–108
   Google Scholar
• Suzman KB, Morris RD, Morris MK, Milan MA. Cognitive behavioural remediation of problem solving deficits in children with acquired brain injury. Journal of Behavior Therapy and Experimental Psychiatry 1997; 28: 203–212
   PubMed Web of Science ®Google Scholar
• Vand’ thooft L, Andersson K, Bergman B, Sejerson J, von Wendt L, Bartfai A. Beneficial effect from a cognitive training programme on children with acquired brain injuries demonstrated in a controlled study. Brain Injury 2005; 19: 511–518
   PubMed Web of Science ®Google Scholar
• Catroppa C, Anderson V. Attentional skills in the acute phase following pediatric traumatic brain injury. Child Neuropsychology 1999; 5: 251–264
   PubMed Web of Science ®Google Scholar
• Chalmers D, Lawrence JA. Investigating the effects of planning aids on adults’ and adolescents organization of a complex task. International Journal of Behavioral Development 1993; 16: 191–214
   Web of Science ®Google Scholar
• Gioia GA, Isquith PK, Guy SC, Kenworthy L. Behavior rating inventory of executive function. Psychological Assessment Resources, Odessa, FL 2000
   Google Scholar
• Delis DC, Kaplan E, Kramer J. Delis Kaplan executive function system. The Psychological Corporation, San Antonio, TX 2001
   Google Scholar
• Rey A. L’examen clinique en psychologie. Press Universitaire de France, Paris 1964
   Google Scholar
• Anderson P, Anderson V, Garth J. Assessment and development of organisational ability: The Rey Complex Figure organisational strategy score (RCF-OSS). The Clinical Neuropychologist 2001; 15: 81–94
   PubMed Web of Science ®Google Scholar
• Tate RL, Hodgkinson A, Veerabangsa A, Maggiotto S. Measuring psychosocial recovery after traumatic brain injury: Psychometric properties of a new scale. The Journal of Head Trauma Rehabilitation 1999; 14: 543–557
   PubMed Web of Science ®Google Scholar
• Harrison PL, Oakland T. Adaptive behavior assessment system, 2nd. Harcourt Assessment, San Antonio, TX 2003
   Google Scholar
• Anderson V, Catroppa C. Advances in post-acute rehabilitation after childhood acquired brain injury: A focus on cognitive, behavioural and social domains. American Journal of Physical Medicine and Rehabilitation 2006; 85: 767–787
   PubMed Web of Science ®Google Scholar