RESUMO
PRIMARY OBJECTIVE: To determine the effectiveness of an abbreviated version of an established cognitive remediation programme for children with neurological disorders and attention problems in an outpatient setting. METHODS AND PROCEDURES: Eighteen 6-15-year-old children diagnosed with neurological and attention difficulties completed a six-module training programme aimed at improving attention. This programme was a shorter version of the Cognitive Remediation Programme (CRP), which has been successfully implemented with children with neurocognitive deficits. Parents completed measures of their children's attention and children completed neuropsychological measures of attention. MAIN OUTCOMES AND RESULTS: The programme was associated with improvement in several aspects of parent-reported attention and children's performance on tasks measuring attention. CONCLUSIONS: The shortened version of the CRP shows promise as a brief treatment for attention problems in outpatient neurological populations. Future research should assess programme effectiveness using a control group, longer-term follow-up and teacher reports.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/reabilitação , Transtornos Cognitivos/reabilitação , Testes Neuropsicológicos/normas , Adolescente , Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Criança , Transtornos Cognitivos/psicologia , Feminino , Humanos , Masculino , Projetos Piloto , Resultado do Tratamento , Estados UnidosRESUMO
Although research on adults with frontal lobe epilepsy (FLE) has increased in recent years, delays in frontal lobe development preclude the generalization of these findings to children. This study compared children with FLE with typically developing children on cognitive and executive tests. Additionally, the differences between children with early and late seizure onset were explored. Results indicated comparable intelligence among all groups; however, the FLE cohort performed worse than controls on executive tests. The age of seizure onset differentially affected executive performance, such that early FLE onset resulted in greater executive dysfunction. The implications of these findings are discussed.