Brain Injury

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Michael I Posner - One of the best experts on this subject based on the ideXlab platform.

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and or...

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and orienting networks showed little specific improvement due to therapy. However, vigilance level influenced the improvement with therapy on some tests of executive attention. We consider the implications of these results for future studies of the locus of attentional improvement and for the design of improved interventions.

Maria Angela Franceschini - One of the best experts on this subject based on the ideXlab platform.

  • increased cerebral blood volume and oxygen consumption in neonatal Brain Injury
    Journal of Cerebral Blood Flow and Metabolism, 2009
    Co-Authors: Ellen P Grant, Nadege Rochelabarbe, A Surova, George Themelis, Juliette Selb, Elizabeth Warren, Kalpathy S Krishnamoorthy, David A Boas, Maria Angela Franceschini
    Abstract:

    With the increasing interest in treatments for neonatal Brain Injury, bedside methods for detecting and assessing Injury status and evolution are needed. We aimed to determine whether cerebral tissue oxygenation (StO(2)), cerebral blood volume (CBV), and estimates of relative cerebral oxygen consumption (rCMRO(2)) determined by bedside frequency-domain near-infrared spectroscopy (FD-NIRS) have the potential to distinguish neonates with Brain Injury from those with non-Brain issues and healthy controls. We recruited 43 neonates 33 weeks gestational age (GA): 14 with imaging evidence of Brain Injury, 29 without suspicion of Brain Injury (4 unstable, 6 stable, and 19 healthy). A multivariate analysis of variance with Newman-Keuls post hoc comparisons confirmed group similarity for GA and age at measurement. StO(2) was significantly higher in Brain injured compared with unstable neonates, but not statistically different from stable or healthy neonates. Brain-injured neonates were distinguished from all others by significant increases in CBV and rCMRO(2). In conclusion, although NIRS measures of StO(2) alone may be insensitive to evolving Brain Injury, increased CBV and rCMRO(2) seem to be useful for detecting neonatal Brain Injury and suggest increased neuronal activity and metabolism occurs acutely in evolving Brain Injury.

  • increased cerebral blood volume and oxygen consumption in neonatal Brain Injury
    Journal of Cerebral Blood Flow and Metabolism, 2009
    Co-Authors: Ellen P Grant, Nadege Rochelabarbe, A Surova, George Themelis, Juliette Selb, Elizabeth Warren, Kalpathy S Krishnamoorthy, David A Boas, Maria Angela Franceschini
    Abstract:

    With the increasing interest in treatments for neonatal Brain Injury, bedside methods for detecting and assessing Injury status and evolution are needed. We aimed to determine whether cerebral tissue oxygenation (StO2), cerebral blood volume (CBV), and estimates of relative cerebral oxygen consumption (rCMRO2) determined by bedside frequency-domain near-infrared spectroscopy (FD-NIRS) have the potential to distinguish neonates with Brain Injury from those with non-Brain issues and healthy controls. We recruited 43 neonates ≤15 days old and >33 weeks gestational age (GA): 14 with imaging evidence of Brain Injury, 29 without suspicion of Brain Injury (4 unstable, 6 stable, and 19 healthy). A multivariate analysis of variance with Newman–Keuls post hoc comparisons confirmed group similarity for GA and age at measurement. StO2 was significantly higher in Brain injured compared with unstable neonates, but not statistically different from stable or healthy neonates. Brain-injured neonates were distinguished fro...

Mckay Moore Sohlberg - One of the best experts on this subject based on the ideXlab platform.

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and or...

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and orienting networks showed little specific improvement due to therapy. However, vigilance level influenced the improvement with therapy on some tests of executive attention. We consider the implications of these results for future studies of the locus of attentional improvement and for the design of improved interventions.

Karen A Mclaughlin - One of the best experts on this subject based on the ideXlab platform.

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and or...

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and orienting networks showed little specific improvement due to therapy. However, vigilance level influenced the improvement with therapy on some tests of executive attention. We consider the implications of these results for future studies of the locus of attentional improvement and for the design of improved interventions.

Anke Heidrich - One of the best experts on this subject based on the ideXlab platform.

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and or...

  • evaluation of attention process training and Brain Injury education in persons with acquired Brain Injury
    Journal of Clinical and Experimental Neuropsychology, 2000
    Co-Authors: Mckay Moore Sohlberg, Karen A Mclaughlin, Antonella Pavese, Anke Heidrich, Michael I Posner
    Abstract:

    Fourteen patients with stable acquired Brain injuries exhibiting attention and working memory deficits were given 10 weeks of attention process training (APT) and 10 weeks of Brain Injury education in a cross-over design. Structured interviews and neuropsychological tests were used prior to rehabilitation and after both treatments to determine the influence of the interventions on tasks of daily life and performance on attentional networks involving vigilance, orienting, and executive function. The overall results showed that most patients made improvements. Some of these gains were due to practice from repetitive administration of the tests. In addition, the type of intervention also influenced the results. The Brain Injury education seemed to be most effective in improving self-reports of psychosocial function. APT influenced self-reports of cognitive function and had a stronger influence on performance of executive attention tasks than was found with the Brain Injury education therapy. Vigilance and orienting networks showed little specific improvement due to therapy. However, vigilance level influenced the improvement with therapy on some tests of executive attention. We consider the implications of these results for future studies of the locus of attentional improvement and for the design of improved interventions.

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