Training of Attention and Memory Deficits in Children with Acquired Brain Injury

          The article I chose was called “Training of attention and memory deficits in children with acquired brain injury.” The researchers of this article were N Madsen Sjö, S Spellerberg, S Weidner, and M Kihlgren. I chose this article because the researchers found a way to improve a child’s memory and attention by using a “trainer” and by testing the child with ABI could really benefit the child in the long run. 

          Children who suffer from attention and memory problems along with ABI (acquired brain injury) have raised important concerns. For example if a child was not accounted for an ABI it can lead them to have deficits in both their short and long term perspectives. One important region in the brain that is important for memory is the hippocampus, which helps with remembering your memories. Another region that is important is the cerebral cortex or the gray matter of the brain. Here the brain is able to recall old and new information, thoughts, and store these memories.

          There were three aims for this study. The first was to see if the Amsterdam Memory and Attention Training for Children (AMAT-C) Program for kids that have ABI be integrated in the child’s school. The second was if supervision during a school-setting help maintain the child’s motivation during the training program. Lastly, whether there were positive changes in memory, attention, and executive functioning that were found in the training method.

          There were a total of 8 participants originally, but one failed to complete the rest of the experiment. The participants’ ages ranged from 8 to 18 years of age that were diagnosed with attention and/or memory problems after ABI. The procedure for this study included that one of the child’s teacher act as a trainer who was trained by a rehabilitation facility for different amounts of weeks for a total of 20 weeks.

          Researchers found that the AMAT-C program can but used with both the child’s school schedule. Secondly, they found that school-based supervision may have played a positive role in a child’s motivation. Lastly, there were reports that neuropsychological test were improved with both training and supervision in the school-settings. Although these results seem to be improve a child with ABI more research must be done to confirm the results and , researchers are also trying to work with pediatric rehabilitation centers to help these children with their injuries.  

Source:
Sjö, N., Spellerberg, S. S., Weidner, S. S., & Kihlgren, M. M. (2010). Training of attention and memory deficits in children with acquired brain injury. Acta Paediatrica, 99(2), 230-236. doi:10.1111/j.1651-2227.2009.01587.x