Ecologically Valid Assessment of Prospective Memory for Task Planning and Execution by Adults With Acquired Brain Injury

被引:4
作者
Brown, Jessica [1 ]
Hux, Karen [2 ]
机构
[1] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA
[2] Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE 68583 USA
关键词
STRATEGY APPLICATION; WORKING-MEMORY; ADOLESCENTS; TBI; REHABILITATION; PERFORMANCE; COMPONENTS; STUDENTS; DEFICITS; MODERATE;
D O I
10.1044/2017_AJSLP-16-0092
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
Purpose: Individuals with acquired brain injury (ABI) often struggle due to inadequate planning and execution skills for completing nonroutine tasks. This study's purpose was to pilot ecologically valid procedures to assess planning for and execution of prospective daily activities. Method: Participants included 9 adults with histories of severe ABI and 9 controls. Data collection included both prospective task planning and execution. First, participants created a plan for later execution of daily tasks in accordance with preestablished rules. Over the subsequent 10 days, participants independently attempted task completion. Differences within and between participant groups regarding planning and task performance were evaluated statistically and through examiner observation. Results: Participants with ABI implemented minimal planning strategies. They demonstrated highly variable performance and displayed substantially greater difficulty initiating and successfully executing tasks in adherence to rules than participants without ABI. Conclusions: Evaluating planning strategies and execution of novel prospective tasks is a crucial but often neglected aspect of assessment following ABI. Implementing ecologically valid procedures to evaluate this aspect of functioning can reveal individual strengths and challenges and provide guidance for developing effective intervention programs. Examining potential roles played by planning and strategy execution provides critical assessment information relating to independent living.
引用
收藏
页码:819 / 831
页数:13
相关论文
共 45 条
  • [1] Assisting Students With a Traumatic Brain Injury in School Interventions
    Aldrich, Erin M.
    Obrzut, John E.
    [J]. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY, 2012, 27 (04) : 291 - 301
  • [2] ANDRZEJEWSKI SJ, 1991, B PSYCHONOMIC SOC, V29, P304
  • [3] [Anonymous], 2013, TRAUMATIC BRAIN INJU
  • [4] MEASURING THE DURATION OF POST TRAUMATIC AMNESIA
    ARTIOLAIFORTUNY, L
    BRIGGS, M
    NEWCOMBE, F
    RATCLIFF, G
    THOMAS, C
    [J]. JOURNAL OF NEUROLOGY NEUROSURGERY AND PSYCHIATRY, 1980, 43 (05) : 377 - 379
  • [5] Exploring cognitive support use and preference by college students with TBI: A mixed-methods study
    Brown, Jessica
    Hux, Karen
    Hey, Morgan
    Murphy, Madeline
    [J]. NEUROREHABILITATION, 2017, 41 (02) : 483 - 499
  • [6] Burgess P.W., 1997, COGNITIVE MODELS MEM, P247
  • [7] The components of executive functioning in traumatic brain injury
    Busch, RM
    McBride, A
    Curtiss, G
    Vanderploeg, RD
    [J]. JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY, 2005, 27 (08) : 1022 - 1032
  • [8] Prospective and retrospective components in the memory for actions to be performed in patients with severe closed-head injury
    Carlesimo, GA
    Casadio, P
    Caltagirone, C
    [J]. JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY, 2004, 10 (05) : 679 - 688
  • [9] CHALMERS D, 1993, INT J BEHAV DEV, V16, P191, DOI 10.1177/016502549301600206
  • [10] The ecological validity of neuropsychological tests: A review of the literature on everyday cognitive skills
    Chaytor, N
    Schmitter-Edgecombe, M
    [J]. NEUROPSYCHOLOGY REVIEW, 2003, 13 (04) : 181 - 197