TY - JOUR
T1 - Describing the attention profile of children and adolescents with acquired brain injury using the Virtual Classroom
AU - Gilboa, Yafit
AU - Kerrouche, Bernadette
AU - Longaud-Vales, Audrey
AU - Kieffer, Virginie
AU - Tiberghien, Anne
AU - Aligon, Delphine
AU - Mariller, Aude
AU - Mintegui, Amaia
AU - Canizares, Céline
AU - Abada, Geneviève
AU - Paule Chevignard, Mathilde
N1 - Publisher Copyright:
© 2015 Taylor & Francis Group, LLC.
PY - 2015/12/6
Y1 - 2015/12/6
N2 - Objectives: The objectives of the study were: (1) to describe the attention deficits profile of children with significant acquired brain injury (ABI) in comparison to matched controls, using the virtual classroom (VC); (2) to assess the utility of the VC in detecting attention deficits in children with ABI, as compared to classical neuropsychological tests and questionnaire-based assessment of attention; and (3) to determine how performance in the VC is affected by demographic and injury severity variables.Methods: Forty-one children with ABI and 35 age- and gender-matched controls, aged 8-16, were assessed with the VC. The results of the VC were compared to sub-tests of the Test of Everyday Attention for Children (TEA-Ch), the Conners' Parent Rating Scales-Revised: Short (CPRS-R:S) questionnaire and analysed according to demographic and injury severity variables.Results: Significant differences were found between the groups regarding the number of targets correctly identified in the VC. Significant inter-correlations were obtained between the VC variables. Significant correlations were found between the VC variables, the sub-tests of TEA-Ch and the CPRS-R:S and the demographic characteristics of the sample.Conclusion: The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with ABI.
AB - Objectives: The objectives of the study were: (1) to describe the attention deficits profile of children with significant acquired brain injury (ABI) in comparison to matched controls, using the virtual classroom (VC); (2) to assess the utility of the VC in detecting attention deficits in children with ABI, as compared to classical neuropsychological tests and questionnaire-based assessment of attention; and (3) to determine how performance in the VC is affected by demographic and injury severity variables.Methods: Forty-one children with ABI and 35 age- and gender-matched controls, aged 8-16, were assessed with the VC. The results of the VC were compared to sub-tests of the Test of Everyday Attention for Children (TEA-Ch), the Conners' Parent Rating Scales-Revised: Short (CPRS-R:S) questionnaire and analysed according to demographic and injury severity variables.Results: Significant differences were found between the groups regarding the number of targets correctly identified in the VC. Significant inter-correlations were obtained between the VC variables. Significant correlations were found between the VC variables, the sub-tests of TEA-Ch and the CPRS-R:S and the demographic characteristics of the sample.Conclusion: The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with ABI.
KW - Attention deficits
KW - brain tumour
KW - ecological assessment
KW - traumatic brain injury
KW - virtual reality
UR - https://www.scopus.com/pages/publications/84951907834
U2 - 10.3109/02699052.2015.1075148
DO - 10.3109/02699052.2015.1075148
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C2 - 26399584
AN - SCOPUS:84951907834
SN - 0269-9052
VL - 29
SP - 1691
EP - 1700
JO - Brain Injury
JF - Brain Injury
IS - 13-14
ER -
