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Context-sensitive cognitive-behavioural supports for young children with TBI: a replication study
Timothy Feeney1, Mark Ylvisaker
1School and Community Support Services, Schenectady, New York, USA.
Insights
This study replicated a cognitive-behavioural intervention for children with traumatic brain injury (TBI), successfully reducing challenging behaviours and improving work completion.
Area of Science:
- Neuroscience
- Developmental Psychology
- Behavioural Science
Background:
- Traumatic brain injury (TBI) in young children can lead to significant behavioural challenges.
- Existing interventions require further investigation for efficacy in this population.
Observation:
- Two young children exhibiting escalating behavioural concerns post-TBI were studied.
- The intervention integrated positive behaviour supports, cognitive strategies, and executive function routines.
Findings:
- A multi-component intervention significantly reduced the frequency and intensity of challenging behaviours.
- The intervention also led to an increased quantity of work completed by the participants.
Implications:
- This research supports the use of combined behavioural, cognitive, and executive function interventions for treating behavioural disorders in children with TBI.
- Findings suggest a promising, support-oriented approach for improving outcomes in pediatric TBI survivors.
Objective:
To replicate an investigation of the effects of a multi-component cognitive-behavioural intervention on the challenging behaviour of two young children with growing behavioural concerns after TBI.
Experimental Design:
Single-subject reversal designs used to document the effects of the combined behavioural, cognitive and executive function intervention on the following dependent variables: frequency and intensity of aggressive behaviours, amount of work accomplished.
Participants:
Two young children with escalating behaviour problems after TBI.
Intervention:
Integrated components of positive behaviour supports, cognitive supports (e.g. graphic organizers) and an executive function routine (goal-plan-do-review).
Results:
Reduced frequency and intensity of challenging behaviours; increased quantity of work completed.
Conclusions:
Positive replication of previous single-subject experiments demonstrating the potential for successfully treating behaviour disorders in young children with TBI using a support-oriented intervention that combines behavioural, cognitive and executive function components.
