小児脳損傷に対するトランス診断的、神経心理学的介入型ペアレンティングトレーニングの成果

The benefits of parenting interventions for child and family outcomes following pediatric brain injury are well documented. However, training in pediatric neuropsychology largely emphasizes a focus on assessment, as well as syndrome- or disorder-specific interventions. Greater attention to transdiagnostic intervention is warranted, particularly pediatric neurorehabilitation programs that are family-centered and evidence-based. This study evaluated the acceptability of a didactic and skill-based transdiagnostic training model for pediatric neuropsychologists, and its outcomes on their knowledge, behavior, and early fidelity in delivering Interact-North in a pediatric brain injury population.

We evaluated a neuropsychologically informed training and supervision model for Interact-North, a virtual transdiagnostic parenting intervention for children with acquired brain injury. Outcomes of training were evaluated, informed by the Kirkpatrick framework, across the last two cohorts of trainees (2023 n = 7; 2025 n = 11), who consisted of PhD level early career and trainee neuropsychologists. Training included a two-day workshop with didactic learning and role-play components. Following training, Interact-North trainees participated in biweekly group and individual supervision, as well as case-shadowing. Training outcomes included trainees' impressions of training, knowledge, behavior (i.e. skills) for both the 2023 and 2025 cohorts, and results (i.e. treatment fidelity, assessed in clinician checklists after each treatment session) for the 2023 cohort only.

Overall, participants endorsed highly favorable impressions of training (i.e. 4.91/5.00) and high relevancy to their career/clinical work. Role play was rated highest in utility (i.e. 4.93/5.00). Self-reported competency improved significantly following the training. The focus and value of individual and group supervision were also highly rated. Trainees demonstrated 95% program fidelity in their first case.

Findings suggest that this transdiagnostic neuropsychological intervention training model is successful in improving skill and clinician confidence with uniform acceptability in its importance to extend neuropsychological competencies in evidence-based family focused pediatric neurorehabilitation.