Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, August 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xi, 156 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 109-136).

Thèse (M.Ps.) -- Université du Québec à Chicoutimi, 2004. / "Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières." Comprend des réf. bibliogr. : f. 153-165. Document électronique également accessible en format PDF.

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The clinical utility of the Intermediate Category Test, a measure of executive functioning in children 9 to 14 years of age, is currently limited by the availability of only a Total Error score for normative interpretation. The Process Scoring System (PSS) was developed to provide a standardized method of assessing specific processing patterns and problem-solving errors. The purpose of this study was to determine the ability of the PSS scores to discriminate between children with and without suspected executive deficits, thereby providing evidence of criterion-related validity.

This New Zealand study used a grounded theory methodology to explore the day-to-day occupations of family caregiving for children who had sustained a traumatic brain injury. Semi-structured interviews and participant observations were employed to gather data from five families including children of pre-school and school age and their parents. Constant comparative analysis of the data revealed a central caregiving category, Structuring For Security, which encompassed two simultaneous and interdependent caregiving processes. A model is presented illustrating the processes.Structuring For Security describes the way the parents' caregiving is directed towards building a framework that provides for the present and future safety and success of their children. Holding Things Together explains endeavours to contain the distressing events resulting from the accident, with a focus on protecting the children from physical and emotional dangers. Joining My Child With Others explains what is happening when parents set things up for their children to spend time in activity with other people. The two processes are mediated by support from others, and involve learning and use of practical knowledge about the child. Successful implementation of the processes results in parents' increasing awareness of their ability to cope, progress in the children, and children's successful participation with other people. Participation in the processes is ongoing, responding to change in the child and in the environment.The study findings suggest a basis for the development of a framework that families and clinicians might use to guide caregiving for children after a traumatic brain injury. The findings also indicate the importance of supporting parents in developing effective caregiving structures that fit with their concerns for their children's safety and success with others. Consideration needs to be given to policies that take into account the safety issues involved for children and the support needs of parents following the accident.

This New Zealand study used a grounded theory methodology to explore the day-to-day occupations of family caregiving for children who had sustained a traumatic brain injury. Semi-structured interviews and participant observations were employed to gather data from five families including children of pre-school and school age and their parents. Constant comparative analysis of the data revealed a central caregiving category, Structuring For Security, which encompassed two simultaneous and interdependent caregiving processes. A model is presented illustrating the processes.Structuring For Security describes the way the parents' caregiving is directed towards building a framework that provides for the present and future safety and success of their children. Holding Things Together explains endeavours to contain the distressing events resulting from the accident, with a focus on protecting the children from physical and emotional dangers. Joining My Child With Others explains what is happening when parents set things up for their children to spend time in activity with other people. The two processes are mediated by support from others, and involve learning and use of practical knowledge about the child. Successful implementation of the processes results in parents' increasing awareness of their ability to cope, progress in the children, and children's successful participation with other people. Participation in the processes is ongoing, responding to change in the child and in the environment.The study findings suggest a basis for the development of a framework that families and clinicians might use to guide caregiving for children after a traumatic brain injury. The findings also indicate the importance of supporting parents in developing effective caregiving structures that fit with their concerns for their children's safety and success with others. Consideration needs to be given to policies that take into account the safety issues involved for children and the support needs of parents following the accident.

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 148-160).

Children with a recent history of TBI often demonstrate impaired memory, which can be affected by impaired attention, processing speed or impaired verbal information processing. The purpose of this study was to determine if qualitative differences exist among the narrative recall of TBI patients that is not adequately accounted for by standard scoring methods. Sixty-six TBI subjects ranging in age from 6 to 16 were given the Wide Range and Memory and Learning (WRAML) Story Memory subtest and selected subtests from the Wechsler Intelligence Scale for Children - Third Edition (WISC-III). Mean elapsed time since injury was 53 days. Recall of the story on the WRAML subtest was hand-recorded by the examiner. A supplemental scoring method accounted for differences in length, errors, and disorganization. Comparisons were made to a randomly selected control group consisting of 16 hospitalized subjects between 7 and 15 years with no history of head injury, neurological condition or event. Findings suggest the WRAML Story Memory subtest is relatively robust in providing information regarding the quality of recall, with the exception of not accounting for the addition of erroneous details. Subjects with both cortical and subcortical injuries were more likely to add superfluous details to their stories. Results also demonstrated significant differences between the TBI subjects and control group in how well the stories were recalled, primarily in the order of details recalled and in retention after a 30 minute delay. Location was not a significant predictor of narrative organization. Although using this comprehensive supplemental scoring system a regular basis has practical limitations, hand-recording the narrative takes relatively little time and does appear to provide useful additional information concerning the nature of the child's verbal memory difficulties. Furthermore, the more knowledgeable the child, parents and teacher are about these difficulties and about remediation strategies, the more likely the child will have a successful learning experience upon return to the classroom.

This study involved the effects of a perceptual motor enrichment program upon the motor skills of a six year old boy with cerebellar brain damage, who, with a control group of ten normal six year olds, was given a pre-test of motor skills. He and a child from the control group participated in a perceptual-motor enrichment program. The motor skills of both subjects were tested halfway through the program. Following the program, the experimental child, the control child, and the control group were post-tested on their motor skills. The testings showed that the greatest gains in motor skills were obtained by the experimental child, followed by the control child. The control group displayed little increase in motor skill performance.