Parkinsons disease (PD) is characterized by a degeneration of the substantia nigra, resulting in a loss of dopaminergic neurons. Cognitive impairments, evident in 72% of people with PD (PWP) are indicated by deficits in visuospatial capacity, memory, executive functioning, and attention (Cooper, Sagar, Jordan, Harvey, & Sullivan, 1991; Duffy, 2005). Unfortunately, to date, there is little research that demonstrates improvement of these cognitive processes, particularly those affecting memory recall and attentional skills.
The purpose of this study was to examine the effects of utilizing Attention Process Training (APT; Sohlberg & Mateer, 2005), a therapeutic protocol designed for individuals who have sustained a traumatic brain injury (TBI), on a person with Parkinsons disease to determine if improvement of various attentional processes and memory recall could be improved. The protocol set forth by Sohlberg & Mateer (2005) was administered to a PWP in 12 hours of treatment, targeting sustained, selective, and alternating attention.
Evidence for treatment effect could not be determined. However, the participant did reach criteria on sustained and selective attention tasks of increasing complexity. Due to the studys time constraints, the participant received only three sessions of alternating attention and no divided attention training. From visual inspection of baseline probes for alternating and divided attention, it appeared that the participant was able to stabilize performance on percent correct and decrease his response time after receiving just sustained and selective attention training. Similar findings appeared for divided attention tasks. Changes in functional attention everyday attention measured by the Test of Everyday Attention (Robertson, Ward, Ridgeway, & Nimmo-Smith, 1994) were minimal. The most significant improvement in attentional processes was noted on the APT II Attention Questionnaire (Sohlberg, Johnson, Paule, Raskin, & Mateer, 2001), a self-report measure. The literature points toward the notion that training attention is foundational, and leads to improvement in working memory. Our results seem to bear this out, in that the participant improved on OSPAN and RSPAN automated working memory tasks (Unsworth & Spillers, 2010).
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04252011-152953 |
| Date | 26 April 2011 |
| Creators | Guillory, Erin Renee' |
| Contributors | Barker, Brittan, Hoffman, Paul, Donovan, Neila |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04252011-152953/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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