Download or read book The Effects of Video Prompting in Completion of Activities of Daily Living for Individuals with Traumatic Brain Injury written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Brain Injury Association of America (2020), more than 3.5 million experience acquired brain injuries (ABI) every year in the United States. With improving medical treatment, more individuals are surviving ABI; however, many rehabilitation facilities focus on the physical abilities of the individual rather than regaining independence in daily living skills. Video models have been used with success to teach daily living skills to individuals with developmental and intellectual disabilities, however, little research exists on the use of different types of video models to teach those skills to individuals with traumatic brain injury. The purpose of the present study is to assess the effects of video prompting in completion of activities of daily living (ADLs) to individuals with traumatic brain injury. This study used a multiple baseline across tasks with probes design. The primary researcher created video prompts for four ADLs for the participant to view. The participant viewed the video prompt for each step or set of steps in a task analysis for the ADL and attempted to complete the step. No feedback was provided to the participant during completion of the ADL. Data was collected remotely using a task analysis and videotapes of the participant completing the task.
Download or read book Impact of Traumatic Brain Injuries on Participation in Daily Life and Work Recent Research and Future directions written by Nada Andelic and published by Frontiers Media SA. This book was released on 2020-01-16 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Self directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities written by Daniel O. Payne and published by . This book was released on 2011 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study evaluated the effectiveness of video prompts presented on an iPod Touch on the acquisition of two daily living skills and a system of most-to-least prompts to teach four students with moderate to severe intellectual and developmental disabilities to use the iPod Touch as a self-directed prompting device. In phase 1, video prompting was used to teach the students to make microwave popcorn. Once the criterion of 80% was reached for three consecutive sessions, the students were taught to use the iPod Touch. In the third phase, the students used self-directed video prompts to learn to make instant noodle soup. A multiple probe across participants design was used to evaluate the effects of video and self-directed video prompting. Results showed that video prompting via an iPod Touch was effective for three of the four participants. One of the four participants learned to use the iPod Touch and another made significant progress towards learning to use the iPod Touch.
Download or read book Effect of Video Self modeling and Feedback on Stovetop Food Preparation for Individuals with Traumatic Brain Injuries written by Michelle McGraw-Hunter and published by . This book was released on 2004 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The process of learning and relearning how to complete tasks of daily living can be challenging, lengthy, and frustrating for persons with traumatic brain injuries. The purpose of the study was to examine the effectiveness of video self-modeling and feedback to teach stovetop food preparation to individuals with traumatic brain injuries. Four individuals with traumatic brain injuries residing at a post-acute rehabilitation facility for persons with traumatic brain injuries and spinal cord injuries participated in the study. A multiple probe design across participants was used. Each participant participated in a baseline, which consisted of the researcher asking the participant to complete a stovetop food preparation. A self-modeled video was then created in which the participant demonstrated the stovetop food preparation. Following the creation of the video, the baseline period was re-implemented with each participant completing the task of stovetop food preparation without viewing the self-modeled. The treatment portion of the study consisted of each participant viewing the tape of the self-modeled act of stovetop food preparation, performing the stovetop cooking task, and receiving feedback. If a participant showed no improvement in the initial phase of the intervention, a second phase of intervention was implemented, in which the self-modeled video was edited to address unique problem areas. Praise and corrective feedback identical to that provided in phase one were also provided during the second phase of intervention. If a participant showed no improvement in the second intervention phase, the third and final intervention phase was implemented. During the third phase of intervention, the participant was provided with a copy of the task analysis as a permanent prompt. The participant viewed the video utilized in the second phase and then referred to the permanent prompt while performing the task. As in phase two, praise and corrective feedback were provided during the third phase of intervention. After the participant met the acquisition criterion, post-test probes identical to those conducted in both baseline periods were conducted. Generalization probes of novel food items were conducted with the participant during the first baseline, post test, and maintenance phases. Maintenance probes were conducted on the participant two and four weeks after completion of the post-test probes. Results of the study indicated that video self-modeling and feedback were effective in teaching stovetop cooking skills to three of the four study participants. These results were maintained for three participants during post testing, generalization, and follow-up probes. The implications of the findings of the study were discussed, as well as the limitations of the study. Recommendations were provided for future research.
Download or read book The Effects of Self directed Video Prompting on Teaching Individuals with Moderate to Severe Disabilities Daily Living Skills written by David George Brooks and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of self-delivered video prompts via an iPod Touch on teaching six adolescents with moderate to severe intellectual and developmental disabilities two daily living skills. Students were taught the skill of washing a table with a spray bottle using video prompts presented by the instructor. Once a student reached 80% correct for three consecutive trials, they were taught to use the iPod Touch. In the next phase, the students used the iPod Touch to teach themselves the skill of vacuuming. Results of the study indicate that video prompting was an effective teaching tool for four of the six participants. Three of the participants also used the iPod Touch to teach themselves the skill of vacuuming.
Download or read book Effects of Video Prompting Via an IPad on Vocational Skill Development of Secondary Students with Autism written by Patricia D. Lund and published by . This book was released on 2013 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school studentswith autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.
Download or read book Traumatic Brain Injury written by Jennie Ponsford and published by Psychology Press. This book was released on 2012 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research into the rehabilitation of individuals following Traumatic Brain Injury (TBI) in the past 15 years has resulted in greater understanding of the condition. The second edition of this book provides an updated guide for health professionals working with individuals recovering from TBI. Its uniquely clinical focus provides both comprehensive background information, and practical strategies for dealing with common problems with thinking, memory, communication, behaviour and emotional adjustment in both adults and children. The book addresses a wide range of challenges, from those which begin with impairment of consciousness, to those occurring for many years after injury, and presents strategies for maximising participation in all aspects of community life. The book will be of use to practising clinicians, students in health disciplines relevant to neurorehabilitation, and also to the families of individuals with traumatic brain injury.
Download or read book Neurobehavioral Changes After Acquired Brain Injury written by Jacoba M. Spikman and published by Frontiers Media SA. This book was released on 2020-08-21 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparison of Two Video Prompting Interventions to Teach Daily Living Skills to Adolescents with Autism written by Jennifer Wertalik and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting change better for two of the three students. The frequency building component in the VP + FB had strong, consistent gains for all students in terms of retention.
Download or read book Using Self directed Video Prompting for Skill Acquisition with Post secondary Students with Intellectual Developmental Disabilities written by Eliseo Dave Jimenez and published by . This book was released on 2014 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation contains three stand-alone papers on the topic of using video prompting and self-directed video prompting to teach individuals with intellectual and developmental disabilities. The literature review examined the current body of literature to better understand if and how video prompting was being utilized with individuals with moderate to profound disabilities. Additionally, maintenance and generalization measures were examined to determine the extent to which each was being utilized and measured. Overall, there were positive results for the use of video prompting as a stand-alone procedure and as a packaged intervention. Additionally, there were positive results for the studies that included maintenance and/or generalization measures. Using the information from the literature review, the research paper presents a study that taught two individuals with intellectual and developmental disabilities vocational and daily living skills using self-directed video prompting. Following task mastery, maintenance probes were conducted for 2 weeks starting 1-week post-mastery. Results showed that both students acquired novel skills across all three tiers, indicating that individuals can acquire novel tasks with minimal prompting with self-directed video prompting. The third paper is a practitioner paper that teachers and other practitioners can use to teach their students how to independently provide their own video prompts and how they can promote generalization after students have learned self-directed video prompting.
Download or read book The Effects of Persistent Mild Traumatic Brain Injury Symptoms on the Neurophysiological Health of Adults written by Kelsey N. Bryk and published by . This book was released on 2021 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: BACKGROUND: Mild traumatic brain injury (mTBI) accounts for approximately 70-90% of the 2.8 million TBIs sustained annually, and up to 40% of those may result in persistent symptoms lasting beyond a normal clinical recovery timeline. Persistent concussion symptoms (PCS) can manifest into life-changing disabilities, lost work and financial income, elevated risks of depression and anxiety, and reduced quality of life (QoL), as well as more subtle deficits in the ability to perform a cognitive and motor task concurrently, a common activity of daily living. Dual-task gait conditions have revealed the adaptation of a conservative gait strategy following mTBI in young athletes, however it is unknown if this strategy is present among adults with PCS. Together an assessment of symptoms, QoL, cognition, and postural control can provide an overall understanding of the subtle deficits in an adult PCS population. PURPOSE: The overall purpose of this dissertation was to identify and quantify neurophysiological impairments in adults with PCS. METHODS: For aim 1, PCS patients (n=15, 43.9+11.8 years, 11 females, 110-1314 days since injury) and healthy controls (n=24, 41.6+10.4 years, 16 females) performed dual-task gait and gait initiation conditions in a motion capture laboratory. Dual-task costs were calculated for gait, gait initiation, and cognitive variables to determine task prioritization. For aim 2, the same PCS patients and healthy controls completed questionnaires to assess symptoms and quality of life, performed a variety of common post-concussion clinical assessments (i.e.: Clinical Reaction Time, King-Devick, Tandem gait task), and a brief sensorimotor and cognitive assessment on the Kinesiological Instrument for Normal and Altered Reaching Movements (KINARM, Kingston, Ontario). Once normality was established, groups were compared using either an independent samples t-test (normal distribution) or a Mann-Whitney U test (non-normal distribution). Additionally, for aim 2, we examined the associations between KINARM variables and clinical assessment performance using a Pearson correlation test. A point-biserial correlation was run to determine the relationship between KINARM variables and VOMS failure (a categorical variable). RESULTS: For aim 1, PCS patients had significantly worse DTCs for gait (e.g.: Gait Speed DTCs: PCS = -13.1 + 11.9%, Controls = -4.3 + 6.4%, p = 0.009, d = .921) and gait initiation (e.g.: APA phase M/L displacement (-34.8 + 21.8% and -10.6 + 25.3%, p = .004, d = 1.01) when compared to the healthy controls. For aim 2, PCS patients had significantly worse symptoms, psychological issues, and overall quality of life compared to healthy controls (e.g.: Rivermead number of symptoms (Range = 0-16): PCS = 13.5 + 2.2, Controls = 4.0 + 3.8, p
Download or read book An Evidence Based Review of Computer assisted Cognitive Remediation Programs for People with Traumatic Brain Injury written by Mitch Riker and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Every year, millions of people sustain a traumatic brain injury (TBI). Individuals who sustain a TBI often require long-term help to improve cognition and engage in activities of daily living. Many computer-assisted interventions to remediate cognition have been developed. Knowing and deciding which computer assisted intervention to use with clients may be challenging for health care providers. Therefore, an evidence-based comprehensive review of seven cognitive remediation therapy programs was completed ..."--The abstract, p.vi.
Download or read book Effects of Brain Trauma on Learning Outcomes written by Difrine Madara and published by . This book was released on 2020-11-21 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2019 in the subject Psychology - Developmental Psychology, grade: A, Kenyatta University, language: English, abstract: Brain trauma can occur at any stage of a person's life. Among learners, there are several events in their day to day activities, including concussion, maltreatment, physical activities, and toxic stress that may result in brain trauma. Traumatic brain injury may involve a violent blow or jolt on the head. Traumatic brain injury (TBI) can also be caused by an object that is able to penetrate brain tissue. Concussion and other traumatic experiences profoundly limit brain development among children thus hampering their cognitive functions. The growing volume of the literature suggests that concussion adversely impacts various aspects of lives, including home, school, and social relationships among children and adolescents. According to a 2013 clinical report of the American Academy of Pediatrics, there are potential vulnerabilities to academic functioning following concussion. Multiple qualitative studies indicated that children may suffer from several post-concussion symptoms, such as headaches, fatigue, slowed processing of information and impaired concentration, which negatively impact academic performance.
Download or read book Evaluation of the Disability Determination Process for Traumatic Brain Injury in Veterans written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-05-20 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Veterans Benefits Administration (VBA) provides disability compensation to veterans with a service-connected injury, and to receive disability compensation from the Department of Veterans Affairs (VA), a veteran must submit a claim or have a claim submitted on his or her behalf. Evaluation of the Disability Determination Process for Traumatic Brain Injury in Veterans reviews the process by which the VA assesses impairments resulting from traumatic brain injury for purposes of awarding disability compensation. This report also provides recommendations for legislative or administrative action for improving the adjudication of veterans' claims seeking entitlement to compensation for all impairments arising from a traumatic brain injury.
Download or read book Effective Practices for Children with Autism written by James K. Luiselli and published by Oxford University Press. This book was released on 2008-03-13 with total page 519 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who have autism require comprehensive educational and treatment services. There are a myriad of approaches currently recommended to practitioners and parents, but little is known about their efficacy. Which are the most effective in teaching skills, overcoming behavior challenges, and improving quality of life? Methods must be based in research settings, but be easily extended to real world settings where children with autism live, go to school, socialize, and recreate. Identifying and validating effective practices is a complex and multi-faceted process, but an essential one for responsible research and practice. This book brings together multiple and contemporary perspectives on intervention effectiveness for autism education and behavior support. With contributors from a variety of disciplines and orientations, Effective Practices for Children with Autism presents a critical appraisal of current practice standards, emphasizing empirically supported procedures and research-to-practice applications. By bringing together a diverse group of authors, the editors have ensured that the vast field of information on interventions for children with autism is thoroughly examined, and that no topic has gone untouched. Written for practitioners, research scientists, and clinicians, the book is an essential framework for evaluating educational and treatment procedures, selecting those that are most effective, and evaluating outcomes.
Download or read book The Relationships in Severity of Injury and Traumatic Brain Injury written by Rene Hernandez Cardenache and published by LAP Lambert Academic Publishing. This book was released on 2009-08 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traumatic brain injury remains a major health problem around the world. In response to progress in emergency medical systems, research has shifted its focus from defining outcome primarily as "survival rates," to defining outcome in the context of "real world functioning." These include an increased interest in assessing learning and memory skills, comprehension, problem solving ability, communication patterns, personal care, social behaviors, and other basic activities that are essential to daily living. In fact, evaluating the functional status and outcome of individuals sustaining TBI has become an integral aspect of neurorehabilitation programs around the United States. The Glasgow Coma Scale (GCS) has been routinely used in neurorehabilitative settings after traumatic brain injury (TBI). The GCS's predictive utility in relation to functional outcome has not been fully established. This book explores and discusses the relationships of the GCS to rehabilitative progress.The analysis should assist clinicians in predicting prognosis. The findings, the implications of the results, and suggestions for future research are also presented.
Download or read book The Role of Executive Functioning and Coping in the Traumatic Brain Injury Community written by Zachary C. Bayer and published by . This book was released on 2010 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of traumatic brain injury (TBI) rehabilitation is typically to improve overall cognitive and physical functioning and to increase autonomy and satisfaction with life. The current study examined whether levels of executive functioning and coping strategies were sufficient to predict levels of community integration and life satisfaction in individuals living with a TBI (N=31). I used a series of Pearson product moment correlations to test my hypotheses and a statistical correction method to control for Type I error across a number of bivariate correlations. Participants completed a series of executive functioning tests [Trail Making Test A and B, the Stroop Test, Delis-Kaplan Executive Functioning System (D-KEFS) Tower Test, Rey Complex Figure Test Copy and 3-minute Delay, and D-KEFS Verbal Fluency (FAS)] as well as a series of outcome measures (The Ways of Coping Questionnaire--Revised, Satisfaction with Life Scale, The Community Integration Questionnaire, and The Patient Competency Rating Scale. A caregiver, family member, or significant other of each participant also completed the Patient Competency Rating Scale with respect to the individual with a history of TBI. The study results suggest that within the brain injury community increased use of Problem-Solving coping strategies is associated with higher levels of community integration. Increased performance on a visual memory test with a complex stimulus was associated with participants having a higher level of self-awareness. Also, better performance on verbal fluency tasks is correlated to higher levels of community integration and decreased use of Emotion-Focused coping strategies by individuals living with TBI. The results suggest important implications for individuals involved in the TBI community. The concepts identified in the literature to determine what is associated or can be used to predict better outcomes for individuals living with a TBI are unclear and vague at best. The present study indicates a high level of complexity between variables involved in contributing to higher levels of community integration and overall life satisfaction for individuals living with TBI. The study identifies some interrelatedness between variables; however, it suggests more complex relationships exist among the variables and must be considered when working with individuals living with TBI.
