Effectiveness of training in expressing positive emotions, reacting to change and greeting peers after childhood traumatic brain injury: a single-case experimental study

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Abstract

Background

Social cognitive deficits are common after traumatic brain injury (TBI). The participant in this single-case experimental design (SCED) was 7 years old when he sustained a severe TBI. After 2 years in rehabilitation, he continues to show deficits in social cognition.

Objective

To determine the effectiveness of three interventions, each aimed at improving a behavior altered by social cognition deficits. These behaviors were: (1) expression of positive emotions, (2) reacting to changes in plans, and (3) greeting classmates.

Method

An A-B-A’ design was used for each behavior. In addition, each behavior was targeted with a rehabilitation program applied over 10 sessions.

Results

For the first behavior, changes between phases B-A’ (NAP = 0.712) and A-A’ (NAP = 0.864) indicated improvements in the child’s ability to express positive emotions. In the second behavior, changes in the intensity of reactions between phases B and A’ (NAP = 0.815) and A vs. A’ (NAP = 0.834) indicated that the child adapted to changes in a plan and to unexpected situations in a more adaptive way. For the third behavior, changes in the number of greetings between phases A and B (NAP = 0.883) and A vs. A’ (NAP = 0.844) suggested that during the third phase of the study, the participant fully acquired the habit of greeting peers and increased his interactions with others.

Conclusion

While the participant showed improvements in all three targeted behaviors, due to the complexity of the third behavior, it is recommended that in future research, the intervention targeting social interactions should be applied over a longer timeframe to ensure that improvements are more stable in the long term.

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Most cited references 81

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VALIDITY OF THE TRAIL MAKING TEST AS AN INDICATOR OF ORGANIC BRAIN DAMAGE

RALPH M. REITAN (1958)

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Single-Case Intervention Research Design Standards

Thomas Kratochwill, David M. Rindskopf, Samuel L. Odom … (2012)

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Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism.

S. Baron-Cohen, M. O'Riordan, V. Stone … (1999)

Most theory of mind (ToM) tests are designed for subjects with a mental age of 4-6 years. There are very few ToM tests for subjects who are older or more able than this. We report a new test of ToM, designed for children 7-11 years old. The task involves recognizing faux pas. Study 1 tested 7-9, and 11-year-old normal children. Results showed that the ability to detect faux pas developed with age and that there was a differential developmental profile between the two sexes (female superiority). Study 2 tested children with Asperger syndrome (AS) or high-functioning autism (HFA), selected for being able to pass traditional 4- to 6-year level (first- and second-order) false belief tests. Results showed that whereas normal 9- to 11-year-old children were skilled at detecting faux pas, children with AS or HFA were impaired on this task. Study 3 reports a refinement in the test, employing control stimuli. This replicated the results from Study 2. Some patients with AS or HFA were able to recognize faux pas but still produced them. Future research should assess faux pas production.

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Author and article information

Contributors

Sandra Rivas-García: URI : https://loop.frontiersin.org/people/2255480/overview

Andrés Catena: URI : https://loop.frontiersin.org/people/75614/overview

Alfonso Caracuel: URI : https://loop.frontiersin.org/people/1168751/overview

Journal

Journal ID (nlm-ta): Front Psychol

Journal ID (iso-abbrev): Front Psychol

Journal ID (publisher-id): Front. Psychol.

Title: Frontiers in Psychology

Publisher: Frontiers Media S.A.

ISSN (Electronic): 1664-1078

Publication date (Electronic): 12 July 2023

Publication date Collection: 2023

Volume: 14

Electronic Location Identifier: 1195765

Affiliations

[1] ¹Area of Developmental and Educational Psychology, Department of Psychology, University of Cadiz , Cádiz, Spain

[2] ²Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada , Granada, Spain

[3] ³Department of Experimental Psychology, Complutense University of Madrid , Madrid, Spain

[4] ⁴Department of Experimental Psychology, University of Granada , Granada, Spain

[5] ⁵Department of Developmental and Educational Psychology, University of Granada , Granada, Spain

Author notes

Edited by: Carolina Baeza-Velasco, Université Paris Cité, France

Reviewed by: Adrian Alacreu-Crespo, University of Valencia, Spain; Pauline Narme, Université Paris Cité, France

*Correspondence: Sandra Rivas-García, srivasresearcher@ 123456gmail.com

Article

DOI: 10.3389/fpsyg.2023.1195765

PMC ID: 10369192

SO-VID: 60a01db1-396e-4ae6-99bd-f88e9313d6ee

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

History

Date received : 29 March 2023

Date accepted : 26 June 2023

Page count

Figures: 5, Tables: 1, Equations: 0, References: 83, Pages: 11, Words: 9229

Custom metadata

section-at-acceptance Psychology for Clinical Settings

ScienceOpen disciplines: Clinical Psychology & Psychiatry

Keywords: social cognition,traumatic brain injury,single-case experimental design,theory of mind,intervention studies,emotion expression

Data availability:

ScienceOpen disciplines: Clinical Psychology & Psychiatry

Keywords: social cognition, traumatic brain injury, single-case experimental design, theory of mind, intervention studies, emotion expression

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Effectiveness of training in expressing positive emotions, reacting to change and greeting peers after childhood traumatic brain injury: a single-case experimental study

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Abstract

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Objective

Method

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Conclusion

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New Psychiatry

Most cited references 81

VALIDITY OF THE TRAIL MAKING TEST AS AN INDICATOR OF ORGANIC BRAIN DAMAGE

Single-Case Intervention Research Design Standards

Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism.

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