Skip to main content

Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de effectieve componenten?

Neuropraxis volume 24, pages 66–73 (2020)Cite this article

Samenvatting

Veel kinderen en jongeren met niet-aangeboren hersenletsel (NAH) ervaren problemen met cognitief functioneren, zoals een verminderd geheugen of slechtere concentratie. Dit artikel is gebaseerd op bevindingen en inzichten uit het proefschrift ‘Executive functions of children and adolescents: Novel perspectives on assessment and intervention’. Een belangrijk doel van het promotietraject was beter inzicht te krijgen in hoe we cognitieve functies en bijbehorende problemen bij kinderen en jongeren met NAH kunnen verbeteren. Cognitieve problemen bij kinderen en jongeren kunnen mogelijk worden behandeld met cognitieve revalidatie. Interventies voor cognitieve revalidatie kunnen worden gecategoriseerd op basis van hun hoofdcomponenten: 1) strategiegebruik en/of metacognitie, 2) herhaald oefenen, en 3) externe hulpmiddelen. Resultaten van een literatuurstudie naar cognitieve revalidatie laten zien dat door interventies die zijn gebaseerd op metacognitie en/of strategiegebruik vooral adaptief gedrag en sociaal functioneren verbeteren. Interventies op basis van herhaald oefenen verbeterden de prestaties op taken die vergelijkbaar zijn met de geoefende taken. Multi-componenten-interventies die deze twee componenten combineren, leken te leiden tot verbeteringen in zowel cognitief als adaptief gedrag en sociaal functioneren. Externe hulpmiddelen verbeterden het functioneren in het specifieke gebied waarop het hulpmiddel was gericht, bijvoorbeeld het geheugen. De beschikbare gegevens suggereren dat interventies bestaande uit meerdere componenten, zoals een combinatie van metacognitie- en/of strategiegebruik en herhaald oefenen, veelbelovend zijn, omdat deze kunnen leiden tot verbeteringen in zowel het cognitieve als psychosociale functioneren van kinderen en adolescenten met NAH.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Figuur 1
Figuur 2

Literatuur

  1. Kloet A de, Hilberink S, Roebroeck M, Catsman-Berrevoets C, Peeters E, Lambregts S, et al. Youth with acquired brain injury in the Netherlands: a multi-centre study. Brain Inj. 2013;27(7–8):843–9.

    Article  PubMed  Google Scholar 

  2. Spreij LA, Visser-Meily J, Heugten CM van, Nijboer TC. Novel insights into the rehabilitation of memory post acquired brain injury: a systematic review. Front Hum Neurosci. 2014;8:993.

    Article  PubMed  PubMed Central  Google Scholar 

  3. Slomine B, Locascio G. Cognitive rehabilitation for children with acquired brain injury. Dev Disabil Res Rev. 2009;15(2):133–43.

    Article  PubMed  Google Scholar 

  4. Lambregts SA, Van Markus-Doornbosch F, Catsman-Berrevoets CE, Berger MA, De Kloet AJ, Hilberink SR, et al. Neurological outcome in children and youth with acquired brain injury 2‑year post-injury. Dev Neurorehabil. 2018;21(7):465–74.

    Article  PubMed  Google Scholar 

  5. Anderson VA, Catroppa C, Dudgeon P, Morse SA, Haritou F, Rosenfeld JV. Understanding predictors of functional recovery and outcome 30 months following early childhood head injury. Neuropsychology. 2006;20(1):42.

    Article  PubMed  Google Scholar 

  6. Babikian T, Asarnow R. Neurocognitive outcomes and recovery after pediatric TBI: meta-analytic review of the literature. Neuropsychology. 2009;23(3):283.

    Article  PubMed  PubMed Central  Google Scholar 

  7. Resch C, Anderson VA, Beauchamp MH, Crossley L, Hearps SJ, Heugten CM van, et al. Age-dependent differences in the impact of paediatric traumatic brain injury on executive functions: a prospective study using susceptibility-weighted imaging. Neuropsychologia. 2019;124:236–45.

    Article  PubMed  Google Scholar 

  8. Heugten C van, Hendriksen J, Rasquin S, Dijcks B, Jaeken D, Vles J. Long-term neuropsychological performance in a cohort of children and adolescents after severe paediatric traumatic brain injury. Brain Inj. 2006;20(9):895–903.

    Article  PubMed  Google Scholar 

  9. Galvin J, Froude EH, McAleer J. Children’s participation in home, school and community life after acquired brain injury. Aust Occup Ther J. 2010;57(2):118–26.

    Article  PubMed  Google Scholar 

  10. Rosema S, Crowe L, Anderson V. Social function in children and adolescents after traumatic brain injury: a systematic review 1989–2011. J Neurotrauma. 2012;29(7):1277–91.

    Article  PubMed  Google Scholar 

  11. Tol E van, Gorter JW, DeMatteo C, Meester-Delver A. Participation outcomes for children with acquired brain injury: a narrative review. Brain Inj. 2011;25(13–14):1279–87.

    PubMed  Google Scholar 

  12. Resch C. Executive functions in children and adolescents: novel perspectives on assessment and intervention [proefschrift]. Maastricht: Maastricht University; 2019.

    Book  Google Scholar 

  13. Resch C, Rosema S, Hurks P, Kloet A de, Heugten C van. Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: a systematic review. Brain Inj. 2018;32(6):679–92.

    Article  PubMed  Google Scholar 

  14. Cicerone KD, Langenbahn DM, Braden C, Malec JF, Kalmar K, Fraas M, et al. Evidence-based cognitive rehabilitation: updated review of the literature from 2003 through 2008. Arch Phys Med Rehabil. 2011;92(4):519–30.

    Article  PubMed  Google Scholar 

  15. Ylvisaker M, Feeney T. Executive functions, self-regulation, and learned optimism in paediatric rehabilitation: a review and implications for intervention. Pediatr Rehabil. 2002;5(2):51–70.

    Article  PubMed  Google Scholar 

  16. Limond J, Adlam AR, Cormack M. A model for pediatric neurocognitive interventions: considering the role of development and maturation in rehabilitation planning. Clin Neuropsychol. 2014;28(2):181–98.

    Article  CAS  PubMed  Google Scholar 

  17. Chavez-Arana C, Catroppa C, Carranza-Escárcega E, Godfrey C, Yáñez-Téllez G, Prieto-Corona B, et al. A systematic review of interventions for hot and cold executive functions in children and adolescents with acquired brain injury. J Pediatr Psychol. 2018;43(8):928–42.

    Article  PubMed  Google Scholar 

  18. Laatsch L, Dodd J, Brown T, Ciccia A, Connor F, Davis K, et al. Evidence-based systematic review of cognitive rehabilitation, emotional, and family treatment studies for children with acquired brain injury literature: from 2006 to 2017. Neuropsychol Rehabil. 2020;30(1):130–61.

    Article  PubMed  Google Scholar 

  19. Chan D, Fong K. The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: a controlled clinical trial. Disabil Rehabil. 2011;33(21–22):2023–32.

    Article  CAS  PubMed  Google Scholar 

  20. Cook LG, Chapman SB, Elliott AC, Evenson NN, Vinton K. Cognitive gains from gist reasoning training in adolescents with chronic-stage traumatic brain injury. Front Neurol. 2014;5:87.

    PubMed  PubMed Central  Google Scholar 

  21. Missiuna C, DeMatteo C, Hanna S, Mandich A, Law M, Mahoney W, et al. Exploring the use of cognitive intervention for children with acquired brain injury. Phys Occup Ther Pediatr. 2010;30(3):205–19.

    Article  PubMed  Google Scholar 

  22. Patel SK, Katz ER, Richardson R, Rimmer M, Kilian S. Cognitive and problem solving training in children with cancer: a pilot project. J Pediatr Hematol Oncol. 2009;31(9):670–7.

    Article  PubMed  Google Scholar 

  23. Hardy KK, Willard VW, Bonner MJ. Computerized cognitive training in survivors of childhood cancer a pilot study. J Pediatr Oncol Nurs. 2011;28(1):27–33.

    Article  PubMed  Google Scholar 

  24. Kaldoja M‑L, Saard M, Lange K, Raud T, Teeveer O‑K, Kolk A. Neuropsychological benefits of computer-assisted cognitive rehabilitation (using FORAMENRehab program) in children with mild traumatic brain injury or partial epilepsy: a pilot study. J Pediatr Rehabil Med. 2015;8(4):271–83.

    Article  PubMed  Google Scholar 

  25. Phillips NL, Mandalis A, Benson S, Parry L, Epps A, Morrow A, et al. Computerized working memory training for children with moderate to severe traumatic brain injury: a double-blind, randomized, placebo-controlled trial. J Neurotrauma. 2016;23(33):2097–104.

    Article  Google Scholar 

  26. Cha Y‑J, Kim H. Effect of computer-based cognitive rehabilitation (CBCR) for people with stroke: a systematic review and meta-analysis. NeuroRehabilitation. 2013;32(32):359–68.

    Article  PubMed  Google Scholar 

  27. Kassai R, Futo J, Demetrovics Z, Takacs ZK. A meta-analysis of the experimental evidence on the near-and far-transfer effects among children’s executive function skills. Psychol Bull. 2019;145(2):165.

    Article  PubMed  Google Scholar 

  28. Melby-Lervåg M, Redick TS, Hulme C. Working memory training does not improve performance on measures of intelligence or other measures of “far transfer” evidence from a meta-analytic review. Perspect Psychol Sci. 2016;11(4):512–34.

    Article  PubMed  PubMed Central  Google Scholar 

  29. Peijnenborgh JC, Hurks PM, Aldenkamp AP, Vles JS, Hendriksen JG. Efficacy of working memory training in children and adolescents with learning disabilities: a review study and meta-analysis. Neuropsychol Rehabil. 2016;26(5–6):645–72.

    Article  PubMed  Google Scholar 

  30. Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P, Dahlström K, et al. Computerized training of working memory in children with ADHD‑A randomized, controlled trial. J Am Acad Child Adolesc Psychiatry. 2005;44(2):177–86.

    Article  PubMed  Google Scholar 

  31. Catroppa C, Stone K, Hearps SJ, Soo C, Anderson V, Rosema S. Evaluation of an attention and memory intervention post-childhood acquired brain injury: preliminary efficacy, immediate and 6 months post-intervention. Brain Inj. 2015;29(11):1317–24.

    Article  PubMed  Google Scholar 

  32. Séguin M, Lahaie A, Matte-Gagné C, Beauchamp MH. Ready! Set? Let’s train!: feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury. Ann Phys Rehabil Med. 2018;61(4):189–96.

    Article  PubMed  Google Scholar 

  33. Sjö NM, Spellerberg S, Weidner S, Kihlgren M. Training of attention and memory deficits in children with acquired brain injury. Acta Paediatr. 2010;99(2):230–6.

    Article  PubMed  Google Scholar 

  34. Treble-Barna A, Sohlberg M, Harn BE, Wade SL. Cognitive intervention for attention and executive function impairments in children with traumatic brain injury: a pilot study. J Head Trauma Rehabil. 2016;31(6):407–18.

    Article  PubMed  Google Scholar 

  35. Hooft I van’t, Andersson K, Bergman B, Sejersen T, Wendt L von, Bartfai A. Sustained favorable effects of cognitive training in children with acquired brain injuries. NeuroRehabilitation. 2007;22(2):109–16.

    Article  Google Scholar 

  36. Hendriks CMCM, Broek-Sandmann TM van den. Amsterdamse training van aandacht en geheugen voor kinderen. Lisse: Swets & Zeitlinger B.V; 1996.

    Google Scholar 

  37. Wilson BA, Emslie H, Evans JJ, Quirk K, Watson P, Fish J. The NeuroPage system for children and adolescents with neurological deficits. Dev Neurorehabil. 2009;12(6):421–6.

    Article  PubMed  Google Scholar 

  38. Dunning DL, Holmes J. Does working memory training promote the use of strategies on untrained working memory tasks? Mem Cognit. 2014;42(6):854–62.

    Article  PubMed  PubMed Central  Google Scholar 

  39. Macnamara BN, Hambrick DZ, Oswald FL. Deliberate practice and performance in music, games, sports, education, and professions: a meta-analysis. Psychol Sci. 2014;25(8):1608–18.

    Article  PubMed  Google Scholar 

  40. Miller SD, Chow D, Wampold BE, Hubble MA, Del Re A, Maeschalck C, et al. To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance. High Abil Stud. 2018; https://doi.org/10.1080/13598139.2018.1519410.

    Article  Google Scholar 

  41. Karbach J, Unger K. Executive control training from middle childhood to adolescence. Front Psychol. 2014;5:390.

    PubMed  PubMed Central  Google Scholar 

  42. World Health Organization. International classification of functioning, disability, and health: children & youth version: ICF-CY. Genève: World Health Organization; 2007.

    Google Scholar 

  43. Königs M, Beurskens EA, Snoep L, Scherder EJ, Oosterlaan J. Effects of timing and intensity of neurorehabilitation on functional outcome after traumatic brain injury: a systematic review and meta-analysis. Arch Phys Med Rehabil. 2018;99(6):1149–59.e1.

    Article  PubMed  Google Scholar 

  44. Melby-Lervåg M, Hulme C. Is working memory training effective? A meta-analytic review. Dev Psychol. 2013;49(2):270.

    Article  PubMed  Google Scholar 

  45. Wang Z, Zhou R, Shah P. Spaced cognitive training promotes training transfer. Front Hum Neurosci. 2014;8:217.

    PubMed  PubMed Central  Google Scholar 

  46. Braga LW, Rossi L, Moretto ALL, Silva JM da, Cole M. Empowering preadolescents with ABI through metacognition: preliminary results of a randomized clinical trial. NRE. 2012;30(3):205–12.

    Article  Google Scholar 

  47. Dorris L, Broome H, Wilson M, Grant C, Young D, Baker G, et al. A randomized controlled trial of a manual-based psychosocial group intervention for young people with epilepsy [PIE. Epilepsy Behav. 2017;72:89–98.

    Article  PubMed  Google Scholar 

  48. Bosson MS, Hessels MG, Hessels-Schlatter C, Berger J‑L, Kipfer NM, Büchel FP. Strategy acquisition by children with general learning difficulties through metacognitive training. Aust J Learn Diffic. 2010;15(1):13–34.

    Article  Google Scholar 

  49. Hessels-Schlatter C, Hessels MG, Godin H, Spillmann-Rojas H. Fostering self-regulated learning: from clinical to whole class interventions. Educ Child Psychol. 2017;34(1):110–25.

    Google Scholar 

  50. Crowe LM, Catroppa C, Babl FE, Rosenfeld JV, Anderson V. Timing of traumatic brain injury in childhood and intellectual outcome. J Pediatr Psychol. 2012;37(7):745–54.

    Article  PubMed  Google Scholar 

  51. Ryan NP, Catroppa C, Cooper JM, Beare R, Ditchfield M, Coleman L, et al. The emergence of age-dependent social cognitive deficits after generalized insult to the developing brain: a longitudinal prospective analysis using susceptibility-weighted imaging. Hum Brain Mapp. 2015;36(5):1677–91.

    Article  PubMed  Google Scholar 

Download references

Dankbetuiging

Het literatuuronderzoek en de ontwikkeling van de nieuwe cognitieve interventie beschreven in dit artikel zijn mede mogelijk gemaakt door financiering van Johanna KinderFonds, Cornelia-Stichting en Stichting Rotterdams Kinderrevalidatie Fonds Adriaanstichting.

Author information

Authors and Affiliations

  1. Afdeling Neuropsychologie & Psychofarmacologie, Faculteit der Psychologie en Neurowetenschappen, Maastricht University, Maastricht, Nederland

    Christine Resch, Petra P. M. Hurks & Caroline M. van Heugten

Authors
  1. Christine Resch
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Petra P. M. Hurks
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Caroline M. van Heugten
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christine Resch.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Resch, C., Hurks, P.P.M. & van Heugten, C.M. Cognitieve revalidatie voor kinderen en jongeren met niet-aangeboren hersenletsel: wat zijn de effectieve componenten?. Neuropraxis 24, 66–73 (2020). https://doi.org/10.1007/s12474-020-00254-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12474-020-00254-3

Trefwoorden

  • niet-aangeboren hersenletsel
  • cognitieve revalidatie
  • computertraining
  • strategieën
  • metacognitie