Influence of self-monitoring on heterosexual conversational behaviors of head trauma youth

Examining the Evidence From Single-Case Experimental Designs to Treat Challenging Behaviors Following Moderate to Severe Traumatic Brain Injury

OBJECTIVE

To evaluate evidence on the effectiveness of behavioral interventions using single-case experimental design (SCED) methodology and to identify behavioral interventions with sufficient evidence for possible inclusion in the development of guidelines for the management of challenging behaviors in adults following moderate to severe traumatic brain injury (TBI).

METHODS

As a subinvestigation of a larger systematic review process designed to identify evidence for guidelines development, the current review focused on studies using SCED methodology applied to persons with challenging behaviors following moderate to severe TBI. Articles were identified from a search of the published literature through January 2021, identifying studies in CINAHL, Cochrane Database of Systematic Reviews, EMBASE, MEDLINE/Ovid, and PsycINFO. Articles meeting inclusion criteria were assessed for design rigor to allow for effect size determination. The identified cases were then critically appraised using the RoBiNT (Risk-of-Bias in N-of-1 Trails) Scale to determine strength of evidence for causal inference.

RESULTS

Thirty-four studies met inclusion criteria, with a total of 44 cases evaluated for effect of the treatment intervention on defined target behaviors. Seventeen cases had effect sizes rated as large, 22 cases as medium, 3 cases as small, and 3 as no effect. An observed trend was for large and medium effect sizes to be associated with lower RoBiNT Scale internal validity scores. Randomization, blinded provider and assessor, and assessment of treatment adherence were the internal validity items unlikely to meet criteria.

CONCLUSIONS

SCED methodology was found to produce large and medium effect sizes for behavioral interventions targeting challenging behaviors following moderate to severe TBI. However, the strength of the evidence is limited because of weaknesses in study designs. Most of the studies failed to meet established internal validity criteria designed to reduce risk of bias in SCED studies as such rigor is difficult to establish or often not practical in clinical settings. Suggestions and recommendations are outlined for improving the quality of published cases using SCED methodology, which, in turn, will improve credibility of evidence and better inform the development of treatment guidelines for behavior regulation.

Anger Self-Management Training for Chronic Moderate to Severe Traumatic Brain Injury: Results of a Randomized Controlled Trial

OBJECTIVE

To test efficacy of 8-session, 1:1 treatment, anger self-management training (ASMT), for chronic moderate to severe traumatic brain injury (TBI).

SETTING

Three US outpatient treatment facilities.

PARTICIPANTS

Ninety people with TBI and elevated self-reported anger; 76 significant others (SOs) provided collateral data.

DESIGN

Multicenter randomized controlled trial with 2:1 randomization to ASMT or structurally equivalent comparison treatment, personal readjustment and education (PRE). Primary outcome assessment 1 week posttreatment; 8-week follow-up.

PRIMARY OUTCOME

Response to treatment defined as 1 or more standard deviation change in self-reported anger.

SECONDARY OUTCOMES

SO-rated anger, emotional and behavioral status, satisfaction with life, timing of treatment response, participant and SO-rated global change, and treatment satisfaction.

MAIN MEASURES

State-Trait Anger Expression Inventory-Revised Trait Anger (TA) and Anger Expression-Out (AX-O) subscales; Brief Anger-Aggression Questionnaire (BAAQ); Likert-type ratings of treatment satisfaction, global changes in anger and well-being.

RESULTS

After treatment, ASMT response rate (68%) exceeded that of PRE (47%) on TA but not AX-O or BAAQ; this finding persisted at 8-week follow-up. No significant between-group differences in SO-reported response rates, emotional/behavioral status, or life satisfaction. ASMT participants were more satisfied with treatment and rated global change in anger as significantly better; SO ratings of global change in both anger and well-being were superior for ASMT.

CONCLUSION

ASMT was efficacious and persistent for some aspects of problematic anger. More research is needed to determine optimal dose and essential ingredients of behavioral treatment for anger after TBI.

Anger self-management in chronic traumatic brain injury: protocol for a psycho-educational treatment with a structurally equivalent control and an evaluation of treatment enactment

Anger and irritability are important and persistent clinical problems following traumatic brain injury (TBI). Treatment options include medications, behavioral modification, and psychotherapies, but some are impractical and none have proven efficacy with this population. We describe a randomized multi-center clinical trial testing a novel, one-on-one, 8-session psychoeducational treatment program, Anger Self-Management Training (ASMT), designed specifically for people with TBI who have significant cognitive impairment. The trial is notable for its use of a structurally equivalent comparison treatment, called Personal Readjustment and Education (PRE), which was created for the study and is intended to maximize equipoise for both participants and treaters. Fidelity assessment is conducted in real time and used in therapist supervision sessions. The primary outcome is change in self-reported anger on validated measures from pre-treatment to 1 week after the final session. Secondary outcomes include participant anger as reported by a significant other; emotional distress in domains other than anger/irritability; behavioral functioning; and quality of life. An interim assessment after the 4th session will allow examination of the trajectory of any observed treatment effects, and a follow-up assessment 2 months after the end of intervention will allow examination of persistence of effects. A treatment enactment phase, in which participants are interviewed several months after the last therapy session, is designed to provide qualitative data on whether and to what extent the principles and techniques learned in treatment are still carried out in daily life.

The Impact of Varied Speaker Role and Communication Partner on the Communicative Interactions of a Person With Traumatic Brain Injury: A Single Case Study Using Systemic Functional Linguistics

This article presents preliminary findings on an investigation into the differences in communicative performance across varying speaking conditions, of an individual with a cognitive–linguistic impairment following traumatic brain injury (TBI). The article compares the communicative exchanges of an individual in a conversation with a therapist, a conversational dyad with a peer with TBI, and in a communication group task where they were interacting with other participants with TBI. The speaking conditions studied included an unstructured chat, the participant requesting information and the participant giving information. Results showed that the person with TBI responded to differences in communication partner and speaker role. He was best able to give information in the unstructured chat with the clinician and the information giving session in the group. Requesting was maximally facilitated in the information request condition with the clinician. Qualitatively, however, the most equal interactions occurred with the peer, with evidence of the person with TBI engaging in typical conversational strategies such as establishing common ground to facilitate topic development and co-constructing the discourse topics. These strategies did not occur in the clinician or group interactions, possibly due to power imbalance in the former and impaired cognitive–linguistic ability in the latter situation. Implications for clinical decision making regarding intervention strategies for patients with cognitive–communication deficits are discussed.

Traumatic Brain Injury and Psychosocial Function: Let's Get Social

Disorders of psychosocial function manifested in a reduction in socially skilled behaviour, are prevalent following traumatic brain injury. It is clear to most clinicians that these can present the major obstacle to successful rehabilitation. Outcome studies also support this view. Despite this, there is relatively little systematic work addressing social skills remediation in Australia or elsewhere. There are even fewer studies that have evaluated the effectiveness of social skills treatment after traumatic brain injury. In this address I will consider social skills from a social skills framework that has been developed in the normal literature. This framework encompasses social behaviour and social perception (i.e., the ability to read cues accurately and social problem-solving). Social behaviour is the most common target for remediation in both the normal and brain-injured populations. There is a range of useful techniques that have proven to be efficacious in treating social skills in non-brain-injured populations and also to have some effectiveness in the treatment of traumatic brain injury. In addition, however, it is clear that both social perception (i.e., the ability to read social cues accurately and social problem-solving are also compromised after TBI). These areas are infrequently targeted for remediation, although again, there are some remediation principles that are relevant and potentially fruitful. Finally, it is important to understand the impact of psychological reactive factors such as depression and poor self-esteem in producing or maintaining poor social skills.

Treatment definition in complex rehabilitation interventions

Rehabilitation research is challenged to improve its evidence base, which requires more precise and more consistent conceptualisation and measurement of treatment ingredients. This paper presents the steps in defining and specifying treatments towards the construction of a therapy manual for experimental interventions, or a coding system for observational treatment research. Specifying the active ingredients, identifying the behavioural operations that are aligned with each, and developing procedural details and materials are discussed and illustrated using two on-going trials for treatment of traumatic brain injury. The process of assessing treatment fidelity, that is, the extent to which interventions are delivered, received and used as intended, is also discussed.

Treating deficits in emotion perception following traumatic brain injury

The present research aimed to investigate whether social perception deficits commonly experienced in the adult traumatic brain injury (TBI) population can be successfully remediated through cognitive rehabilitation. Twelve outpatient volunteers (11 male, 1 female; age range 20-57 years) with severe, chronic TBI (mean length of post-traumatic amnesia 121 days, range 58-210 days; mean months post- injury 93.58, range 17-207 months) participated in a randomised controlled trial. Participants were randomly allocated to treatment and waitlist control groups following assessment on a range of emotion perception and psychosocial measures. Treatment comprised 25 hours, across 8 weeks, of a programme specifically designed to address emotion perception which incorporated a variety of remediation techniques shown to be effective with the TBI population. Results indicated that participants significantly improved both in judging basic emotional stimuli when presented in a naturalistic format (i.e., video vignettes) and in making social inferences on the basis of speaker demeanour. This is the first known treatment study dealing with emotion perception deficits in individuals with TBI.

Maintenance and generalization of behaviours after treatment of persons with traumatic brain injury

This review of behavioural research literature was conducted to determine if persons who have experienced a traumatic brain injury are able to maintain and generalize behaviours after training, and to identify formal programming strategies that might have been utilized to enhance maintenance and generalization. Studies reviewed included those that employed behavioural procedures to increase adaptive behaviours or reduce maladaptive behaviours and collected maintenance and generalization data. Results of the review indicate that persons who have experienced a traumatic brain injury have experienced successful response maintenance and generalization of community-referenced tasks. It is suggested that impaired memory does not keep persons from maintaining and generalizing such tasks, and that strategies to promote maintenance and generalization need to be included in behavioural programming.

Behavioral assessment of social competence following severe head injury

Eighteen community-dwelling adults who had suffered a very severe closed-head injury more than 18 months previously and required long-term rehabilitative support were compared with a closely matched control group on a number of behavioral measures of skill during social interaction. Results showed that during social interactions the head-injured patients exhibited impaired communication skills. They appeared disinterested, and their speech was characterized as lacking in fluency and clarity due to their difficulty in finding appropriate words, use of inappropriate expressions and inability to express ideas clearly. Attempts to find a relationship between the patients' cognitive deficits and their impaired communication skills were unsuccessful. It is suggested that the often reported poor social adjustment of some head-injured patients is in part related to their inappropriate behavior during social interactions. This is particularly manifest in their poor language skills and speech delivery style.

Reactivity in self-recording: obtrusiveness of recording procedure and peer comments

Reactivity refers to behavior change that occurs during self-recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self-recording. Three first-grade students in Experiment 1 completed math questions during a 5-min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded closely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second-grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self-recording are complex and contextually specific.